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Tóm tắt nội dung (trích từ tài liệu gốc): COACHING TENNIS SUCCESSFULLY Foreword by Stan Smith UNITED STATES TENNIS ASSOCIATION i -J ALLEN COUNTY PU BLIC LI STO VV IL/ii. I I I V' * I ' COACHING TENNIS SUCCESSFULLY United States Tennis Association Ron Woods USTA Mike Hoctor Astronaut High School Rebecca Desmond Downingtown Senior High School Human Kinetics DEC 2 2000 A Library of Congress Cataloging in-Publication Data United States Tennis Association. Coaching tennis successfully / United States Tennis Association ; Ron Woods, Mike Hoctor, Rebecca Desmond, p. cm. Includes index. ISBN 0-87322-461-2 1. Tennis-Coaching. I. Woods, Ron, 19
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COACHING
TENNIS
SUCCESSFULLY
Foreword by
Stan Smith
UNITED STATES TENNIS ASSOCIATION
i -J
ALLEN COUNTY PU BLIC LI
STO
VV IL/ii. I I I V' * I '
COACHING
TENNIS
SUCCESSFULLY
United States Tennis Association
Ron Woods
USTA
Mike Hoctor
Astronaut High School
Rebecca Desmond
Downingtown Senior High School
Human Kinetics
DEC 2 2000
A
Library of Congress Cataloging in-Publication Data
United States Tennis Association.
Coaching tennis successfully / United States Tennis Association ;
Ron Woods, Mike Hoctor, Rebecca Desmond,
p. cm.
Includes index.
ISBN 0-87322-461-2
1. Tennis-Coaching. I. Woods, Ron, 1943 Nov. 6- II. Hoctor,
Mike. III. Desmond, Rebecca. IV. Title.
GV1002.9.C63U55 1995
796.342'07'7-dc20 94-41682
CIP
ISBN: 0-87322-461-2
Copyright � 1995 by the United States Tennis Association
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.
Developmental Editor: Jan Colarusso Seeley; Assistant Editors: Karen Grieves, Karen Bojda, Dawn
Roselund, Ann Greenseth; Copyeditor: John Wentworth; Proofreader: Jim Burns; Indexer: Barbara E.
Cohen; Typesetter: Ruby Zimmerman; Text Design and Layout: Robert M. Reuther; Cover Designer:
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Productions, Inc., Rebecca Desmond, Scott Roman, and Scott Rowan; Interior Art: Studio 2D, Paul To;
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1
Contents
Foreword v
Acknowledgments vi
Introduction vii
PART I COACHING FOUNDATION 1
Chapter 1 Developing a Tennis Coaching Philosophy 3
Chapter 2 Communicating Your Approach 13
Chapter 3 Motivating Players 23
Chapter 4 Building a Tennis Program 37
PART II COACHING PLANS 47
Chapter 5 Planning for the Season 49
Chapter 6 Planning Practices 6
PART III COACHING TENNIS SKILLS AND STRATEGY 73
Chapter 7 Stroke Production 75
Chapter 8 Singles Strategy 109
Chapter 9 Doubles Strategy 125
PART IV COACHING MATCHES 137
Chapter 10 Preparing for Matches 139
Chapter 11 Handling Match Play 147
PART V COACHING EVALUATION 159
Chapter 12 Evaluating Your Players' Performance 161
Chapter 13 Evaluating Your Program 171
Appendix A Off-Season Training for Tournament Play 177
Appendix B Strength Training 180
Index 183
About the Author 188
iii
Foreword
This book, Coaching Tennis Successfully, is The many anecdotes illustrating the im-
the only book of its kind. It is a comprehen-
portant points presented in this book are
sive manual on coaching, particularly in real-life examples of both positive experi-
team situations. I have been fortunate to be
on high school, college, and Davis Cup teams, ences and mistakes made along the way. The
and my coaches knew much of this material, book is written in a form that is easy to
understand and put into practice.
but at every level the information presented
In addition, Coaching Tennis Successfully
here would have helped to make these coaches is also up-to-date in the areas of sport sci-
even more effective. The experience of being ence and technique, so you can relate the
on a tennis team, especially at the junior information to today's game and to the play-
high or high school level, is not only tremen- ers who are excelling.
dously important in preparing a young per-
son to meet the challenges of tennis compe- I wish you the best of luck as you develop
tition but also the challenges of life.
your own coaching style. You have a crucial
I recommend this book to any coach who role in influencing the lives of the young
wants to be more effective and would like people with whom you work.
some suggestions on developing a coaching
philosophy, planning for the season, work- Stan Smith
ing on on-court skills, and preparing for and
evaluating match play. This book can be a Hall of Fame Professional Tennis Player
very practical guide in helping you, as a Associate Director,
coach, to be the best you can be.
USTA Player Development
Acknowledgments
The organization and preparation of the Rolley, Nick Saviano, Tom Gullikson, and
material in this book could not have been
accomplished without the professional Stan Smith helped by contributing their
combined coaching wisdom, which guided
expertise of USTA staff member Linda P. the sections on strategy and technique.
Jusiewicz. Paul Roetert and Lew Brewer The USTA proudly acknowledges the con-
tributions of each of these members of our
also freely shared their expertise in sport
professional staff for player development.
science and coaching methodology. Lynne
vi
--
Introduction
The United States Tennis Association owns nized, efficient way. Instruction from this
and operates the U.S. Open Championships, section will save you time and effort that can
which helps provide revenue to promote and
be better spent doing what you really love
develop the sport of tennis. Among our over working with young people.
500,000 members are a significant number
The nuts and bolts of on-court coaching
of high school coaches, players on school are presented in the third section. Teaching
teams, and parents of those players. This tennis skills and strategies are blended to-
book is designed to help all involved in com- gether so that players can learn more quickly
and use what they learn in match play.
petitive school tennis enjoy the experience Concepts are accented by practical on-court
drills explained and displayed in diagram
and to help all players become the best they
can be. form.
The material presented here reflects the Preparing players for competitive match
cutting edge of tennis coaching today by our play is covered in Part IV, including tips on
scouting opponents and conducting
USTA national coaching staff as well as our prematch practices. The coach's role during
sport science staff of experts. We have blended matches is discussed along with important
advice for helping players deal with a win or
the ideas with the practical experiences of
a loss after a match.
highly successful coaches who, over many
The concluding section deals with the
years, have produced championship high coach's role in the evaluation of players and
school tennis teams for both boys and girls. the program. The orderly approach includes
asking the right questions; assessing needed
-- Ifyou coach a tennis team be it an Olympic, improvements in personnel, facilities, or
equipment; and building a plan for future
college, or high school team or kids' junior
success.
-- team tennis you'll find much helpful advice
All of us who have contributed to this book
within these pages.
recognize the thousands of dedicated ten-
The first part of the book sets the stage and
lays the foundation for your coaching style nis coaches, like you, across our land who
and philosophy, offers advice on critical in-
terpersonal communication skills, and tack- are devoted to helping young people enjoy
les the difficult issues of motivating your
players while developing their mental tough- -- Tennis The Sport for a Lifetime. We hope
ness. These are the fundamental principles
in coaching young people that truly define our suggestions help you just as we have
success over the long term. learned from our coaches and, especially,
our players.
Part II deals with planning for both the
overall season and each practice in an orga-
vii
Parti
Coachin
Foundation
Chapter 1
Developing a Tennis
Coaching Philosophy
I remember that late fall drive in 1969 as if it general; all the heroes of my youth were
were yesterday. I was traveling the back
athletes or coaches. Second, I love to work
roads, alone, pondering my response to a
with high school students, as I enjoy inter-
question posed by our high school athletic
director earlier in the day. Specifically, he acting with teenagers and helping them
had asked me, "Would you consider coach- develop. Third, I had a general athletic back-
ing boys' and girls' tennis in the spring?"
ground, including a couple of years of play-
As a second-year teacher just getting used
to the rigors of classroom teaching, I didn't ing high school football and basketball; where
find the thought of adding coaching respon- tennis was concerned, I was the proverbial
sibilities to the end of the school day too weekend warrior.
appealing. Before I gave our athletic director
an answer, I needed some time alone to On the negative side were three equally
consider the positives and negatives of be-
coming a high school tennis coach. strong reasons I feared I might not be a
On the plus side were three important successful coach: Number one, I had no high
factors: First, I love sports and coaching in school or college competitive playing experi-
ence. Two, I had no training to teach tennis.
And three, I was young at the time and
intimidated by the thought of being a head
coach in any sport.
COACHING TENNIS SUCCESSFULLY
After weighing the pluses and minuses, I ences. As coaches we never have all the
finally threw caution to the wind and ac- answers. Be willing to give new coaching
cepted the offer to become a tennis coach.
Time has proven that I made the right deci- techniques a try!
sion. Tennis Coach Versus Tennis Pro
In my 25 years of coaching I have en- Most high school tennis coaches must leam
to work in harmony with the local tennis
-- -- joyed and continue to enjoy rich, reward-
teaching professionals. A player's teaching
ing experiences that I don't believe I'd have
had in any other profession. I've had the pro may be the best resource for develop-
privilege of watching all three of my sons ing individual stroke production. However,
mature on the court as I coached them. I've most teaching pros work with one player
experienced triumphs and defeats, relation- at a time during private lessons. As a high
ships and rivalries, teaching and learning. school tennis coach you don't have this
And above all, I've had the pleasure of seeing -- luxury you may have 8 to 12 players
the players progress from our program to to attend to at one time. Plus, during a typical
lead very successful lives. These are the high school tennis season, there simply
compensations a coach treasures above and isn't time to focus on stroke development.
beyond any monetary considerations. As the high school coach, you should
emphasize tactics and strategies while mold-
Building a Coaching ing the individuals into a team. Stress the
Foundation "team first" attitude that all successful sports
teams exhibit. Even a novice tennis coach
Development of a coaching philosophy, like with a background in team sports can work
learning, is an essential and continuous
process. It begins the first day you decide to in harmony with a teaching pro. You may
become a coach and ends only if you shut
choose to let the pro develop your players'
yourself off to new ideas and new experi- strokes as you introduce effective strategies
and the concept of playing tennis in a team
setting.
DEVELOPING A TENNIS COACHING PHILOSOPHY
Nonteaching Coaches over our state for the past 5 years. More and
more coaches are recognizing that there's no
Many high school tennis coaches are not better place than these clinics to hear and
members of the faculty. Some are teaching share ideas about our profession.
pros; others are interested tennis enthusi- Excellent magazines, instructional books,
asts recruited from the community to coach and videos about tennis, coaching, and con-
tennis. Regardless of your qualifications to ditioning are widely available. The fact that
coach tennis, remember to incorporate the you are reading this book shows that you are
"big picture" into your coaching. To do this,
you'll need to get to know the administration sufficiently interested. Try to develop (or
and staff of the high school you represent.
Your tennis team is an extension of the entire expand) your own tennis coaching library.
high school's athletic program, so you should
If you are a "hands-on" learner, ask other
establish a coaching philosophy consistent coaches for permission to attend their prac-
with that of the other school sports. Intro- tices (most college or high school coaches
duce yourself to fellow coaches at the school, will consider this a compliment). There's no
better place to pick up drills and general
as you may be sharing some of the same coaching tips. Also, use your local teaching
pro as a resource for helping you and your
athletes. Attend athletic functions so that
players gain additional playing skills.
you are a visible member of the coaching
Take advantage of all of these learning
staff.
-- opportunities even if you're an old veteran
Be Eager To Learn
like me. The more you know, the better able
All successful coaches borrow bits and pieces you'll be to keep current and to develop the
of their coaching philosophy from other
coaches. The sport or level of play doesn't -- best possible coaching philosophy the foun-
really matter. Our school's successful foot-
ball coach, Bill Shields, reads books by ten- dation for every successful coach.
nis coaches and coaches ofmany other sports. Learn From Coaches
You Respect
Similarly, I have read books by football
coaches and coaches of other sports and In its 20-year history, Astronaut High School
incorporated some of their successful tech- in Titusville, Florida, has produced such
niques into my coaching philosophy. You nationally recognized athletes as NFL All-
see, after we take away our Xs and Os, we're Pros Wilber Marshall and Cris Collinsworth.
really all doing the same thing: teaching our The excellent coaches of these athletes have
players skills to use throughout their lives as taught me some valuable lessons.
they compete and strive to better them-
Our former athletic director and track
selves. So it's only natural that we learn from coach, Nick Gailey, who is now in the Florida
one another about how to be successful.
Coaches Hall of Fame, showed me the impor-
Seek out courses, clinics, publications,
and videos. The United States Tennis Asso- tance of keeping athletes focused on and
ciation and the two recognized professional working toward goals. Our present athletic
tennis teachers' organizations (the United director and current Florida Athletic Coaches
States Professional Tennis Association and Association president, Jay Donnelly (who
the United States Professional Tennis Regis- served as Astronaut's football coach for its
try) offer clinics throughout the year. Every
first 1 5 years) , made clear to me the need for
clinic I've attended has provided me with
good organizational skills. Most important,
information that I've put to use on the court.
Your state high school coaching organiza- Norman Holmes, a tennis-teaching legend
on the central east coast of Florida, taught
tion may run clinics specific to each sport.
Find out when they are offered and be there! me the art of teaching and coaching tennis
As tennis chairman for Florida's coaches' skills. Through Norm's sessions I learned the
fundamentals of coaching and stroke pro-
association (FACA), I've organized clinics all duction management. I progressed from a
weekend player to a novice instructor and
coach, eager to apply my new knowledge.
But I was in for a surprise when I tried to
COACHING TENNIS SUCCESSFULLY
apply the lessons I learned from Norm. What LOSING THE BATTLE
worked for him didn't work for me, although
I tried to copy everything I had seen him do During my second year as a coach I tried to
dictate the importance of tennis to my players.
so successfully. Most of my inexperienced players were trying
tennis for the first time. One of my cardinal
LEARNING FROM A MASTER
rules at the time was never to be late to practice
As a rookie coach, I took my players on the for any reason. Ten minutes into practice one
hour-long trip each week. Our destination? The day a late arrival prompted me to vent my ire.
tennis court/classroom where Norman Holmes Without asking the player why he was late, I
"got in his face," my purpose being to make him
worked his magic. Norman gave my players
an example. His response was to walk away, get
private lessons while I stood by the net and in his car, and leave. Later I learned that he had
soaked it all in. I marvelled at Norm's technique been making up a test, and even after I apolo-
and delivery of important messages, one stroke
gized for my shortsightedness, he never re-
-- after another. My players learned a lot but I turned to the team. My authoritarian tirade
cost me a potential member of the team. The
learned even more. player in question was a freshman who subse-
What I had failed to grasp was a simple but quently went out for track and had a great
career as a track athlete.
important fact about coaching: Although
you can (and should) borrow ideas and meth- High school players look at tennis as an
ods, the delivery of those ideas and methods extracurricular activity, and they expect to
must be your own. My attempt to copy Norm's have fun. When they are coached by some-
one who uses predominantly an authoritar-
delivery of all his coaching knowledge didn't
ian style, they usually aren't going to have
work for me because his delivery didn't suit fun. And, most likely, the coach will either
my personal style. So, the lesson is: Learn have to be a little less authoritarian or spend
a lot of time trying to convince players to stay
what you can from your coaching models, on the team.
but don't try to be them. Instead incorporate
what you learn into your personal coaching The opposite of this authoritarian style is
style and delivery. an approach that treats players like buddies.
Tennis Coaching Styles -- Forget the discipline just let everyone do
Different situations on the practice court his or her own thing. Unfortunately, I see this
and during match play require coaches to
react to players in different ways. Sometimes approach too often in high school tennis
a firm hand is called for, whereas other times coaching. This permissive style of coaching
a reassuring pat on the back will get the job
done. Above all, keeping your lines of com- can lead to disaster. Players may not want a
munication open with players is the key to
know-it-all coach, but they do want, and
success.
need, direction. A coach who sits idly watch-
During the formative years of my coaching
ing as players' discipline and learning suffer
career, I tried to lean more toward the au- simply isn't doing the job. The term "tennis
chaperone" comes to mind, and such a ster-
thoritarian approach. My word was law, or so eotype of a high school tennis coach hurts all
I thought. Looking back at this point in my
coaching career I now realize that my tough of us.
approach allowed me to hide my lack of
coaching experience. If my players weren't In many situations and with most players,
allowed to question me or have any input, the approach that works best for me and a lot
how could I ever be wrong? Well, I was
of other coaches is the cooperative style. This
-- wrong plenty. And probably my biggest er- isn't a combination of the other two styles
but is in fact a third style.
ror was ever using this authoritarian style of
Cooperative style coaching allows for very
coaching in the first place. It just didn't feel
firm discipline, but only when discipline is
right to me or my players. necessary. When discipline is applied, the
players understand why. A cooperative ap-
proach allows you to get close enough to your
players so that they feel they can talk to you
about almost anything. And when they know
DEVELOPING A TENNIS COACHING PHILOSOPHY
you will listen to their suggestions, they are during the match to set him straight. But by
much more receptive to yours. that time in my career, I knew that the best
A COOPERATIVE EXCHANGE thing I could do for the team (first) and
Philippe (second) was to focus on getting him
Philippe Signore, an exchange student from ready to play doubles. And that approach
France, entered our tennis program in 1984. probably helped the team win that day.
Philippe was small but had a competitive fire
that endeared him to everyone in our program. Coaching Priorities
As our number one player, Philippe led us to The first priority of tennis is to make it the
consecutive district titles. After graduation, enjoyable extracurricular activity for players
Philippe signed a tennis scholarship at the
that it is meant to be. Young people now have
University ofTennessee at Chattanooga, where
he worked his way up to number one during his more ways to spend their time than ever
senior year, winning a Southern Conference
before. Your program will be able to compete
individual and team championship for UTC in for their time and interest only if they think
the process. that being a player in your program is impor-
Philippe is now working on a doctorate in tant and fun.
Assistant coaches, parents, and others
physics at the University of Florida. These are
his recollections of the 2 years he spent in our who directly influence your players during
tennis program: the course of a season must be schooled in
Coach was the boss, but he was also a your coaching priorities. If the players are
friend on and off the court. I remember the
getting mixed messages from people they
only loss of my senior year. It was at home
against a much younger opponent whom I respect when they are not with you, your
felt I should have beaten. Naturally I was coaching priorities will likely lose their effect.
extremely upset at myself for losing. The
I introduce my coaching philosophy to
only words that coach offered me for the
rest of the day were about how to beat their parents at a meeting for parents and players
doubles team. He never mentioned my
at the beginning of every season. During this
performance, the opponent, or anything
potluck dinner I introduce myself to each
related to my singles match. We clinched
the match with a win in my doubles, but I parent of our new players. I follow this with
went home still highly upset and finally an introduction of the team members, a brief
summation of what we hope to accomplish
went to bed.
It was only the next day that coach during the tennis season, and an explana-
raised the subject of my defeat. I remem- tion of the ways we will try to achieve our
ber being so focused on his words. He goals. Every parent and player gets to know
spoke in simple terms, a total of five sen- me and becomes familiar with my coaching
tences. He concluded by giving me two We priorities. follow up this meeting by giv-
tactics to use the next time I'd play that ing parents a copy of the player's handbook,
opponent. I kept these two pieces of advice
as I'd have kept a brand-new expensive which contains the team's goals, a schedule,
watch.
and important dates. An end-of-the-season
I played the guy again in the semifinals
ofthe district tournament. Applying coach's awards dinner brings closure to the season
strategy, I won the match. It turned out to and informs everyone what we will do in the
be the deciding point in our team's come- off-season.
from-behind district championship.
Assistant coaches are usually former play-
Philippe came along after I had coached for
ers familiar with the program's philosophy.
15 years. Early in my coaching career I
However, occasionally an assistant or parent
wouldn't have been able to leave him alone
after a loss that was so devastating to him will undermine your coaching philosophy
and our team. As soon as he left the court, I
probably would have chastised him for play- with a player. Talk to this person immedi-
ing such a stupid match. Florida high school
ately and tactfully come to an understand-
rules then did not allow me to talk to Philippe
ing. When everyone that influences your
players is on the same coaching wavelength,
your players will prosper and grow.
COACHING TENNIS SUCCESSFULLY
Making Tennis Fun LESSONS LEARNED
The athletes of today still want most of the Last fall I ran into one of my former players who
same things they've always wanted: direc-
tion, discipline, an opportunity to play, and had returned from college to attend one of our
a chance to compete. Tennis can provide school's football games. Jon Sloan had played
young people all of these things and more.
for me from 1985 to 1988. starring on four
At the same time, tennis, like other sports,
can burn out young players by placing them consecutive district championship teams. He
in highly structured, competitive programs was good enough to play college tennis but
too early. Therefore, strive to provide struc- chose not to.
ture without suffocating your players. Give I asked Jon if he played tennis at all these
them proper instruction and guidelines, but days. He said no, not competitively, just for fun.
also allow them to have some say in day-to- Then he thought for a moment and said, "Coach,
day activities. I start every year with the tennis just seemed so important back in high
same statement to my players: 'This is a school."
voluntary activity. It is not compulsory, like I asked Jon why competitive tennis wasn't
important to him now. He replied that school-
school. This is your team and it will move in work allowed him only a few hours a week for
whatever direction you feel is appropriate." tennis. He said.
This statement sets the tone. The lines of com-
Coach, even though I wasn't the best stu-
munication are always open, and I am recep- dent in high school. I'm doing really well
tive to new ideas coming from the players. with my grades now, and that's what is
Perhaps you don't feel confident enough to most important to me. But once I get my
take the cooperative approach to coaching. I degree and have more time I'll be back out
on the court more often.
understand that. It wasn't easy for me to
Jon Sloan represents what high school ath-
loosen the reins either. But I encourage you letics is all about. Our tennis program provided
him with an opportunity to experience the joy of
to try. You'll be surprised how capable your competition at a time in his life when nothing
players are at making good decisions and
how much better they feel when they can else seemed more important. Now he can play
help control the team's direction. tennis for fun and apply his competitive tennis
-- experiences on a much bigger court the court
of life.
-- --
DEVELOPING A TENNIS COACHING PHILOSOPHY
Jon Sloan is an example of what can I emphasize these principles to my players in
happen when we help our players learn how some way each day at practice. It makes a
to make their own good decisions. They can
difference.
apply and develop those decision-making
skills throughout their lives. As coaches we Results, Not Excuses
are the facilitators. The players are the par-
ticipants. It's their game; let them play it. Tennis has become a game of excuses: poor
Winning Versus Development court conditions, a lucky opponent, lousy
When coaches and players believe "as long as weather, an "off day. Players often seem to
we win, everything is okay," the team's devel- think these excuses are legitimate reasons
opment suffers. After a victory, errors are
for performing poorly. But I've never known
often undetected or dismissed. After a loss, a successful person to make excuses, whether
every little detail of poor play is dissected and she or he be in sports, business, or any other
criticized. The result is that players develop worthwhile pursuit. As a coach, I feel an
a false sense of security after a win. Con-
versely, after a loss the players' confidence obligation to myself, our profession, my
takes a dramatic nosedive. school, and my players to prepare my ath-
Instead of focusing on winning itself, stress letes for success. So, from day one, we focus
to your players the importance of a winning only on those things that we can control
effort. Encourage them to try working on physical conditioning, attitude, mental and
their weaknesses against opponents they are stroke production skills, match preparation,
beating handily. After a loss, praise their and a willingness to deal with whatever
effort, even if they were badly overmatched.
Every little step in the right direction makes problems arise during a match.
them more complete players and people. If an opponent happens to have a career
Staples of a Coaching day against one of my players, all I expect
Philosophy
-- and always expect is that my player not
Tennis coaching is not a static endeavor. The
kids we work with change from year to year. drop his level of effort or performance be-
cause of discouragement. If that proves not
The game changes with new trends and to be enough on this particular day, he can
technology. Application of sport science and come to the net with his head held high,
coaching methods are being constantly re- shake his opponent's hand, and congratu-
vised and upgraded. late him for playing better on that day. No
Among all of these dynamics, a tennis complaints, no excuses. We simply start
coach must establish a set of overriding preparing for the next challenge.
coaching principles that don't shift with the The Challenge Response
winds of change. These tenets provide the
roots of consistent and continued excellence What is the first question players are usually
the hallmark of every successful tennis pro- asked after a match? You know the answer:
gram:
"Did you win?" Too often our focus is on the
� Look for results, not excuses. result of the match. With amateur players,
� Focus on performance, not winning (the and especially young, developing players, we
should instead focus on performance. Fol-
challenge response). lowing a match ask, "How did you play?" This
kind of question makes a player think about
� Improve gradually, through hard and what is most important: Not winning itself
but striving to produce a winning effort.
fun practice.
� Respect your opponent. Of course we want our players to win. But
we know that they will achieve so much
-- -- more and have a better time doing it if the
results of their matches are secondary to
their effort, attitude, and performance. Redi-
rect your players' thoughts to performance
goals that can be accomplished. The match
may be lost 6-1,6-1, but if the performance
10 COACHING TENNIS SUCCESSFULLY
goal was to play longer points without mak- difficult enough game to play without carry-
ing quick unforced errors from the baseline ing the excess baggage of a negative, arro-
and this was accomplished, then your player gant attitude. By respecting every opponent,
was successful, regardless of the outcome of your players will be able to focus on the
the match. -- important things playing hard, playing
We ask our players to focus on realistic smart, and having fun. They will be free to
enjoy the competition and play their best
performance goals during a match as well as
trying to overcome the obstacles their oppo- tennis.
nents throw at them. This mental game
redirects their attention from winning to the Establishing Priorities
challenge of the competitive situation. As important as team goals are, they take a
We tell them to love the challenge and to be back seat to more important priorities in
ready to respond to it. It's what we call the We each player's life. ask our players to
"challenge response." Players must have it if
they are going to feel successful at the end of emphasize this order:
a match. 1. Family
2. Schoolwork
Gaining Ground Gradually
3. Team
People in our society "want it all, right now."
But immediate mastery is just not possible Family
in a skill-building sport like tennis. Tennis is
Positive interaction with the members of his
a game of plateaus; players often remain at a or her own family is paramount to a player's
performance level for months without im- success. All parents have to make sacrifices
provement. During this time they can often so that their child can enjoy interscholastic
get discouraged and quit. Or they can prac- competition. By acknowledging these sacri-
fices, a player can assume her role in the
tice diligently, work patiently on their weak
areas, and progress to the next level. -- family a role of give and take, not one that
Tennis is the ultimate teacher of persever- places her needs as an athlete above all
ance. Young players must build on their others in the family.
stroke production daily and appreciate small,
positive gains. The big wins and devastating
losses even out; there are peaks and valleys
in what is a very gradual ascent with many
plateaus along the way. The patience, persis-
tence, and skills your players can develop
while making this climb will help them com-
pete on and off the court.
Respect Your Opponent
The fourth principle, respect your opponent,
-- is not optional you demand it. Players must
abide by a code of conduct that represents
themselves and the program well and is
consistent with tennis rules and proper be-
havior. Respect of school, tennis program,
self, and opponents is essential. Players'
behaviors will reflect their respect.
For example, players shouldn't put down
an upcoming opponent. Nor should they
brag about their own skills; their perfor-
mance should do the talking. Tennis is a
---
[Cuối tài liệu]
Mike is a USPTA-certified teaching profes- 1987 and 1990 by the West Chester Daily Local
sional. In addition to his duties as coach and News. In 1983 she was named the USPTA's
guidance counselor at Astronaut High, he Middle States Division Coach of the Year and
also enjoys teaching at the public courts in
Titusville for the Brevard County Recreation in 1994 she was named the USTA's Middle
States Section Coach of the Year.
Department.
Becky is the former president of USPTA's
Becky Desmond has coached the Middle States Division. She is on the board of
the USTA's Middle States Section and serves
Downingtown (PA) Senior High School girls' on the section's sanction, ranking and en-
tennis team since 1968 and the boys' team dorsement, and membership committees.
She has chaired the Ches-Mont and District
since 1983. Her girls' teams have won the
I (southeastern Pennsylvania) girls' tennis
Ches-Mont League championship 1 1 times, committee for 21 years.
while her boys' teams have captured two league
crowns. Becky was named coach of the year in
189
Additional Tennis Resources
High Tech Tennis The United States Tennis Association
Player Development Series
(Second Edition)
^MOVEMENT ADVANCED
Jack L. Groppel, PhD
OOTTSS' """"'1
Foreword by Vic Braden
F0 STRENGTH RTI ;
1992 � Paperback � 240 pp
Item PGRO0458 FITNESS
ISBN 0-88011-458-4
$16.95 ($24.95 Canadian) TRAINING TESTING
In this book, professional FOR TENNIS t�* FOR TENNIS
tennis coach and sport
biomechanist Jack Groppel
shows you how to sharpen your game by applying
the science of movement while you're on the court.
Science of Developed by USTA coaching and sport science
(imam Coaching Tennis experts, this series of instructional videos provides
coaches and instructors a safe and effective training
Jack L. Groppel, PhD, oTBNNBo
F01IV01D IT >T*> SMITH program for junior tennis players.
James E. Loehr, PhD,
D. Scott Melville, PhD, Strength Training for Tennis
and Ann M. Quinn, MS (36-minute videotape)
1993 � Item MUST0389
1989 � Paperback � 352 pp j*k 1 Uiiiprl �JanaLlatW
Item PGRO0529 $24.95 ($37.50 Canadian)
ISBN 0-87322-529-5 M Mch.lr. � \tm M Q.MO
Movement Training for Tennis
$15.95 ($22.95 Canadian)
(35-minute videotape)
Coach your players using the strategies that have 1990 � Item MUST0392
made winners of John McEnroe, Chris Evert Lloyd,
Pat Cash, and Hana Mandlikova! The authors, each a $24.95 ($37.50 Canadian)
master coach or trainer, have collaborated to combine
the sport sciences of biomechanics, motor learning, Fitness Testing for Tennis
exercise physiology, and sport psychology into one The USTA Fitness Testing Protocol
comprehensive volume.
(29-minute videotape)
Power Tennis Training 1990 � Item MUST0401
Donald A. Chu, PhD $24.95 ($37.50 Canadian)
Foreword by Todd Martin Advanced Footskills for Tennis
1995 � Paperback � 176 pp (29-minute videotape)
Item PCHU0616 1993 � Item MUST0412
ISBN 0-87322-616-X
$15.95 ($21.95 Canadian) $24.95 ($37.50 Canadian)
Don Chu, training consultant To place an order: U.S. customers call
TOLL-FREE 1-800-747-4457; customers
to the United States Tennis
Association and top tennis outside of U.S. use the appropriate telephone
pros, presents an easy-to-
follow, balanced conditioning number /address shown in the front of this book.
program specifically designed
Prices subject to change.
to help you put more power
into your game.
Human Kinetics
& The Premier Publisher for Sports Fitness
www.humankinetics.com
2335 8/99
ASEP's The American Sport Education Program (ASEP) believes that the single
most important step in improving amateur sport is to educate coaches.
For this reason, ASEP offers its SportCoach curriculum at three levels:
� Volunteer Level, for coaches who work with youth sport programs
� Leader Level, for coaches in interscholastic or club sport
� Master Level, for coaches who have completed Leader Level courses
and seek further professional development
SportCoach Curriculum
Volunteer Level
One of the SportCoach courses for educating youth sport coaches is the
Rookie Coaches Course. This course is for anyone who is coaching
children's sports for the first time and has no formal training as a coach. The
Rookie Coaches Tennis Guide, an excellent reference for new tennis coaches,
serves as a text for the course.
American Coaching Effectiveness Pi up jiii
SUCCESSFUL
COACHING r-i ' r-
mAmerica's Bt*t Sell* �fAmerican Sport Education Program Leader Level
Coaches Guide to ASEP's Leader Level SportCoach curriculum
consists of three courses: the Coaching
AND Principles Course, Sport First Aid Course,
and Drugs and Sport Course. These courses
Kevin K. Kinghofer. Ph teach coaches to form a sportsmanship-based
Martha K. Harding coaching philosophy, communicate better
with athletes, plan and teach sport skill
(^ now reieuiainBSMusiic awe Koran progressions, manage risks effectively,
provide appropriate first aid for sport
injuries, and tackle the problem of drug use
among athletes.
Master Level
At the Master Level, coaches can choose from 9 SportCoach
courses: Sport Psychology, Sport Physiology, Teaching Sport
Skills, Sport Injuries, Sport Rehabilitation, Nutrition /Weight
Control, Sport Law, Time Management, and Sport
Administration.
For more information about ASEP's SportCoach curriculum, call
the ASEP National Center toll-free at 1-800-747-5698. Let ASEP
help you expand your coaching skills and knowledge. Your
athletes will be glad you did!
gjAmerican SportEducation Program
P.O. Box 5076 � Champaign, IL 61825-5076 � Toll-free phone: 1-800-747-5698
Coaching Tennis Successfully
"I cannot imagine a better all-around book for setting up an entire tennis program. It has
everything from proper grips to coaching philosophy. ... A must for all tennis coaches."
Bob Wood
Athletic Director, Boys and Girls Varsity Tennis Coach
University Liggett School, Gross Pointe Woods, Wl
"Any coach will be able to relate well to this easy-to-read book. It's full of good reminders for
veteran coaches and provides a great overview for new coaches."
Jan Brogan
Head Women's Tennis Coach
University of California at Berkeley
"Nothing is more important to developing grassroots tennis than strong team competition at the
school and college levels. This book has all you need to know to enjoy a successful program."
Cliff Drysdale
Tennis Commentator
ESPN and ABC Sports
Coaching Tennis Successfully is your complete LiiffAmerican Sport
resource for developing a consistent, winning Etdoucation Program
tennis program for the '90s and beyond.
Coaches of championship high school tennis Since 1981 the American Sport Education
teams and sports science experts at the United Program (ASEP) - formerly the American
States Tennis Association team up to give you Coaching Effectiveness Program - has provided
cutting-edge advice on developing a coaching educational opportunities for more than one
philosophy, communicating with your players,
planning practices, and evaluating each season million coaches, parents, and sport administrators
through its multilevel SportCoach curriculum.
in preparation for the next year.
Coaching Tennis Successfully is one of a series
At the heart of the book you'll find of sport-specific texts for coaches. Through this
� 42 practical drills for coaching stroke series, expert coaches show how philosophy,
fundamentals; psychology, and teaching and management
methods, as well as Xs and Os, can be applied
�key coaching concepts for all of the strokes;
successfully to their sports.
� tips and 9 drills to help your players make
For more information about ASEP, and for
the transition from the baseline to the net
and master a variety of opponents' playing additional resources, write or call toll-free:
styles; and
� singles and doubles strategies. ASEP
YouTl also find information on application of P.O. Box 5076
grips to strokes, the principles behind high- Champaign, IL 6 1825-5076
percentage singles and doubles play, specific
responsibilities of doubles players, and doubles 1-800-747-5698
http://www.asep.com/
drills.
ISBN 0-A7322-Mbl-2
HUMAN KINETICS
51995
9 780873"224611
$19.95
In Canada $29.95