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Tóm tắt nội dung (trích từ tài liệu gốc): THE ROYAL MARINES Tennis 2 CONTENTS MESSAGE FROM BRITISH SCHOOLS TENNIS ASSOCIATION 3 INTRODUCTION TO THE MODULE 3 SKILLS DEVELOPMENT SHEET 4 UNIT 1 INTRODUCTION TO THE GAME 5 UNIT 2 DEVELOPING THE GAME 11 ASSESSMENT OF TENNIS 15 Student Notes Teacher Notes ASSESSMENT CRITERIA RELATED TO MARK 16 UNIT 3 THE GAME 17 Prepared for The Royal Navy in Association with The Lawn Tennis UNIT 4 PHYSICAL CONDITIONING 18 Association and Produced by Educatio
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THE ROYAL MARINES
Tennis
2
CONTENTS
MESSAGE FROM BRITISH SCHOOLS TENNIS ASSOCIATION 3
INTRODUCTION TO THE MODULE 3
SKILLS DEVELOPMENT SHEET 4
UNIT 1 INTRODUCTION TO THE GAME 5
UNIT 2 DEVELOPING THE GAME 11
ASSESSMENT OF TENNIS 15
Student Notes Teacher Notes ASSESSMENT CRITERIA RELATED TO MARK 16
UNIT 3 THE GAME 17
Prepared for The Royal Navy in Association with The Lawn Tennis UNIT 4 PHYSICAL CONDITIONING 18
Association and Produced by Education & Youth Limited, London.
If there is any support you feel The Royal Navy can give regarding this UNIT 5 MENTAL PREPARATION 21
project please contact 0870 333 0423. UNIT 6 INJURIES IN TENNIS 23
Acknowledgements UNIT 7 THE HISTORY OF TENNIS 24
These notes have been updated by Anne Pankhurst LTA Coach UNIT 8 THE STRUCTURE OF THE SPORT 25
Education Director. UNIT 9 CURRENT ISSUES 28
Grateful thanks to Sally Parsons and Heather Bellis. UNIT 10 LTA AWARD SCHEMES 33
British Schools Tennis Association
Charity No. BSLTA 283349 UNIT 11 THE GAME OF TENNIS 34
Technical Editor: P. Edwards M.A. LTA PUBLICATIONS AND RESOURCE MATERIAL 39
REFERENCES 39
3
Message from British Schools Tennis Association
The British Schools Tennis Association (BSTA) is dedicated to the
development of tennis in schools, and as such is delighted to be involved
in a project aimed at supporting the work of teachers in preparing
students for public examinations in physical education.
The aim of this module is to present a resource which will provide
guidelines and ideas to be applied within individual teaching styles, and to
fulfil the demands of the examination syllabus the school has chosen to
follow.
By its very nature the module can only provide the broadest guidelines,
but, where relevant, reference is made to more extensive materials.
It is important to note that the approach to teaching tennis adopted by the
author is contextual, i.e. with the game as the focal point. The emphasis is
placed on understanding - of applying techniques and skills within the
game and not acquiring them as ends in themselves.
In addition to the practical aspects of the game there is also a theoretical
component which provides a brief background to the sport and applies
the different aspects of sport studies within the context of tennis.
N.B. Throughout this text - where the term HE is used it is taken to mean
the player, regardless of gender.
Introduction to the module
Module Objectives:
Students will:
� Be able to apply the techniques and skills relevant to their level of
performance within the context of the game.
� Show an understanding of, and ability to play and officiate within the
rules of tennis.
� Be aware of the structure and function of the sport nationally and
internationally.
� Understand and apply the theoretical knowledge which underpins the
game.
Method
Teachers should:
� Create a learning environment to assist the students to understand
tennis by adopting a games based approach.
� Introduce the techniques and skills as they are required to improve
game performance.
� Create an atmosphere which is enjoyable, stimulating and
challenging.
The philosophy to this module is CO-OPERATION.
Remember in the initial stages of learning -
CONTROL + FRIENDSHIP (CO-OPERATION) = SUCCESS.
4
Skills Development Sheet
The beginning stage of learning Tennis is the exploratory phase, where
the player is attempting to learn the correct sequence of movements of
all the basic skills e.g. forehand, backhand, serve. Many errors may be
made and often the skills may appear jerky, although improvement may
be rapid to the next stage.
At the intermediate stage a player will be able to play most strokes, but
not always the correct use in a game situation. The player will be more
consistent, balanced and mobile.
At the advanced stage a player will execute all the skills automatically
and will concentrate more on the placement of the shot, and how to
vary and disguise shots. A player will be able to demonstrate a good
tactical game plan and mental toughness.
Name of Module Tennis
Basic Skills
Game-play Skills The groundstrokes, the volley, the service, the smash (pages 5-16).
Tactical Skills
Attacking players may have: strong serve, good volley, good return of serve.
Training Skills Defensive players may have: good steady groundstokes, reliable service,
Rules steady baseline play, topspin groundstrokes, two handed backhand (page 36).
Singles: Achieving depth, width, angles; playing to strengths, and
maintaining consistency; hitting the ball away from opponent,
correct positioning and timming; "right" position, disguise and
variety (pages 11 to 14).
Doubles: Covering the net together; winning service games, keeping the ball
deep and opponent back; approaching the net and volleying;
defending from the baseline and return to the attack; disguise and
variety (pages 11 to 14) .
Mental toughness (page 21). Muscular endurance, power, flexibility, balance,
speed, stamina and agility (pages 18-20).
Contact the Lawn Tennis Association (LTA). Address page 39.
5
UNIT 1
Introduction to the game
Basic Principles/Tactics/Skills Pupils may choose to hit the ball � Reduce the number of
either after or before it bounces players on court to allow this
The aim of the game is to send and but try to co-operate with their progression.
return the ball over the net into the partners. � Use the service box as your
court. Teaching tip - have pupils hand court boundaries.
The ball is controlled by control of feed the ball to start the rally. Discussion and Experiment
the racket face. Put simply, for Check that pupils realise that in
basic strokes, the ball goes in Variations order to win the rally and
which ever direction the strings of � Aim for highest number therefore the game the aim is to
the racket are facing. get the ball over the net once
� Aim for target number - more than their opponent(s).
The aim of the player must change partners on achieving
therefore be to ensure the racket target, for example, each 2. BASIC STROKES
face meets the ball at the player moves one space to
appropriate angle to send the ball the left. The pupils have tried two ways of
over the net and into the court. NB. Use the gap in between the hitting the ball; groundstrokes and
1. BASIC TACTICS courts if necessary to enable volleys.
more pupils to play.
Exercise 1. Hit the ball over the (1) The Groundstrokes The ball
net In the group teaching of tennis it has bounced once.
is essential to maximise the use of
Two pupils standing close to the space. Figure 1.1 illustrates how Pupils should know:
net try to keep the ball going this may be achieved, and staff � How to hit the ball over
across the net to each other (see should use this as the basic the net consistently
Figure 1.1). guideline for the development of � How to hit the ball most
all other activities covered in this effectively on the
X X unit. groundstrokes
X X In the early stages staff should � When to hit the ball in
ensure that both the rules and relation to its flight
court size are appropriate to the
pupils' level of development. � Where to strike the ball in
Please note the position of the relation to the body
X X pupils relative to the net. Move � Where to hit the ball in
the players progressively nearer relation to the opposition
X X the baseline as skills develop.
� That groundstrokes are
Exercise 2. Make the opponent usually played from the
play the ball on the groundstroke back of the court.
X X � Keeping close to the net, all NB As pupils gain success with
pupils try to keep the ball groundstrokes close to the net
X X going with it bouncing once. try to move them back
gradually towards the
X X � Aim for target number of hits baseline. As a general rule, the
(e.g. 10) then try to move ball further away the pupils are
away from partner to win the from the net the more they
rally. have to swing.
X X
X X
Figure 1.1
6
FOREHAND GRIPS Exercise 3. When to hit the ball Exercise 5. How to hit the ball BACKHAND GRIPS
on the groundstrokes over the net consistently
Eastern Single-handed
Develop the excercise shown on Pupils in pairs move further back,
Semi-Western the previous page with pupils or, one player moves back and Two-handed (bottom hand as
close to the net in pairs. one feeds by hand. backhand)
Continental or Chopper (little
used on groundstrokes) Aim: To keep the rally going Discussion and Experiment - Two-handed (two forehand grip)
Figure 1.2: The Forehand Grips How do pupils hit the ball over the Figure 1.3: The Backhand Grips
Figure 1.4 Teaching Tip: If students are net consistently?
failing use one as a feeder and one
as a hitter. Check that pupils realise that they
Don't work with students too far should lift the ball over the net by
from the net. swinging from low to high.
Allow the pupil to shorten the grip
if necessary. Exercise 6. How to hit the ball
effectively on the groundstrokes.
Discussion - When is it easiest to
hit the ball? Use format as in exercise 5.
Experiment - What are the Pupils in pairs move further back
possibilities? in court or one player moves
back and one feeds from the net
� As comes up from the first by hand.
bounce
Discussion and Experiment
� As it goes down again for the In order to hit the ball from the
second bounce back of the court, over the net to
the back of the opponent's court,
� At the top of the bounce the racket head needs to swing at
the ball which is in the correct
Check that pupils realise that place. In order to swing the racket
when they are learning it is easier must be held comfortably so the
to hit the ball later because they grip pupils are using may have to
have more time and the ball is be considered.
moving more slowly.
The Forehand grips
Exercise 4. Where to hit the ball There are two most commonly
on the groundstrokes in relation to accepted forehand grips in tennis,
the body. the Eastern and Semi-Western.
However, while it is important that
As above, but pupils move back to students should recognize and
service line. identify these for examination
purposes, a more individual
Discussion and Experiment - approach can be used where the
Where (in relation to your body) is pupil selects an angle of racket
the best place to hit the ball? face to achieve the desired
outcome which will, in turn
� At the side of the body dictate the way the racket is held.
� At about knee/waist height Basic Groundstrokes
The correct use of the racket
� Slightly in front of the body. head, together with an
appropriate grip will lead to
sound stroke production. The
following illustrations show the
basic groundstrokes in sequence
together with the teaching points.
(see page 5)
Figure 1.5 Same teaching
points as for
forehand drive.
7
Forehand Drive (Semi-Western Discussion and Experiment Pupils in pairs - one feeder, one Teaching Points:
grip) See Fig 1.2 Check that pupils realise that they volleyer. � Start from ready position (1)
can vary:
Teaching Points: (Fig 1.4) Volleyers should try to hit the ball � Prepare early
� The width to which they hit gently into the hand of the feeder.
� Start from the ready position the ball � Take short backswing (2)
(1) Exercise 8: Comfortable Hitting
� The length to which they hit it Area/Contact Point For The Volley � Contact ball level with front
� Take racket back early (2) foot (3) at a comfortable
� The height at which they hit it Exercise 9: Using the Racket distance away from the body
� Make smooth connection Effectively to Volley with arm slightly bent (3)
between backswing and � The speed at which they hit it
forward swing, stepping into Pupils in pairs - one feeder, one � Step into the shot
the shot (3) The Backhand Drive (for grip � volleyer.
see Fig 1.3 for coaching points � Punch racket at ball - no
� Swing racket from low to high see Forehand Drive and Fig 1.5) Discussion and Experiment follow-through (4)
(4-5-6), through hitting area Check that pupils understand that:
slightly forward of leading hip (2) The Volley � Firm grip
(4). � The volley is played at the net
The ball is hit before it bounces. � Maintain balance
� Firm grip � The racket must move quickly
The volley will: � Return to ready position (1)
� Return to ready position � The racket must punch the
(a) Have been tried in the initial ball into the opponent's court Backhand Volley (Backhand Grip)
As the players improve the above stages of trying to rally the ball (no back swing of the racket). See Fig 1.8
practices may be developed to
increase: (b) Be a natural answer to a short Can the pupil adopt a grip which Teaching Points: (see points for
ball will present an open racket face Forehand Volley)
(1) Distance between players on the forehand and backhand Staff should now develop
Pupils should know: sides? practices which combine the use
(2) Variety of stroke of groundstrokes and volleys.
(c) Where to hit the ball in The following illustrations show
(3) Variety of simple tactics relation to themselves the forehand and backhand volley For further information please see
in sequence, together with the the book list.
(4) Opportunity for competitive (d) How to use the racket most teaching points.
play effectively
Forehand Volley (Eastern Grip)
N.B. This does not necessarily (e) Where on the court to play the See Fig 1.7
mean the full game, but volley
competition with self, co-
operation with partner to Exercise 7: Where to hit the ball
compete against another for the Volley (see Figure 1.6)
"team".
Figure 1.6
Forehand Volley front view
(a) Comfortable distance away
(arm's length)
Figure 1.7
Forehand Volley side view
(b) Comfortable distance
forwards (in front of the body)
Figure 1.8
8
The Service
1 Racket and ball the start together (see Figure 1.9) The essential principles of serve are:-
Fig 1.9
� The ball must be hit by the server before it touches the
ground.
� The ball must land in a specific area - the service box -
and be hit from a specific place - behind the baseline.
There are two ways of hitting the serve:-
(i) Underarm - but the ball has to be hit up and is therefore
slow, and easy for opponent to return.
2 Racket arm moves down and back, (ii) Overarm - the ball can then be hit down into the service
ball arm moves up box.
The overarm serve needs to be taught - it is very unlikely
that pupils can serve properly without help. The initial
demonstration of the serve should concentrate on:
� Hitting the ball as high above the head as possible.
� Starting the racket and ball together; separating them by
the ball being placed in front of the body and the racket
moving back behind the body so that it can be thrown at
the ball.
At this stage the important factors are action and rhythm,
placement of the ball is less vital.
3 Racket and ball meet, racket being thrown at ball (See Fig 1.10)
Fig 1.10
9
Exercise 10: Basic Service Action Exercise 11: Basic court positions X Receiver
Pupils try action of overarm serve. The basic positions for playing X2 X1
singles should be practised as
If necessary the teacher should part of the game.
introduce `counting' or words
such as "down, round, throw" to Figure 1.11: Basic positions for
help get the rhythm. playing singles
Once the basic action is � The server's position - as
established then the correct
position of the ball must be close to the centre as possible X Server
identified.
to cover returns to either side.
(a) It should land in front of the
baseline if it is not hit. � The receiver's position - on or
just behind the baseline so
(b) It should be on the racket side that they can cover either
until it is hit. (Except in forehand or backhand side.
topspin serve variation).
� The rallying position taken up
Discussion and Experiment as soon as the serve and
Check that pupils appreciate the return are completed.
benefits to the power of the serve
gained from a throwing action. `X1' the groundstroke rally
The throwing action needs either position - largely defensive X1
the Eastern forehand grip of the
Continental (Chopper). See Figure since you are at the back of
1.2. the court.
The use of the Eastern grip is `X2' the volley position - the
possible but the most effective attacking position.
service grip is the Continental.
Figure 1.11
Pupils need:-
Discussion and Experiment - Singles Positions
(1) to learn the scoring system Check that pupils realise that the fundamental principle of all court
(see Unit 3) positions is to be in the best position to hit the next ball, so the movement
back to a basic position is after the ball is hit, and not as the next ball is
(2) to combine the three basic approaching. A basic position must be central to allow you to play either a
strokes in a rally forehand or backhand return and cover the largest area of court possible.
(3) to combine the strokes and The basic positions for playing doubles will also be practised as part of
the basic tactics. the game (see Fig 2.1).
Discussion and Experiment Figure 1.12: Basic Positions for
Check that as a result of playing Doubles
the game the pupils will realise
that they have to be in specific � The server's position `X1' - Y1
places on the court at certain further towards the side line X2
times. For example, they must be to cover wide returns.
in the right place to:- Y2
� The server's partner `X2' - in
� serve or receive. the attacking position and Figure 1.12
covering the straight line
� to return the ball during a return (down the "tramlines")
rally.
� The receiver `Y1' basically as
In addition, they must be in a
position where they are alert and
ready to return the ball.
in singles. X1
� The receiver's partner `Y2' -
on the service line, ready to
move to attack or defence,
depending on the receiver's
return.
Appropriate rallying positions are
taken up as soon as the serve and
return of serve are completed.
Figure 1.13 10
Both partners should get Figure 1.13
alongside each other as soon as
possible X2
X2
Either X1
`X1' groundstroke rallying position
on or behind the baseline
(defensive positions)
or in the: X1
`X2' volleying position (attacking
positions)
Discussion and Experiment - Doubles Positions
The doubles positions take a little time for most pupils to understand and
will need practise and reinforcement. Like singles positions, there is a
tactical reason for doubles positions.
If partners are alongside each other they can play as a team and reduce
the gaps between themselves, into which opponents might hit.
Figure 1.14: The Importance of Good Positioning in Doubles Poor Doubles Positions
When Rallying
Good Doubles Positions
When Rallying X1
X1 X1
Difficult
Balls to
Reach
Difficult
Balls to Difficult X1
Reach Balls to
Reach
X2 X2
Difficult
Balls to
Reach
The Ready Position (Fig 1.15)
In addition to being in the right place on the
court players need to be ready for the shot they
need to make. Teachers need to show pupils
how to be ready.
(a) have the racket in a central position ready to
move either the forehand or backhand side.
(b) feet shoulder width apart, weight slightly
forward ready to move in either direction.
(c) eyes watching the ball all the time to judge
its flight and bounce.
Figure 1.15
The Ready Position
11
UNIT 2
Developing the Game
Once players understand and can apply the basic tactics and basic strokes
they are ready to progress. For example they may use additional tactics
and develop responses to the demands imposed upon them by their
opponent(s), the environment and their own limitations (Physical and
Mental - see Units 4 & 5).
The analysis of tactical understanding is based on four key questions:
What are the tactical demands of any given situation?
How are they implemented?
Why did they select the chosen tactic?
Which progression or development should follow?
These will be presented as a balance between staff directed and student
generated activity in terms of discussion and experimentation.
All tactics are based on selection. Selecting the most appropriate
response from the player's "bank of skills" to maximize his strengths and
exploit his opponent's weaknesses. Two major methods used to increase
the effectiveness of tactics are to hit with spin and use stroke variations.
Additional tactics
It is not possible within this text to cover these areas fully and, therefore,
examples are provided which should be used as models on which to base
future work.
SINGLES DOUBLES
Example 1 Example 2
TACTIC: Exploit the opponent's weaknesses. TACTIC: Getting to the net as a team.
What? Where is their major weakness and how may this be What? The adoption of an attacking strategy which will cut
exploited? down the opponents' response time and give the net
players opportunities to use additional angles and
How? By using a variety of ball placements to search out "put the ball away"!
the weak spot(s).
TASK - Working in two's using groundstrokes and volleys: How? (1) Opponents at baseline - hit deep
(1) find opponent's weaknesses. (2) Opponents at net - hit overhead to force them
back
(2) how many points can be won by exploiting these TASK - Working as two opposing teams. Players rally with
weaknesses? the objective of being the first team to obtain the net
position.
(3) how many points do you lose when your
weaknesses are exploited? Condition: only score on points won from net
position or 2 points for a winning volley.
Why and which? Group discussion and experiment on the following
points:- Why and which? Group discussion and experimentation on the
following points:
Are the weaknesses always where you expect? (Perhaps the backhand.)
Are the weaknesses always a stroke? Might they be poor tactics, for What sort of ball from the opponent allows them to move to the net? - a
example; an opponent may not recover to a central position on court shorter/softer ball.
between shots in a rally.
The need to work together with a partner.
Are the weaknesses caused by a certain style of play? For example:
opponents with a two-handed backhand may experience difficulty in The reasons for the advantage of the net position - they can; volley the
reaching a wide ball. Opponents using a western forehand grip find it ball down; reduce opponent's reaction time, put opponents under
difficult to hit low bouncing balls. pressure because they have to hit difficult shots such as lobs, etc.
How can you overcome personal weaknesses? How to deal with the lob - both run back, decide who chases lob - in most
cases you should chase your own.
How do you make it easier to attack the opponent's weaknesses.
Using this tactic necessitates the need in doubles to cover the net. This is
based on the principle that where the ball is hit into the opponents court
will largely determine their return. See Figure 2.1.
12
Figure 2.1: Keeping Double Figure 2.1
Opponents at The Baseline and
Covering The Net Position.
Area where ball is hit into
opponents court
XX XX X X Slice/Backspin
The tactics of both the singles and Environmental Factors Groundstrokes Serve
doubles games can be developed � Court surface
using the above models and � Weather � To clear the net by high margin � On first and second serve to
applying the following tactics: Teachers should create to allow for a greater margin of take opponent out of court
� Exploit different areas of the Conditioned Games and skill error
practices to simulate specific Groundstrokes
court: depth, width, angles. conditions - or should cover � To hit the ball hard but keep it
� Playing to personal strengths: certain aspects in the form of within the court boundaries � To keep the ball bouncing low
discussion and/or written form.
Serve and volley Hitting with spin and the use of � To dip the ball at the feet of the � In an approach shot to the net
Baseline consistency stroke variations oncoming volleyer
Specific to doubles: Basic Tennis strokes can be � On a drop shot hit with back
� Covering the net together developed in two ways: � To lob the ball over the head of spin, just into the opponent's
� Winning service games � By changing the way the racket the incoming net player court
Tactics are the same whether
played by Henman and Hingis or face strikes the ball, thus � Hitting with the wind at player's � As a response to hard hit ball
two school players - the difference importing spin, which makes back
is quality. the ball behave differently � Hitting into the wind
Henman and Hingis: � By changing the path of the
� Think quicker racket swing, throw or punch to Side Spin
� Move quicker produce shots such as the lob,
� Have more inherent skill drop shot and smash Groundstrokes
� Have a wealth of experience The Concept of Spin
both of their own and their Spin has two effects on the ball � To keep the ball bouncing low
opponents play � Changes the flight path and swerving away from the
But tactically, the principles are � Alters the bounce opponent
the same. Both of which make the receiver's
There are two further tactical tasks more difficult. ROTA Top Spin DOIFREFLCITGIOHNT
considerations which should be It is essential that students
covered: understand the concept of spin, � T I O N
� Styles of play the different types of spin and can
� Environmental factors apply these in practical situations ROTA Backspin
Styles of Play (see Figure 2.2). TION
� Always play to your own Situations where spin is used: �
strengths Top Spin DIRECTION
� Adapt as necessary to cope Serve R OF FLIGHT
with opponent's strengths � On the second serve Side Spin
� O T A T I O N Figure 2.2
DOIFRFELCITGIHOTN
13
Figure 2.2a Bounce HOW TO HIT SLICE Discussion and Experimentation
The Effect of Spin on How much backspin can pupils
groundstrokes An easy way to discover the feel of create on the ball?
slice is as follows:-
TOP SPIN How do they create more
(a) Each pupil has a racket and backspin?
TOP SPIN ball. Assuming the pupils are
BASIC DRIVE right-handed have the pupils toss Answer � by moving the racket
the ball gently into the air with face more vigorously.
Net their left-hand. With the racket
face completely open to the sky (N.B. This is the beginning of the
SLICE BASIC DRIVE move it under the ball on the dropshot.)
volley from right to left. This
SLICE movement of the racket face (c) How can the pupils hit the ball
should create backspin on the from this situation deeper into the
ball. Ensure that the opposite court cutting down the amount of
arm moves backwards. backspin?
(b) Repeat (a) but allow the ball Answer � by closing the racket
to bounce on the ground before face slightly and taking a longer
hitting. backswing and follow through.
Start high and finish low � see
Fig 2.4.
Net Bounce
HOW TO HIT TOPSPIN Figure 2.4 Slice backhand Spin on Serve (see Figure 2.5) (iii) by encouraging players to use
the chopper grip. Most pupils on
Figure 2.3: Discovering the feel Note 2: Some pupils will move the To hit spin on the serve switching from a frying pan grip
of Topspin racket face forward only and will will automatically serve with slice.
not achieve the desired spin. (a) Pupils trying to hit slice (this is
(a) In pairs close to but on easier than topspin) by: Discussion and Experiment
opposite sides of the net. Pupil Note 3: Some pupils will achieve
feeds himself and with racket face and feel the spin but the ball will (i) placing the ball toss further The ball should swerve as it
square to the net moves racket still finish in the bottom of the net. out towards the side line, ie. to the travels forwards and so it may be
vertically from low to high. right for right handers. necessary to adjust the aim.
Remedy: Either move the pupil
(b) Once the `feel' of topspin is closer to the net or encourage (ii) throwing the racket head out, The ball will also move sideways
experienced encourage pupils to him, using the same action, to hit around the outside of the ball, on bouncing.
use a more vigorous movement the ball over the head of his finishing in normal position.
from low to high to achieve more partner. It will then probably just Figure 2.5
spin but not necessarily more clear the net! VIEW FROM ABOVE Effect of spin on
speed. The racket should now the serve
finish high in front of the pupil.
(c) Pupil handfeeds gently to
pupil hitting topspin. Encourage
hitter to now hit up and forward.
(d) Encourage pupil to use slight
body rotation and lift when hitting.
Note 1: As topspin is forward spin
(the ball rotates forward on
impact) the racket does not have
to travel forward to propel the ball
gently over the net.
FLAT
TIP
SLICE
Figure 2.3 Top Spin forehand = Position at which ball bounces after serve
VIEW FROM THE SIDE
TOP SPIN
FLAT
Baseline Service line Net Service line Baseline
14
(b) Pupils trying to hit top spin Figure 2.7
by: The Forehand Lob
(i) placing the ball up and behind Figure 2.8
them (it should land just behind The Forehand Drop-shot
them and the baseline over their
left shoulder for right handers). Figure 2.9
The Smash
(ii) bending the knees and
bringing the racket sharply up and The Drop Shot
over the ball, to lift it up as it Students should know that:
leaves server. � The drop shot removes pace
(iii) the racket should move up from the ball.
and out towards the sideline, � The ball should drop just over
initially finishing on the `wrong'
side (ie. racket side). This can be the net
modified to the normal follow � Disguise is essential
through once the serve is � Play the shot from service and
established.
not baseline to ensure
Discussion and Experiment opponent has not enough time
The ball should leave the racket to read the shot
moving upwards and forwards - a (See Figure.2.8)
different flightpath than either the
flat or slice serve. It should cross
high over the net, drop and then
kick up high after the bounce.
Variations on the Basic Strokes:
In order to make improvements
students need to increase their
repertoire of strokes.
VARIATION OF STROKES:
Groundstrokes � Lobs and Drop
shots
Volley � Stop Volley
Serve � Smash
The Lob The Stop Volley The Smash
Students should know to: Students should know that: Students should known that
� Open the face of the racket on � The stop volley has a similar � They will need to adjust their
the forward swing to lift the effect to the drop shot position until the ball is in the
ball right place
� Have a high follow through � They should use the ball arm
for balance
� Keep the weight moving
forward � They should hit the ball at full
height
� Use disguise to deceive
opponent(s) � The ball should be heavily
angled to the baseline
� Hit to the baseline for greatest
effect � They should not lose control
by smashing too vigorously
� Move to the net following a (see Figure. 2.9)
successful lob
NB. You may be required to teach the topspin drive volley! This is an
� Experiment with top spin extremely difficult shot, one which Hingis or Henman would be
reluctant to play.
(See Figure. 2.7)
If you must teach this shot:
� Apply the topspin to a shortened swing ground stroke
� Ensure students start by hitting the ball slowly
� Encourage them only to attempt to play the shot off a VERY SLOW ball
well above net height.
� Wish them luck!!
15
Assessment of Tennis
Assessment of students is never easy and many teachers have difficulty in Task 3 � (4 per court) Include the serve (straight) and play out the points
assessing their pupils on the tennis court. in the normal way. At this point the pupils are making their own decisions
as to whether or not they approach the net.
The following is a very basic plan to help the teacher in the assessment of
a group. The assumption will be made that the teacher does not know the Where there are only 4 players on court use the whole court. Ask them to
group, but the same plan could be put into operation if this was not the use the whole singles court instead of the half court.
case.
Players should play two points Y Waiting Receiver
The assessment is divided into two parts: (one either side of the court) and X Receiver
then stand at the back of the
1 A basic assessment of techniques and skills. court whilst the waiting players
(Y's) play their two points. As
2 An advanced assessment of pupils' understanding of the game - soon as these two points are
tactics, stroke variation and use of court space etc. played the X players should
return with tennis balls ready to
In both these assessments boys and girls could play in mixed groups and serve immediately so no time is
afterwards a small adjustment made for girls e.g. between 8 and 10 lost.
marks. This may be necessary because a top 16 year old boy may be
stronger than a top 16 year old girl. The mere fact that a boy's wrist is (More than 4 per court) If 6
stronger makes an enormous difference to his game. This difference is players use the same format as
the same at all levels of ability. shown, players will have to wait
a little longer to play their points.
ASSESSMENT IN HOMOGENEOUS GROUPS But it is important that they have
the whole court to play on.
Section 1
Task 4 � If during the rally a ball Task 3 X Server
In order to ensure that players of like ability are matched, and where staff drops short the player playing Y Waiting player
have little knowledge of the group, a game should be played which will that ball must follow it into the
divide up the group by results. For example: net, and volley the next ball. The
point is lost if they fail to follow
4 players per court:- in.
Players play a half-court singles game (divide the court in half) counting NB In this practice lobs are NOT
points as they do in a tie-break � 1,2,3, etc. Play is started alternately, this allowed.
takes any scoring difficulties out of the game and allows them to
concentrate on play. POINTS TO LOOK FOR IN
SINGLES PLAY
The winners move one way and the losers move the other way. Each time
they move one half-court. 1. Consistency
Movement of winners is always in the same direction once play has 2. Hitting ball away from opponent
started.
3. Be in the right position at the right time
If the score is equal when play is stopped the players play one more point
to decide the winner. 4. "Reading" the game
Play stops when 2 players who started together meet up again. Section 2
If the group is too large to do this staff should attempt to make an ad hoc This takes the form of doubles with the ordinary game scoring. If the
ability grouping. players are grouped by the position they finished after the singles, the
games will be fairly even. The assessor should do the grouping for the
By targeting the lower band of ability at the beginning of the assessment, games. This part of the assessment should confirm the pupils earlier play,
the assessor can sort out the order of effectiveness. When players having but it will also show their grasp of tactics particular to the doubles game.
moved arrive back to play the same person again it is time to change the
task. Task 5 � Each pupil to play two service games - play 8 games in total.
Whatever the score then play a tie-break against the same pair.
By gradually increasing the degree of difficulty e.g. by adding the serve,
the better players will find their level. Now it is possible to set the pupils a Task 6 � Winners move in winners' direction on court and losers in
series of tasks to aid the assessment procedure. opposite direction and play another tie-break. This should be repeated as
time allows, or as is needed to accomplish an accurate assessment.
Task 1 � Keep the rally going in the service box.
Task 2 � Basic rally in the whole half-court.
It is important to note the players who are having difficulty in keeping the
rally going. These players need careful assessment. Keep this basic task
going for some time so that players settle. Regular movement up or down
takes the tension out of the competitive play, and players feel they can
recoup a bad game.
16
POINTS TO LOOK FOR IN The graph indicates approximately Determining the position of Remember not to mark harshly
DOUBLES what marks players would get if exceptional players where a child's style (i.e.
they are successful at the 5 levels interpretation of technique) is not
Ability to: of difficulty, e.g. the ability to Representative players at county of text-book standard. If a teacher
approach the net and volley is and regional level lie above the is teaching tennis from an
1. Cross court rally approximately 70 marks. Task normal scale and would start "understanding" perspective then
well done over 70%, done badly scoring at 100 marks. A county the important criteria for
2. Keep the ball deep and the under 70%. player would be between 100 and assessment must be where a child
opponents back 130. National players around 150 hits the ball as opposed to how a
DANGERS mark. child hits the ball - i.e. concentrate
3. Approach the net and volley on tactical appreciation and their
This system of assessment will Those players in the 70-plus understanding of the game.
4. Serve and volley with control only be successful if the assessor bracket are most likely to play for
knows when to stop the the school and at the upper limit You should also mark positively
5. Defend from the base line and progression. If none or few of the for a club. on intentions when the outcome is
return to the attack players can accomplish the task unsuccessful, ie. if a pupil makes
then the assessment should be Final note the correct decision in doubles to
As with the singles game staff levelled out at that point. If this intercept on the volley but puts
should increase the task happens early they should be It is hoped that these notes will the ball in the net, the fact that
complexity in graded stages. This given the task of a simple doubles help a teacher to assess the sport they made the correct `game
could be marked and recorded as game, without the complication of of tennis. Too often teachers shy decision' should be credited.
on the graph below. a tie-break. away from tennis, thinking that
they do not have sufficient
Awarding Marks in Doubles knowledge of the sport.
100 � 100 +
�
90
�
80 �
MARKS + 100
70 2 3 4 5 Under 100
60
50
40
1
TASKS (1�5)
ASSESSMENT CRITERIA RELATED TO MARK
THE MARKING SCHEME
Level of mark related to the task given Under 70
TASK 1 only Under 25 marks
TASK 2 only Under 40 marks Under 55 Good tactical Excellent. Number of Marks
TASK 3 only Under 55 marks Able to play use of all
TASK 4 only Under 70 marks most strokes strokes.
Wide variation. but not always
The grades from this point are going to be settled Under 40 Good swing, the correct
by the way the players show their understanding of throw, punch use in a game
the game. on appropriate situation.
shots. Fairly Consistent,
consistent. mobile and
Under 25 Erratic. Poor Early pre-
preparation balanced.
and footwork. paration. Able
Little idea or to direct shots.
effort. Has Good
failed to grasp movement.
basics.
Skills and Understanding
17
UNIT 3
The Game
THE GAME The Court
Tennis can be played as an individual contest between two players or a Tennis is played on a court, the size of which is specified by the
team game between two pairs of players. Each match is composed of a International Tennis Federation (ITF). See Figure 3.1.
series of points which form a game; a number of games that form a set;
and finally a number of sets which form a match. Major men's The Game Categories
championships are played on a best of five sets basis;... virtually all ladies
matches are the best of three set basis. The game may be played as either singles or doubles, and is divided into
the following categories:-
Equipment � Mens and womens singles and doubles
� Mixed doubles
Other than the court, the dimensions of which are laid down by the
International Tennis Federation (ITF), all other equipment is elective, ie. These are the official tournament categories, but at school level there is
the individual or school selects according to personal taste, style and no necessity to adhere to such strict divisions.
budget. Whatever equipment is chosen it must be suited for the purpose.
It must comply with safety standards and should enhance the players The Score
ability to perform in the game. It must, therefore, meet their individual
needs. All equipment is produced by commercial companies and In tennis each player takes it in turn to serve, and unlike some games
marketed and sold in a competitive environment. It is, therefore, very easy service is a right which does not have to be won. The scoring system in
to be taken in by slick marketing and lured into buying equipment which tennis is divided into points, games and sets. To win a game the player(s)
is totally unsuited to the player's needs. Unless you are absolutely must win 4 points with a margin of 2 points over an opponent. In the
confident in your own knowledge and understanding of rackets, balls, event of both players having 3 points, play continues until one has won 2
footwear and sports clothing � SEEK advice. Contact BSTA. (For address points successively. The first player to win six games wins the set, except
see end of module). that the player must win by 2 clear games. In the event of the score
reaching 6 games all the normal procedure is for the tie-break to come
Whites into effect.
The tradition of predominantly white clothing is still the general rule at Calling the Score
most clubs, but schools, sports and leisure clubs often permit play in
other, suitable, garments irrespective of the colour. The score is called as:
1st point 15
2nd point 30
COURT DIMENSIONS Baseline 3rd point 40
v If both players have 3 points the score is called as deuce, with the next
Centre Mark winning point being called as advantage server or advantage receiver,
as appropriate. If the same player wins the next point they win the game.
36' 0" (10.97m) If the opponent(s) win it the score returns to Deuce.
v v The Tie Break
w w
Sidelines Service Line Sidelines In the event of a prolonged set where the score reaches six games all the
tie-break comes into effect. In the past a single set has lasted over two
hours! To prevent excessive demands on time and to satisfy the demands
of TV and court booking time a tie-break is played. In the tie-break the
player or pair who win 7 points (with a 2 point margin) win the tie-break
and set. Tie-breaks are scored numerically (ie. 1, 2, 3, and not 15, 30, 40)
and the set score will be recorded as 7-6.
Net Net For further details refer to the ITF Rules of Tennis.
w w
w Centre Service Line Figure 3.2: The Scoring System
v v
3'0" (0.914m) 3'0" (0.914m)
21' 0" (6.40m) Mark for Singles Post
78' 0" (23.77m) Mark for Singles Post Points Points: love � zero
w 15
Service Line 30
27' 0" (8.23m) Game 40
w
Deuce
(Tie-break) Advantage
w
Game
Set
w
Match
v v Tie-break � first player to 7 points or 2 points ahead after 6 all
w w
Sidelines Sidelines Set � first player to 6 games or 2 games ahead after 5 all. Tie-
Centre Mark breaker is played at 6 games all.
w
Example of match score Smith beats Jones 6-1, 6-7
Baseline
Figure 3.1 4' 6" (1.37m) 4' 6" (1.37m) (tie-break 8-10), 7-5.
18
UNIT 4
Physical Conditioning
Fitness � The way to better tennis
The 3 elements that combine to produce the
most effective tennis player are summarised
in a pie-chart (Figure 4.1).
To achieve his/her full potential a player Skill Fitness
needs to be aware of all three requirements.
The complete player needs all three because:
� Without skill they cannot play.
� Without fitness they cannot last or cover Mental Toughness
the court to reach all the opponent's
shots.
� Without mental toughness they cannot
win.
It was not so long ago that most professional Fig 4.1: The 3 elements that produce the
players prepared for tournaments only by most effective tennis player
playing tennis. Most now realise that physical
fitness and eating a well-balanced diet can
enable them to reach their full potential. Today, this is reflected
throughout the game at county, regional and national training of the most
promising juniors, where physical and mental training programmes play
an important part in their tennis education. Likewise, the school team
should also be working on their mental and physical preparation, as well
as hitting tennis balls!
CLEARLY, CONDITIONING CAN MAKE THE DIFFERENCE BETWEEN The question all tennis players must ask themselves is, does their fitness
WINNING AND LOSING. training programme reflect the nature of the game? For example, do they
have the endurance qualities to last through a long match? Do they have
Physical conditioning and the tennis player the speed, power and agility to get to drop shots? Can they repeat twelve
second bursts of activity with rest periods over a 2 hour time span?
Be Tennis Specific! As with all other sports, fitness for tennis should be
specific to the nature of the game, a tennis player's fitness or training Fitness components for the complete tennis player
programme will be radically different to that of a cross-country runner.
(Tennis specific components � see Figure 4.3.) The training of tennis specific components are illustrated below.
Why? Because tennis requires short explosive bursts of speed with many
changes of direction. The average length of a rally in school team tennis is
approximately 10 seconds but all rallies are usually followed by a 25
second recovery period between points. On the other hand cross-country
competitors run at a relatively slow constant speed over a length of time
with no rest periods. Significant changes of direction are of course not
required.
Study the following match statistics (Fig 4.2)
Match: Ivan Lendl V. Mats Wilander2
U.S. Open Final 1988
Court Surface ................................................................... Dec-0-turf
Length of Match ................................................ 4 hours, 54 minutes
Average Length of Points ................................................ 12 seconds
Average Rest Between Points ...................................... 28.3 seconds
Average Rest Between First Serve
Fault and Second Serve .................................................. 12 seconds
Average Changeover Time ............................... 1 minute, 28 seconds
Work to Rest Ratio (minutes) ................................................. 1:2.83
Match Result: Wilander bt Lendl 6-4, 4-6, 6-3, 5-7, 6-4
Time Points Analysis
60% of points lasted for less than 10 seconds Figure 4.2 Figure 4.3
30% of points lasted between 10-20 seconds
10% of points lasted longer than 20 seconds
19
Fitness Components For The Complete Tennis Player
COMPONENT GAME REQUIREMENTS TRAINING TIPS TRAINING PHASE
Musclar endurance
Muscular strength Repeated use of arm and shoulder muscles Circuit training, resistance work Preparation and pre-competition
Flexibility in a long service game. using light weights and high reps.
Used when punching the ball in serve, volley Resistance work with higher Preparation and pre-competition
or smash. weights and lower reps.
Twisting, turning, bending to retrieve and hit A daily or twice daily routine of Daily throughout the year
difficult balls. flexibility work.
Beware: Do not stretch a cold
body.
Do not force it and
Do not bounce.
Cardiovascular Players need to repeat anaerobic bursts over Running Preparation
endurance (stamina) the duration of the match. Swimming
Cycling
Agility � ability to Must be very agile to adjust and respond to Short shuttles Pre-competition, and may be used in
start/stop change the run of play eg. in mens' tennis in a 5.2 Court drills pre-court match warm-up
direction efficiently second rally there are an average of 4 Skipping
changes of direction.
Speed � very largely Speed of decision making in shot selection. Shuttles and short sprint work Pre-competition and competition
genetic � you are born Speed reaction to fast moving balls. Speed of particularly on court and Keep up your sharpness
with it. But, practice response. Speed of movement around the carrying racket.
"grooves in" responses court.
and makes them smooth.
Balance Required to execute shots � to effect Build it into agility work Build it into training throughout the
changes of direction � to add to timing and Work on it in skill training year. There is a high mental
accuracy of stroke. Work on it in MENTAL training component in balance and it can be
part of both mental and physical
training.
Periodization � Planning Ahead with Purpose
Periodization is the planning of an athlete's programme of training and
competition over a given period. Professional players have to carefully
plan their training and the number of tournaments they play. They could
easily find themselves over-tired � by too much play, or, badly prepared �
by insufficient or unspecific training. Figure 4.4 below gives a sample 12
weeks example of periodization for the school team!
Figure 4.4: 12 Week Programme. School team preparation for British Schools Competitions
Weeks Type of Training Weeks Type of Training
1 � 6, squad works on: (a) aerobic training, 4 or 5 days 10 � 12, squad works on: (a) anaerobic training specific to
(b) anaerobic training, 1 day a week During competitive phase: tennis 2 days a week
(c) strength training (according to age)
(d) technique and mental training (b) match play
(e) flexibility (c) flexibility
(f) some match play
(a) limited anaerobic training specific
6 � 10, squad works on: (a) aerobic training, 2 or 3 days a week to tennis
reducing as competition nears
(b) flexibility
(b) anaerobic training specific to tennis
2 or 3 days a week
(c) strength training (reducing as
competition nears)
(d) technique, mental training, match
play (eg. Nestle Ladder)
(e) flexibility
20
TRAINING AND THE TENNIS PLAYER THE NEED FOR PERIODIZATION
Major Considerations (see Figure 4.5)
One training programme of 12 weeks duration is not enough for the
To meet the demands of playing tennis, players need to train to reach serious player. They must plan for the whole year, changing type, amount,
a good level of fitness. A player's goal should be to become a TENNIS rate of work according to their needs at that time. This is called
ATHLETE rather than just an ordinary player. No matter the ability of periodization and the diagram below illustrates a top player's year.
a player, his/her standard of play should improve as he/she (Figure 4.6)
becomes fitter.
Conclusion
Figure 4.5: Considerations When Planning A Fitness Programme
IMMEDIATE CONSIDERATIONS As the year progresses the player will experience different levels of fitness
relative to the training and competition load. It is important to keep
1. The Court-Surface: is the preparation for a slow surface where rallies checking this. Fitness should be monitored by repeating a set of tests at
will be long? three month intervals. Keep a record of any results as a measure of
improvement or fall off. Keep a training diary or log and record all
2. The Time of Year: is the match or tournament two months or two relevant data.
days away? (see periodization)
Figure 4.6 Periodization for a Top Tennis Player
3. Types of Opponents: what types of game do they play?
Key TRANSITION (ACTIVE REST)
4. Your Game Style: are you a serve-volleyer or baseliner?
PREPARATION
THE PRINCIPLES OF TRAINING
PRE-COMPETITIVE
1. Specificity: training must be linked very closely to the sport being
played and the player's method of play. Eg. baseliners require great
reserves of stamina.
2. Overload: to improve fitness it is necessary to demand more work of
a player in training than would be demanded in a match situation. It is
only in this way that fitness will be improved and more effective tennis
players created.
3. Progression: training must be steady and progressive. Always aim
for new peaks of fitness and performance. This will increase the
amount of effort a player can produce during a match.
4. Reversibility: do not stop training as the body will lose the good
effects already gained.
COMPETITIVE
Month of Year JAN FEB MARCH APRIL MAY JUNE JULY AUGUST SEPT OCT NOV DEC
Phase of Training
4 Mini-Cycles incorporating each phase of periodization (where possible) can prepare a top tennis
player for the four Grand Slam Tournaments.
Periodization is the planning of an athlete's The Need for Periodization
training schedule designed for him/her to reach
peak performance levels at certain times � eg. in � Even with the advent of the ATP Tour
this case 4 times a year. and the WTA Tour it is possible for
International players to compete
Peak Performance is a phase in training when almost every week of the year. The Four Phases of Periodization
performance is brought to maximum levels. In 1. Preparation � When an athlete
international tennis this may be possible only 4 � Overplay will lead to burn out. develops, eg. works on technique,
or 5 times a year. aerobic and anaerobic fitness.
� Sensible scheduling will give longevity 2. Pre-competitive � When an athlete
It Revolves around the F.I.T.T. Principle to player's careers, for example Jimmy is building to a tennis specific
Connors careful planning enables him to situation � a match e.g. Works on
F = Frequency of training still play tennis in his 40s. playing points, mental preparation,
over the year anaerobic fitness.
I = Intensity � Sensible scheduling will enable tennis 3. Competitive � Peak performance
players to peak for certain events � eg. e.g. in this case for the 4 Grand Slam
T = Time (or duration) Grand Slam Tournaments, Davis Cup Tournaments.
Matches, National Championships etc. 4. Transition � Active rest e.g.
T = Type holiday!
Periodization Reduces Risk of Poor
Performance, burn out, staleness, fatigue, over-
use and injury.
21
UNIT 5
Mental Preparation
Playing good tennis is a combination of three different skills.
� Physical skills such as timing, balance and fitness.
� Technical skills such as groundstrokes, serving and volleying.
� Mental skills such as concentration, coping with worry and anxiety,
and visualisation.
Usually people describe mental skills in terms of mental toughness.
Successful players like Boris Becker, Ivan Lendl, Steffi Graf and Monica
Seles are often described as mentally tough. This often means they
respond to pressure by playing some of their best tennis. However,
mental toughness is the result of many different mental skills � the ability
to concentrate under pressure and to cope with worry and anxiety are just
some of the ingredients of mental toughness.
CONCENTRATION AND ATTENTION
Concentration is the act of focussing attention. It means keeping your
mind here and now.
It is possible to focus attention internally � on thoughts and feelings and
externally � on things happening in the world around. Concentration also
determines whether attention is broad, ie. take in the wider picture of
what is happening around us, or narrow, ie. we concentrate on just one
part of the picture. Therefore, attention has both direction and width.
Attentional Style
TYPE USE IN TENNIS
Broad-Internal Use in pre-event tactical planning and post-event
analysis of results.
Broad-External Assessment of total playing environment � weather
� court � crowd.
Narrow-Internal Focus of thoughts � feelings � emotions.
Narrow-External Focus on ball � react to a situation.
ANXIETY
Anxiety is caused by anticipation of a threatening event � fear of failure, of
looking bad, or of not living up to expectations may all cause a player to
feel anxious. The sensations of anxiety include:
� Rapid heart rate � Loss of appetite
� Feeling sick � Tiredness
� Stomach ache � Muscular tension
� Irritability
Research using Olympic athletes has shown that although all the
performers were anxious before competing, the more successful athletes
were able to "use" their anxiety to assist performance.
Some players prepare themselves for a major tournament, and begin to
use anxiety constructively, by using a mental skill called stress
inoculation. The idea behind this technique is that a player is "injected" or
gradually exposed to the threat of playing in the tournament under
conditions where he or she feels in total control. The feelings of anxiety
gradually wane as the player becomes used to the idea of competing in
the forthcoming matches.
In order to control anxiety, focus attention on relevant cues and maintain
concentration the player must train and learn the different techniques
which have been developed to help them do this.
22
Developing a Ritual
Tennis is a sport where the activity of playing is "interrupted". Between
points and between games there are constant challenges to your skills of
concentration. Many top players develop a ritual to help focus their
attention. A ritual is a set-routine which a player follows before re-
commencing play.
Relaxation
The aim of relaxation is to decrease tension in the muscles of the body.
Relaxation does not mean falling asleep. It is important to feel some
tension on court. However, if the muscles of the body are either too
relaxed or too tense this will affect performance.
Breath Control
We breathe differently when anxious or nervous than when we are calm
and confident. Fear and tension causes shallow, jerky breathing. The more
relaxed and calm you feel the easier it is to breathe in a deep, rhythmic
manner. Breathing out is one of the body's natural ways of relaxing. By
exhaling in a controlled, continuous manner it is more likely that a player
can hit a controlled stroke. The goal is to breathe in rhythm with the ball �
in the ball approaches, out as it goes away.
Visualisation
Visualisation is the ability to create an imaginary picture in your mind.
Visualisation is thinking in pictures. Sometimes the image players
produce is so clear their heart and muscles behave in the same way as
they would if the situation were real.
Learning mental skills is just like learning tennis skills. They need
guidance and practice. Not all of them will work for everyone. Experiment
to find the one(s) which work for you and build them into your training
schedule.
23
UNIT 6
Injuries in Tennis
PREVENTION IS BETTER THAN CURE!
There are four main causes of injuries in tennis.
(i) Improper facilities and equipment
Racket � too heavy? These could easily cause ailments such as
Wrong grip size? tennis elbow.
Shoes � poor fit? If the shoes are too tight for example, there is
a real risk of blisters.
Court surface? Too slippery?
(ii) Improper Teaching
Poor technique will lead to injuries, such as tennis elbow and muscle
strains.
(iii) Poor Fitness
Players should get fit for tennis not play tennis to get fit! A good level of
fitness will considerably reduce the chance of injury. At the very least all
players should ensure they stretch before and after a playing or training
session.
(iv) Striving For Excellence
No matter the level of fitness there will be times when injuries occur. Even
top players such as Ivan Lendl and Steffi Graf will push themselves over
their limits during play and incur muscle strains and tears for example.
The risk of injury will be limited if players:
A � Use good facilities and correct equipment
B � Develop good technique
C � Get fit for tennis
First Aid
Accidents will happen and in sport there is a greater likelihood of
accidents and injuries occurring. It is, therefore, very important that
teachers and players know how to treat simple injuries and understand
how to cope with any severe injuries.
NB. Any serious injury must receive immediate medical treatment.
TEACHERS SHOULD ONLY ACT WITHIN THE HEALTH AND SAFETY
GUIDELINES LAID DOWN BY THEIR SCHOOL, LEA OR THE LTA.
24
UNIT 7
The History of Tennis
The modern game of tennis is little over 100 years old, although the
forerunner of the game, Real or Royal Tennis has a much longer history.
The Development of the Game
February 1875 The All England Croquet Club set aside an area of ground
specifically for tennis. In the same year a code of rules
was drawn up by the M.C.C. who were then the
governing body for Real Tennis and Racquets.
1877 The name of the All England Croquet Club was changed
to include tennis and became the All England Croquet and
Lawn Tennis Club (Wimbledon).
1877 The first official tournament was held at Wimbledon and
the game expanded rapidly both in England and America.
1888 The Lawn Tennis Association was founded.
1890 The first Davis Cup competition took place.
By 1890 Tennis was being played in Australia, Austria, Belgium,
Denmark, France, Germany, Netherlands, USSR, South
Africa, Spain, Sweden and Switzerland.
By 1913 The International Lawn Tennis Federation was founded.
(Now the word `Lawn' has been dropped from the title.)
Since 1913 the game has grown throughout the world and is now played
by 50 million people in 150 countries.
The Rise of Professionalism
It was as late as 1968 before players were permitted under the rules to
earn a living from playing tennis, ie. the game became Open. Prior to this
time players had been paid travel expenses, but no fees. Some players did
turn professional, but this disbarred them from playing in official
tournaments and they made their money from exhibitions and coaching.
In 1968 the ITF, under pressure from the LTA abolished the distinction
between amateur and professional and the first open tournament was
held at Bournemouth. The winners were Rod Laver and Billie Jean King
and the total prize money was �26,150. By comparison the prize money at
Wimbledon in 1995 was �6,025,550.
25
UNIT 8
The Structure of the Sport
The Global Position of the LTA
As with any National Governing Body of Sport (NGBS) the LTA is part of a
global sport network, having links both with other National Tennis
Associations and sports agencies in general. See Figure 8.1.
The National Position of the LTA
Within the United Kingdom the LTA works with and through the major
sports organizations, see Figure 8.2.
The Structure of the LTA
The LTA is divided into operating divisions each one of which is headed
by an Executive who manages professional staff who work in the area
concerned, and report to the appropriate committee, see (Figure 8.3). In
addition to this the LTA Trust (see Figure 8.4) which along with the British
Schools Lawn Tennis Association (BSLTA) (see Figure 8.5) has young
players as a specific concern.
Areas of Responsibility
As the NGB, the LTA has many roles concerned with management,
administration, promotion and development of tennis in England. Below
are three examples of its work:
1) Competitions
The LTA organises competitions for international and national level
for both teams and individuals.
International The Davis Cup (Mens' teams)
The Federation Cup (Womens' teams)
The Maureen Connolly Cup (U.S. vs U.K. � U21
women)
National The National Championships � held each Autumn
The Junior National Championships � held during
the Summer.
County Competition is organised at both senior and junior
level. Team events for Counties include:
(1) Winter Indoor Championships
(2) County Week � held in July
Competitions specifically for Juniors are best explained in diagrammatic
form (see Figure 8.6) and extend from Short Tennis to International level.
Figure 8.1
The Global Political Structure of Tennis
A Simplified Overview
Governing Body in Each Country Women's International Tournaments
e.g: The Lawn Tennis Association � Great Britain administered by the Women's Tennis
Association (WTA)
Federation Fran�aise de Tennis � France
United States Tennis Association � USA
Liaising with
Related Organisations in Each Country International Tennis Federation (ITF) Men's International Tournaments
e.g: in Great Britain � � Grand Slam Tournaments administered by the Association of
� The International Olympic Committee (IOC) � International Competitions Tennis Professionals (ATP)
� The British Olympic Association (BOA)
� The Sports Council e.g: Davis Cup
Federation Cup
Olympic Games
26
Figure 8.2
LTA Links Nationally
LTA/British Tennis Foundation
External Links Internal Links The LTA and BTF have a network
International Olympic Commitee (IOC) AELTC (Wimbledon) of links between other tennis
agencies and the major sport
BOA ITF agencies nationally and
Sports Council ATP worldwide.
WTA
CCPR
NCF
Figure 8.3 LTA Council
The Structure of the LTA LTA Board of Management
National National International and Central
Tennis Tennis Professional Services
Development Facilities Tennis
Finance
Competitions and Ratings Technical and Research National Training Marketing
County and Club ITI Events and Tournaments Secretariat
Human Resources
National Development Construction Administration
Schools and Education
IT
Coaching Commercial and Legal
Figure 8.4 Figure 8.5
British Tennis Foundation The Structure of BSTA
Director BSTA Council
Disabilities BSTA Executive Committee
Co-ordinator
Senior Manager
Administrators HQ Staff
County Schools Associations
Member Schools
27
Figure 8.6
The Junior Tournament
Pyramid1
International Level � ITF & ETA
JUNIOR TOURNAMENTS
& COMPETITIONS
National Level � JUNIOR NATIONAL CHAMPIONSHIPS RATINGS
� JUNIOR INDOOR CIRCUIT (14, 18U)
� JUNIOR AGE GROUP TOURNAMENTS
� adidas CHALLENGE
County Level � JUNIOR INTER COUNTY CUP
� JUNIOR COUNTY CLOSED TOURNAMENT
� adidas CHALLENGE
� JUNIOR AGE GROUP TOURNAMENTS
Club & School Level � JUNIOR AGE GROUP TOURNAMENTS
� AREA ORGANISED TOURNAMENTS
� CLUB TOURNAMENTS/INTER � CLUB LEAGUES
� HSBC BANK & NESTL� SCHOOL COMPETITIONS
v
Starter Competitions/Young Aces
v
Short Tennis & Transition
2) The Indoor Tennis Initiative (ITI)
In 1986 the All England Lawn Tennis and Croquet Club, the LTA and the
Sports Council agreed a five year indoor tennis facility development
programme. Each body paying �500,000 per annum to be allocated as
grant and to Local Authorities who wish to develop indoor facilities under
the ITI.
To date, the ITI programme has opened 38 centres across Great Britain.
Facilities range from temporary airhalls operating for six months of the
year to extensive multi-sport facilities covering major conurbations such
as Birmingham, Glasgow, Liverpool and London.
The ITI has achieved a good geographical spread of facilities encouraging
tennis development in England, Scotland and Wales.
By the end of 1995 it is expected that the ITI programme will have
created over 200 indoor pay + play courts.
Each centre runs a comprehensive tennis development programme. For
more details contact the Facilities or Development Departments of the
LTA.
3) Ratings
ANYONE, even a beginner can apply for a Rating. It is simply a means by
which you can measure your standard and ensure you get maximum
enjoyment from your game by playing against players of a similar LEVEL
OF PLAY.
With a Rating you can enter any of the 1000 LTA tournaments for all
levels of player, held around Britain throughout the year. You will find a
full list in "Your Guide to Events and Tournaments" which is published
annually by the LTA.
For further details contact: The Ratings Department, LTA.
28
UNIT 9
Current Issues
A. DRUG ABUSE IN TENNIS
To date there has not been a positive drug test recorded against a tennis
player in competition. This does not mean that tennis is free from drug
abuse. As in any other sport there are bound to be abusers.
Drug abuse in sport is defined as:
... the misuse of drugs to enhance performance ...
Tennis complies with Rule 29 of the 1987 Olympic Charter, and in
addition has imposed its own legislation in Rule 30. Both these rules
unequivocally ban the use of drugs to improve sport performance.
Reasons for drug abuse in Tennis
Tennis is very big business, the successful player is capable of earning
large amounts of money both from playing and marketing.
Improved = Competitive = Financial = TEMPTATION
Performance Success Gain
How can drugs enhance performance in tennis?
Unlike the weight lifter who looks for absolute strength and the sprinter
who wants absolute power, any games player always needs to combine
pure physical qualities with judgement, skill and emotional control.
However, a tennis player could benefit from drug use in the following
ways:
� Drugs decrease recovery time meaning a player can train and play
harder and longer with minimum time "lost" in having to rest.
� Decrease reaction time, a critical factor in decision making in fast ball
games.
� Calm anxiety, relieve stress, relax tension.
� Block pain and therefore allows the player to play through injury.
All of the above factors would help a tennis player to maintain and
improve performance.
The table below gives some examples of drugs which might benefit a
tennis player, plus some limitations their use might impose.
Drug Type Example Benefit Deficit
Stimulants
Caffeine Increased Increased heart rate
Amphetamine alertness Raised blood pressure
Reduced fatigue Increased irritability
Narcotics Codeine Powerful pain Reduces the warning
killer effect of pain and can
lead to permanent
injury if player con-
tinuously overrides
pain signals.
Anabolic Stanazolol Stimulates Liver damage. Over
Steroids Testosterone muscle growth aggressive behaviour.
Increases Long term effects on
competitiveness. sexual function.
The question of drugs in sport is contentious, and is one which has
received much media, medical and political coverage. A list of useful
references are to be found at the end of this module.
29
B. TENNIS FOR PEOPLE WITH DISABILITIES
Increasing numbers of people with physical and learning disabilities are
participating in sport. This is as a result of a change in society's attitude
towards disabled people, and as a consequence the presentation of
increased opportunities.
The message is that sport is truly for all, and that those with disabilities
do not just spectate � they participate.
The British Tennis Foundation has taken a very positive approach in
providing support for such participants including a competitive
structure. This is based on three categories:
* Players who are ambulant � e.g. deaf
* Players using a wheelchair
* Players with learning disabilities
In addition to competition, coaching is available and LTA coaches have
attended a Disabled Awareness Course for tennis coaches who wish to
coach people with disabilities.
There are also competitive schemes for each category. For example,
The British Deaf Sport Council (BDSC) and Friends of the Young Deaf
(FYD) both organise tournaments and events up to international level,
and in 1991 the Dresse and Maere Cups (Davis and Federation Cups
for Deaf) was held in England. Wheelchair tennis is booming and
the British Open has taken place in Nottingham. Tennis is also now
included in the Special Olympics. This is an aspect of the LTA Trust's
work which is expanding through recreational play, integration and to
competitive international level.
For further information please contact:
The Disabilities Co-ordinator
The British Tennis Foundation
The Queen's Club
West Kensington
London
W14 9EG
C. THE MEDIA AND TENNIS
The Importance of the Media in Tennis
If there was no sport, sportswriters and broadcasters would not exist.
And were it not for public interest, professional sport would disappear.
More people are involved in sport through the press and broadcasting
than in any other way. It follows therefore that the media � press, T.V. and
radio are vital to the well-being and promotion of any sport, and tennis is
no exception.
For two weeks every year in late June and early July media sport is
dominated by the Wimbledon Championships. Live television and radio
coverage of tennis abounds and the newspapers are filled with reports,
results, pictures and stories of the world's top tournament. Consequently,
the U.K's 34,000 tennis courts become fully utilised, potential new
sponsors show an avid interest in the sport and all types of commercial
enterprises associated with tennis report a boom in business.
Yet less than a week after the event interest begins to fade and once again
tennis has to compete with the other major sports, football, cricket, rugby
and horse racing, for the nation's attention.
This attention is vital for four particular interest groups.
(1) The Players � The players livelihood depends on public interest
generated by the media. Without spectators or sponsors tournaments
cannot run.
(2) The Sponsor � The Sponsor supports an event largely because of the
exposure the company receives through the media, with television
being the most sought after and powerful medium.
30
(3) The Promoter � The promoter has to ensure that the media cover an 2. Why Sponsorship is Vital for Tennis
event or activity to make it attractive to spectators, in the case of a In international events, it is estimated that $300,000 is required to stage a
tournament, and provide significant exposure for the sponsor. $150,000 tournament. The $150,000 only refers to the total prize money
available. Prize money is always paid to players in US dollars worldwide
(4) The LTA � The LTA's Press and PR office aims to ensure that British (see table below), with the exception of Wimbledon.
players and all LTA events and activities are sufficiently publicised to 3. Sponsorship in Great Britain
ensure maximum public interest and exposure for each sponsor. This In British tennis sponsors are sought by the LTA at all levels of the game
will lead to increases in: in an effort to introduce the game to players of all ages, with particular
emphasis on young players. Examples of the variety of sponsored
a. Public awareness activities and events can be found in table 9.2.
4. Endorsement of Products
b. Participation It is in the top ranks of professional tennis where individual endorsement
contracts enable many of the top players to earn double or even treble
c. Sponsorship their on-court earnings.
Figures 9.3 and 9.4 illustrate the "money-pulling power" of the top tennis
The importance of the media to tennis should not be underestimated stars. Imagine earning $100,000 a year simply for wearing a shoulder
patch on your tennis shirt!
For example: 5. The Dangers of Sponsorship
There is a danger that in the race for prize money and endorsement
� Top players are fined if they fail to attend press conferences after contracts, standards of behaviour and sportsmanship will deteriorate.
their match. Indeed, some top players are infamous for their on-court demeanour.
An increasing problem is also the consideration of whether a sport should
� Sponsors will not contribute if they cannot be guaranteed media accept sponsorship from products that are regarded in many quarters as
exposure. anti-social (eg. tobacco, alcohol).
2. The Demands of Television Coverage on Tennis PRIZE MONEY $150,000
Power, agility, strength, speed, exciting personalities, spectacular play � PERSONNEL $37,000
these are some of the characteristics that make tennis such an attractive
television sport. COURTS AND STADIUM RENTAL $33,000
Over the years the demands of television have brought about radical CATERING $13,000
changes to the sport. Tie-breaks, for instance were introduced to limit the
length of matches and slot them more easily into television schedules. ADVERTISING $12,000
Television Coverage has had Adverse Effects on the Sport: ACCOMMODATION $7,000
(1) Player Discipline HOSPITALITY $6,000
Many people have observed offensive behaviour by some of the top SUNDRIES $4,000
players on television. It can be argued that these aggressive outbursts are
only tolerated because of the pressures from television and sponsors. It PRINTING $1,400
would be very difficult for a tournament referee to disqualify a top name at EQUIPMENT $1,400
the risk of jeopardising a sponsorship deal and allow a lesser player to
appear on television at a peak time. FEES $1,000
Figure 9.1: The distribution of money required to stage a $150,000
(2) Scheduling of Matches tournament.
Wimbledon allows players (weather permitting) a day's rest between the
singles semi-final and final matches. Due to the demand of the television
schedules the U.S. Open semi-finals are played the day before the final. In
1986 Miloslav Mecir played a five set marathon semi-final against Boris
Becker late into the evening. Mecir finished exhausted and it was no
wonder that with only a few hours recovery time he could master only 6
games in 3 sets against Ivan Lendl in the final.
Nevertheless media, and in particular television is as important to tennis
as any other sport and for this reason the LTA will continue to foster and
develop positive links with the media.
D. SPONSORSHIP IN TENNIS
1. Definition
Sponsorship in sport is the support of a sport, sports event, sports
organisation or competitor by an outside body or person for the mutual
benefit of both parties.