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Tóm tắt nội dung (trích từ tài liệu gốc): Championship Tennis Frank Giampaolo with Jon Levey Human Kinetics Library of Congress Cataloging-in-Publication Data Giampaolo, Frank. Championship tennis / Frank Giampaolo with Jon Levey. p. cm. Includes index. 1. Tennis--Training. I. Levey, Jon. II. Title. GV1002.9.T7G53 2013 796.342--dc23 2012038830 ISBN-10: 1-4504-2453-8 (print) ISBN-13: 978-1-4504-2453-0 (print) Copyright � 2013 by Frank Giampaolo All rights reserved. Except for use in a review, the reproduction or utilization of this work in any form or by any electronic, mechanical, or other means, now known or hereafter invented, inclu
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Championship
Tennis
Frank Giampaolo
with Jon Levey
Human Kinetics
Library of Congress Cataloging-in-Publication Data
Giampaolo, Frank.
Championship tennis / Frank Giampaolo with Jon Levey.
p. cm.
Includes index.
1. Tennis--Training. I. Levey, Jon. II. Title.
GV1002.9.T7G53 2013
796.342--dc23
2012038830
ISBN-10: 1-4504-2453-8 (print)
ISBN-13: 978-1-4504-2453-0 (print)
Copyright � 2013 by Frank Giampaolo
All rights reserved. Except for use in a review, the reproduction or utilization of this work in any form or
by any electronic, mechanical, or other means, now known or hereafter invented, including xerography,
photocopying, and recording, and in any information storage and retrieval system, is forbidden without
the written permission of the publisher.
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This book is dedicated to Lisa.
Contents
Prefacevii
Acknowledgmentsviii
Key to Diagrams ix
Part I Athlete Assessment . . . . . . . . . . . . . . . . 1
Chapter 1 Player Profiles . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Chapter 2 Stroke and Tactical Evaluations . . . . . . . . . . . . 11
Chapter 3 Physical Fitness and
Emotional Stability Evaluations . . . . . . . . . . . . 15
Part II Skill Development . . . . . . . . . . . . . . . . . 19
Chapter 4 Groundstrokes . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Chapter 5 Volleys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Chapter 6 Serves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Chapter 7 Returns of Serve . . . . . . . . . . . . . . . . . . . . . . . 79
Chapter 8 Specialty Shots . . . . . . . . . . . . . . . . . . . . . . . . . 91
iv
Part III The Mental Factor . . . . . . . . . . . . . . . . 113
Chapter 9 Tactical and Strategic Execution . . . . . . . . . . 115
Chapter 10 Environmental Intangibles . . . . . . . . . . . . . . 137
Part IV Emotional, Physical, and Mental
Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Chapter 11 Emotional Factors . . . . . . . . . . . . . . . . . . . . . . 145
Chapter 12 Movement and Fitness Factors . . . . . . . . . . . 163
Part V Practice and Planning . . . . . . . . . . . . 205
Chapter 13 Organization and Scheduling . . . . . . . . . . . 207
Chapter 14 Match Preparation . . . . . . . . . . . . . . . . . . . . . 221
Chapter 15 Video Analysis and Match Charting . . . . . . . 231
Index239
About the Authors 245
v
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Preface
Like every sport, tennis is constantly evolving. The level of play on the pro tours con-
tinually sets new standards which trickle down to the mere mortals littering the adult
leagues and junior ranks. Because the competition has gotten bigger, faster, and stron-
ger, a new training methodology has been created. What Andre Agassi did well, Rafael
Nadal does better. And as the game continues to evolve, one of you will surely be the
next innovator. Shake hands with the racket to learn a forehand? That has gone the way
of the Walkman. Tennis has long since entered its digital age.
The purpose of this book is to assist players and coaches in developing every aspect
of the modern game at an accelerated rate. It starts by evaluating a player's current skills
and organizing a personalized blueprint for development. After that comes laying down a
solid foundation of fundamentals to build upon. Then each pillar of the game is enhanced
using revolutionary stroke principles, teaching concepts, and state-of-the-art drills.
Insights into mental and emotional training are covered in great detail. Components such
as strategy, tactics, conditioning (physical and mental), and proper practice regimens
are all presented to help the player advance through the different levels of competition.
For players wishing to accelerate the learning curve at the quickest rate, customiza-
tion is the key. Too many players and coaches use a one-size-fits-all approach. No two
players are exactly alike and neither should their training methods. Accelerated learning
demands strong consideration of a player's brain and body types (genetic predisposition),
as well as previous athletic and tennis achievement. In this book, readers will quickly
understand how to tailor a developmental program to their individual needs rather than
adapt to a fixed, singular model of teaching. Even though two players can be of similar
ability, their development and training may be polar opposite.
Anyone with the desire to pick up the sport for the first time will find this book an
excellent reference providing both information and inspiration. And for those who have
played tennis, but want guidance toward significant improvement, this book will offer a
wealth of invaluable new insights. Regardless of ability or experience, all players looking
to enhance their games using the latest teaching concepts can use Championship Tennis
as their ultimate tennis resource.
vii
Acknowledgments
To Linda, I am honored to have you as my wife.
To my tennis mentor, true visionary, and dear friend, Vic Braden. Vic changed the
entire world of professional tennis coaching.
To Chuck Cannon. Chuck's soulful dedication to the craft of writing prepared me to
take each subject and go deeper, then deeper again.
To Jonathan P. Niednagel. John's brilliant system of brain typing engrosses me on a
daily basis.
To Brian Antecki. Brian's superior knowledge of tennis-specific, off-court training
helped me fill in the blanks in chapter 12.
A special thank-you goes to my partners in this project:
Jon Levey (cowriter). Jon's expert attention to detail polished the rough edges and
made this book shine.
Bob Silverstein (literary agent). Thanks again, Bob, for putting this whole crew
together. Without you, it would not have happened.
Lastly, the great staff at Human Kinetics publishing, including Justin Klug, Laura
Podeschi, and Laurel Plotzke. You made this two-year project painless.
--Frank Giampaolo
To Frank for letting me tag along on his book. You put your heart and soul into develop-
ing players. Your students are lucky to call you their coach.
Bob Silverstein for setting up this partnership and getting the project off the ground.
It's heartbreaking that we have to cross the finish line without you. I will miss our talks
about Grand Slams and bestsellers.
Laura Podeschi, Laurel Plotzke, Justin Klug, Tyler Wolpert, and everyone at Human
Kinetics who made this book possible.
Martin Barnard, Nick Saviano, and Paul Roetert for sharing their advice and experi-
ence.
All the great coaches and players I've collaborated with and learned from over the
years. I hope some of that wisdom found its way into this book.
To all those hackers and hopefuls who are addicted to smacking a fuzzy yellow ball
over a three-foot-high net. You're the lifeblood of the sport. Keep searching for that
perfect forehand.
My parents, Julie and Mark, for putting a racket in my hand, getting me hooked, and
feeding my addiction.
And to Allison, my doubles partner in life. You cover so much more than your half
of the court. I couldn't play this game without you.
--Jon Levey
viii
Key to Diagrams
C Coach
X Player
Path of player
Path of ball
Service toss placement
Bounce
Cone
E5669/Giampaolo/Fig. 0.1/452519/TB/R3-kh
ix
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PART
Athlete I
Assessment
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1 chapter
Player Profiles
Nature versus nurture is one of the oldest debates in sports: Are great athletes born or
made? Are innate physical qualities--size, speed, and coordination--more important
than learned behaviors? Scientists and coaches have rallied back and forth over the issue.
Most agree that it would be foolish to boil it down to an either�or conclusion. Plenty
of evidence supports the belief that both factors play an integral part in an athlete's
development. The influence of either factor generally depends on the athlete. From
this perspective, every player's profile is unique. To maximize the player's potential,
the player and coach must understand the player's genetic predisposition along with
personal life experiences.
Brain Typing
When establishing a player profile, the best place to start is between the ears. For some-
thing that seems so physical, playing sports, especially tennis, is truly a mental endeavor.
The root of brain typing dates to the 1920s and the pioneering work of Carl Jung, a
renowned Swiss psychologist. His 1921 book, Psychological Types, theorized that people
generally fall into specific mental categories that define behavior. During World War II,
the mother�daughter team of Katharine Briggs and Isabel Myers used Jung's teachings
to design a personality type questionnaire in order to help women find suitable jobs
as they were entering the industrial workforce. That questionnaire eventually evolved
into the Myers-Briggs Type Indicator, first published in 1962. Although neither Briggs
nor Myers was formally educated in psychology, their psychometric questionnaire has
become the world's most widely used personality assessment tool.
In the past two decades, sport scientists have been using brain typing to assist in
athletic profiling. In my own experience, I have seen my students achieve remarkable
improvements when we have redesigned their developmental plans to fit their brain
types. It starts with players discovering and embracing a playing style that suits their
personality. Tennis is a difficult sport, and it becomes even more difficult when players
struggle to find their playing identity. Improvement takes time, and it won't occur if the
3
4 � Championship Tennis
process seems boring and laborious to the player. This cuts to the heart of the "nature"
dynamic of development: A player must choose a style that comes organically.
For example, 11-year-old Sarah and her mother came to one of my tennis workshops
that focused on the mental and emotional aspects of the game. At the time, Sarah was
struggling with an inflated ranking in the 12-and-under division of Southern California.
After I gained her trust, Sarah confided to me that she didn't like tennis--she found it
horribly boring. Then I asked Sarah several questions in an effort to discover her genetic
predisposition (in other words, her nature). I followed those with questions about her
training (or how she was being nurtured on and off the court).
Sarah was being taught by a South American clay-court specialist. He had fitted Sarah
with a Western forehand grip and systematically began to develop Sarah's game in the
model of his own defensive, patient style of play. Sarah complained, "He makes me hit
300 groundstrokes in every lesson. Nothing else! I never get to serve or volley. I just hit
the same boring groundstrokes from 15 feet behind the baseline. I hate it. I want to quit!"
Sarah shared a similar brain type with all-court offensive players such as Roger
Federer, Andy Roddick, and Pete Sampras. After explaining the importance of brain and
body types (described next) to Sarah and her mother, I suggested that she give tennis
three more months using a redesigned developmental plan. After one year of training
with the style and patterns that develop an all-court player, Sarah found herself ranked
number 1 in her age group in Southern California. The following year, she was ranked
number 1 in both the girls' 14 and 16 age divisions simultaneously. Sarah would go on
to earn a top 300 WTA ranking and play in the U.S. Open by age 15, and end up with
10 U.S. national junior titles.
Sarah is far from the only example. Hundreds of my students have improved expo-
nentially once they adopted a developmental plan that fit their brain design. This is not
to say that a player with a certain brain type can't be nurtured to play a style that is not
intuitive for that player. Both Roddick and Sampras had success early in their junior
careers using a counterpunching, defensive style of play. Who knows what would have
happened if their developmental advisors had insisted that they continue in that style?
My guess is that their professional careers would have turned out much different. We
may have never even heard of them.
Let's peek into the tennis world and see how a player's brain type, or preferred intel-
ligence, may affect the player's performance style, strengths, and weaknesses on the court:
Extroversion Because extroverts draw energy from action, they generally prefer to
make things happen with a proactive style of play. They often enjoy the socialization
and harmony of good doubles.
Introversion Introverts draw their energy through quiet reflection. In many cases,
they feel comfortable behind the baseline in a counterpuncher role (refer to the Playing
Styles section later in this chapter). Introverts often hesitate when they have the oppo-
nent in a vulnerable position; thus, they often miss opportunities to gain an on-court
positioning advantage. Introverts commonly prefer the solitude of singles over doubles.
Sensing Sensates make on-court decisions based on concrete evidence. They enjoy
details and facts. Sensates only rush the net after they have digested all the necessary
data and have determined that attacking is an acceptable behavior. For a sensate, playing
it safe is the logical protocol on the court.
Intuition Intuitive players have a deeper level of trust in their hunches. They rely on
their sixth sense or their gut instinct. An intuitive player might say, "I had a feeling he
Player Profiles � 5
was choking, so I attacked!" Intuitive players would be wise to apply intelligent between-
point rituals instead of winging it.
Thinking Thinkers are more detached from the emotional climate of the match. They
use systematic logic rather than random choices for shot selection. Thinkers prefer being
truthful over being tactful, so they generally have no problem dealing with on-court
confrontations.
Feeling Feelers express emotions easily on the tennis court. They are frequently
heard verbalizing their feelings during match play. Feelers express empathy toward an
opponent who is performing badly, and in many cases, they are easy prey to the drama
of a crafty opponent's gamesmanship.
Judging Judgers enjoy predictability, routines, and rituals. They take satisfaction in
running the same old boring--but winning--patterns over and over again. They rely
on percentage play to gain the upper hand.
Perceiving Perceivers habitually enjoy the freedom to be spontaneous. On the doubles
court, perceivers unknowingly surprise their partner as much as the opponents. Perceivers
are comfortable adapting to and applying a wide range of secondary shots and patterns.
Because a perceiver's mind is often focused on the future rather than the present, this
type of player commonly has a difficult time closing out leads.
To learn more about brain typing, visit www.braintypes.com.
Body Typing
Besides matching a playing style to their personality, players must also recognize their
body type. The two predominant body types are classified as gross motor skills and fine
motor skills. Being a sport of both power and finesse, tennis demands proficiency in
each:
Gross Motor Skills Gross motor skills require the use of large muscle groups--the
legs, core, and shoulders. This is where a player derives most of the power for a shot.
Resistance training, swimming, biking, and yoga are good cross-training exercises for
developing gross motor skills.
Fine Motor Skills Fine motor skills require the use of smaller muscle groups--the
forearms, wrists, and fingers. Players with well-developed fine motor skills are said to
have "good hands" and generally thrive hitting touch shots. Arts and crafts, drawing,
playing a musical instrument, and carpentry are a few cross-training techniques for
enhancing fine motor skills.
Athletic History
Another important consideration in the player profile is a player's previous athletic his-
tory. Although two players may be at a similar ability level, their sports backgrounds
may necessitate vastly different developmental models. For instance, a few months ago,
Kaitlin and Laura signed up for the free Tennis Across America clinic offered at my
club. This was a beginners' clinic that would be run by my assistant pro, Jay. Before
the clinic, I offered Jay one quick piece of advice: "Make sure you ask the players about
their backgrounds in sports." Jay responded that the players were all beginners. What
difference would it make?
6 � Championship Tennis
Five minutes into the clinic, Jay was nervous and confused. It turned out that Kaitlin
was an Olympic gold medalist in volleyball. She had spent thousands of hours developing
the physical, mental, and emotional tools of a world-class competitor. Before long, she
started whipping topspin forehands over the net that had her fellow beginners backing
up to the fence. Laura, on the other hand, failed to make contact with any of the three
balls that Jay fed her. She had spent thousands of hours developing her accounting skills
at a major law firm. She had never played sports before or even owned a pair of decent
athletic shoes. Although these two women fell into the beginner category, their skills
were worlds apart.
This is an extreme example, but it underscores the importance of recognizing dif-
ferences in players. Someone with a background in dance may have wonderful balance,
footwork, and cardiovascular endurance but may struggle mightily with eye�hand coor-
dination. Working on making clean contact with the ball should be this player's primary
order of business. Conversely, someone with many years of baseball experience may
strike the ball beautifully but may stumble around the court and rarely be in position
to do so. These two players may be of similar ability, but what they bring to the court
greatly influences how they should play and develop.
Playing Styles
Once players are fully attuned to their personality, body type, and athletic foundation,
they can more effectively adapt their playing style. Having an innate stylistic preference
leads to numerous advantages. The player
� has the knowledge to hire coaches and trainers who possess personalities best suited
to accelerate her learning curve;
� has the confidence that comes with knowing exactly how she performs best;
� has the ability to lure opponents out of their preferred style and force them to play
out of their comfort zones;
� is able to impose her best style, strategies, and tactics on the most important points;
� improves her ability to reach the goal of mastering a minimum of three playing
styles--called A, B, and C game plans--which adds depth and variation to the
player's game; and
� can select a stylistically complementary doubles partner to help form a winning
team.
Though there are subtle variations, six basic playing styles are seen in tennis. Let's
review each of these styles and how the styles match with a player's personality.
Net-Rusher Given the shift toward baseline play in the modern game, the true net-
rusher is becoming more difficult to find. Usually possessing a strong serve and volleys
to back it up, a net-rusher loves to apply relentless pressure and keep the points short.
Groundstrokes are viewed as a means for advancing forward so that the point can be
determined at the net. Patience can be a liability to the net-rusher, because this type of
player prefers 2- or 3-ball rallies. Net-rushers rely on quick feet and reflexes to cover
the net and pick off passing shots. With such weapons, net-rushers generally thrive on
the doubles court.
All-Court Player All-courters have well-rounded, fully developed games. They can be
flexible in their style of play depending on the conditions, the surface, and the opponent.
They feel at home in offensive, neutral, and defensive situations and can quickly adapt to
Player Profiles � 7
any of the three. Medium-length rallies of 8 to 10 balls don't faze them, but eventually
they will go for a bold winner from any court position. Having a deep repertoire of shots
and styles is advantageous most of the time, but it can also be a curse. The all-courter can
sometimes lose focus, become too experimental, and wander from a winning game plan.
Baseline Counterpuncher Some players thrive on using their opponents' strengths
against them. When playing against a net-rusher, these players execute their passing
shots and lobs. If they're up against a big hitter, they enjoy taking the ball early, changing
the direction, and taking away the opponent's recovery time. Counterpunchers possess
solid groundstrokes, good court coverage, and excellent stamina. They don't mind long
rallies, and they relish the idea of wearing down opponents. Because counterpunchers
retaliate rather than initiate, they can fall victim to opponents who successfully take
pace off the ball by using height, depth, and patience. Many counterpunchers don't
possess the weapons to hurt opponents who play a retrieving style of tennis.
Aggressive Baseliner This has become the most prevalent style on the professional
tennis tours. Aggressive baseliners try to dictate play from the center of the court, usu-
ally with a powerful forehand. They are usually physically strong, and they hit with
lots of pace and spin, trying to elicit a short ball that they can crack for a winner. This
is a macho style of play in which the player looks to end points within 4 to 6 shots with
a winner rather than wait for an opponent's mistake. When playing well, aggressive
baseliners can blow people off the court. On the other hand, if they're misfiring or
playing a talented counterpuncher, they can implode in a hail of ill-advised shots and
unforced errors.
Retriever Although hitting winners feels very satisfying, most points end courtesy
of a player's miscue. Retrievers understand this, and nothing pleases them more than
allowing their opponents to self-destruct. At the club level, where unforced errors greatly
outnumber winners, the retriever is still the most challenging opponent. Retrievers have
ample patience, determination, speed, and endurance. They have steady groundstrokes,
and 20-ball rallies are standard operating procedure for them. Grit, more than any
stroke, is the retriever's primary asset. But that also means that retrievers are usually
reactive and at the mercy of their opponent's tactics.
Finesse Player Finesse players possess excellent fine motor skills and enjoy hitting
with angles and touch. They like using all the dimensions of the court by executing
delicate drop shots or well-placed lobs. Manipulating the ball trajectory with high,
looping topspin or low slice is also a staple of the finesse game. With the changes in
speeds and the use of deception, these players are sometimes even referred to as "junk
ballers." Because they are rather creative, they tend to not have a very high shot toler-
ance, and big hitters can overpower them. But their soft hands and inventiveness make
them rather effective on the doubles court.
Motivation
A few years ago, after winning Wimbledon, a famous WTA tour veteran said that her
desire to win came from the fact that her boyfriend had recently broken up with her. She
used this setback as added incentive to work toward another title. In essence, she was
proving to him that she's a winner. Extrinsic forces--such as pleasing a parent or coach
or proving a naysayer wrong--can be powerful motivators, as can intrinsic forces such
as enjoyment, the gratification of mastering a sport, the need for exercise, and wanting
to be part of a group.
8 � Championship Tennis
For players to get the most out of tennis, they must know what they are hoping
to accomplish. Is it making the club team? Receiving a college scholarship? Finding
an activity to enjoy with friends? Motivations can change throughout the course of
a player's career, but most experts agree that self-motivation is imperative for long-
term success. Once players familiarize themselves with what they hope to accomplish,
designing a proper developmental plan becomes much easier.
Finding the Right Coach
The surest way for a player to get the greatest fulfillment and enjoyment out of tennis
is to find a coach who is best suited to the player's needs. This can take some effort.
There's nothing wrong with testing out a coach and moving on if that coach isn't the
right fit. (Remember Sarah's problem earlier in the chapter?) There's also nothing
wrong with using multiple coaches for different parts of the game as long as there's
no overlap. Using two different teachers to fix the serve can result in conflicting infor-
mation and battling egos. But using one for the serve and another who specializes in
groundstrokes can be an effective combination. In the early stages of development,
however, most players choose their coaches based on cost, proximity, and availability.
Once players move into more competitive stages of the game, they should identify
those who possess the coaching styles and personalities that are most effective for
furthering their development.
There are eight primary types of coaches, although some fit into multiple categories.
Different styles may be appropriate at different stages of an athlete's career.
Detailed Analyzers These are strong technical coaches who like to break down a
player's strokes to the core elements, often employing the use of video replay.
Off-Court Fitness Experts Although these coaches know tennis, they specialize
in the conditioning aspect of it. Players with established games or those primarily
looking for a workout will be attracted to this type of coach.
Fun Lovers Such coaches are kind-hearted and easygoing. They appeal to players
who see the court simply as a place to enjoy themselves.
Hitters These coaches may not be great technical instructors, but they are highly
skilled players. This is a good coach for players who are looking for someone to com-
pete against. The forte of these coaches is the "playing lesson."
Psychoanalysts Many of these coaches have studied sport psychology and can help
students who struggle with the mental or emotional challenges of tennis.
Strategizers Such coaches prefer to discuss the Xs and Os of a match and the
characteristics of an opponent rather than the nuances of personal technique, move-
ment, or focus control.
Academy Recruiters This type of coach works in tandem with other like-minded
coaches who believe that competition between students fosters the greatest success.
Drill Sergeants These coaches employ a no-nonsense, demanding approach that
works well with students who respond to tough love.
Coach's Corner
Here are some tips to consider when selecting a coach:
� Realize that only a handful of coaches actually teach the top players.
What should be of interest is not whom the coach says he has coached, but whom
the coach has trained under.
� Look for coaches who love what they do. This kind of attitude is conta-
gious. Players can't help but be further drawn into the sport when they train with
coaches who are passionate.
� Seek out pros who are so busy that they don't need more business. As
the old saying goes, there's safety in numbers. These coaches must be doing
something right if their court time is continually booked.
� Remember that being a master coach is a learned experience. Just as it
takes thousands of hours of practice for athletes to hone their skills, the same is
true for teachers.
� Seek out a pro who understands genetic predisposition. A one-size-fits-
all approach should be unacceptable. A coach has to embrace the unique brain
and body type of each individual in order to customize the lessons.
� Contact tournament directors in your area. These people know which
coaches are producing champions. Contacting these people is an important
step for players who have the goal of winning tournaments and achieving a
high ranking.
� Observe the coach. Ask coaches if you can see them in action. This provides
a much better way to understand their style. A player could also pay coaches to
watch and chart one of his matches and then devise a game plan for improve-
ment. This helps the player evaluate how much knowledge the coaches have
and their eye for the game, as well as determine if the player's and coaches'
developmental plans match.
� Realize that being a great player doesn't always translate into being
a great coach. Just because someone enjoyed success as a player at a top col-
lege, in the challenger circuit, or even on the pro tours doesn't mean that the
person knows how to coach. Some of the game's most accomplished coaches
were marginal players.
� Avoid coaches who discourage working with other coaches, hitters, or
trainers. This shows a lack of confidence and a lack of interest in the growth of
their students. Coaches should encourage independent, not dependent, think-
ing from their students.
From The Tennis Parent's Bible (www.thetennisparentsbible.com). � Frank Giampaolo.
9
10 � Championship Tennis
Finding the Right Support Team
At every level of tennis, an entourage means something a little different. For top pros,
this may include agents, public relations specialists, personal trainers, and even fashion
stylists and celebrity friends. These are obviously not part of the equation for average
players. For them, the entourage is more of a support team, and most of the members of
this team don't travel to or see the player's matches. In addition to a coach, the average
player's entourage may include a physical trainer, racket stringer, and playing partner.
Physical Trainer Besides finding the right coach, serious competitive players often
seek out physical trainers who specialize in sport performance. These experts can
advise players on the types of exercises and routines they should be doing to improve
performance and prevent injury.
Racket Stringer Another member of the player's support team should be an expe-
rienced racket technician. A string job done at a big box store can be adequate, but it
will not be exceptional. A player should do research and find a person who knows how
to skillfully string a racket and customize the frame (add weight and alter the grip).
This person should also know all the latest equipment offerings.
Playing Partner Whether to take in a regular practice match, improve a specific
stroke or strategy, or team up for a doubles tournament, a dependable and like-minded
playing partner is a valuable asset. In fact, it doesn't hurt for a player to have several
playing partners at his disposal. Besides giving the player options if one playing partner
is unavailable, it also offers him varying playing styles to practice against.
---
[Cuối tài liệu]
Index � 241
serve 60, 60f, 70, 74, 75f, 76 intrapersonal learning style 148 notes on 162
switching 24, 24f, 47-48 introversion 4, 148 statistics 233, 233f
volley 46-48, 47f, 53-56, 58 intuition 4-5 three tiers of strategy 117-118
Western 22-23, 54, 90 ITF. See International Tennis Fed- video analysis of 155
gross motor skills 5 match preparation
groundstrokes eration checklist 221-224
backhand 25-26, 26f-27f, 32, for competitive events 224-225,
J
32f-33f, 36-38, 37f-38f 225t, 228-230, 229t
backswing 27, 28f journals, daily success 217, 217f emotional factors and 226
closed stance 25-26, 26f-27f, judging 5 entourage support 225-228
Jung, Carl 3 introduction to 221
171, 171f, 173, 173f pathways to success 228-230,
depth of, charting 235, 235t K
evolution of 21, 45 229t
follow-through 32, 32f-33f Karlovic, Ivo 79 meal planning 222
forehand 22-26, 22f-23f, 26f-27f, kick serve 69, 74-76, 75f medicine ball
kinetic chain 69
32, 32f, 33-34, 34f, 95 knee stretch 200, 200f exercises 170-180, 171f-180f
grip 21-24, 21f-25f, 30 Kramer, Jack 153-154 types of 170
half volley and 55, 56f mega points 133, 237, 237t
high-looping 39-40, 40f L mental toughness
in moving closed-stance ground- concentration 116
lateral agility ladder 187, 187f development of 115-116
stroke simulation throw 173, lateral box jump 190, 190f game plans for 118-124, 119f,
173f lateral raise 198, 198f
in moving open-stance ground- learning styles 146-147 125f
stroke simulation throw 174, lefty, returning against 89 mind control 129-135
174f length of point, charting 236, 236t reduced errors and 126-129, 127f
myths 42-43 lesson plan 209f shot selection and 115, 128
off-hand drill 38, 38f line calling three tiers of match strategy for
primary 39
secondary 39-41, 40f-42f creative 151-155 117-118
sequence connected in 33-38, solutions for handling 153-154 methodology training 210-211
34f-38f test 152, 161 mind control
short-angle 40, 41f linguistic learning style 146
shot-sequencing drill 42 lob brain functions in competition
slice 41, 42f defensive 104-105 134-135
spacing drill 35-36, 35f-36f disrespected 104
stance 25-26, 26f-27f, 62 drop shot to 122 focus management 133
in stationary closed-stance evaluation 13t of mega points and mini-mega
groundstroke simulation offensive 104
throw 171, 171f psychological warfare of 105, 108 points 133
in stationary open-stance relob 107, 108f as mental toughness 129-135
groundstroke simulation slice 107, 108f performance goals and 131-132
throw 172, 172f as specialty shot 104-108, 104f- self-talk 129-131
staying down on 43 in tactical and strategic execution
strike zone 28-31, 29f-31f 108f
strategy 108 129-135
H topspin 106, 106f tipping point tendencies 135
volley 57, 57f mind-set
half volley 55-56, 56f logical mathematic learning style anticipatory skills as 93
hand speed 182-183, 182f-183f overhead 104
hard courts 137-138 146-147 return-of-serve 90
hard-hitting baseliner 89 long bomb 69 mini-mega points 133
head-level strike zone 108 lower-body warm-ups 193-194, 193f- monster walk 194, 194f
heat 140-141 moonball approach 96, 121-122
high altitude 141-142 194f motion blur 102, 153
high knees 194, 194f motivation
high-looping groundstrokes 39-40, M goals and 131, 207
player profiles and 7-8
40f match charting motor skills 5
high strike zone 31, 31f between-point ritual 234, 234t movement
hip flexor stretch 200, 200f cause of error 236, 236t approach shot 97-98, 98f-99f
hip rotation 83 court positioning 234, 234t body type and 164-165
hitch 66 depth of groundstroke 235, 235t cognitive processing speed and
hitters 8 error placement 236, 236t
hooking 161 length of point 236, 236t 165-166
humidity 140-141 opponent and 238 dynamic 193-198, 193f-198f
hydration 222-223 power of 231, 238 flexible skills training for 166-
self-charting 232
I serving percentage 237, 237t 167, 167f
shot selection 128, 235, 235t introduction to 163
identity, playing 3 spectator charting 233-237, planes of 170, 170f
imagery 132, 223-224 233f, 234t-237t running through ball 97-98
impact, volley 51-52, 52f unforced errors vs. winners 237- universal blunders in 163-164
incident and reflected angle 22, 23f 238, 237t moving chest press 177, 177f
indoor courts 138 moving closed-stance groundstroke
intelligence, preferred 146-148 match-day stressors 156
International Tennis Federation (ITF) match-day stretching 223 simulation throw 173, 173f
matches. See also match charting; moving open-stance groundstroke
137, 154, 228-229, 229t
interpersonal learning style 147-148 match preparation; pre- and simulation throw 174, 174f
postmatch off-court routine moving overhead slam 178, 178f
"down" and "up" 211-212 musical rhythmic learning style 147
logs of 213, 214f-216f Myers, Isabel 3
Myers-Briggs Type Indicator 3, 147-
148
242 � Index
myths 89 119f, 120-121
groundstrokes 42-43 weaknesses of 62 all-court players 4, 6-7
return-of-serve 90 organizational stressors 156 baseline counterpuncher 7, 46
serve 76-77 organization and scheduling finesse player 7, 118, 123-124
topspin 42-43 daily success journals 217, 217f forehand grip and 22
volley 58 match logs 213, 214f-216f game plans for 118-124, 119f,
periodization training 211
N practice sets 211-212 125f
practice time organization 90 hybrids 119
Nadal, Rafael vii, 22, 46, 94 quarterly system 218-219, 218f- in player profile 6-7
narrow vision 57 retriever 7, 88-89, 118, 119f,
National Tennis Rating Program 219f
school methodology training 121-122
(NTRP) 224-225, 225t Plexicushion 137
navigational plan 207 210-211 plyometrics 188
neck stretching routine 204, 204f time management 207-208, 208f points
negative attitude 159 weekly plan 208-210, 209f, 210t
negative body language 159 outcome goals 131-132 length of 236, 236t
negative thoughts 129-130 overhead mega 133, 237, 237t
net evaluation 13t mini-mega 133
mind-set 104 positioning
captured 123-124 misfired 99 anticipation and 93
rushing patterns 125f motion blur 102 charting 234, 234t
skimming 43 as specialty shot 99-104, 100f- drop shot 110
net-rusher 6, 46, 52 mental components of 115
attack anticipated by 92-93 103f return-of-serve 81-82, 81f
game plan for beating 118, 119f, strike zone 102 serve 86, 87f
two-part technique 99-102, 100f- positive thoughts 130-131
122-123 postmatch entourage communica-
returning against 89 101f
neutral shot selection 128 overhead slam tion 228
notes, match 162 postmatch off-court routine. See
NTRP. See National Tennis Rating moving 178, 178f
stationary 176, 176f pre- and postmatch off-court
Program stationary, to push-up 179, 179f routine
nutrition 222-223 power, training for
P moving chest press 177, 177f
O moving closed-stance ground-
pace stroke simulation throw 173,
obliterate zone 127, 127f drop shot to change 110 173f
off-court fitness experts 8 lob to change 108 moving open-stance ground-
off-court training 169. See also rating 137-138 stroke simulation throw 174,
174f
pre- and postmatch off-court palm-down test 66, 66f moving overhead slam 178, 178f
routine parents 225-228 overview of 169-170, 170f
offense, reduced errors 126 partner, playing 10 stationary chest press 175, 175f
offensive lob 104 pass stationary closed-stance ground-
offensive shot selection 128 stroke simulation throw 171,
off-hand drill 38, 38f drop shot to 122 171f
officials 155 second-shot 123 stationary open-stance ground-
one-arm overhead triceps extension past thoughts stroke simulation throw 172,
197, 197f negative 129-130 172f
one-arm shoulder press 196, 196f positive 130-131 stationary overhead slam 176, 176f
one-handed backhand peak performance 156 stationary overhead slam to push-
deep approach shot and 94-95 perceiving 5 up 179, 179f
follow-through 32, 33f perfectionism 157-159 practice
volley 46 performance anxiety 145, 159-161 sets, organizing 211-212
one-hour workout routine 168-169, performance goals 131-132 time, organization of 90
169t periodization training 211 pre- and postmatch off-court
Open (Agassi) 85 persistence 132 routine
open-face chip reply 94 personality assessment 3-5, 147-148 ankle stretching routine 199, 199f
open stance personnel, tournament 154-155 arm stretching routine 202, 202f
approach shot movement and 98 perspective angles 152 butt kicks 193, 193f
backhand 26, 27f physical fitness. See fitness core stretching routine 201, 201f
forehand 26, 27f physical reliability 129 dynamic movements 193-198,
in moving open-stance ground- physical trainer 10 193f-198f
stroke simulation throw 174, pinpoint stance 60-61, 61f high knees 194, 194f
174f planes of sport movement 170, 170f hip flexor stretch 200, 200f
return-of-serve 82, 82f platform stance 60-61, 61f introduction to 192
serve 67, 68f player profiles knee stretch 200, 200f
in stationary open-stance athletic history and 5-6 lateral raise 198, 198f
groundstroke simulation body typing and 5 lower-body warm-ups 193-194,
throw 172, 172f brain typing and 3-5 193f-194f
opponent coaches for 8-9 monster walk 194, 194f
arrival time of 93 introduction to 3 neck stretching routine 204, 204f
awareness and dissection of 115 motivation and 7-8 one-arm overhead triceps exten-
charting and 238 opponent 222 sion 197, 197f
in "down" and "up" matches playing styles and 6-7 one-arm shoulder press 196, 196f
211-212 support team and 10 rotator cuff stretching routine
lob to tire out 108 playing identity 3 203, 203f
profiling 222 playing partner 10
return of serve modified for 88- playing styles. See also net-rusher
aggressive baseliner 7, 89, 118,
Index � 243
standing fly 195, 195f rituals server
static stretching 193, 198-204, between-point 149-150, 159, 234, preparation by 85
234t reading 84-86, 85f-87f
199f-204f changeover 149-150, 159, 162
upper-body warm-ups 195-198, failure to focus on 159, 162 serving percentage, charting of 237,
prematch warm-up 223 237t
195f-198f in pre-serve routine 59
preferred intelligence 146-148 70 percent first-serve performance
prematch entourage communication Roddick, Andy 4, 63 121-122
Rodriguez, Eduardo 45
227-228 rotator cuff stretching routine 203, shadow swings 65, 84, 84f
prematch preparation 211 shanks 161
prematch run 224 203f Sharapova, Maria 23, 95
prematch speculation 153 routines. See also pre- and post- short-angle groundstrokes 40, 41f
prematch visualization and imagery short-angle return 88-89
match off-court routine short ball 92, 164
223-224 between-point 149-150, 159, 234, short-ball zone 92
prematch warm-up rituals 223 shot selection
preparation. See also match prepara- 234t
changeover 149-150, 159, 162 charting 128, 235, 235t
tion one-hour workout 168-169, 169t mental components of 115, 128
equipment 222 pre-serve 59, 80 poor 161
prematch 211 running shot-sequencing drill 42
server's 85 through ball 97-98 shuffling 164
volley 48-50, 49f-51f prematch 224 side-door angle 120
present negative thoughts 129-130 with racket 164 side-door groundstrokes. See short-
present positive thoughts 130-131
pre-serve routine 59, 80 S angle groundstrokes
Price, Oracene 235 side-door pattern 121
primary groundstrokes 39 sagittal plane 170, 170f side-door return. See short-angle
primary strike zone. See waist-level Sampras, Pete 4, 47, 63
scheduling. See organization and return
strike zone side shuffle 103
proactive patterns 124, 125f scheduling side swing 27, 28f
problem solving 152 school methodology training 210- single-leg box jump 189, 189f
profiles. See player profiles single-leg lateral box jump 191, 191f
protein 222 211 skills training, flexible 166-167, 167f
psychoanalysts 8 secondary groundstrokes 39-41, sky jump 189, 189f
Psychological Types (Jung) 3 slice approach 97
psychological warfare 105, 108 40f-42f slice groundstrokes 41, 42f
pull-down 66 secondary volleys 53-57, 53f-57f slice lob 107, 108f
second-shot pass 123 slice serve 69, 73-74, 74f, 89
Q self-charting 232 spacing drill 35-36, 35f-36f
self-critical behavior 158 spatial brainiac learning style 147
quarterback drill 103-104, 103f self-destruction recovery techniques specialty shots
quarterly system 218-219, 218f-219f
161-162 approach shots 91-98, 93f, 95f,
R self-hypnosis 221, 223 98f-99f
self-talk 129-131
racket self-trust 159 drop shot 109-111, 109f-110f
running with 164 semi-Western grip 22, 22f, 24, 25f, four boxes drill 102, 102f
stringer 10 importance of 91
54, 80 lob 104-108, 104f-108f
rally patterns 125f seniors 169 overhead 99-104, 100f-103f
rapid-fire tuck jumps 192, 192f sensing 4 quarterbackdrill for 103-104,103f
ready position, for volley 46, 47f serve. See also return of serve turn-and-burn drill for 105, 105f
reasonable goals 132 spectator charting 233-237, 233f,
referees 155 backswing 65-66, 65f-66f, 77
regular-duty ball 139 ball toss 63-64, 64f, 77, 85-86, 234t-237t
relob 107, 108f speed. See also explosive speed,
retriever 7, 88-89, 118, 119f, 121-122 85f-86f
return of serve coiling 62-63, 63f training for
crackdown 70, 70f cognitive processing 165-166
analysis 76 evaluation 12t core rotational 180-181, 180f-181f
big X pattern 88, 88f fall-in 71, 72f foot 184-185, 184f-185f
evaluation 12t flat 69, 73, 73f hand 182-183, 182f-183f
grip 80, 80f, 90 follow-through 71, 71f mixing 120
hip rotation in 83 grip 60, 60f, 70, 74, 75f, 76 swing 93
against lefty 89 importance of 59 spin, mixing 120
mind-set 90 kick 69, 74-76, 75f split step 48-50, 49f, 81f, 82
missed 76 long bomb 69 sport movement, planes of 170, 170f
modified, based on opponent myths 76-77 sprints, uphill acceleration 185
patterns 125f stance. See also closed stance; open
88-89 positions 86, 87f
myths 90 preparation for 85 stance
patterns 125f pre-serve routine 59, 80 considerations 62
positioning 81-82, 81f second, drop shot off 111 groundstroke 25-26, 26f-27f, 62
practice time and 90 70 percent first-serve perfor- pinpoint 60-61, 61f
pre-serve routine and 80 platform 60-61, 61f
reading server for 84-86, 85f-87f mance 121-122 return-of-serve 82, 82f
shadow swings 84, 84f shadow swings 65 serve 60-62, 61f, 67, 68f
short-angle 88-89 slice 69, 73-74, 74f, 89 uses 26
stance 82, 82f stages 62-71, 63f-72f standing fly 195, 195f
strike zone 82, 84 stance 60-62, 61f, 67, 68f static stretching 193, 198-204, 199f-
swing execution 82-83, 83f strike zone 69-70, 69f
Rittner, Barbara 117 tendencies 86, 87f 204f
types of 69, 72-76, 73f-75f static stroke analysis 231
uncoiling 66, 67f
244 � Index
stationary chest press 175, 175f swing volley 53, 53f video analysis
stationary closed-stance ground- approach 96 in emotional factors 155
defined 109 flexible skills 231-232
stroke simulation throw 171, power of 231-232, 238
171f T static stroke 231
stationary mat twist 180, 180f
stationary open-stance groundstroke tactical evaluation 11, 13-14, 14t vision
simulation throw 172, 172f tactical execution broad 57-58
stationary overhead slam 176, 176f narrow 57
stationary overhead slam to push-up concentration 116
179, 179f consistency 128-129 visualization 223-224
statistics, match 233, 233f game plans 118-124, 119f, 125f volley
steal a volley 97 introduction to 115
strategic execution mind control 129-135 advancement 48, 49f
concentration 116 reduced errors 126-129, 127f brain types and 45-46
consistency 128-129 shot selection 128 broad vision in 57-58
game plans 118-124, 119f, 125f three tiers of match strategy 117- drop 54, 54f, 121
introduction to 115 evaluation of 12t
mind control 129-135 118 evolution of 45
reduced errors 126-129, 127f tap�catch 55, 55f, 109 grip 46-48, 47f, 53-56, 58
shot selection 128 10,000-hour rule 208 half 55-56, 56f
three tiers of match strategy 117- 10-and-under players 139 impact 51-52, 52f
118 thinking 5, 148 lob 57, 57f
strategizers 8 time management 207-208, 208f myths 58
stress balloon theory 150, 151t tipping point tendencies 135 one-handed backhand 46
stressors, universal tennis 155-156 topspin preparation 48-50, 49f-51f
stretching ready position 46, 47f
ankle 199, 199f lob 106, 106f secondary 53-57, 53f-57f
arm 202, 202f myths 42-43 stages of 48-52, 49f-52f
core 201, 201f slice approach and 97 stealing 97
hip flexor 200, 200f torment zone 127, 127f strike zones 50, 51f
knee 200, 200f tournament swing 53, 53f, 96, 109
match-day 223 director 155 tap�catch 55, 55f
neck 204, 204f match log 213, 214f-216f transition 52-53, 58
rotator cuff 203, 203f match preparation for 224-225, two-handed backhand 46
static 193, 198-204, 199f-204f underdeveloped, drop shot ex-
strike zone 225t, 228-230, 229t
below-the-waist 30, 30f personnel 154-155 posing 111
defined 28 traditional approach shot 93-95, 93f
groundstroke 28-31, 29f-31f trajectories, mixing 120 W
head-level 108 transition volleys 52-53, 58
high 31, 31f transverse plane 170, 170f waist-level strike zone 28-29, 29f, 31
incoming 93 treeing 134 warm-ups
overhead 102 triangle drill 95-96, 95f
return-of-serve 82, 84 turn-and-burn drill 105, 105f lower-body 193-194, 193f-194f
serve 69-70, 69f turn-and-run 103 prematch rituals 223
volley 50, 51f two-handed backhand upper-body 195-198, 195f-198f
waist-level 28-29, 29f, 31 deep approach shot and 94-95 weekly plan 208-210, 209f, 210t
strings follow-through 32, 32f weekly planner 210, 210t
stringer and 10 grip 23, 23f, 38, 38f Western grip 22-23, 54, 90
watch ball hitting 43 off-hand drill 38, 38f Williams, Serena 235
stroke. See also specific strokes return-of-serve 90 Wimbledon 137
evaluation 11-13, 12t-13t volley 46 wind, extreme 140
rotation 188, 188f windmill 66
in static stroke analysis 231 U winners, unforced errors vs. 237-238,
stylistic strategy 117
success umpires 154-155 237t
in daily success journals 217, 217f uncoiling, serve 66, 67f Women's Tennis Association
fear of 150-151 unforced errors, winners vs. 237-238,
pathways to 228-230, 229t (WTA) 61, 95, 117, 128, 138,
Sumyk, Sam 95, 223 237t 229, 229t
supersized Continental grip 74, 75f universal movement blunders 163- workout routine, one-hour 168-169,
support team 10 169t
surface, court 137-138 164 Wozniacki, Caroline 79
swing. See also specific swings universal tennis stressors 155-156 WTA. See Women's Tennis Associa-
execution, return-of-serve 82-83, unrealistic expectations 158 tion
83f uphill acceleration sprints 185
length and speed 93 "up" matches 211-212 Y
moonball approach shot to 121 upper-body coil 50, 50f
upper-body warm-ups 195-198, YouTube 29
195f-198f Z
U.S. Open 137
U.S. Tennis Association (USTA) zonal tennis
air zones in 126-127, 127f
224-225, 225t, 228 court zones in 127-128, 127f
errors and 126-128, 127f
V short-ball zone in 92
Vibrex Whistling Dampener 165
About the Authors
Frank Giampaolo is a veteran author whose
acclaimed book, The Tennis Parent's Bible (www.
thetennisparentsbible.com), is being used by ITF
leaders, academy directors, parents, and coaches
worldwide. Giampaolo's innovative approach has
earned him numerous honors, including being
named the 2001 USPTA Southern California
Tennis Director of the Year and being voted a
top teaching professional in consecutive years
by Southern California Tennis & Golf magazine.
Giampaolo founded the Mental�Emotional
Tennis Workshop in 2002; since then, partici-
pants in the program have gone on to win more
than 71 U.S. national titles. His students have
won ATP and WTA Tour singles and doubles
titles. Giampaolo pioneered the Tennis Parents
Workshop in 1998 and has conducted seminars
throughout the United States, Mexico, Australia, and Canada. Additionally, he hosts a
blog site, www.tennisparentsolutions.com.
Frank is a popular international speaker. He has appeared on NBC's TODAY Show,
Fox Sports, OCN World Team Tennis, Tennis Canada, and Tennis Australia. His
instructional articles have appeared in Tennis View magazine, USPTA Coaching Publica-
tions, The Active Network, Parenting Aces, Tennis One, Tennis Australia, and Tennis
New Zealand. He currently runs workshops at his high-performance training facility
in Southern California.
Jon Levey has been working in sport media
since 1998. From 2000 to 2009 he was a senior
editor at Tennis magazine; five of those years were
dedicated to handling all copy for the instruction
section. Jon has edited hundreds of instructional
articles with top coaches and former players such
as Nick Bollettieri, Paul Annacone, Brad Gilbert,
Nick Saviano, Stan Smith, and Tracy Austin. Jon
also served as coauthor with Chris Evert on her
chapter in the ESPN book Fathers & Daughters
& Sports (2010).
Levey lives Greenwich, Connecticut.
245
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