COACH S HANDBOOK. The Beginning of Success

Transcription

1 COACH S HANDBOOK The Beginning of Success

2 Building Critical Mass: The Beginning of Success Excellent coaching is one of the key elements of successful QuickStart programs. Many tennis professionals have found it extremely enjoyable to see their young pupils grow and succeed on the tennis court. As coaches, it is our responsibility not only to develop our students physical, technical, and tactical abilities, but also to establish a friendly and sociable environment so that these young players learn to love the sport that lasts a lifetime. To accomplish these tasks, our job requires that we have patience and understanding of the young child s social and emotional needs, that we have the maturity to be positive role models at all times, and that we continually educate ourselves about the program curriculum and the Advantage tennis philosophy. If we meet these objectives, we can strive toward building critical mass, the point at which the program is so good it sells itself. Parents may participate by tossing balls, being no-net tennis hitting partners, running relay races with their children, and doing much more. They are natural candidates to be homework partners for their children between lessons. Parents with tennis skills may act as assistant coaches. Parents can also volunteer to take on some administrative roles in the program, such as organizing carpools and refreshments, or keeping attendance. Our product is teaching tennis to juniors aged 10 and under. If that product is good enough, if it reaches critical mass, our customer base will continue to grow by word of mouth traveling among the children and their parents. This is also why having parents actively participate with their child s tennis development is another critical elements of successful QuickStart programs. When each child has a parent-coach, it is easier for the professional to keep all students active instead of waiting in lines. This also allows for larger class sizes and fewer safety issues, since children are continuously supervised. At Advantage QuickStart, it is our job as coaches to nurture these young tennis players into great athletes, hitters, and tacticians, the future stars of our sport, but it is also our job to encourage active parental involvement so that we may grow the game and our product. Some professionals make it mandatory that a parent stay within sight of their child during the lesson. They may even opt to meet with parents alone before the lesson series to review the basics of tennis, to discuss the objectives of the program and parents roles in it, and to encourage at-home practice. Parents who are actively involved often become as excited about QuickStart Tennis as their children because, like the coach on court, they get to see their child learning, growing, having success, and advancing in skill. 2

3 Table of Contents Building Critical Mass: The Beginning of Success History Policy of HCK Tennis Coaches Disciplinary Policy for HCK Tennis Coaches Pro Pay Sheet Coach in Training Website Manual Philosophies of Teaching Children The Coach s Role A Brief Introduction Key Terminology Parts of the Tennis Court QuickStart Tennis Courts Parts of the Tennis Racquet Pathway: Understanding the Pathway Pathway: Competencies for Progression Structure of Lesson Lesson Plans for Kids Programs Sample Progress Report Children s Physical Abilities o Children s Physical Abilities - Ages 4-6 o Children s Physical Abilities - Ages 6-8 o Children s Physical Abilities - Ages 8-10 Children s Technical Abilities o Stroke Progressions: Groundstrokes o Stroke Progressions: Volleying o Stroke Progressions: Overheads o Stroke Progressions: Serving o Stroke Progressions: Returning Children s Tactical Abilities o Red Strategies o Orange Strategies o Green Strategies Management and Site Directors Contact List Coach s Bios Further Training Sources: USTA Further Training Sources: USPTA Further Training Sources: USPTR Advantage QuickStart Tennis Program Locations 3

4 History The Advantage QuickStart Program is entering its fifth full season of activity. Under the guiding leadership of Xavier Luna, it was piloted in winter 2011 at Roosevelt Island Sports Park and boldly started its first full year in May The pilot program coincided with efforts by the governing bodies of tennis (nationally, the USTA, and internationally, the ITF) to officially amend rules of competition and play to accommodate down-sized racquets, courts and balls so that children under the age of ten (as well as seniors) could play more easily and enjoyably. Our junior programs continue to use racquets, courts, and balls that are age-appropriate and best suited to your child s needs. We ve even added the latest in junior tennis technology to develop a unique and successful program that focuses on improving your child s tennis. Perhaps the most important technological development was the invention of low pressure real tennis ball with 3 levels (red, orange, green). Now we have a progression of balls that increase in pressure, liveliness, and speed, leading up to the traditional yellow ball. Their acronym is rogy. With these balls, it is now possible to teach and play on smaller courts and on faster surfaces, such as rubberized and wood gymnasium floors. Another important technological invention we utilize is the memory-board, which perfects the child s groundstrokes by replicating the correct technique and motion for both forehands and backhands, all while engaging the child in fun drills. What is unique about Advantage QuickStart? Our program of play-based tennis is dedicated to engaging children so they have fun, develop a sense of the basic game and experience success in a sport that lasts a lifetime. We offer a simple, yet effective pathway that each child can follow at their own pace to reach their desired tennis potential. Our instructional team meets weekly to review innovative teaching methodologies. Each lesson is fully planned and features exciting drills and games that will motivate and unlock the potential of your child. Our regularly scheduled staff trainings ensure that our coaching staff continually enhances their proficiency teaching, communicating with and inspiring children. 4

5 Policy for HCK Tennis Coaches a) Coaches must arrive 10 minutes prior to class starting time and Site Directors must arrive 30 minutes prior to class starting time dressed appropriately, with an understanding of the lesson plan and ready to teach. b) Coaches who are scheduled to set-up the courts must arrive 30 minutes prior to classes starting time. c) Coaches must work a minimum of one day on the weekends (Saturday or Sunday). d) Coaches must submit their teaching availability for the entire semester prior to the start of the semester. Coaches must commit to teaching each of their prescribed weekly schedules for the full length of the semester. e) Coaches (Pro C.I.T. level and above) must be able to teach 4 children in a group with minimal assistance from directors. f) Coaches are encouraged to receive PTR, 10 & under Certification, USTA Coaches Training workshop and USPTA certifications, or any other specialized certification for children ages g) Time sheets must be submitted no later than Friday, 12pm of pay period end date, or by the time requested by the QuickStart Director. Any time sheet submitted after that will not be processed in time for biweekly payroll. h) Coaches must listen to and follow directions from Site Directors. i) Cell phones are not permitted on court. In the event of an emergency, please provide family members with the telephone numbers of tennis clubs, central office and site directors. j) If a coach does not adhere to any of the items above, they will be subject to the disciplinary actions described in our Disciplinary policy. (See page 6) k) It is at the discretion of management to terminate the coach from teaching in the QuickStart program as well as any Advantage Tennis Clubs location. In addition to the above, please note the following. Your work may be performed at various locations within New York City. Your work hours will vary based on the tennis programs and events operating. Your hours may also change according to the program s needs. Advantage QuickStart Tennis will conduct mandatory trainings and staff meetings throughout the year. Your attendance is required at these trainings and meetings. You will be compensated at a rate of $15.00 per hour for attending all staff trainings and meetings. Your supervisors will be the QuickStart Directors and Managers. We look forward to your employment with HCK Recreation, Inc. and Advantage Tennis Clubs-QuickStart programs. 5

6 Disciplinary Policy for HCK Tennis Coaches Disciplinary actions will result in the following manner: a) 1st time arriving late to class (less than 5 minutes to start of class), calling out of work (with less than 24 hour notice, unless in case of emergency), or violating any other policy terms will result in an oral warning. b) 2nd time arriving late to class (less than 5 minutes to start of class), calling out of work (with less than 24 hour notice, unless in case of emergency), or violating any other policy terms will result in one week without being scheduled to work. c) 3rd time arriving late to class (less than 5 minutes to start of class), calling out of work (with less than 24 hour notice, unless in case of emergency), or violating any other policy terms will result in a termination. 6

7 Pro Pay Sheet Instructions: Below is a sample time sheet. You will receive a time sheet biweekly and be paid the following week. The form must be completed by Friday 12pm, or by the date and time specified by the QuickStart Director, in order to be processed in time to receive a payroll check by the following Friday. To fill out the form in Excel, simply download that week s payroll file and use the drop down boxes to include your name and dates, locations, work type, and hours for all work activities. You may also print a copy of the form and hand write your information and scan it to the QuickStart Director by . You may include back pay if applicable. You are encouraged to ask questions if you need help filling the form out. Name: Deadline to send Sheet: Hourly Pay: Total Pay: Pay Period: QuickStart Pro Pay Sheet Date Location Program Start Time (Including Set up time) End Time Total Time Verifid by Site Director Verifid by Director 7

8 Coach in Training Website Manual Overview The Coach in Training (C.I.T.) program at Advantage Tennis Clubs is designed to provide young adults with an opportunity to develop leadership skills and gain hands-on experience in a professional environment. We have an organized pathway that enables young adults to progress through four distinct levels, which will enable them to take on more responsibilities and eventually have the opportunity to work for compensation. Website As the name suggests, our website is designed to help train our coaches to be the best possible. Registration is simple, just complete the application form and, if accepted, we ll deliver to you a username and password. Once you have been granted access to the website, you will find program and curriculum materials such as lesson plans, a library of videos, our competency pathway for junior players, notes to staff trainings, and more. Benefits - Work for a company that has some of the best Tennis programs in NYC. - Hours spent can count toward community service hours for high school or internship credits for college. - Letter of recommendation provided. - Improve critical life skills such as teamwork and leadership. - Opportunity to coach in various community tennis programs outside the club. - Access to USTA 10-and-Under and 11-and-Up Coaches Workshops online at coachintraining.com - Coach In Training Certificate from Advantage Tennis Clubs. Responsibilities - USTA Tournaments and Play Days (held on Saturday or Sundays afternoons & evenings, September through June, and sporadically throughout the summer) - Summer Camp (Junior lessons and Camp games, Monday Friday). - Junior Programs (Junior Clinics from September June). - Community events, Camp Fairs such as mall events, in-school and after-school programs. - On-court and off-court assistance - Delivery of the 10-and-Under and 11-and-Up teaching format for kids - Delivery of Summer Camp teaching format for kids - Setup and break down of all equipment before and after each lesson/clinic/camp/tournament - Assist pro staff with organizing players and be prepared to take charge of small groups of players during tournaments Eligibility - At least 16 years of age. - Knowledgeable/have a background in tennis. - Comfortable coaching/working with younger children of all ages and abilities. - Positive and enthusiastic in all tasks. - Motivated to improve knowledge and skills. - Responsible and timely on a daily basis. - A team player. - Professional in appearance; wear tennis attire at all times. - Most importantly, must LOVE working with kids and be a positive role model. C.I.T. Levels C.I.T. s will progress through 4 different levels based on the amount of C.I.T. hours completed and at the discretion of the director. Juniors and Seniors in High School must work a minimum number of service and training hours, after which they will be eligible to work for compensation. College students, interns, and uncertified trainees entering at the Assistant Pro C.I.T. level will have the opportunity to be compensated for their work at Advantage Tennis Clubs. This work can include, but is not limited to, semester programs, team and club sessions, Play Days, tournaments, birthday parties, and special events. Further compensation will be granted to those Assistant Pro C.I.T. s who, in addition to working the set amount of hours, maintain outstanding performance and professionalism. This will also be at the discretion of the director. There are 3 sessions per year: September through January, February through June, and June through August for summer camp. The following list is a general representation of the number of hours per session a C.I.T. can expect to work at each of the 4 levels: - Junior HS C.I.T. (51 65 hours per session; minimum 30 service hours) - Senior HS C.I.T. (66 90 hours per session; minimum 30 service hours) - Assistant Pro C.I.T. (91+ hours per session) - Pro C.I.T. (120+ hours per session) - Site Director C.I.T. (150+ hours per session) Apply Coach in Training positions at every level are regularly available. To apply for a position, please complete the CIT Application Form, which can be found online at For more information or questions about the C.I.T program, please contact Xavier Luna, Junior Program, Director of Tennis at: xluna@advantagetennisclubs.com 8

9 Philosophies of Teaching Children There are many different philosophies when it comes to teaching kids to play tennis, and while some win over either the kids or their parents, it takes time and expertise to develop a real crowd-pleaser. For example, some programs focus exclusively on the kids on-court enjoyment. Their philosophy consists in teaching kids how to put a ball in play (serve) and rally, regardless of proper technique. The idea is that if kids see that they can rally a ball back and forth consistently, they will feel successful, they will learn to love playing the game, and they will continue playing their entire lives. The USTA initiative (scaling tennis equipment to kid-friendly sizes) was introduced to children as young as 4 years old so they could become successful playing at an early age. The more successful the kids are when playing, the more they will enjoy playing and stay in the game. Kids love to do things they are good at, but will not continue with any activities if they feel they are not successful. The main teaching method under this philosophy is for the kids to develop the skills needed to serve a ball and rally. But while they develop some skills critical to playing tennis, they often develop bad habits that can lead to frustrating moments, injury, or quitting. At the other end of the teaching spectrum, some programs focus exclusively on the kids technical proficiency. Their philosophy consists in teaching kids the proper technique of all tennis strokes at an early age (also as young as 4) so that they develop good habits from the very beginning of their playing and improve their athletic ability in sync with their growing tennis game. Lessons are often kept fun and engaging for kids by disguising different skill-trainings as games. But this way of teaching will not necessarily enable the children to rally a ball back and forth from an early age. They will eventually learn to rally when they get older (usually around 7 or 8 years old, if they begin playing at 4 or 5) but they may not feel successful playing at an early age. Here at QuickStart our teaching philosophy combines only the best qualities from each of the previous two philosophies in order to motivate success and build proper technique. We always teach skills that are both fun and technically sound to children during their group lesson. QuickStart children learn proper techniques at an early age and also learn to serve and play (rally) as early as 4 years old. When the kids begin to rally, they may forget about good technique since their main focus is getting the ball over the net. The coach s job therefore is to constantly remind them about the proper technique. Scientific studies tell us that 60% of how kids learn is visual, 20% is verbally, and 20% is through Kinesiology (experiencing or performing the activity). QuickStart coaches use this knowledge to show, tell, and let the kids perform the fun exercises using proper technique so that it eventually becomes ingrained in their muscle memory. We believe this is the best path toward having technically sound strokes, rallying, and having a blast on court. We also believe that it is imperative to educate parents so they work with their children between lessons on useful skills that don t require a lot of equipment, such as controlling the racquet. Parents should learn about the teaching philosophy of the tennis program their children are attending. To help educate parents, we designed our tennis pathway to be very simple to understand. Once the parents understand the QuickStart pathway, they will be able to see what their child needs to accomplish at each level in order to advance. Since group classes are generally limited to one hour, it s very important for the parents to encourage their children to practice the skills portion of the lesson and join in on these practice sessions. Think of this extra practice time as their tennis homework (schools give homework to students on a daily basis, we give homework to our players once a week). Practicing more will help the children advance to the next level even quicker. Whichever philosophy a tennis program adopts, it is critical that the Kids have fun during the lesson. If they do not have fun, no matter how successful they are, they will not want to continue playing. One of the most important factors for the kids having fun on court is how the coach interacts with the children before, during and after the lesson. The coach must greet the kids before the lesson with enthusiasm, smiles, silliness and even jokes. During the lesson, the coach must exhibit very high energy to keep the kids engaged and continuously feed the kids positive reinforcement throughout the lesson to build their confidence. The coach must end the lesson with a fun game, fun homework activity, and high-fives to all kids. There are two things every parent will ask their child immediately after the child s tennis lesson. The first question is: did you have fun? The second question is: what did you learn during the lesson? Coaches must mention the lesson objective at the beginning of the class so students will understand what they will be learning. It will help if the coach repeats the lesson objective 2 more times throughout the class and do a quick review at the end of the lesson. Combining rallying skills (for example, Rally me, bungee, ups/downs, walk the dog, lobster trap, racquet control skills, etc.) with fun technical skills (such as Fruit Salad, Fireball, Crocodile, etc.) makes for exciting and educational classes. If these lessons are then supplemented with encouraging parents and coaches, as well as homework practices, then the children will enjoy getting better even quicker. Remember, our number one goal as tennis coaches is to create a safe and nurturing environment in which the children have fun and learn great tennis. 9

10 The Coach s Role The coach s role is vital to the proper development of the young player s skill. All of our students, whether beginners or advanced tournament players, benefit the most from a coaching staff who wants to pass on their love of the game and who are excited to watch and be a part of their students growth. Advantage Tennis Clubs coaches are serious, dedicated professionals who have been individually selected and trained in the Advantage Tennis Clubs methodology. This methodology, combined with the talent and cohesiveness of our team, allows our students to achieve their very best. Advantage Tennis Clubs coaches embrace the following principles: Teaching and learning tennis take time, discipline and patience. Students learn most effectively in a progressive structure by mastering the basics before advancing to more difficult skills. Instruction must be individualized to fit each student s age and ability. To be a successful tennis player, you need more than just tennis skills. Students are empowered by learning to think for themselves and achieve independence and self-confidence on the court. Students develop athleticism through hard work and by following a plan n e d fitness program appropriate for their age and ability. Our coaches work closely with our fitness trainers to do what is best for each group and individual. 10

11 A Brief Introduction What is QuickStart Tennis? The beginning of success QuickStart Tennis is the nation s tennis equivalent to Little League baseball, AYSO soccer or youth basketball. QuickStart Tennis was designed by the United States Professional Tennis Association the world s largest and oldest organization of tennis-teaching professionals. All QuickStart programs, including ours at Advantage, are structured to include lessons and playing opportunities that aim to move children ages 3-10 quickly through a series of transitional stages and graduated equipment to full-court tennis. QuickStart Tennis now has over 400 participating professionals and sites around the Metro area and is the fastest growing program for children in the world. Red Stage Court Size: 36 x 18 Net Height: 2 9 at the center Levels: Red I Red II Orange Stage Court Size: Singles 60 x 21 Doubles 60 x 27 Net Height: 3 at the center Levels: Orange Green Stage Court Size: Singles 78 x 27 Doubles 78 x 36 Net Height: 3 at the center Levels: Green Stage Ball Court Racquet Red Foam Red Felt Low Bounce Orange Medium Bounce Green Medium-High Bounce Up to 21 Up to 25 Up to 27 Why was QuickStart Tennis developed? The family that plays together stays together Tennis is one of the few lifetime sports that can be played starting at an early age. In addition, it is a wonderful family sport that enables everyone to play together in an atmosphere of fitness and fun. Few sports are more compatible for parents and children to learn and play together. Everyone in the tennis community has been asked to grow the game, and QuickStart Tennis is the surest way for us to meet this commitment. Who is QuickStart Tennis for? Children, parents and coaches all benefit QuickStart Tennis was created to attract children to tennis, to help teaching professionals provide the best instruction, and give parents a fun, active way to interact with their children on the court. The USPTA began a serious Tennis campaign to target children from ages 3 to 10 in Other tennis industry groups have since added children s programs in an effort to reach the same target group. Our focus is creating a fun and effective learning atmosphere. Tennis is a lifetime sport, and children who play tennis will enjoy the game and its health and social benefits for decades to come. As we continue to build successful tennis programs, all elements of the tennis family benefit. 11

12 Key Terminology Throughout this Handbook, you will see references to many terms specific to tennis, QuickStart, and Advantage Tennis Clubs. This list of definitions is designed to help you learn terms you may have been previously unfamiliar with, including those used in our competency pathway and curriculum and those which give an overview of the company and its various positions. People: Owner a person who owns and operates the company, oversees the management, and finalizes program decisions. Program Director/Manager a person in charge of off-court duties such as hiring, designing semester schedules, enrollment and classes, payroll, etc. Site Director/Head Clinician a teaching professional in charge of lesson development and orchestration, and coordinator of on-court activities. Professional Coach/Assistant Coach/Instructor a teaching professional, volunteer, or parent who has been selected by the head clinician to assist in instruction where playing skills are required. Parent-coach a parent who are encouraged to be on court with their children to act as hitting partners, relay team members, and homework partners. Student a player who has enrolled in our program. Orange a level for students who can maintain an extended rally with instructor using basic technique, who learns intermediate technique for footwork, net play, and serves, how to play points, keep score, and basic strategy, and who practices rallying a ball 15 times against a wall or backboard and serving against a wall or on a 60 court. Orange players typically use Orange Felt balls (though they may have a mix of Red Felt/Orange Felt or Orange Felt/Green Dot), play on Orange Courts, and use racquets up to 26 in length. They are encouraged to work hard to qualify for the Orange Team. Green a level for students who can rally, place the ball with intention, using spins, varying speeds and angles, play the ball in transition, move to the net, place the volley for winners when necessary, execute the serve, who is now beginning to understand strategy and tactics, and who practices by participating in a club s match play program and USTA tournaments. Green players typically use Green Dot balls (though they may have a mix of Orange Felt/Green Dot or Green Dot/Yellow), play on Green Courts, and use racquets up to 27 in length. They are encouraged to work hard to qualify for the Green Team. Balls: Red Foam a ball made specifically for beginners and very young children; it is 15% larger than a yellow ball and made entirely of foam so that it bounces very low, travels very slow and short, and can easily be gripped and handled by a small child. Levels: Red 1 a level for beginner students who learns basic hand-eye skills and basic racquet skills, becomes familiar with the concept of playing tennis, and practices catching and throwing both underhand and overhand. Red 1 players typically use Red Foam balls, play on Red Courts, and use racquets up to 21 in length. They are encouraged to join the Red Ball Rally Club for extra practice. Red 2 a level for students who can hit the ball consistently over the net with instructor, who learns basic technique for fundamental tennis strokes (forehand, backhand, volley, and serve), and who practices juggling a ball up 10 times in a row and dribbling a ball down 10 times in a row with racquet. Red 2 players typically use Red Felt balls (though they may have a mix of Red Foam/Red Felt or Red Felt/Orange Felt), play on Red Courts, and use racquets up to 23 in length. They are encouraged to join the Red Ball Rally Club for extra practice. Red Felt a versatile low-compression ball used at several levels (though primarily for Red 2 players); it is slightly larger than a yellow ball and made of felt and rubber with no core, which allows it to bounce lower and travel slower and shorter than an orange ball, but bounces higher and travels faster and longer than a foam ball. Orange Felt a versatile low-compression ball used at several levels (though primarily for Orange players); it is slightly smaller than a yellow ball and made of felt and rubber with no core, which allows it to bounce lower and travel slower and shorter than a green dot ball, but bounces higher and travels faster and longer than a red felt ball. Green Dot a versatile low-compression ball used at several levels (though primarily for Green players); it is the same size as a yellow ball, but made of felt and rubber with no core, which allows it to bounce lower and travel slower and shorter than a yellow ball, but bounces higher and travels faster and longer than an orange felt ball. 12

13 Key Terminology Courts: Red Court a 36 by 18 small court designed for Red 1 & 2 players, with large service boxes and no doubles alleys; four red courts fit exactly on a full court by placing the red baselines on the full sidelines. Orange Court a 60 by 21 medium court designed for Orange players. Green Court a full-sized 78 by 27 court designed for Green players. Competencies & Techniques: Sending player is rolling, tossing, throwing, or hitting the ball or object away from their body. Receiving player is trapping, stopping, catching, or preparing to send an oncoming ball or object. Dominant/non-dominant hand the dominant hand is the stronger hand, the non-dominant hand is the weaker hand; for young children who do not yet know right from left, ask them which hand they write (or draw if they cannot yet write) with to determine which is their dominant hand. Ready Position a Red 1 competency; player is facing the net, a little crouched, feet shoulder-width apart and on their toes, racquet up with forehand grip in dominant hand and holding the throat with the non-dominant hand, and ready to receive the ball. Split Steps a Red 1 competency; player is in ready position receiving the ball (return, groundstroke, or volley), brings the feet together, takes a little hop, and lands in ready position. Square Stance a Red 1 & 2 competency; player s side faces the net, back foot parallel to the baseline, front foot angled toward the net post, with the toes of both feet aligned vertically (baseline to net). Open Stance player faces the net, front foot parallel to the baseline, back foot slightly angled toward net, with the heels of both feet aligned horizontally (sideline to sideline). Lateral Shuffling a Red 1 competency; player is in ready position and moves across the court by repeatedly clapping the heels of the feet together. Unit Turn a Red 2 competency; player receiving a ball moves from ready position, split steps, and gets into the appropriate stance, then prepares to send the ball by turning the upper half of the body (waist and up) away from the net while sliding the racquet down into the proper grip, then unloads into the shot by turning the upper half toward the net, striking the ball, following through, and recovering. Flat racquet hits through the ball to put no spin on it; flat shots have medium height over the net, maximum pace, and a medium bounce. Topspin a Red 2 competency; racquet brushes up low to high on the back of the ball to spin it forward toward the net; topspin shots have high height over the net, medium pace, and a high bounce. Slice a Green competency; racquet either hits through the ball with open face, or chops down high to low on the top of the ball to spin it backward toward the net; slice shots have low height over the net, medium or little pace, and a low bounce. Recovery Steps footwork used after sending the ball to get back to the center of the court and into ready position. Crossover Step a specific type of recovery step; player is turned away from net, steps with the outside foot first crossing it in front of the body, then brings the back foot behind, and continues into a shuffle. 13

14 Parts of the Tennis Court Full Tennis Court Court Size: 78 x 27 - Singles 78 x 36 - Doubles Net Height: 3 Base Line Deuce Court Center Mark Back Court Service Line Advantage Court Singles Sideline Doubles Alley Doubles Sideline Net Net Net Doubles Sideline Doubles Alley Singles Sideline Advantage Court Service Line Back Court Center Mark Deuce Court Base Line 14

15 QuickStart Tennis Courts Red Court Court Size: 36 x 18 - Singles Net Height: Orange Court Court Size: 60 x 21 - Singles 60 x 27 - Doubles Net Height: 3 Green Court Court Size: 78 x 27 - Singles 78 x 36 - Doubles Net Height: 3 15

16 Parts of the Tennis Racquet Frame Head Strings Sweet Spot Throat Shaft Grip Butt Cap 16

17 Pathway: Understanding the Pathway Red Ball 1 Age: 4-6 Timeframe: 6 18 months Ball: Red foam/felt Court: 36 x18 Racquet: Up to ' 18 ' Student is a beginner. Learns basic hand-eye skills and basic racquet skills, and becomes familiar with the concept of playing tennis. Home practice: Catching and throwing underhand/overhand. Red Ball 2 Age: 5-8 Timeframe: 6 18 months Ball: Red felt Court: 36 x18 Racquet: Up to ' 18 ' Student can hit the ball consistently over the net with instructor. Student learns basic technique for fundamental tennis strokes (forehand, backhand, volley, and serve). Home practice: Practice juggling a ball up 10 times in a row and dribbling a ball down 10 times in a row with racquet. Orange Ball 1 Age: 6-9 Timeframe: 6 18 months Ball: Orange felt Court: 60 x21 Racquet: ' 60 ' Student can maintain an extended rally with instructor using basic technique. Student learns intermediate technique for footwork, net play, and serves. Student learns how to play points, keep score, and basic strategy. Home practice: Rally a ball 15 times against a wall or backboard. Practice serving against a wall or on a 60 court. Green Ball 1 Age: 8-12 Timeframe: 6 18 months Ball: Green felt Court: 78 x27 Racquet: Up to ' 78 ' Student can rally, place the ball with intention, using spins, varying speeds and angles. Student can play the ball in transition and move to the net. Student can place the volley for winners when necessary. Student can execute the serve and hit the ball flat or with spin. Student is beginning to understand strategy and tactics. Home practice: Participate in club's match play program and begin to play USTA tournaments. Work to qualify for the Green Ball Team, which is limited to students who display the talent, drive, ambition and commitment of serious players. 78 ' 17

18 Pathway: Competencies for Progression (For Coaches only) Red Ball 1 Age: 4-6 Timeframe: 6 18 months Ball: Red foam/felt Court: 36 x18 Racquet: Up to 21 Red Ball 2 Age: 5-8 Timeframe: 6 18 months Ball: Red felt Court: 36 x18 Racquet: Up to 21 Orange Ball 1 Age: 6-9 Timeframe: 6 18 months Ball: Orange felt Court: 60 x21 Racquet: Green Ball 1 Age: 8-12 Timeframe: 6 18 months Ball: Green felt Court: 78 x27 Racquet: Up to 27 36' 36' 18' 18' 60' 78' +All prior competencies +All prior competencies +All prior competencies Forehand & Backhand: Ready Position. 60' Basic use of split step. Square Stance. Lateral movement (shuffling). Volley: Split step. Racquet head 60' above hand. Serve: Overhand throwing motion. Underhand serve. Drop and hit serve. Playing: 78' 3 FH in a row. 3 BH in a row. 3 Volleys in a row. Homework: Square stance on drop hit. 5 Drop hits in a row. Toss and trap service motion. 78' Catching and throwing. Forehand & Backhand: Develop unit turn. Develop topspin. Control direction and depth of shots. Volley: Split step and step forward. Volley down to a target. Serve: Square stance. Develop overhand serve. Playing: Rally with pro 6 in a row. 6 Volleys in a row. Keep track of score (games to 7). Homework: 10 Consecutive downs. 10 Consecutive ups. 10 Drop hits in a row. Forehand & Backhand: Recovery steps. Diagonal movements: up, back, side to side. Proper grips. Load: coordinated use of lower body. Combo FH & BH 70%. Volley: 78' Volley to the open court. Control the racquet head. Serve: Serve to the correct box 50%. Playing: Rally with pro 12 in a row. 78' 12 V/OH in a row. No ad scoring 4 game sets. Homework: Develop full service motion. Rally 15 times against a wall or other player. Singles v. doubles positions. Forehand & Backhand: Develop tactical strokes (vary spins, height, depth, & speed). Introduce Slice. Volley: Use continental grip. Switch between volleys and overheads with control. Control depth of volley. Use transitional shots. Serve: Use continental grip. Serve to correct box 70%. First v. second serve strategy. Develop routine before serve. Develop rhythmic service motion. Playing: Rally using variety of tactical. strokes and proper technique. Develop points with strategy. Hit offensive, defensive, and neutral shots. Singles v. doubles strategy. Full matches (best of 3 sets with ad scoring). Homework: Begin to play level 3 USTA tournaments. 18

19 Structure of Lessons QuickStart semester programs are comprised of a series of lesson plans for each level Red 1 (4-6 year olds), Red 2 (5-8 year olds), Orange (6-9 year olds), and Green (8-12 year olds). These lesson plans have been developed through extensive pilot studies of the USTA, USPTA, USPTR and reviewed by XAVIER LUNA. Many of the games and drills used have been submitted by USTA/USPTA/USPTR members who have successful 10-and-Under Tennis programs. All lesson plans include an Objective, Warm-up, Review of the previous lesson, Skill Development, Fun Games, Team Cool Down, and Homework. Lesson plans are also are designed for beginner players in each age group, and are formatted with different ratios of activity duration to meet the needs of each respective age group. For instance, lesson plans for 4 and 5 year olds contain mostly motor skill games and minimal racquet skill drills. On the other hand, lessons suitable for 9 and 10 year olds are balanced toward racquet and playing skills. While the lesson plans provide a quick and expert progression of drills and games to accomplish specific training objectives, many more drills and games are provided and can be accessed at the Xavier Library by visiting Note: All lesson plans provided are intended only as guidelines for teaching professionals. Professionals may use them as is or alter them to fit their own style or a particular class by substituting drills and games from Xavier Library. Below is an example of how different coaches and organizations structure their lessons. # Xavier Luna USTA USPTA USTPR Gordon Kent 1 Welcome and objective of the practice. The objective of the practice. Warm-up skills Warm-up activities and teaching points 20% Greeting and warm-up 2 Warm-up. A warm-up activity that helps develops the athletic skills of the age group. Motor skills Skills development and teaching points 40% Review of previous skill(s) 3 Review the previous session. A review of what was learned in the previous session. Racquet skills Game development and teaching points 30% Skill of the day 4 Skills development and Teaching Points. A new skill and a series of practices to develop that skill in the playing situation. Playing skills Cool down activities and homework task 10% Drill 5 Playing Skills/Fun Games. A team game that reinforces the skills and tactics of the playing situation. Game of the day 6 Team cool down/ A cool down activity. Wrap up Homework. 19

20 Lesson Plans for Kids Programs Red Ball 1 Age: 4-6 Orange Ball Age: Controlling the Racquet and the Ball Balance, Throwing, and Forehands Learning to Hit the Ball at the Side of the Body Forehand Introduction and Footwork Backhand Introduction and Footwork Learning to Serve Underhand Learning to Volley and Footwork Rallying to the Baseline Playing Quick Assessment Rotation Stations (A) Forehand Practice Backhand Practice Underhand Serving Practice Volley Practice Rallying Practice Full Evaluation Rotation Stations (B) Forehand and Footwork Backhand and Footwork Volley and Footwork Groundstroke Development Serving and Scoring (A) Receiving the Serve, Return, and Footwork Tactical Development (Playing Shots in Sequence) Doubles Game Learning How to Play and Score Quick Assessment Fun Games (A) Groundstroke Play Approaching the Net and Net Play Serving Play Returning Play Tactical Development Full Evaluation Fun Games (B) Red Ball 2 Age: 5-8 Green Ball Age: Forehand Introduction and Footwork Backhand Introduction and Footwork Volley and Footwork Groundstroke Development Underhand and Overhand Serve Overhead and Serve Technique Serve and Return Playing, Umpiring and Scoring Doubles Game (A) Quick Assessment Rotation Stations (A) Groundstroke Practice Volley Practice Overhead & Serve Practice Serve and Return Practice Doubles Game (B) Full Evaluation Rotation Stations (B) Forehand and Footwork Backhand and Footwork Forehands and Backhands with Control Serving Returning the Serve Moving the Opponent Net Game Learning the Basic Patterns of Serve, Return, and Rally Doubles Game Quick Assessment Fun Games (A) Forehand Play Backhand Play Net Play Serving Play Returning Play Full Evaluation Fun Games (B) 20

21 Sample Progress Report Sample Progress Report Site Director/Director: Location: Program: Level: Date: Player Attitude Effort Enjoyment Forehand Backhand Volleys Serve TOTAL Average in Category 21

22 Children s Physical Abilities & Emotional Needs The following information has been adapted from PBS.org and evolve9, a PTR initiative. For more information on early childhood health, development, and care, visit for more information on how child development relates specifically to tennis, visit or 22

23 Children s Physical Abilities & Emotional Needs Growth and Development Growth is related to size and development to function. As a coach you should understand that these are not the same and that sometimes a child who may appear large may not have the coordination, strength, speed, or skills that their size may suggests. It is also useful to consider how body shape and size change and how the physical capacity of a child may change through the five to ten age group. The main physical changes will occur in: nervous system development - related to movement, coordination and reaction visual system development related to tracking and reaction anatomical development relating to muscles, bones and joints biological development relating to aerobic and anaerobic systems Before detailing how these factors may limit what can be done and when, never forget how truly adaptable and exceptional the human body is. Although we ll point out some keys to good practice, there will always be some exceptional children who are capable of activities beyond the suggestions. Maximizing a player s potential is about finding a challenging level, but also about understanding where the limits are for most children. Central Nervous System (CNS) A child is born with a full nervous system in place and over the first few years (birth to age five) develops to almost 95% maturity. The pattern of development is from the center of the body outwards. This development of a child s central nervous system (CNS) means in practical terms, children: can control larger muscle groups (gross motor skills) first, then smaller muscle groups (fine motor skills) will learn to coordinate more joints and levers to a stroke, task or action, starting with the larger ones first, then smaller will refine any action over time Vision The visual system reaches a mature form around the age of 10. Consider that a player may struggle to track the ball simply because their visual development has not reached that level at a younger age. The development pattern for most children means that they will see and judge objects: immediately in front (largely because this is where most activity takes place in the formative years) to the left or right and up and down (2 dimensional) short or deep (3 dimensional) using peripheral vision and depth perception (binocularity), based upon a moving ball; reaching a fully mature stage later. Reactions Reactions are slow at a young age due to the main systems involved in the process (CNS, Vision and anatomical) being still underdeveloped. These reactions will improve from ages six or seven once good balance and motor control have become established. Anatomical Anatomical growth is the growth that you can see, generally related to muscles and bones. Some of the key principles here are: Different body systems and organs have their own unique growth patterns. Muscles grow first in size and then in strength, but are still immature in function throughout this age group, meaning children may look stronger than they are. During the latter part of this age group the ligaments becomes firmer, but the ends of the bones are still growing. Care must be taken not to create too much stress on the body s structure through over rotation or high impact. Joints during this age are still gradually stabilizing, which may affect the ability to change direction quickly. 23

24 Children s Physical Abilities & Emotional Needs Biological Biological growth and development is used to describe the internal systems and organs. Even when children appear to be larger than average for their age, they may have a proportionately less developed heart and lungs. Without being invasive, we should remember that growth and development do not always run parallel. Children should have sufficient heart and lung function at a young age to take part in most kinds of tennis training, although mass repetition is generally not beneficial either from a physical or skill development perspective. The best way to view this function at this age is that children have small batteries and as such, will run down faster, but also recharge faster than older children or adults. Fine Motor Development There's more to physical development than just the large muscle tasks of walking, running, jumping and climbing. It's important to pay attention to the whole range of development, including coordination of eyes and hands or "fine motor development." Gripping the racquet, pointing at the ball, using the toes to get into the right stance, and pronating the wrist on a shot are all examples of fine muscle work. These kinds of activities are very taxing for young children, so teachers should not expect children to work at such skills for too long without relief. Fostering Muscle Development and Large Motor Skills Play is the means children use to try out and practice new skills. Be sure to teach different large motor activities so that children can practice them all. Children need opportunities to develop upper body strength and expertise by rolling balls at targets, throwing bean bags and large balls, pulling themselves up, doing pushups, and more. They need opportunities to strengthen their lower bodies by jumping up and down, balancing on one foot, lunging, and more. It's important to remember not to pressure or demand children to excel at every physical task. The goal is to encourage youngsters to want to become more skillful. Most children are so delighted when they learn something new, they do it over and over without adult urging. However we should not ignore the fact that children develop at different rates and that some children s biological and /or anatomical age may not match their chronological age. We also need to remember that children have a tendency to grow in spurts and so may be closer or further in size to their peers at different times. Children with Disabilities Our goal is to support each child in her development according to her own abilities. Always try to include and encourage children with disabilities to participate in appropriate physical activities. Make sure there are plenty of opportunities to challenge and develop their physical abilities. The use of physical experiences is an excellent way to help children with disabilities to play with others. Our challenge is to look for ways to maximize these children's abilities while reinforcing their development. 24

25 Children s Physical Abilities & Emotional Needs At 4-5 Years Old This age group uses simple descriptions and simple objects. They learn through seeing and doing, avoid explanations and too much instruction. Learning takes place through games and fun things, otherwise you may find that some children just won t participate. At 5, they can understand some basic rules and can start to take turns, but at 4, the chances are that most children are best doing things as individual skills when it is their turn, or with the help of mom or dad. What motivates is fun, and fun here is color, activity, noise and involvement. Routine and repetition are also keys to safety, organization and learning. Sitting these children down between activities and establishing quiet time or places may well help keep an order or structure to the lesson, but some in this age group may switch off and spend some of the session in their own world anyway. Limited experience and different rates of physical growth can mean that levels of ability may vary greatly at this age. Early developers do not necessarily end up being the most advanced later, as development often happens in spurts, and there are many physical systems still developing. At 5-6 Years Old Listen to the language change here. There will be some use of adult words and phrasing without necessarily knowing the meaning of them. This age still learns through games, but since they have a better grasp of language, you can tell them how to do things better and they will try as long as it is fun! Children may test the boundaries at this age, and it is not uncommon for some small emotional outbursts if the egocentric (me) nature of the child conflicts with what you want to happen in the lesson. Boundaries are still important and you should ensure that these are clear in every activity. Imitation is big at this age, both verbal and physical, and children are still predominantly visual learners (which will continue throughout childhood). So use simple instruction and lots of demonstrations. Remember that at this age, children have normally started formal education so they are accustomed to taking instruction. It is also worth finding out and learning from the approaches that their school teachers take. 25

26 Children s Physical Abilities & Emotional Needs At 7-8 Years Old A child s view of the world at this age is much more detailed. They start to recognize the opinions and views of others, and it is not uncommon for young players to take on role models. It s worth starting to relate some of the games and activities that we play to these role models to create aspiration and a sense of what tennis is all about. They also prefer same gender friends, so although there is not a need to separate boys and girls from a physical perspective, it may be worth considering from a social one, particularly if it affects the dynamics of the group. They are able to take instruction quite well and want to be involved in the learning process. They can respond to some basic questions, but the focus should still be on activity and play. Piaget, one of the world s most respected experts on child development, suggested in his Theory of Cognitive Development that this is the age when children start to get a real grasp on terms like bigger, smaller, etc. Therefore, this is the appropriate age to start working with these concepts, including deeper, shorter, faster and slower, in terms of technical and tactical development. This age understands competition and will compete in a non-pressure environment, but it is probably best to keep it local. At 8-10 Years Old Trends and media are now having a larger impact on the child s life. That red car at 4 has become, I like a red Ferrari GTO with leather seats and They are starting to make a lot more of their own choices, and if tennis doesn t interest them, they may try something else. They like being part of the team or club, and friends are starting to be as important (and sometimes more) as parents. They will now take quite an active part in the learning process and, given experience, can problem solve quite effectively. They can start to plan and be tactical and can, with experience, evaluate their own performance quite well. Because children at this age are searching for acceptance in the world, it is important to keep a performance or task focus in competition. This means highlighting what players did well, and how they performed at the skills that they have been working on, much more than long discussions on the result. There is still a definite need to be a child and, in contradiction, to be given responsibility, which they are often ready for at this age, but on their terms. This can sometimes cause conflicts. Children in today s world seem to be adopting characteristics of older children at a younger age. 26

27 Children s Physical Abilities & Emotional Needs You and the Child Understanding a child s world is important, but at all ages the Golden Rule that you should never lose sight of is The number one reason for taking a tennis lesson from you is YOU! Young players form strong emotional attachments to the adults and peers around them. One of the biggest fun factors is how you engage them, show empathy, communicate with them and demonstrate how you value them. Knowing and understanding the information in this section will help, but ultimately, you will be the number one factor in shaping a young child s tennis experience. Summary If we consider and understand the likely physical abilities and emotional needs of children at different ages, we are more able to coach effectively. It is also worth considering that these factors may mean that children are more able to learn some things and less able to learn others. Actually, when a child is fully ready to learn something they learn it quite quickly. We have all experienced this; a player who picks up something instantly, effortlessly and then the reverse; a child who really struggles to learn something. For us as coaches, consider that all these factors may play a major part in a child s ability to learn a skill: Physiological systems (as detailed in this section) Experience have they played before or been active? Prerequisite skill is the skill that we are trying to teach made up of other simple skills? Do they have these skills? Opportunity do the people around them play with them? Cognitive development does the child understand the skill? Are they motivated to learn it? Do they have the mental capacity to take on and learn the skill that we are trying to teach? Natural Aptitude the ability to be able to perform the skill with little previous experience for reasons that we simply can t measure or understand. All the factors discussed give support to the idea of a developmental teaching approach to tennis and the associated skills. Understanding children first and then making the game fit them is the way forward, and not the other way around. With this approach in hand we need to look carefully at the skills that we, as coaches, need to make this approach a reality. 27

28 Children s Technical Abilities The following teaching progressions have been developed by our very own teaching professionals. They are 28

29 Stroke Progressions: Rally 1.-Trapping: Player 1 rolls ball to Player 2. Partner traps ball with strings of racquet. Partner then pushes ball back to roller with racquet. PROGRESS to each player pushing ball with racquet and trapping with racquet strings. Trap Roll 2.- Roll & Stop: Player 1 rolls ball with hand to Player 2 and Player 2 must stop ball with side of foot. Alternate right foot and left foot. PROGRESS to player pushing ball with racquet and alternating speed of ball. 3.- Bungee: Player starts with ball on racquet strings and lets the ball drop to the ground and catches the ball after one bounce on racquet strings. Use non-dominant hand to help trap the ball against racquet strings. Use a target for placement. PROGRESS to catching the ball without the help of the non-dominant hand and alternate between forehand and backhand sides of racquet. Catch Drop Bounce 4.- Rally Me: Player begins with ball on racquet strings and allows ball to drop to ground. Player continuously bumps up ball after one bounce on ground. Ball should be bumped up to head level height. PROGRESS to alternating between forehand and backhand sides of racquet. Use a target for placement Toss Tap Bounce 5.- Bump to a Friend: Player 1 bounce hits a ball to a partner aiming to a target placed between himself and partner. Partner must trap ball against racquet strings. Partner bounce hits ball back to player 1. PROGRESS to players standing on opposite sides of net. Players begin four steps away from net. Boing Bounce Boing 6.- Rally with Partner: Players begin four steps away from the net. Player 1 bounce hits ball over net to partner. After four consecutive rallies, players take one step away from net. PROGRESS to rallying with partner from the baseline. 29

30 Stroke Progressions: Volleying 1.-Thumb Tap: Students stand behind net with dominant hand in front of body and out to the side. Coach hand feeds ball and student must tap ball over net with palm of hand while keeping fingers closed and thumb out to the side. (Backhand-Tapping ball with back of hand or knuckles). PROGRESS to catching the ball in front of their body and out to the side. 2.- Can/Cone catch: Students stand behind net holding an empty tennis ball can or cone in front of body. Coach hand feeds ball and students must catch ball in the air with can/cone without letting it bounce. PROGRESS to students running up to net and split stepping onto a spot and catching ball with cone/can. Make sure students land on balls of feet when split stepping. 3.- Racquet Taps: Students stand behind net holding their racquets by the throat. Coach racquet feeds ball and students must punch ball over the net with racquet in front and out to the side of body. PROGRESS to students running up to net and split stepping onto spot and hitting volley from a hand fed ball. Student should begin to move body weight forward with proper unit turn while taking a step with non-dominant foot (forehand) and dominant foot (backhand) towards the net. Coaches should stress to children the importance of unit turn and being able to see racquet strings at all times. 4.- Racquet with Split: Students stand behind net holding racquets by the handle/grip. (Coaches should ensure children are holding racquets in Continental Grip/Smoosh the bug). Coach racquet feeds ball and student must hit volleys out in front and at side of body. PROGRESS to students running up to net and split-stepping over target (two balls placed atop two shuttle cones) and hitting a volley from a racquet fed ball. Student should begin to move body weight forward with proper unit turn while taking a step with non-dominant foot (forehand) and dominant foot (backhand) towards the net. 5.- Forehand/Backhand Volleys with Split: Students run up to net while coach racquet feeds ball to students. Students alternate hitting forehand and backhand volleys with proper split step, unit turn and forward body motion. PROGRESS to students using non-dominant hand for balance on backhand volleys. 30

31 Stroke Progressions: Overheads 31

32 Stroke Progressions: Serving Serves can be a coach s feed for a dead ball drill, an underhand toss into a bucket for a game, or a bounce-hit for a rally. A serve is a sending of a ball from a stationary position to start a feed, rally, or point. A serve is NOT ONLY an overhand stroke hit by the server during a tennis match. Serves can be a coach s feed for a dead ball drill, an underhand toss into a bucket for a game, or a bou nce-hit for a rally. Getting a young child to hit an overhand serve with separation of tossing and hitting arms, full looping motion, and full body coordination can be VERY HARD for both child and coach. Work toward that stroke which is mechanically the most difficult stroke to perform in all of tennis by following these progressions: 1.- Throwing: Build the athletic balance and coordination first by having kids at the Foam and Red Felt levels toss balls underhand and throw balls overhand. When tossing, ball arm should start palm-up at the side of the body and extend straight forward, releasing at the point of full extension. When throwing, ball arm should start palm-down behind the body at about eye-level; have kids point/aim with non-dominant hand, step forward with non-dominant foot, and throw ball with dominant hand. Spots, cones, and even memory-boards make for great targets for drills and games; can be combined with catching exercises. 2.- Rocket Launchers: Practice holding racquet up and hitting overhand serve by having kids at the Foam and Red Felt levels do rocket launchers. Have kids use a grip anywhere between Continental and Western, put racquet behind ear with butt cap pointing toward net, place ball on racquet strings and hold with non-dominant hand, make sure to look at the ball and watch it during swing, swing forward and up to launch rocket up and over the net. Works great as a cooldown. 3.- Bounce-hit: Practice separation of arms, coordination, and racquet control by having kids at the Foam and Red Felt levels bounce-hit underhand serves. Have kids use a grip anywhere between Continental and Semi-Western, stand in an open stance forehand position, hold a ball palm-up with non-dominant hand diagonally in front and to the side of the body about waist high, toss the ball up with a short toss and let it bounce once, hit the ball with little or no backswing low to high and finishing over the shoulder. Great for starting rallies and getting kids acquainted with bounce-hit feeds during drills. 4.- Underhand: Practice timing and control of short toss by having kids at the Red Felt and Orange Felt levels hit underhand serves with no bounce. Have kids use a grip anywhere between Continental and Semi-Western, stand in an square stance forehand position, hold a ball palm-up with non-dominant hand diagonally in front and to the side of the body about waist high, toss the ball up with a short toss and hit the ball underhand in the air with little or no backswing low to high and finishing over the shoulder. Also great for starting rallies and getting kids acquainted with underhand racquet feeds during drills. 5.- Overhand: Practice timing and control of high toss by having kids at the Red Felt level and beyond hit overhand serves. Have kids use a grip anywhere between Continental and Semi-Western, stand in an square stance forehand position, hold a ball palm-up with non-dominant hand diagonally in front and to the side of the body about waist high, toss the ball up high about two feet above eye-level, hit the ball overhand in the air with little or no backswing high to low and finishing to the side of the body around the knees and stepping forward into the court. 32

33 Stroke Progressions: Serving (Continued) Great for games and matches; can be combined with return of serve exercises. Break this progression down further by adding these bold steps one at a time: a. Start with body fully facing the net, racquet up in front of body as if for a forehand volley, and ball arm palm-up and extended straight out in front of body about waist high. Toss ball up, hit, and finish. b. Turn to stand in a square stance with racquet up in front of body as if for a forehand volley, and ball arm palm-up and extended straight out toward the net about waist high. Toss ball up, rotate shoulders, hit, and finish. c. Stand in a semi-open stance with racquet back behind the head and butt cap pointed up (backscratcher s position), and ball arm palm-up and extended straight out toward the net about waist high. Toss ball up, rotate shoulders, extend racquet arm forward, hit, and finish. d. Stand in a semi-open stance with racquet level in front of body and touching ball arm (serving start position). Separate arms, bring racquet arm straight back to backscratcher s position, toss ball up, rotate shoulders, extend racquet arm forward, hit, and finish. e. Stand in a semi-open stance in serving start position. Separate arms, bring racquet arm to backscratcher s position with looping motion, toss ball up, rotate shoulders, extend racquet arm forward, hit, and finish. f. Stand in a semi-open stance in serving start position. Separate arms, bend at the waist, bring racquet arm to backscratcher s position with looping motion, toss ball up, rotate shoulders, extend racquet arm forward, hit, and finish. g. Stand in a square stance in serving start position. Separate arms, bend at the waist, bend at the knees, bring racquet arm to backscratcher s position with looping motion, toss ball up, rotate shoulders, extend racquet arm forward, hit, and finish. 33

34 Stroke Progressions: Returning 34

35 Children s Tactical Abilities 35

36 Tactical Development: Red Strategies When talking about Red tennis we mean to include both the Red 1 (Foam) and Red 2 (Felt) levels. To be sure, they are distinct levels in terms of programming and competencies. However, it is often useful to discuss them in combination because they play on the same size courts (36 x 18 ) and are either exploring tennis as beginners or still practicing the fundamentals. This means the activities they perform during lessons and at home will be relatively similar, with a focus on building tennis-specific athletic skills like hand-eye coordination, tracking a ball s flight and bounce, agility, balance, and coordination, controlling the racquet head and face, throwing and catching, and much more. Keep in mind though that the age groups for these children can be quite varied: Red 1 is primarily for children ages 4-6 and Red 2 is primarily for children ages 5-8. Therefore what and how you teach will often depend on each individual child s physical and mental capacities. As a general rule, younger children have very short attention spans and limited vocabulary, thus requiring very little instruction and much visual demonstration, while older children are generally more receptive to and able to comprehend instruction in addition to visual demonstrations with more details. Red 1 and Red 2 are the foundational levels of a QuickStart child s tennis career. It is a time for very broad learning, with refinement and competitive play coming later at the Orange and Green stages. Red players are developing physical skills and learning basic technique. They are learning the parts of the court and racquet, the fundamental strokes, the rules of the game, how to keep score, and rallying. And at the same time they are learning basic tennis tactics. Physical skills, technique, and tactics go hand in hand; in fact, all activities, whether they aim at racquet and ball control, rallying, fitness, or skill development, are designed to teach implicit tactics that reciprocate physical and technical ability. So what exactly are the tactical strategies for Red players? 1. Basic positioning and preparation: the ready position, split steps, square stance, and lateral movement (shuffling). Hitting the ball is impossible without adequate positioning and preparation, so Red players must practice getting into ready position, timing the split steps, moving to the ball, and hitting from a square stance. This teaches the implicit tactical skills of receiving the ball, positioning yourself to hit on the rise or fall, hitting within a comfortable strike zone, and focusing on your shots. 2. Consistency and accuracy: developing topspin, the unit turn, hitting groundstrokes to different zones of the court, volleying to targets, serving, and rallying. As early as possible, Red players should develop consistent and accurate strokes by learning how to hit with topspin, coordinating the unit turn, aiming at targets, and placing the ball deep, short, and wide. This teaches the implicit tactical skills of moving the opponent, developing strengths, and constructing points with intention. 3. Scoring: learning the rules of the game, points, the concept of in versus out, and keeping score to 7. Red players should be introduced gradually to the rules of tennis, learn what a point is, simulate line judging and umpiring, and at the Red 2 level, begin playing low-pressure competitive games with points to 7. This teaches the implicit tactical skills of point and score management, mental focus, and overall tennis knowledge. 36

37 Tactical Development: Orange Strategies Orange tennis is the next level after Red 2. It is played on a longer and wider court (60 x 21 ) than Red tennis, with balls that bounce higher and travel longer and faster than Red Foam and Red Felt balls. This means the players must develop the necessary athletic skills to move around the larger court and hit shots from a wide variety of positions. Orange players must already possess a solid foundation of physical and technical skills including the ability to hit all fundamental strokes, use basic footwork, and rally. At the Orange level, they will continue to refine these skills in order to meet the challenging demands of playing on the orange court with orange balls. Though the age gap at the Orange level is not as drastic as Red tennis, the ages for these children still can be quite varied: Orange tennis is primarily for children ages 6-9. Therefore what and how you teach will often depend on each individual child s physical and mental capacities. As a general rule, younger children have very short attention spans and limited vocabulary, thus requiring very little instruction and much visual demonstration, while older children are generally more receptive to and able to comprehend instruction in addition to visual demonstrations with more details. Orange tennis is a difficult transitional level in a QuickStart child s tennis career. Players must use their tennis skills learned in Red tennis and apply it to a larger and faster environment. It is also a time for refinement and competitive play. Orange players are continuing to develop physical skills and learning intermediate technique. They are learning footwork patterns, net play, serving and return play, more rules of the game, different grips, how to keep score with no ad scoring and sets of up to 4 games, rallying, point play, and doubles. And at the same time they are learning intermediate tennis tactics. Physical skills, technique, and tactics go hand in hand; in fact, all activities, whether they aim at racquet and ball control, rallying, fitness, or skill development, are designed to teach implicit tactics that reciprocate physical and technical ability. So what exactly are the tactical strategies for Orange players? 1. Court positioning, preparation, and recovery: recovery steps, diagonal movements (up, back, & side to side), loading (coordinated use of the lower body). Ball striking at the Orange level aims at becoming cleaner, more efficient, and more powerful, so Orange players must practice hitting and recovering, covering more court area, hitting with proper grips, loading torque with their lower body and coordinating through the stroke, and combining shots into sequences. This teaches the implicit tactical skills of early preparation, efficient recovery, good court positioning, and learning to deal with shots that outside of a comfortable strike zone. 2. Net Play: volleying to the open court and controlling the head of the racquet. Orange players should begin to incorporate net play into their tactical game by learning to approach the net, control the head of the racquet, and attack the volley by placing the ball away from their opponent with consistency and accuracy. This teaches the implicit tactics of transitioning to net and offensive net play. 3. Point play: serving to the correct box 50% of the time, extended rallying, hitting shots in combination. As soon as Orange players are able to serve and rally well enough, they should begin to out play points and short sets in both singles and doubles formats. Practice the full service motion, long rallies, and combining shots into sequences. This teaches the implicit tactical skills of serving to move the opponent, holding the baseline, and doubles positioning, communication, and angles. 37

38 Tactical Development: Green Strategies Green tennis is the next level after Orange. It is played on a full court (78 x 27 ), which is longer and wider than Orange tennis, with balls that bounce higher and travel longer and faster than Orange balls. This means the players must develop the necessary athletic skills to move around the larger court and hit shots from a wide variety of positions. Green players must already possess a solid foundation of physical and technical skills including footwork patterns, net play, serving and return play, the rules of the game, different grips, scoring, rallying, point play, and doubles. At the Green level, they will continue to refine these skills in order to meet the challenging demands of playing on the green court with green dot balls. The ages of children at the Green level can be quite varied: Green tennis is primarily for children ages Therefore what and how you teach will often depend on each individual child s physical and mental capacities. As a general rule, older children are more engaged in social and low-pressure competitive activities, while young adolescents are generally becoming more independent and are therefore better prepared to handle the mental and emotional demands of competition. Green tennis is a difficult transitional level in a QuickStart child s tennis career. Players must use their tennis skills learned in Orange tennis and apply it to an even larger and faster environment. It is also a time for refinement and competitive play. Green players are continuing to develop physical skills and learning advanced technique. They are learning to hit with a variety of spin, height, depth, and speed, slicing the ball, net play, serving and return play, how to play full matches with regular scoring, rallying, point play, and doubles. And at the same time they are learning advanced tennis tactics. Physical skills, technique, and tactics go hand in hand; in fact, all activities, whether they aim at racquet and ball control, rallying, fitness, or skill development, are designed to teach implicit tactics that reciprocate physical and technical ability. So what exactly are the tactical strategies for Green players? 1. Variety of shot selection: hitting all strokes with different kinds of spin (topspin, flat, and slice), height (high, medium, and low), depth (long, medium, and short), and speed (fast, medium, and slow). Ball striking at the Green level is developing into offensive, neutral, and defensive shots, so Green players must practice hitting many different kinds of shots. This teaches the implicit tactical skills of smart shot selection and anticipating an opponent s stroke and style of play. 2. Net Play: volleying with the continental grip, switching between volleys and overheads, controlling the depth of the volley, and using transitional shots. Green players should practice proper volleying and overhead technique to produce offensive results at net and start to feel comfortable approaching the net off a serve or groundstroke. This teaches the implicit tactics of transitioning to net and offensive net play. 3. Point play: serving with the continental grip and to the correct box 70% of the time, developing first v. second serve strategy, routines before the serve, and a rhythmic service motion. Green players should begin turning their serves into weapons and playing out points and full sets in both singles and doubles formats. This teaches the implicit tactical skills of controlling the point, proactive decision-making, and in doubles, learning to change positions, the role of the net player, and having both players at the net. 38

39 Management and Site Directors Contact List 39

40 Coach s Bios 40

41 Further Training Resources - USTA The United States Tennis Association (USTA) is the national governing body for the sport of tennis and the recognized leader in promoting and developing the sport s growth on every level in the United States, from local communities to the crown jewel of the professional game, the US Open. To learn more about the USTA and its history, visit The USTA website is a hub of information for everything tennis. Chances are, if you re looking for any kind of tennis information, you can find it on the USTA website, from youth to college to adult tennis, leagues and recreational play, tips and instruction for every level, officiating and advocacy opportunities, and even tickets to every professional tournament played on American soil. There are hundreds of things to do and see on the website, all without needing to register an account or become a member. Of course, if you like the organization or want to engage in specific programs such as league play or training, you are encouraged (and in some cases required) to become a member for a low-cost annual rate. Becoming a member provides a whole host of opportunities and further benefits such as discounts on tickets, merchandise, and equipment, access to league and tournament play, and subscriptions to a variety of tennis magazines. Become a USTA member today by registering at dual-family-memberships/101.uts Related to QuickStart Tennis, the USTA endorses a unique training program called Coach Youth Tennis, which aims to train coaches how to coach 10 and Under Tennis. Coach Youth Tennis was developed in partnership between the Professional Tennis Registry (PTR), the United States Professional Tennis Association (USPTA), the United States Olympic Committee (USOC) and the United States Tennis Association (USTA). The program consists of six online courses and a 10 and Under Tennis workshop. In addition to the free online courses and low-cost, face-to-face on-court workshops, the USTA website offers many informational resources including lesson plans, practice plans, instruction articles, tips and video clips to improve your coaching and teaching skills. To access the USTA s list of educational resour ces, visit velopment/coaching-education/coaching_edu cation_resources/ For those individuals seeking a well-rounded education and accreditation in tennis or sports science, the USTA also has training opportunities in High Performance Coaching, as well as registration and study materials for the Sports Science Exam (Level I only). For an overview of High Performance Coaching with the USTA, visit TA/Player-Development/Coaching-Educa tion/usta_coaching_education_department/ To register for the Sports Science Exam (Level I only), visit me/sport-science/usa_tennis_sport_scien ce_online_testing/ For more information about Coach Youth Tennis, visit 41

42 Further Training Resources - USPTA The United States Professional Tennis Association (USPTA) was founded in 1927 and is the global leader in tennis-teacher certification and professional development. With more than 15,000 members worldwide, the association raises the standards of tennis-teaching professionals and coaches, and promotes a greater awareness of the sport. Unlike the USTA, which is a national association that offers a wide variety of tennis information and products (including a membership program), USPTA is an international organization specifically designed for tennis coaches. To visit the USPTA homepage, go to ta.com/ Mission Statement: The purpose of USPTA shall be to elevate the standards of tennis-teaching professionals and coaches. USPTA offers unequalled opportunities for tennis-teaching professionals to improve their teaching skills and increase their business knowledge. Today's tennis teachers are expected to assume a variety of business and social responsibilities in addition to their traditional job functions. USPTA helps prepare its members to meet these challenges. The USPTA website includes free drills, lessons, tips, and resources. For a list of resources, visit fault.aspx/menuitemid/2172/menugroup/ho ME.htm Educational degree programs (including professional tennis management and specialist degrees), certification, and workshops are reserved for members. The majority of USPTA's membership consists of Professional and Elite Professional level members who work full time in the tennis industry. USPTA Professionals have job titles including general manager, director of tennis, assistant professional and coach. They direct tennis businesses, develop tennis programming, oversee tennis operations, teach lessons and coach teams at all types of facilities. A small and growing part of the membership includes Recreational Coaches, who are part-time teachers of tennis. Additionally, USPTA offers more than 60 professional benefits to its members, including on-court liability insurance, health insurance assistance and a retirement plan. QuickStart Coaches are encouraged to apply for membership and register for professional or recreational certification. The Professional Certification consists of: An online application and small fee, Coach Youth Tennis courses and workshops, and a Certification Exam. The Recreational Certification consists of: An online application and small fee, and either an online course called Professional Tennis Coach Academy I or an on-court Coach Youth Tennis workshop. For more information on USPTA Certifications, visit D/2220/MenuGroup/HowToJoin.htm To view a schedule of upcoming USPTA Certifi cation Exam Testing Dates, visit com/default.aspx/menuitemid/2226/menugrou p/howtojoin.htm The ADD program is open to tennis instructors that have a socioeconomic disadvantage and cannot afford to attain USPTA certification. For more information, contact Eastern Division Board Members at To view the complete list of membership bene fits, visit mid/2170/menugroup/home.htm 42

43 Further Training Resources - PTR The Professional Tennis Registry (PTR) was founded in 1976 by world renowned coach Dennis Van der Meer. Dennis saw the need to develop a universal language and progressions for tennis teaching. Unlike the USTA, which is a national association that offers a wide variety of tennis information and products (including a membership program), PTR is an international organization specifically designed for tennis coaches. To visit the PTR homepage, go to nis.org/ Mission Statement: PTR s mission is to educate, certify and service tennis teachers and coaches around the world in order to grow the game. Educational information, certification, and workshops are reserved for members, but PTR offers an assortment of different membership options depending on your age, full-time student status, and level of coaching experience. PTR Membership offers unparalleled educational materials, opportunities, career assistance and most importantly, worldwide recognition and respect. Additionally, PTR members receive a large number of benefits including optional $6 million liability insurance coverage, business cards, subscriptions, and discounts on equipment and travel packages. For a full list of membership benefits, visit fits.htm QuickStart Coaches are encouraged to apply for membership and attend 10 & Under Certification Workshops. The certification consists of: Recommended four (4) hours of pre workshop preparation from the Study Guide. The on-court workshop runs 8 hours. It prepares participants for the three-part certification testing: demonstration of a) playing and b) coaching skills administered on-court, along with c) a post-workshop online written exam submitted within seven (7) days of the workshop. For more information on PTR workshops, visit To view a schedule of upcoming PTR workshops, visit isgweb.ptrtennis.org/isgweb/e vents/calendareventslistview.aspx the cost of professional development, you may qualify for assistance through PTR Foundation. To visit the PTR Foundation, go to nis.org/ptr-foundation.htm For the teaching professional and coach to the tennis novice, PTR has instructional DVDs, manuals, supplements and books available that will help improve skills. They have included an Online Membership Application to make it easy for you to join PTR. To register for PTR Membership through the Online Membership Application, visit nis.org/membership.htm For questions about PTR membership, please call or or use the contact page by visiting tact.htm PTR membership is inclusive in terms of gender, race, ethnicity and religion. PTR is also sensitive to those of lower socioeconomic backgrounds. If you cannot afford 43