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Tóm tắt nội dung (trích từ tài liệu gốc): Vol. 3, No. 2 / 2001 High-Performance The USTATM NewsletterforTennisCoaches Progressive Development of a World Class Tennis Player by Nick Saviano T his article focuses on the progressive of the arts, athletics and music. The objective The single most development of a world-class player. of the study was to find commonalities amongst The chart (see page 4) and its accom- these individuals that transcend the different important ingredient panying information are a work in fields of endeavor. The second source and the progress. The long-term intent of this impetus for this project was an article
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Vol. 3, No. 2 / 2001
High-Performance The USTATM NewsletterforTennisCoaches
Progressive Development of a
World Class Tennis Player by Nick Saviano
T his article focuses on the progressive of the arts, athletics and music. The objective The single most
development of a world-class player. of the study was to find commonalities amongst
The chart (see page 4) and its accom- these individuals that transcend the different important ingredient
panying information are a work in fields of endeavor. The second source and the
progress. The long-term intent of this impetus for this project was an article entitled to success is the
project is threefold. First, it provides a frame- The Development of Excellence: A Common
work from which coaches, parents and players Pathway to the Top in Music, Art, Academics development and the
can come to know and use common terminolo- (Gibbons, 1998). This article also was based on
gy for the different stages of development of a Bloom's research and data from German and maintaining of a love
player. Second, it points out the common com- Swedish sport school programs. The third
ponents and characteristics that transcend the source was my colleagues at the USTA, Paul and joy for the game.
different stages of development. Finally, it Lubbers Ph.D. and Ron Woods Ph.D., both of
highlights some of the key factors that are crit- whom reviewed this information and provided Team Leader" and the establishment of a "sys-
ical to success in each stage of development. me with their feedback. tematic training program."
In addition to my own personal playing and The developmental process of a world-class In the third phase, World Class Perfor-
coaching experience, I have used three primary player is a continuum of stages from beginner mance, the athlete has evolved into a world-
sources of information for this article. The first upward that are inextricably linked together. class player. They continue to refine and devel-
is the Bloom Study of Talent Development There are three major phases that a player op their skills while competing at the highest
(Bloom, 1985), which examined 120 people goes through as they progress to a world-class level of play.
who have achieved world-class success in fields level: Introduction/Foundation, Refinement/
Transitional and World Class Performance. Within the context of these three phases,
In This Issue there are six different stages that a player trav-
In the first phase, Introduction/Foundation, erses in their quest to reach their potential.
USA Tennis the learning and development of the athlete is Each stage creates the foundation or building
characterized by the player having fun and blocks to achieve and maximize the develop-
Player Development Update 3 acquiring a love of the sport. In addition, the ment in the next stage. The quality of learning
player learns the fundamentals of the game at each stage ultimately will determine
Two-Handed Backhand--Squared Stance 5 and adapts to learning through random train- whether or not the player can reach their full
ing techniques.
Patterns of Play--Backhand 9 continued on page 4
In the second phase, Refinement/Tran-
Ask the Expert 10 sitional, the athlete evolves into a "serious"
player. They no longer want to just play tennis;
they want to be a "tennis player." It is impera-
tive at this point that the player works with a
"High Performance Coach" that specializes in
the refinement of fundamentals and long-term
development. They also need a "Developmental
DEAR COACH USA Tennis High Performance
Coaching Program Update
Since the USA Tennis High Performance Coaching Program's inception in the fall of 1999, more than 100 coaches have
successfully participated in and completed the program. The High Performance Coaching Program is intended specif-
ically for the serious developmental coach who works with players who are striving for excellence in competitive tennis
(i.e., sectional junior players to collegiate and young professionals). This program has a bright future and needs to con-
tinue to attract those coaches who are actively coaching America's top junior players. With this in mind, the following section
provides you an overview of the High Performance Coaching Program.
As always, we hope that you will enjoy this issue of High Performance Coaching. If you have any suggestions or comments,
please feel free to contact us at Coaching@playdev.usta.com or 305-365-USTA.
Sincerely,
Nick Saviano Paul Lubbers Ph.D.
Director, USA Tennis Coaching Education Administrator, USA Tennis Coaching Education
Mission Statement
The USA Tennis Coaching Education Department is committed to offering serious developmental coaches one of the
highest-quality coaching education experiences in the world through participation in the USA Tennis High Performance
Coaching Program.
Philosophy of Coaching
The USA Tennis High Performance Coaching Program is based on a philosophy of coaching that puts the athlete first,
and winning second. This means that the overriding priority of a coach is to help young players reach their maximum
potential as people through a commitment to excellence in tennis. Players should be treated equitably and with respect for
their inherent individual worth. The long-term welfare and the happiness of players should be valued more than the results
or rewards of the moment.
Goals
1. To provide opportunities to help USA Tennis High Performance Coaches in their efforts to develop the next genera-
tion of American players.
2. To offer an educational program that is grounded in current science-based USA Tennis High Performance Coaching
Competencies.
3. To create a synergistic learning environment for the USA Tennis High Performance Coach that is based on open dia-
logue and a practical, problem-solving approach to learning.
4. To provide the opportunity for USA Tennis High Performance Coaches to interact and network with other USA Tennis
High Performance Coaches both during and after completion of the program.
Incentives for Participation
The incentives for the coach who completes the program are significant. They include: personal and professional
growth; being involved in a program that is on the cutting edge of coaching; and becoming a part of a publicly recognized
group of America's leading developmental coaches. In addition, there is ample opportunity for the high performance coach
to interact and network with other leading coaches throughout the United States.
Our intent is to provide ongoing benefits to those high performance coaches who participate in the program. Our goal
is to provide opportunities to help these coaches in their efforts to develop the next generation of American players.
Selection
The USA Tennis Coaching Education Department staff will select coaches for admission into the program. A committee
continued on page 11
2 Vol. 3, No. 2/2001
USA Tennis Player Development Update
Boys Breaking Through by Doug MacCurdy, Director, USA Tennis Player Development and
Tom Gullikson, Director of Coaching, USA Tennis Player Development
Unlike the stock market, men's tennis in the United States Russ Adams/RAP
has seen great returns in the first quarter of 2001.
Teenagers Andy Roddick, Taylor Dent and Mardy Fish
enjoyed breakthrough wins on the ATP during the first three
months of the year. Dent, who recently partnered with former
USA Tennis National Coach Eliot Teltscher on a full-time basis,
defeated Magnus Norman at Chennai. Fish posted wins over
Thomas Enqvist at Scottsdale and Mark Philippoussis at Indian
Wells. Roddick bested former world No. 1s Marcelo Rios and Pete
Sampras en route to becoming the youngest quarterfinalist in
the history of the Ericsson Open. These victories not only helped
boost their respective ATP rankings, but also brought these
youngsters tremendous media exposure.
The future of American tennis does not, however, rest solely
on the shoulders of these young men. The United States is cur-
rently enjoying its strongest presence on the ATP in recent years.
At the end of March, the United States had 21 players ranked in
the Top 200 of the ATP Entry System. A dozen of these players:
Jan-Michael Gambill, Paul Goldstein, Cecil Mamiit, Justin
Gimelstob, Bob Bryan, Kevin Kim, Hugo Armando, Michael
Russell, James Blake and the three aforementioned players, are
all 24 years of age or younger. Also, keep an eye on Levar Harper-
Griffith and Robby Ginepri, who have both shown flashes of bril-
liance in their short professional careers.
Among the 18-and-younger sect, Americans are finding much
success in the international junior circuits. The United States
leads the 41 participating countries with representation in the
Top 100 of the April 2 edition of the ITF World Junior Tennis
Rankings with 11 players. Germany is second with nine players
followed by Australia, Great Britain and France with five each.
AllSport
Russ Adams/RAPClockwise top to
Russ Adams/RAPbottom: Mardy Fish,
Robby Ginepri, Levar
Harper-Griffith with
John McEnroe, and
Taylor Dent.
Ytai Abougzir, a semifinalist at the 2000 US Open and doubles
champion at the 2001 Australian Open, is the highest-ranked
American at No. 3. Fifteen-year-olds Brian Baker and Chris Kwon
are two of the three youngest players in the Top 100.
As with any stock, the current success these players are
enjoying does not guarantee future gains. But if they continue to
work hard, a profitable future is certainly not out of the question.
One major component to their continued growth is the partner-
ship between player and coach--both their personal coaches
and the USA Tennis coaches, who provide guidance on and off
the court.
The time and energy invested by this talented group of young
men and their coaches is certainly paying dividends for
American tennis.
3 Vol. 3, No. 2/2001
continued from page 1
Progressive Development of a World Class Player
(Male and Female)
INTRODUCTION/FOUNDATION REFINEMENT/TRANSITIONAL WORLD CLASS PERFORMANCE
Phase One Phase Two Phase Three
Age of Player: 6-12 Age of Player: 10-20 Age of Player: 15-30
Years In Phase: 2-4 Years Years In Phase: 4-9 Years Years In Phase: 8-12 Years
Stage I Stage II Stage III Stage IV Stage V Stage VI
� Entry Level � Sectional � Nat. Tournaments � High National or � World Class � Peak Level
� Team Tennis Tournaments and Ranking College Ranking Top 50-150 of Performance
� Local Tournaments Top 1-50
� Random Training � Sectional Ranking � Systematic Training � World Class Junior � Systematic Training
� Developmental � Random/Systematic � High Performance � Transitional Pro � World Class Coach � World Class
� Satellite-Challenger � Developmental Personal Coach
Coach Training Coach � Systematic Training
� Developmental/ � Commitment � High Performance/ Team Leader
High Performance to Game Transitional Coach
Coach � Long Term Vision � Long Term Vision
� Developmental � Developmental
Team Leader Team Leader
Identified
potential as a player. If the learning is flawed, player has achieved, the type of coaching and
undeveloped, or if there are attempts to short- The progressive training required, the need for a "Developmental
cut any of the early stages of development, the Team Leader" and the introduction of a
player will not have the foundation to with- "long-term vision."
stand the demands of the higher levels of play. The progressive development of a world-
The result will be a significantly diminished development of a class player varies tremendously with each
chance of that player reaching the world-class individual. Still, there are significant com-
level, assuming, of course, that they had that monalties that can be extrapolated from the
level of potential in the first place. world-class player development of these players. One commonal-
Players will pass through the stages at dif- ity that transcends all levels and perhaps
ferent paces depending on many factors. Some stands out as the single most important ingre-
of these factors include their talent, the time varies tremendously with dient to success is the development and the
spent on the court, the quality of coaching and maintaining of a love and joy for the game.
the player's physical and emotional maturity. Without this, the rest becomes academic.
The speed at which a player goes through the each individual. It is our hope that this article helps create
various early stages is not always indicative of a framework of this process and that it serves
long-term potential. In the Bloom Study of to initiate the establishment of the "keys to
Talent Development, Benjamin Bloom states, success" in each stage of development. In the
"Only ten percent of the talented individuals future, we will further address the continuum
in the study had progressed far enough by age 12 for anyone to make of the six development stages as they relate to the overall progressive
confident predictions that they would be in the top 25 in their fields development of our country's players.
by the age of twenty to thirty." Bloom, B. S. (1985) Developing Talent in Young People. Balantine Books, NY.
The chart lists a few of the key areas of importance that distin-
guish the different stages (this is not intended to be a comprehensive Gibbons, T. (1998) The Development of Excellence. A Common Pathway to
list). This list includes the type of tournaments or ranking level the the Top in Music, Art, Academics and Sport. Olympic Coach, Vol. 8, No. 3.
4 Vol. 3, No. 2/2001
TECHNIQUE & PREPARATION Two-Handed Backhand
with "Squared Stance"
Style Versus
Fundamentals
T his issue's article on technique examines the two-
handed backhand with the "classic squared stance."
Squared stance in this case means that the player has
enough time to set up for the shot and step almost
straightforward toward the net. We have chosen three
of the best two-handed backhands in the pro game: Lindsay
Davenport, Jan-Michael Gambill and Martina Hingis. It was
decided to use three sets of pictures to better illustrate a major
point about technique style versus fundamentals of technique.
The key point to focus on is that the manner in which a play-
er takes back the racquet in many cases is a function of style and
may not be a fundamental. Gambill takes the racquet straight
back and low. One would assume that a two-hander who takes
the racquet back low would have difficulty on the return of serve
and high balls. In both cases, however, Gambill hits these shots
remarkably well. Davenport, on the other hand, takes a loop on
the backswing, but has the racquet face parallel to the ground as
she takes it back. In addition, she actually opens her left hand
and stops gripping the racquet as she is taking it back, and then
re-grips the racquet right before accelerating forward. That's
extraordinary, yet she hits it incredibly well. Hingis represents a
more conventional style with the loop backswing.
While examining these three very different backswings, do
not lose sight of the fundamentals they have in common. These
commonalties along with the style differences will now be exam-
ined in the sequence of pictures.
Nick Saviano is the Director of USA Tennis Coaching Education.
5 Vol. 3, No. 2/2001 Top to bottom: Lindsay
Davenport, Jan-Michael
Gambill and Martina Hingis.
1
2 3 4
5
6
7
Lance Jeffrey
1 TECHNIQUE & PREPARATION
� Standard Backhand: The players are not rushed and are positioning themselves for a standard two-handed
backhand.
� Posture & Balance: All three possess good posture and dynamic balance as they approach the ball.
� Preparation Style: Notice the different preparation styles: Hingis with racquet head cocked up; Davenport
with the racquet parallel to the ground; and Gambill with low "straight back" backswing.
2
� Backswing: This set of pictures beautifully illustrates the distinct differences in racquet backswing.
� Davenport: Notice how she is opening up her left hand on the grip. This is extremely unusual--definitely a
personal style.
� Gambill: He takes the racquet down and back.
� Hingis: Already "lined up," she has planted her back right foot before she transfers her weight into the shot.
3
� Body Position: All three have now "lined up" the body in position for the shot. Each have planted their back
foot and are about to transfer their body weight into the shot. This will generate significant linear momentum.
� Shoulders: All three demonstrate early shoulder rotation. Notice that Hingis and Davenport both approach
the shot with relatively level shoulders, whereas Gambill's front shoulder is dipping down slightly.
� Davenport: She is barely holding the racquet in her left hand!
4
� Backswing: This set of pictures shows the point where they have taken their racquets all the way back. Hingis
and Gambill have a short, compact backswing, while Davenport takes a considerably longer swing at the ball.
� Weight Transfer & Balance: The players have completed their weight transfer to the front foot, and are dis-
playing excellent balance as they start accelerating their racquet forward for the shot.
5
� Head Position: Hingis and Davenport keep their head up and pointed in the direction of contact, which is
technically optimal. Gambill's head is pointed in the direction of contact, however, on this particular shot, his
head is dropping down slightly, which can affect his overall balance.
� Contact Point: All three will contact the ball out in front of their bodies. Hingis, however, has a slightly more
extreme backhand grip and therefore, will contact the ball slightly farther out in front than either Davenport
or Gambill.
6
� Follow-through: Hingis and Davenport have a similar follow-through in that the non-dominant hand has
pushed the racquet head "through and forward" more aggressively. Gambill's follow-through is somewhat laid-
back. This is probably a function of style, and of the two women hitting more aggressive shots.
� Center of Balance: All three players have transferred their weight completely off of their back foot. Consequently,
their center of gravity is directly over their front foot.
7
� Follow-through: The three players end the stroke with a classic wrap around the neck.
� Momentum: Hingis appears to have hit a more aggressive shot than the other two, and her weight and momen-
tum are still coming forward at this stage.
8 Vol. 3, No. 2/2001
Patterns of Play
Backhand by Jai DiLouie Pattern 1 Player A
Players like Lindsay Davenport, Jan- 1
Michael Gambill and Martina Hingis utilize 2
patterns of play, which are linked directly to
their style of play. These are the patterns they 3
build their game around. The best players in
the world also utilize patterns of play in a tac-
tical manner to create offensive opportunities.
Following are a few examples of backhand
patterns of play, which high performance play-
ers use when they are balanced and in control
of the court. From this position, players can
use a more aggressive, offensive shot which can
put their opponent in a defensive position.
Player B
Pattern 1--Deep Crosscourt Pattern 2 Player A
Player A hits a deep crosscourt shot to elic- 3b
it an unforced error from Player B or a shorter 1
reply crosscourt that can be attacked down the
line. 2
3a
When to use: This pattern can be effective
when playing an aggressive baseliner, who
attacks down the line early in the point.
Pattern 2--Deep Down the Line
Player A hits deep down the line to elicit a Pattern 3 Player B
short reply crosscourt from Player B, so the Player A
next shot can be attacked either down the line
or hit behind the opponent for a winner.
When to use: Use this pattern when the back-
hand down the line is the player's strength and
when the intention is to open up the court to
create angles for more room to attack.
Pattern 3--Crosscourt Angle 2a 1
2b 3b
Player A hits a crosscourt angle that forces
Player B to play outside of the sideline. This 3a
pattern inevitably will force the opponent to
try to hit a winner around the net post or try to
counter another angle back crosscourt.
When to use: This pattern can be utilized to
change the dimension of long rallies and force
the opponent to risk first. This pattern is
extremely effective in opening up the court.
Jai DiLouie is a National Coach for USA Player B
Tennis Player Development.
9 Vol. 3, No. 2/2001
ASK THE EXPERT Page Love MS, RD, LD
Do Your Players Use Sports Foods?
Over the last year, I have been surveying tennis teaching snacks and pre-match meal choices, when eating whole
professionals at various national-coaching meetings to find foods may not be available, or are limited when traveling to
out if the players that they coach use sports foods. From the tournaments. Sports foods also are a way to avoid food safe-
results of this survey, it is evident that many players do ty concerns when traveling in foreign countries. These
indeed use sports foods to supplement their training diet. products are shelf stable training foods that can be packed
for travel.
What are sports foods?
Should players beware of certain
Sports foods include sports beverages and conveniently ingredients in sports foods?
packaged food products, such as energy bars, gels and
sport shakes. Most coaches surveyed reported that their Yes. Some ingredients added to sports foods can be dan-
players used sports beverages (Gatorade was the most fre- gerous to the tennis player by overstimulating the heart
quent response) on the court and sports energy bars rate, causing water loss, which increases the risk for dehy-
(PowerBar was most often mentioned) to help meet energy dration, and potentially causing positive drug test results.
needs and between-match nutrition needs. Many coaches The most common ingredients to be cautious about are:
also reported using sports beverages before and after play
to meet pre- and post-match hydration needs. Very few Bee Pollen--It can cause allergic reactions in players
coaches reported the use of high carbohydrate sports allergic to bees.
drinks, energy gels or shakes. Other products common-
ly used were Powerade, Fruitopia, Clif Bars, Caffeine--Found in many commercial drinks, it can
Nutrigrain Bars and SlimFast Bars. A very small seg- cause dehydration and increase the risk for heat ill-
ment of the coaches surveyed did not recommend ness and muscle cramps.
use of sports beverages or packaged foods at all.
Creatine--It is theorized that creatine
How are sports foods helpful to improves strength and power potential for short
the tennis player? bouts of anaerobic movements. Some high car-
bohydrate beverages should not be consumed
These food sources can help the tennis on the court due to the inclusion of creatine.
player meet the demanding training diet
needs for energy. Specifically, they ful- Current research has not deemed creatine to
fill carbohydrate and protein needs, as directly enhance tennis performance.
well as supplementing the diet during Tennis players should avoid beverages
tournament play. They service on- containing creatine due to the lack of
court nutrition needs, and are useful evidence of its safety, long-term effi-
for both quick pre- and post-match cacy and research available on
energy and hydration sources. younger athletes.
DHEA and Androstene--They
It is currently recommended that are hormone-like compounds that
athletes consume 30-60 grams of car- can negatively effect the liver and
bohydrate per hour of exercise to other organs and potentially cause
meet energy demands of match play. positive drug tests.
Sports beverages especially help to Ma Huang or Ephedrine--They
meet these needs by providing dilut- are amphetamine-like herbal sup-
ed forms of carbohydrates in liquid plements that can overstimulate the
form. Food sources are preferred heart, increase the risk for heat ill-
components of the general daily ness and muscle cramps and cause
training diet, but often tennis players, death.
because of training schedules, travel
and multiple match play demands, are Overall Tips to Consider
not able to find appropriate and in Using Sports Foods:
quickly absorbable food and hydration
sources to meet their training diet � Food first! Use sports foods main-
needs. Some sports foods make great ly to supplement a well-balanced
training diet.
� Have your athletes try sports foods
10 Vol. 3, No. 2/2001
Page Love MS, RD, LD
Owner, NutriSport Consulting
USTA Sport Science Committee
Nutrilove@aol.com
away from tournament time. This way they will know how to use � Consult a sports nutritionist or registered dietitian in helping
them to enhance their training diet needs at match time. your players interpret the best use of these sports foods for
� Have your players check the labels for potentially harmful individual training diet needs. One resource is the American
ingredients (described above). Dietetic Association's web site eatright.org in finding a dieti-
� Beware of using high protein energy bars right before or dur- tian in your area.
ing tennis play. These require a lot of water for digestion and
have slow gastric emptying times, so they may cause stomach
upset and nausea. These, however, can be helpful as recovery
food choices for tennis players.
� If players choose energy gels, make sure these are taken with
the recommended fluid amounts. Keep in mind that gels are
much lower in electrolytes than sports beverages.
� High carbohydrate beverages should not be used during ten-
nis play. These are too concentrated in carbohydrates to be
absorbed rapidly and can cause stomach upset. These are
appropriate as recovery beverages.
continued from page 2 ...Coaching Program Update
comprised of the USA Tennis Director of Coaching Education must be completed.
and the Director of Multicultural Development, as well as a USPTA 8. Exceptions: Exceptions to the criteria will be made based
and a PTR representative, will ensure the stated selection philos-
ophy is being met and also will review the selection process. on special circumstances.
In selecting coaches for the program, the USA Tennis Coaching Education and Testing
Education Department will be fair and equitable in choosing the
most qualified applicants who have met the criteria listed below. The education of coaches is founded on the recently estab-
The coaches' playing background will be taken into account. lished Coaching Competencies. The program will be based on a
Consideration will also be given to coaches from diverse ethnic problem-solving approach meant to teach coaches education
and socioeconomic groups as well as geographic location. and sport science concepts in a practical, easy-to-apply manner.
Criteria for Selection: There will be three phases to the education and testing com-
1. Certified: Each applicant must have achieved a USPTA P1 ponent of the program:
and/or PTR Professional level.
2. Coaching Experience: Each applicant must have at least 1. Preparation Phase: Coaches will receive a study guide and
five years of experience coaching high performance players. detailed information on requirements for the "Interactive
3. Sectional Ranked Players: Each applicant must be able to Phase" and projects that must be completed in advance.
verify having been and/or currently is the primary coach of
a specified number of sectional ranked players. 2. Interactive Phase: Coaches will come to a site for seven
4. Nationally Ranked Players: Each applicant must be able to days of interactive learning experiences, including small
verify having been and/or currently is the primary coach of group discussions and practical on-court work. There will
a specified number of nationally ranked players. be a written test and an on-court assessment test.
5. Coach of Successful Players: Each applicant must have
coached players who have gone on to play at all levels of 3. Application Phase: Coaches will be asked to apply their
the game, including collegiate and professional tennis. knowledge from the previous sessions. They will be given
6. Active Developmental Coach: Each applicant must cur- projects to be completed and submitted to the USA Tennis
rently be active in coaching high performance players. Coaching Education Department for evaluation.
7. Sports Science Competency Test (Level One): This test
After completing all three phases of the program, coaches
will receive their certification from the PTR and/or the USPTA.
Please see page 12 for program dates.
11 Vol. 3, No. 2/2001
UNITED STATES TENNIS ASSOCIATION Presorted
Standard
High-Performance Coaching US Postage
7310 Crandon Boulevard
Key Biscayne, FL 33149 PAID
Boston MA
Permit No. 54162
High-Performance USA Tennis High Performance
Coaching Program Dates
� United States Tennis Association
is published quarterly by Program Dates for 2001 and 2002
USA Tennis Coaching Date Location Application Deadline
Education Department
7310 Crandon Boulevard August 14-20, 2001 Los Angeles, CA May 15, 2001
Key Biscayne, Florida 33149 November 12-18, 2001 New York, NY August 15, 2001
January 2-8, 2002 Key Biscayne, FL October 15, 2001
305-365-8782 May 6-12, 2002 Midwest February 15, 2002
Editors Applications for the
Nick Saviano USA High-Performance Coaching Program
Paul Lubbers Ph.D.
are available by contacting
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