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Tóm tắt nội dung (trích từ tài liệu gốc): Vol. 10, No. 4 High-Performance The NewsletterforTennisCoaches Coaching QuickStart Tennis for Long-Term Participation by Kirk Anderson, USTA Director of Recreational Coaches and Programs A s QuickStart Tennis begins to have more Our experts were in complete agreement harm than good. Coaches and parents must impact on the way young children learn that starting kids and allowing them to learn to take a long-term view of a child's development to play tennis, we took a close look at play on courts with equipment scaled to the in tennis with the goal of keeping youngsters what we are doing right an
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Vol. 10, No. 4
High-Performance The NewsletterforTennisCoaches
Coaching QuickStart Tennis for Long-Term Participation
by Kirk Anderson, USTA Director of Recreational Coaches and Programs
A s QuickStart Tennis begins to have more Our experts were in complete agreement harm than good. Coaches and parents must
impact on the way young children learn that starting kids and allowing them to learn to take a long-term view of a child's development
to play tennis, we took a close look at play on courts with equipment scaled to the in tennis with the goal of keeping youngsters
what we are doing right and what might trip us size of the child was very beneficial. The advan- involved and motivated until the age of 12 or 13,
up in our goal to create more young tennis tages are: when the later developers begin to catch up
players than ever before. To do this we sought 1. The game, equipment and structure are age with the early developers.
the advice of three experts, Dr. Bob Pangrazi,
Dr. Dan Gould and Gary Avischious. These three appropriate; What Works?
individuals have spent a lifetime studying youth 2. Kids are more likely to learn skills, feel com-
sports, youth coaching and child development. Much has been said about having fun, and
We asked them to look closely at QuickStart petent or worthy, and stay motivated;
Tennis and share with us what we are doing 3. The scoring system and rules allow kids to we know that if tennis is not fun for kids, they
well and how we can avoid some of the pitfalls
from other sports that provide programs and play the game; and will quickly find another activity. Fun is differ-
coaching for kids at early ages. 4. They get a chance to be with other kids.
ent for everyone, but universally we know a
We are very aware that organized youth sports Keeping kids involved with tennis means
in the United States do not have a good track that we have to look at participation through child is having fun if there is laughter and we
record for retaining young athletes. Studies show the eyes of a child. This "kid-centered"
that 70 percent of kids who participate in youth approach must be the cornerstone of how we see smiling faces, if they don't want to stop an
sports quit by the age of 13. Kids in sports that teach and relate to kids. Great programs focus
have younger starting ages have participation lev- on meeting the needs of children and doing activity, if time goes by quickly, and if there is a
els that peak even younger. Soccer participation what is best for kids. We must teach kids first
peaks at age 7, baseball at age 8. and tennis second. sense of accomplishment.
The top three reasons kids drop out of youth Kids are not miniature adults, and adult Keeping kids involved and motivated is
sports are: coaching and competition models can do more
1. It's not fun anymore; our goal as coaches. Kids enjoy improving
2. Parental pressure to perform; and
3. Unmet coaching expectations. skills through repetition and refinement.
They seek thrills and excitement. They like to
be with their friends and make new friends.
Kids like to succeed or win against teams of
similar ability. continued on page 2
In This Issue
What Makes College Tennis Great? 3
Your Body Language Never Lies 4
The Art and Science of the Drop Shot 5
Utilizing the Childlike Sense of Play to
Coach Champions 9
DEAR COACH Not only will this be the last newsletter of the year 2009, this also will be the last newsletter I edit, since I am leaving
the USTA at the end of the year. I have had a great experience working for the USTA in a number of different capac-
ities. However, I can clearly state that my true passion has always been in coaching education. I have enjoyed
designing curricula, presenting lectures and workshops, and providing articles, newsletters and other written materials.
Getting to know many of you and seeing the passion you have for coaches' education and continued learning has certainly
made my job interesting and challenging. As I pursue future opportunities, I sure hope our paths will cross. Keep up the
great work you do not only with your students, but also with your own continuing education.
Sincerely,
E. Paul Roetert, Ph.D.
Managing Director,
Coaching Education and Sport Science
Coaching QuickStart Tennis for
Long-Term Participation continued from page 1
Coaching Model Effective Coaching
The traditional adult coaching model is competition based. Coaching kids is different from coaching adults. Kids respond
Winning is success and the emphasis is on outcomes over skill better to minimal instruction (a quick demonstration is best)
development. There is a tendency to reinforce and encourage only and maximum practice time. They do best in a positive environ-
the skilled performers. Many times our only frame of reference for ment while being taught one skill at a time.
a coaching model is what we see on the sidelines of college and
professional sports on television. Kids don't like to stand in line or even to take turns, but they do
like high rates of repetition. They like activities that are challeng-
As coaches of young and emerging players, we need to be ing but not unrealistic. Kids respond well when your expectations
prepared and educated on what really works for kids. Other are related to their behavior and effort, rather than their skill per-
youth sports coaches may not be the best models, and other formance. Kids will model your patience, attitude and enthusiasm.
sports don't have all the right answers simply because they
have a greater participant base. Inexperienced coaches, Coaching is about kids. With young children, it is motivating,
while well intended, many times have detrimental effects on entertaining, active, risk taking, energetic and sometimes even
young athletes. A new breed of experienced and educated goofy. It's laughter, play, encouragement and compassion. It's setting
tennis coaches can lead a positive, new trend if we avoid the and obtaining long-term goals of teaching kids to love our sport at a
rationale provided by those using the adult model and citing young age so they will select tennis as one of their favorite activities.
these reasons:
Perceived Competence and Love of the Game
� This is what other coaches are doing;
� I'm a good player and this is how I was taught; Kids want to feel successful, and we, as coaches, want our
� I'm coaching the way that parents expect me to coach; young players to enjoy the sport of tennis. If children feel like they
� If we are going to win, this is what we have to do; and are improving, they will have a perceived competence of their abil-
� This is the way my high school or college coach treated me. ity to play tennis, and they will be motivated to practice and play
more. Do whatever it takes to provide that word of encouragement.
The kid-centered coaching model emphasizes repetition and
refinement, and success is based on effort and learning new The most important thing we can give kids is a love of the
skills. Coaches need to provide experiences for those who need to game. Benjamin Bloom, author of Developing Talent in Young
learn and not just for the skilled early developers. The focus People, noted that all high-performance kids had teachers or
should be on effort and trying, not on results and performance. coaches who gave them a love for the game or a love for learning.
Bloom indicated that the coach is one of the greatest sources of
influence in the life of a child. Make it a positive and long-lasting
influence on their character and on our great game of tennis.
2 Vol. 10, No. 4 THE USTA NEWSLETTER FOR TENNIS COACHES
What Makes College Tennis Great? by Claire Pollard, Women's Head Coach, Northwestern Univ.
College tennis has a unique format College teammates Keri Robison (l) and Maria Mosolova supporting each other.
and provides the opportunity for a
lot of tennis players to really enjoy see incredible pride and effort from the port from your teammates and coaches,
the benefits of playing on a team. players. Whatever position they play, they plus loads of people helping you in every
Cheering loudly for your teammates is the can win the same number of points as way possible. You'll never feel a match is
norm, and even cheering against your anyone else, and it becomes more of a not important because there will always
opponent is acceptable. I have seen it school vs. school contest, allowing for be a friendly voice of support some-
over and over again: A young player is huge upsets to occur. Players live for the where!!!
burning out from the grind of the junior moment to take part in the deciding
"individual mentality," only to be reborn match and to be the hero for their The team aspect is the real benefit to
in the college team format. team--it's another reason the college college tennis. Life is all about being part
experience is so unique and special. of and working as a team--whether it be
In NCAA Division I, each match begins as a family, at work, or in friendships. It's
with three intense, highly energetic dou- The camaraderie and support extends tough to succeed without the support of
bles pro sets, where the first to eight beyond the matches and exists every day others. Additionally, the fun and rewards
games wins. A team needs to win two out in practice and in strength and condition- are magnified when you are part of some-
of the three pro sets to earn the team ing work. Having 7-10 players around you thing bigger than yourself. There are so
point--a point many coaches believe is who are going through similar highs and many reasons to go to college--but being
the difference between winning and los- lows bonds everyone together. You no a part of a team might be the biggest!!!
ing the overall match. Following a quick longer feel alone and isolated, but rejuve-
10-minute break players come back out nated and inspired to be a better player
for six singles matches, each worth one and person. You have unconditional sup-
team point. This scoring system keeps the
match alive for a long period and keeps
the fans invested until their team pulls
through. It also makes for a great atmos-
phere, with fans and teams cheering loudly
and players inspired to give their all.
In a junior tournament the atmosphere
builds as the tournament progresses, but
usually only the finalists get to play in front
of an inspiring crowd. Often in college,
there are loyal fans at every match, making
every player's experience incredible.
Doubles matches are full of energy,
high fives, chest bumps (well, maybe on
the men's side) and crazy formations.
Really, anything goes, tactically. You'll see
all players up, all players back, the "I" for-
mation, the "off" formation and formations
that are not even named. Energy and com-
munication flow between the players on
each team, and if it comes down to the
final match to decide the one point
awarded, the intensity and cheering goes
up several levels.
After doubles, six players go out to play
singles. It's perfect when there are six
courts in a row and you can see players not
only willing themselves to victory, but also
willing their teammates on. With every
match worth one point for the team, you
T H E U S T A N E W S L ET THTE EURSFTOA RN TE EWNSNL IEST TC EORA CFHOERS T E N N I S C O A C H E S 3 Vol. 10, No. 4
Your Body Language Never Lies by David Benzel
Roger Federer just hit an incredible passing shot down the Positive communication between coach and player is important.
line for a winner. By the time his opponent had hit the ball,
Federer already seemed to be in the right place, perfectly does not come through like you intend.
anticipating where the ball was going to be. It was as if his oppo- Your child might interpret the body language messages being
nent telegraphed his intentions before he even made contact with
the ball. Probably, he did. sent from the bleachers in any number of ways:
"You blew it again."
Sometimes it's almost impossible to NOT communicate. Our "Your performance is embarrassing me."
bodies give us away even if our words don't. Suzie learned this "I'm disappointed in you."
lesson as a young athlete playing in her first season of national "You're not good enough."
tournaments. As a 12-year-old who had played the game since "I don't want to be here."
age 5, she had a great deal of confidence in her knowledge of the The reason your body language is of such importance to your
game. She did not, however, have the same level of confidence in
the coach who instructed her and several other players from her child is this: What he/she thinks you think of him/her is critical to
club. To her family around the dinner table, she frequently com- his/her sense of self-worth--that includes during a competition.
plained about his lengthy technical and tactical explanations.
During his coaching sessions, Suzie's father couldn't help notic- For your athlete to perform up to his or her natural potential,
ing the body language his daughter displayed while the coach there must be a consistent assumption in place: unconditional
spoke. She would stand not only at the back of the group during love and total acceptance no matter how the game goes.
group lessons, but several steps back from the group. Her body Children are able to be their best when the fear of disappointing
was turned anywhere from 45 degrees to 90 degrees away from their parents is not even remotely on their minds. When parents
the coach, hands on hips, weight transferred to one leg, eyes remain supportive in word, tone and posture 100 percent of the
staring off in the distance, and a very disbelieving and impatient time--regardless of performance ups and downs--children
look on her face. She was telegraphing a clear message! have one critic fewer to worry about. Their internal critic is giv-
ing them a hard enough time as it is!
One day while leaving the club, her father remarked casually,
"I saw you tell your coach that you think he's an idiot tonight." Parents can accomplish this state by monitoring their
Her head snapped around at him with a puzzled look. She replied, responses to the ebb and flow of the game or match.
"Dad, I would never say anything like that to my coach." She was Conscientiously check yourself during the five seconds that fol-
correct about that. She was a very polite and well-mannered low any play or error. Those are the most crucial five seconds of
young girl...with her words. Her dad explained, "Well, you didn't the game! Remember, you are a supporter, all the time, not an
say it, but you sent the message loud and clear!" He went on to evaluator! While it's true your child should not be looking at you
describe the body language he observed during practice and during a match anyway, if they are looking, perhaps it's because
much to his surprise--and relief--she was totally unaware of her they've grown accustomed to receiving Dad's play-by-play feed-
body language and the messages she was sending. Her face back of "thumbs-up" or "thumbs-down" after every point. Take
flushed with embarrassment as she realized that her true senti- yourself out of the role of evaluator and your child will always
ments were so transparent without even opening her mouth. assume the best about your opinion of her.
As a parent, you're also communicating every single second of
every single day. Mouth open or mouth closed, the message is
getting out. Your attitude about your child and his or her play,
your sense of admiration (or not) and what you think about his
or her efforts is transmitted in subtle ways for your child--and
everyone else--to read. Approximately 55 percent of all commu-
nication is transmitted by body language. At the age of 12, Suzie
didn't realize that others could see her thoughts so easily.
While I find this fascinating and important to remember,
I'm more amazed by something else: the number of parents
who continue to behave as if they are invisible or as if their chil-
dren can't see them from the tennis court! The mom who looks
away after each unforced error and the shuffled walk of disap-
pointment after a missed overhead are seen, noted by your child
and interpreted as personal. While it might be true that you are
not disappointed in them and are actually rooting for them, it
4 Vol. 10, No. 4 THE USTA NEWSLETTER FOR TENNIS COACHES
TECHNIQUE The Art and Science of the Drop Shot
by E. Paul Roetert, Ph.D., Managing Director, Coaching Education and Sport Science
Mark Kovacs, Ph.D., C.S.C.S., Senior Manager, Strength and Conditioning/Sport Science
W e have been looking forward to doing a tech- drop shot for tactical reasons. The major keys for a suc-
nique analysis of some of tennis' specialty shots. cessfully executed drop shot are that the ball lands short
Of course, all shots are specialty shots, but some (preferably at an angle away from the opponent) and that
are more special than others. Half-volleys, lob-volleys and you can disguise it.
drop shots are good examples of shots that are typically
not hit as often as others, yet can have a major affect on The examples we found feature a backhand drop shot
the flow of a match. These are the type of shots we refer to by Tommy Haas, as well as Dinara Safina (although
when we mention "specialty shots." Many times these spe- Safina's shot is actually more of a short angle shot), and
cialty shots change the tempo of a rally and usually are a forehand drop shot by Roger Federer. We can clearly
employed to surprise the opponent. As these shots are see that all three players are positioned well inside the
rare, it is not easy obtaining the proper sequence shots in baseline when contacting the ball. Each of the players
a match situation. Fortunately, we were able to find three exhibit good "feel" or "touch," which really refers to how
examples of the drop shot, as you can see in the sequences much force to apply. In other words, it is a control issue.
on the next few pages. Playing on clay lends itself to uti- Often we refer to players who have excellent control as
lizing the drop shot because the court surface plays slower those who have "soft hands." These players know how to
than most other surfaces, which results in a greater out- absorb and redirect the ball's speed successfully. In addi-
come for a well executed drop shot. Successful clay court tion, they disguise or camouflage the shot well, which
players know it requires good movement, balance, timing, requires fine motor control--particularly just prior to
touch and relaxation to execute this shot. Drop shots are contact. Top players also know that the plane/direction
often hit if the opponent is pushed deep behind the court of the force provided is key to a successful drop shot as
or doesn't expect (or like) being pulled toward the net. In well. Hitting the ball with underspin and knowing
addition, players often return a drop shot with another how/when to open the racket face is the final piece of the
puzzle in mastering this shot.
Top to bottom: Tommy Haas, Dinara Safina, Roger Federer.
A nnouncing... Guest Editor:
the Special Topics Edition for Tennis of the Mark Kovacs, PhD, CSCS
Strength and Conditioning Journal--
dedicated solely to the area of tennis-specific Price: $4.95
strength and conditioning.
VOLUME 31 | NUMBER 4 | AUGUST 2009
The need exists for quality, refereed, and evidence-based practical information to help train Table of Contents
tennis athletes. The Special Topics Edition for Tennis of the Strength and Conditioning
Journal aims to meet this need by providing coaches, trainers, therapists, sport scientists, A REVIEW OF THE ACTIVITY PROFILE AND PHYSIOLOGICAL
DEMANDS OF TENNIS MATCH PLAY.
and medical professionals with the latest information on Jaime Fernandez-Fernandez, PhD, David Sanz-Rivas, PhD,
improving the quality of training for competitive tennis players. and Alberto Mendez-Villanueva, PhD
HEAT AND HYDRATION CONSIDERATIONS FOR JUNIOR
Leading experts in the eld of tennis performance and injury AND COLLEGIATE TENNIS PLAYERS.
prevention share their knowledge to develop and improve the Evan C. Johnson, MA and Lawrence E. Armstrong, PhD
quality of tennis-speci c training. Articles in this issue cover BIOMECHANICS OF THE TENNIS SERVE: IMPLICATIONS
topics from tennis-speci c movement to how the biomechanics FOR STRENGTH TRAINING.
of strokes relates to the strength training of athletes. This is a E. Paul Roetert, PhD, Todd S. Ellenbecker, DPT, MS, CSCS,
great resource that will help anyone working with competitive and Machar Reid, PhD
tennis players. BIOMECHANICS OF THE TENNIS GROUNDSTROKES:
IMPLICATIONS FOR STRENGTH TRAINING.
Editor-in-Chief: T. Jeff Chandler, EdD, CSCS*D, FNSCA E. Paul Roetert, PhD, Mark Kovacs, PhD, CSCS,
ISSN 1524-1602 | Published 6 times per year Duane Knudson, PhD, and Jack L. Groppel, PhD
www.nsca-scj.org COMMON INJURIES IN TENNIS PLAYERS:
EXERCISES TO ADDRESS MUSCULAR IMBALANCES
Visit www.nursingcenter.com/library/tennis.asp AND REDUCE INJURY RISK.
to purchase your downloadable copy! Todd S. Ellenbecker, DPT, MS, CSCS, Babette Pluim, MD,
PhD,, Stephane Vivier, PT, and Clay Sniteman, PT, ATC
THE PROGRESSIVE PHYSICAL DEVELOPMENT OF A
HIGH PERFORMANCE TENNIS PLAYER.
Satoshi Ochi, MA, CSCS, NSCA-CPT and Mary Jo Campbell,
MEd, CSCS
PLANNING AND PERIODIZATION FOR THE ELITE JUNIOR
TENNIS PLAYER.
Machar Reid, PhD, Geoff Quinlan, Simon Kearney, and
David Jones
MOVEMENT FOR TENNIS: THE IMPORTANCE OF
LATERAL TRAINING.
Mark S. Kovacs, PhD, CSCS
PRESEASON STRENGTH AND CONDITIONING FOR
COLLEGIATE TENNIS PLAYERS.
Tim "Red" Wakeham, MS and Rich Jacobs, MS
MENTAL SKILLS TRAINING FOR TENNIS PLAYERS:
AN ADDED SKILL SET FOR THE STRENGTH AND
CONDITIONING COACH.
Jeff H. Greenwald, MA
Journal Strength and
Conditioning
J9SMQ761
5 Vol. 10, No. 4 THE USTA NEWSLETTER FOR TENNIS COACHES
Photos by Lance Jeffrey
C B A
1
2
3
4 5 6
Let's review each series with a specific focus on the movement patterns during the different TECHNIQUE
stages of each sequence:
1 All three players have recognized the short ball and are moving forward into the court. Since they are inside
the baseline, they have decided to hit the drop shot. Even though Haas and Safina are hitting a backhand and Federer
a forehand, there are many similarities. The non-dominant hand is helping to keep the racket high in preparation of
an underspin shot. Each of the players has also initiated a turn sideways. The goal is to disguise the drop shot as long
as possible. In this photo it is still not clear to the opponent which shot will be played; therefore, the opponent is not
able to anticipate the drop shot at this stage.
2 The preparation has been completed. Even though Haas uses an open stance, he does turn his upper body side-
ways significantly. Safina and Federer use more of a closed stance. The height of the racket head will help in utiliz-
ing a high to low swing path when hitting the shot. This high to low swing path allows for greater underspin. All three
players are very well balanced with their center of gravity over the base of support (centered between the feet). It is
still quite difficult to determine what shot each of them will hit.
3 This photo is taken just prior to contact and we can see the concentration and focus of the players on the ball.
The racket has started its downward trajectory allowing for an underspin shot. Each of the players has carefully meas-
ured his or her distance from the ball to prepare for a delicate touch shot. Note that they are all fairly relaxed just
before hitting the shot with good deception. The force applied to the ball and the length of the swing path is deter-
mined before this point and these two components will determine how close and with how much spin the drop shot
will be hit.
4 The ball has just left the strings, but all three of the players are still very focused on the ball. Safina and Federer
bend their knees more than Haas since the incoming ball is lower, but all display excellent touch. The open racket
face indicates a severe slice necessary for a successful drop shot.
5 At this stage, all three players are completing their swings. The swing paths clearly indicate the appropriate
spin imparted to the ball. As Haas is farthest from the net, his swing path is more horizontal and, therefore, he is able
to provide more pace to the ball. In contrast, both Safina and Federer are closer to the net and need to hit with more
underspin, which is created by a more vertical swing path. The underspin, as well as the trajectory angle when the ball
lands, help the ball "stop" on the other side of the net.
6 This photo shows all three players tracking the ball they just hit and looking to take advantage of the next shot
their opponents hit. It is clear that all three are well-balanced and ready to move in the direction needed to track down
the next stroke.
THE USTA NEWSLETTER FOR TENNIS COACHES 8 Vol. 10, No. 4
Utilizing the Childlike Sense of Play to
Coach Champions by Greg Patton, Men's Head Coach, Boise State University
One of the most defining moments Coach Patton (r) keeps things fun coaching the U.S. collegiate team in Poitiers, France.
of my coaching career was around
10 years ago, when I invited my 5- ideas, he stares at me with a look of panic through practice and games, which cre-
and 7-year-old son and daughter onto the and blurts out, "Coach, I am so scared." ates an instinctual response of action.
tennis court to play a simple tennis game All my thoughts of tactics quickly dissi-
after I had just finished conducting an pated, and all I could think to say was This is done by using games that
intensive three-day training camp with that I was scared as well. I only had the emphasize feel for the ball, movement
elite-level national junior players for the brief seconds of the changeover to share and the joy of competition. Tennis is basi-
USTA Player Development program. The some thoughts to get him focused on the cally repetitive chaos. We need to train
joy of "playing" with my children and task at hand, and I wanted him to get the player to adjust to the constant
what it taught me still resonates in my back into feeling the joy of competition changes in the game and to revel in it.
coaching philosophy. and to brush off any thoughts of the out-
come. I asked him to remember and We have instituted a daily regimen of
Although I was tired, I couldn't resist incorporate those same feelings when he playing games in our practices for players
their pleas to play tennis. I proceeded to was fed balls during childhood games at the Division I collegiate level. Among
play a game that I called "alphabet soup," with his father. Something must have them:
which is simply a game that whenever clicked; he brushed off his feelings of fear
they made a shot, they earned a letter in and went on to play with a sense of 1. Short court games (dink 'em
the alphabet. When they missed, I earned resolve and abandonment to win the games), in which play is based on
a letter. The winner was the player (Dad match and advance our squad in the touch instead of power (pass the
or the children) who made it through the NCAA Team Championships. ball to doubles partner or double
alphabet first. It was a joyful competition, hit the ball before hitting it over
which we played numerous times late into I truly believe the greatest feeling for the net), are played within the
the afternoon. We just couldn't quit an athlete is the sense of play. As coaches, service box.
because we were having so much fun, and we must enhance that instinctual feeling
in addition, the kids and myself were of the mindless striking of the ball. We 2. Pass the racquet games, which
learning the alphabet at a staggering rate. must point out the resonance of the force the player to adapt to adver-
"Heightened Sense of Living" that tennis sity and constant change.
During the long drive home, my mind provides.
raced over the three-day workout/camp 3. Triples and dingles, which incorpo-
and the report that I was going to file on To be able to train this "Child-like rate tactics in a fun team setting.
the camp, with the drills and the areas of Sense of Play," one must develop the player
technique and tactics that I must work on All of this incorporates into a tangible
with our players. My work reverie was course of bringing the joy of competition
broken by the gleeful requests of my into an arena that makes learning how to
young children in the backseat about the compete a priority.
new games we could play on the tennis
courts when we returned home. I then
heard my daughter exclaim in a blissful
sigh, "I love tennis."
Now, let's fast forward to this past col-
legiate season, with my collegiate team
locked in a fierce battle at the NCAA
Team Championships. The team score is
tied at 3-3, and our No. 4 singles player is
in the third set, the deciding match on his
shoulders. If he wins, the team advances
to the "Sweet Sixteen" in the NCAA
Division I Team Championships. If he
loses, we go home. On the changeover at
4-3, I approach my player to discuss his
tactics at this critical moment of the
match, but before I could give him my
THE USTA NEWSLETTER FOR TENNIS COACHES 9 Vol. 10, No. 4
The USTA along with the Intercollegiate Tennis Association (ITA) would like to
congratulate the Champions from this fall's National Events:
ITA All-American Championships Georgia Tech assistant coach Anca Dumitrescu (l)
and Irina Falconi.
J.P. Smith, Tennessee, Men's Singles
Irina Falconi, Georgia Tech, Women's Singles (see photo)
J.P. Smith & Boris Conkic, Tennessee, Men's Doubles
Natalie Pluskota & Caitlin Whoriskey, Tennessee, Women's Doubles
ITA Small College Championships
Damian Hume, Collin County, Men's Super Bowl Singles
Sona Novakova, Armstrong Atlantic, Women's Super Bowl Singles
Alberto Gonzales & Michael Johnson, Auburn Montgomery,
Men's Super Bowl Doubles
Vanessa Heroux & Katia Sabate, Fresno Pacific,
Women's Super Bowl Doubles
ITA Intercollegiate Indoor Championships
Steve Johnson, Southern California, Men's Singles (see photo)
Jana Juricova, California, Women's Singles
Bradley Klahn & Ryan Thatcher, Stanford, Men's Doubles
Hilary Barte & Lindsay Burdette, Stanford, Women's Doubles
For complete college tennis news and results, check out the ITA's home USC associate head coach George Husack (l) and
page: http://www.itatennis.com Steve Johnson.
High-Performance
Published quarterly by THE USTA NEWSLETTER FOR TENNIS COACHES 10 Vol. 10, No. 4
USTA Coaching
Education Department
10399 Flores Drive, Boca Raton, FL 33428
561-962-6400
www.playerdevelopment.usta.com
Editor: E. Paul Roetert, Ph.D.
Editorial Consultant: Mark Preston
USTA Staff
Jessica Battaglia, M.S., A.T.C.
Rhonda Hoffmann
Mark Kovacs, Ph.D., C.S.C.S.
David Ramos, M.A.
� United States Tennis Association
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H.G. ZIMMAN, Inc.
Seaport Landing, 152 The Lynnway
Lynn, MA 01902
781-598-9230 / e-mail: info@hozinc.com