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Curriculum Development
for
for
Tennis Professionals
e s o ess o a s
A USPTA Specialty Course
Developed by
Bob Love and Guy Parks
(USPTA Master Professionals)
CURRICULUM
THERE’S
NO SUCH THING
AS
TEACHING!
---
ONLY
LEARNING!
Dr. Eugene P. Smith
GREAT COACHES
SAY
“EVERY TIME YOU
PRACTICE OR COMPETE,
GET BETTER!”
BEGINNING---
IN THE BEGINNING---
HOW DO WE MEASURE SUCCESS?
1. REPEAT BUSINESS?
2 PROFIT?
2.
3. HOW MUCH OUR STUDENTS
PROGRESS?
LEARN AND PROGRESS?
EXHIBIT 1 SKILLS MENU
HOUR ONE:
OUR MISSION:
POSITIVE,
CREATE A POSITIVE,
LEARNING ENVIRONMENT
THROUGH AN
OBJECTIVES-
OBJECTIVES-BASED
CURRICULUM!
CURRICULUM!
INITIATING YOUR CURRICULUM
strategy:
Overall strategy:
1. accomplish.
1 Decide what you want to accomplish.
2 Apply teaching/coaching techniques
2.
it.
to accomplish it.
3. Determine how well
. you did!
phases:
Four phases
1. Analysis
1 A l i
2 Development
2.
3. Implementation
Feedback--Improvement
p
4. Feedback--Improvement
y y going,
If you don’t know where you are g g,
else—
you might wind up someplace else—
d t know it!!!
and not even k it!!!
Questions:
Questions:
1. Is instruction called for in this situation?
2. What topics are worth teaching?
3.
3 Who is the target audience for
this instruction?
. accomplish?
4. What should the instruction accomplish?
5. What does the competent performance
look like?
SELECTION,
For TASK SELECTION,
d
FUNCTION precedes FORM
For LEARNING and
PERFORMANCE,
CONSISTENT PERFORMANCE,
FORM precedes FUNCTION
THE PRO’S CHALLENGE:
CREATE AN ENVIRONMENT IN WHICH A PLAYER
CAN DO THE FOLLOWING:
1. OBSERVE THE PATH OF THE BALL
SKILLS)
(TRACKING SKILLS)
2. MOVE OUR BODY SO THE RACKET HEAD
CAN INTERSECT WITH THE PATH OF THE BALL.
FOOTWORK)
(FOOTWORK)
3. CREATE A RACKET PATH SO THE BALL
MUST GO OVER THE NET.
FORM)
(FORM)
EXAMPLE
QUESTION:
WHY DOES A BALL GO OVER THE NET ?
FUNCTION)
(FUNCTION)
ANSWER:
BECAUSE IT HAS TO!
( )
(FORM)
LONG
PATH/FORM AXIOM
IF THE PATH OF THE RACKET
CORRECT,
IS CORRECT,
THE NET VANISHES!
OLD Saying”
“OLD Saying
LONG!
PROS MISS LONG!
NET!
“HACKS” MISS IN THE NET!
TARGET POPULATION DESCRIPTION
Describes the students at whom your
instruction is aimed.
The Instruction Formula
What they need to be able to do −
What they can already do =
INSTRUCTION
(Review your task analysis)
(Review target description)
GOAL ANALYSIS
GOALS: t t t f intent
GOALS: BROAD statements of i t t
dealing with abstract expectations.
Examples:
grow game”.
1. The program should ”grow the game .
2. The program should motivate our
members to play more tennis.
NOTE: GOALS CAN NOT BE TESTED!
DEVELOPING OBJECTIVES
CHARACTERISTICS:
1. student.
1 An objective says something about the student.
. performance.
2. An objective describes student performance.
means.
3. An objective is about ends rather than means.
4. An objective describes the key conditions
under which the performance occurs.
(Such as in practice or competition).
.
5. An objective describes the standard of
acceptable performance which tells how well
someone must perform before you will co s de
so eo e ust pe o be o e consider
objective.
that person competent on that objective.
STATEMENT of an OBJECTIVE:
Following (1)
“Following this _(1)_ the student should be able
__(2)__ _(3)__.”
to __(2)__ under the conditions of __(3)__.”
(1) Private lesson, group lesson, class, match, etc.
(2) Perform a specific task such as stroke a topspin
cross-
backhand cross-court or simply change the
scorecard at the end of a game.
(3) Practice, league match, tournament match, etc.
Tool: TASK CARDS
During the match “THOUGHT FOR THE DAY!”
TASK CARD
TURN THE SCORECARD
Signal before each serve.
Style 1: AFTER EACH GAME.
Serve/volley rush/crush
(PUT 2: LAST rush
StyleTHEDelay GAME
BEHIND (run
Style 3: Baseline YOU!)patterns)
Notice
to: all coaches
ALL COACHING COMMANDS
MUST BE
PHYSICAL!
CONCENTRATE!
Example: “CONCENTRATE!”
Tool: FLOW CHARTING
AFTER the match: EVALUATE MOMENTUM
BENEFITS
1. Evaluate momentum (match flow).
2. Evaluate critical situations.
a Risk taking
a.
b. Point planning (style selection)
3. IT’S EASY! (SO SIMPLE A PARENT
CAN DO IT!)
EXHIBIT 2 FLOW CHARTING GUIDE
Tools:
match—
During the match— TASK CARDS
After the match --- FLOW CHARTING
Exhibit 18: Jr. Grand Prix
SKILL HIERARCHIES
Concerns:
Concerns:
first?
1. What should I teach first
2. What should be the sequence of modules
(lessons) thereafter?
( )
3. Are there skills that MUST be learned BEFORE
other skills can be attempted?
IMPROVE?
4. What else can the student do to IMPROVE
(Example: Homework on rules)
COURSE PREREQUISITES
A prerequisite is a skill that someone
must have in order to fully benefit
from your instruction.
* * * CONCEPT COMPRESSION * * *
( bt
EXAMPLE: (Exhibit 3)
Lesson 1—30 minutes to introduce a concept.
Lesson 2—20 minutes to revisit the concept.
review.
Lesson 3—10 minutes to review
4—(skill
Lesson 4 (skill acquired) 5 minutes as part
warmup.
of a warmup
Exhibit 3
Jeffersonville Summer Tennis Camp
J ff ill S T i C
DAY ONE: HIGH SCHOOL
7:30—7:50 Warmup and stretching
7:50—8:40 ANGULAR PLACEMENT
EARLY—ACROSS THE BODY
EARLY ACROSS
SQUARE—STRAIGHT AHEAD
LATE—AWAY FROM THE BODY
DRILL 1: COACH CALLS PLACEMENT
DRILL 2: PLAYER CALLS PLACEMENT
---------------------------------------------------------------------------------
RUN-ACROSS DRILLS (2 BALLS) STARTING FROM CORNER
DRILL 3: FOREHAND SQUARE—SQUARE
DRILL 4: FOREHAND SQUARE---EARLY
DRILL 5: FOREHAND AWAY---SQUARE Q
DRILL 6: FOREHAND AWAY---EARLY
DRILL 7: BACKHAND SQUARE—SQUARE
DRILL 8: BACKHAND SQUARE---EARLY
DRILL 9: BACKHAND AWAY---SQUARE
DRILL 10: BACKHAND AWAY---EARLY
AWAY EARLY
------------------------------------------------------------------
START AT CENTER MARK
DRILL 11: FOREHAND SQUARE, BACKHAND SQUARE
DRILL 12: FOREHAND EARLY, BACKHAND SQUARE
DRILL 13: BACKHAND EARLY, FOREHAND SQUARE
Exhibit
E hibit 3
Jeffersonville Summer Tennis Camp
DAY ONE: HIGH SCHOOL
8:40—9:30 PATTERNS: HITTING IN NUMERICAL ORDER
ONE: 2-1, 1-2, 1-1
DAY ONE 2 1 1 2 DOUBLE 1 1
DRILL 14: COACH CALLS PATTERN
( )
(HITS ALL SHOTS TO FOREHAND OR BACKHAND)
DRILL 15: PLAYER CALLS PATTERN
(COACH VARIES SIDE OF FEEDS)
“IN A NUTSHELL”
OBJECTIVES-
OBJECTIVES-BASED TEACHING IS
1. Deciding specifically what skills
you want the student to perform.
2. Creating a criterion test to show
the student has learned the skills.
3. TEACHING THE TEST!
OU 2:
HOUR 2:
TENNIS-
TENNIS-SPECIFIC DEMANDS FOR
CURRICULUM DESIGN
On-
Components of On-court Instruction
ON-
A. LEVELS OF ON-COURT LEARNING
Coach-
LEVEL 1: Coach-assisted learning
LEVEL 2: Cooperative learning
p q
LEVEL 3: Competitive skill acquisition
LEVEL 4: Competitive feedback
B. FORMATS and ASSESSMENT of
ON-
ON-COURT INSTRUCTION
1.Group
1.Group Lesson
• a. Needs assessment
• b. Goals
• c. Objectives
1 Group Lesson (continued)
1. G L ( ti d)
• d. Testing/Rewards
• e. Understanding pro/student
interaction
• f. Lesson plans
• g. Pro’s management skills
* Time
* Planning
*P l
People
• h. Feedback
• i. Safety
B. FORMATS and ASSESSMENT of ON-COURT
ON-
INSTRUCTION
2. Semi-private (“Power T o”)
2 Semi-pri ate (“Po er of Two”)
3. Private
4. Carnivals, Play Days, Promotional events
a. FUN!!!
b Testing/Rewards
b. Testing/Re ards
c. Promotion
d. PRO—
d ADVANTAGE PRO—the “DROP IN” FORMAT
e. WHY? GROW THE GAME!!!
5.
5 Day and overnight camps
a. ALL OF THE ABOVE
b. d
b CLOSE SCRUTINY and FOLLOWUP
c. A MAJOR OPPORTUNITY FOR SUCCESS!!!
6. Fast Feed Clinics
CAVEAT!
CAVEAT! –
C C S
PRACTICE MAKES
PERMANENT!!!!!
PERMANENT!!!!!
CURRICULUM DEMANDS
1. STAFF DEVELOPMENT
2. T l demands (time management)
2 Temporal d d (ti t)
3. Facility development (backboards)
(on-
4. Equipment (on-court teaching devices)
FOLLOWSHIP!
5. LEADERSHIP and FOLLOWSHIP!
CARING!
6. FELLOWSHIP and CARING!
7. PROFESSIONALISM
a. DYNAMIC approach
b. BUILDING A SOLID FOUNDATION
b U G SO OU O
cracks!)
(Only noticed when it cracks!)
CURRICULUM DEMANDS
( )
(CONTINUED)
8. CONTINUAL FEEDBACK FROM
MEMBERS AND STAFF
9.
9 REVISITING TEACHING/LEARNING
METHODS
GO!
10. OUR FUTURE – GROW OR GO!
DEVELOPING YOUR CURRICULUM
OFF-
OFF-COURT INSTRUCTION
• 1 R l of Pl
1. Rules f Play
• 2. The Code
• 3 Tournament (Jr.
3.Tournament Regulations (Jr Handbook)
• 4. Etiquette
• 5. History and tradition
y
• (off- on-
6. Safety (off- and on-court)
• 7. Charting Performance (Flow Charting)
• (video-
8. Analyzing mechanics (video-tape)
• 9. Inner game of tennis (Contact Theory)
OFF-
OFF-COURT INSTRUCTION
• 10. Mental training Examples: Relaxation training,
between- behaviors change-
between-point behaviors, and change-over
routines.
• 11. Nutrition
12.
• 12 LANGUAGE DEVELOPMENT
(“forced” becomes “unforced”)
• 13. Conditioning (periodization)
14. Strength training
• 14 St th t i i
ON-
• 15. Preview of the ON-COURT topics and drills.
sequences.
Examples: Lobbing, patterns, and sequences.
• 16. Formats: “Skull sessions”, Program inclusion,
RAINY DAYS
• 17. PARENTAL INVOLVEMENT
CRITERION TESTS
1. OBJECTIVE EVALUATION
A. Each item matches the objective in
PERFORMANCE.
B. Each test item matches the objective in
CONDITIONS.
TARGET: MEET OBJECTIVE BY
TARGET:
TEACHING THE TEST!
2. THE PRO’S NEED:
ADMINISTRATION)
(EASE OF ADMINISTRATION)
• REINFORCEMENT AWARENESS
1. Extrinsic
a. Verbal --- “NICESHOTITIS”
Non-
b. Non-verbal
c. Awards
2. Intrinsic
a
a. Positive aspects
b. Negative aspects
3. Determining WHAT BEHAVIOR i going
3 D t i i is i
to be reinforced.
Example: FORM without fear!
WHY “FORM”?
1. Valid (situation specific)
Biomechanics—
2. Biomechanics—efficient and safe
3. Looking and feeling “GOOD!”
EXHIBIT 4 FORM WITHOUT FEAR
PROS:
PREREQUISITES for PROS:
g
1. ANALYZE and MEET the students’ goals and needs!
(non-
a. Recreational (non-competitive)
b. Recreational (competitive)
Varsity d/ j i it
c. V it and/or junior varsity
traveling)
d. Tournament (local or traveling)
g (
e. College Tennis (HIGH PERFORMANCE) )
2. BE PREPARED for “AHA!” experiences!
3. BE ORGANIZED — have lesson plans and
student handouts
CREATING THE LESSON PLAN
1. Review the objective.
f
2. Review the description of relevant
practice for that objective.
3. Remember your target population and
what they can already do when they
start the lesson module.
LIST of MODULE CONTENT
• a Objective
a.
• b. Criterion Test
• Description of relevance (rationale)
c. D i ti f l ( ti l )
• d. Explanation of the task and examples
of the final product of the performance
e. objective-
• e Review objective-based practice
• f. Feedback
CURRICULA for ADULTS
ASSESSMENT---simply
1. NEEDS ASSESSMENT---simply ASK!
2. EVALUATION OF ADULTS:
PLAYER FORM”
“PLAYER EVALUATION FORM
----------------------------------------------------------------------------------------------------------------------
ADULTS:
3. THE PRO’S EXPECTATIONS FOR ADULTS:
Based on NEEDS and EVALUATION!
--------------------------------------------------------------------------------------------------------------------
PRO:
4. THE ADULT’S EXPECTATIONS FOR PRO:
Socialization, Listening, Improving skills,
Exercise, Impress the pro!
EXHIBIT 5
COLUMBUS-
THE RACQUET CLUB OF COLUMBUS--“PLAYER EVALUATION FORM”
NAME: Student CONSISTENCY:
DATE: January 18, 2004 FIRST SERVE: When toss out in front much more made.
SERVE: SECOND SERVE: Needs more leg action, toss in front,
READY POSITION: Good spin acceleration
GRIPS: Excellent CONSISTENCY OVERALL: When the toss is in front more, more
STANCE: Good better leg action and more spin on the second serve, serve
RACQUET POSITION: Good works very effectively. Placement is a weapon.
POSITION ON THE BASELINE: Adjusts well SPIN:
ROUTINE: S LICE: Good wide slice, and body slice, needs second
BOUNCE BALL: Consistent slice serve improvement
AIM: Improving with target practice both first and TOPSPIN: Not as confident yet with acceleration and
second serves height
CALL SCORE: Fine PLACEMENT:
STROKE: MIDDLE: Good
BACKSWING: Excellent length and momentum BODY: Getting better
DROP Very l
RACQUET HEAD DROP: V i
loose swing WIDE: G d li
WIDE Good slice
CONTACT POINT: More in front of body, improving IN THE NET: Still worst miss
HEIGHT OVER NET: Improving percentage over the LONG: Misses long when the toss is not in front enough
net WIDE OF COURT: Does not miss wide often
FINISH: Very long momentum swing POWER:
TOSS: LINEAR MOMENTUM: When toss is far enough in front
HEIGHT: Very good control ANGULAR MOMENTUM: Great body turn on serve for
PLACEMENT: Improved to the right and forward acceleration
MOTION: Excellent RACQUET HEAD SPEED (ACCELERATION): Improving,
good now can be great
COMMENTS: Serve can become more of a weapon with more
linear momentum from using legs to create ground force as
she turns on the ball. More spin on serve will help her with
consistency to improve force.
CURRICULA for ADULTS
5. FOUR KEYS TO SUCCESS WITH ADULTS
RESPECT GENDER DIFFERENCES!
• 1. ______________________________________
INDIVIDUAL LEARNING STYLES
• 2.
2 ______________________________________
CONCERN FOR THE INDIVIDUAL
• 3. _______________________________________
CREATING THE “WOW” EXPERIENCE!
• 4. ________________________________________
-----------------------------------------------------------------------
6. LESSON LEVELS:
g
BLEND Pro’s Knowledge with
ADULT/STUDENT’S Perceptions
CURRICULA for ADULTS
7. LEARN AND PLAY:
TEACHING PEOPLE TO PLAY THE GAME.
_____________________________________________
8. LEAGUES: (Intra l b l
(Intra- )
8 CLUB LEAGUES (I t -club leagues)
SOCIALIZATION, INTRODUCTION TO COMPETING
_____________________________________________
INTER-
9. INTER-CLUB PLAY:
TRAVEL/SOCIALIZED TEAM COACHING
____________________________________________
CURRICULA for ADULTS
10
10. USA ADULT/GCTA LEAGUE TENNIS:
OPPORTUNITY for COMPETITIVE SKILLS
ACQUISITION and COMPETITIVE FEEDBACK!
_______________________________________
11. REWARDS:
POSITIVE FEEDBACK IN MANY FORMS.
_____________________________________________________________________________________________
CURRICULA for ADULTS
( )
12. ADULT PROGRAM: (See exhibit 6)
NAMING THE CONCEPTS!
__________________________________
13 ADULT COMPETITIVE SKILLS PROGRAM
13.
(Exhibit 7)
CREATING A UNIQUE LEARNING
ENVIRONMENT!
____________________________________________________________________
Exhibit 6 (Excerpt)
MONDAY DAYTIME: 4.0 women’s practice/drill 12:00-1:30 p.m.
MONDAY NIGHTS:
***Adult career Beginner (1.5/2.0 Level) clinic 6:00-7:00 p.m.
*** Adult career Advanced Beginner (1.5/2.0 Level) clinic 7:00-
8:00
8 00 p.m.
G.C.T.A. 4.0 Career women matches 6:30-8:30 p.m.
G.C.T.A. 3.5 Career women matches 6:30-8:30 p.m.
p
G.C.T.A. 3.0 Career women matches 6:30-8:30 p.m.
G.C.T.A. Men’s open matches 6:30-8:30 p.m.
TUESDAY DAYS: 3.0 Women’s G.C.T.A. practice/drill 11:30-1 p.m.
(1 5 2 0 12:00-1:00 p.m.
*** Adult Beginner (1.5-2.0 Level) clinic 12:00 1:00 p m
G. C.T.A. 3.5 Women’s match play 9:00 – 11:00 a.m.
EXHIBIT 7 ADULT COMP SKILLS PROG
ADULT COMPETITIVE SKILLS PROGRAM
FORMAT: three-
FORMAT: The ACSC will consist of three three-hour sessions taught in
group-lesson format. Due to the physical nature of the sessions, they
group-
will be held on different days.
one s
PREREQUISITE: A serious desire to develop one’s competitive skills skills.
-----------------------------------------------------------------------------------------------------
CAMP I: “PREP, PATTERNS, and STYLES OF PLAY”
TOPICS 1 A l l t tt d th i
TOPICS: 1. Angular placement, patterns, sequences and their
integration into a winning game.
2. State-of-the-art methods for preparation for play and
between-point techniques.
3. Training in the three basic styles of play and their
g
inclusion in a model for winning tennis.
3:
HOUR 3:
CURRICULA for JUNIORS
NEEDS-
(NEEDS-BASED)
Under-
Under-10 Curriculum
Level 1: Basic motor skill acquisition
Level 2: GET ACQUAINTED
(Hit-and-
(Hit-and-Miss Class)
Level 3: Basic tennis skills (Hitters Class)
Level 4: Learn to play (Strokers Class)
Level 5: Prepare to COMPETE!
(Ankle-
(Ankle-Biter Challengers)
Testing/Rewards
Level 1: No testing – socialized rewards
Level 2: Testing (exhibit 8) – Certificate +
Wall of Fame
Level 3: Testing (exhibit 8) – C tifi t +
L l 3 T ti ( hibit Certificate
Wall of Fame
Level 4: Testing (exhibit 10) – Certificate +
Wall of Fame
Level 5: Testing (exhibit 10) – Certificate +
Wall of Fame
Exhibit 8
U d -10 T ti P
Under- Testing Program Skills Tests
Under Skill T t
Qualifying Scores
TEST Procedures HIT & MISS HITTERS
p
1. Tap downs g g p p
Using a forehand grip, tap a tennis ball 10 min. 20 min.
down to the court surface. (Consecutive hits)
2. Tap ups Using a forehand grip, turn the racket palm 1 0 min. 20 min.
up, and tap the ball up in the air. (Cons. hits)
3. Drop and hit
3 D d From the service line, player drops a ball and
F th i li l d b ll d 10/20 16/20
Forehands hits it over the net inside the singles lines.
4. Names of lines Player starts at “T” and moves to 10 different places 8/10 10/10
named by the instructor. The overall list includes the following: Baseline,
line line, line, alley, forecourt, net,
service line, singles side line doubles side line alley forecourt net center
mark, center strap, net posts, center service line, backcourt.
5. Forehand Player at “T”—pro tosses ball and player hits forehand 10/20 16/20
Placement over the net inside the singles lines.
6. Backhand Player at “T”—pro tosses ball and player hits backhand 10/20 16/20
Placement over the net inside the singles lines.
7. Forehand Wall Player hits forehands off a wall with ALL or STAR 10 min. 20 min.
Test BALL above a 3-foot line. Backhands are not counted but rallying continues.
8. Backhand Wall Player hits backhands off a wall with ALL or STAR 10 min. 20 min.
Test BALL above a 3-foot line. Forehands are not counted but rallying continues.
Exhibit 8
Under-
Under-10 Testing Program Skills Tests
--------------------------------Hitter Skills Tests-------------------------------
Qualifying Scores
TEST Procedures HITTERS
9. Overs and Using a forehand grip (with two-hand support if needed), - 10 min.
Unders the player keeps a ball in the air by alternating forehand and backhand faces.
10. Drop and hit From the service line, player drops a ball and hits 16/20
Backhands a backhand over the net inside the singles lines.
11. Forehand From a spot 6’ from the net and on the center service 10/20
Volleys (Short) line, the player hits forehand volleys inside the singles service lines.
12. Backhand From a spot 6’ from the net and on the center service - 10/20
Volleys (Short) line, the player hits backhand volleys inside the singles service lines
.
13. Wall Test Using a STAR BALL, player hits 25 consecutive shots over a 3’ line. 25 min.
(Combined) BOTH forehand and backhands count with one bounce only. only
14. Rally Test Hitting with an instructor, the player rallies by hitting 10 consecutive 10 min.
shots using a STAR BALL. Player should start at service line and this should
be strictly “Shorty Tennis”.
This completes the HITTERS TEST.
Exhibit 10
“Your Club” Junior Testing Program -- Information Sheet
objective,
Scope: The tests are objective and students can move from one level to
another easily. NO subjective values are included in the evaluations.
Topics: Serving, forehand and backhand groundstrokes, forehand and
backhand groundstroke wall testing, forehand and backhand volleys, rallying,
lobbing, dropshots, overhead smash, patterns, and match play combinations
(such as styles of play and draw series) are some of the possible topics.
Skill Levels: Beginner, Intermediate, and Advanced scoring targets are set for
skill
each skill.
Scorekeeping: A sample score sheet is shown in Exhibit 11 and multiple
colored dots are used to designate each level. When a player completes the
tests at any skill level, he or she will be rewarded.
y ,
SUPERSTAR: A player who completes all the skills at a beginner skill level
would be designated a “Beginner SUPERSTAR” and receive a very nice
certificate to commemorate that achievement. Intermediate and Advanced
ill l b d d
SUPERSTAR will also be awarded.
Under-
Under-10 Curriculum
Competitive Feedback
Speed-
Example: Speed-ball doubles league day camp
Additional valuable resources
USPTA LITTLE TENNIS PROGRAM
Mr. PEE WEE Tennis
PLAY,
LEARN to RALLY and PLAY, USTA PUBLICATIONS
USA TENNIS CARTOON NETWORK TENNIS CLUB
PARENT-
THE PARENT-CHILD PARTNERSHIP
GROWTH---TOGETHER!!!
GROWTH---TOGETHER!!!
SKILLS FOR TENNIS!
MEMORIES FOR LIFE!
EXHIBIT 12 Parent’s Guide
Under-12 Curriculum
OBJECTIVES-
OBJECTIVES-BASED DEVELOPMENT
1. Beginners
1 “POINTS” —B i
“GAMES”
2. “GAMES” —Advanced Beginners
3. “SETS” – Intermediate + NOVICE LEAGUE
4.
4 JUNIOR VARSITY (PROGRAM) + League
+ Local Tournaments
5. travel)
5 JUNIOR TOURNAMENT PROGRAM (travel)
Under-
Under-12 Curriculum
6. Dual matches versus other clubs
7. Junior leagues
(Jr. World Team Tennis, USA Team Tennis)
8. Junior Grand Prix development tournaments
(non-sanctioned)
(non-
NOTE: These events (6, 7, and 8) were regarded as
opportunities for coaches to give COMPETITIVE
FEEDBACK, develop specific competitive skills,
for juniors to meet others.
MOST IMPORTANT
JUNIORS
SHOULD
HAVE
FUN!!!
Under- Curriculum:
Under-14 Curriculum:
Sa e above
1. Same as abo e
2. SENIOR TOURNAMENT PROGRAM
Highly-
Highly-skilled, sectional,
national-
and national-caliber
players were allowed in this group.
Under- Curricula:
Under-16 and 18 Curricula:
1. High school and adult skills classes
2. VARSITY — develop competitive skills
for high school tennis
g
3. SENIOR TOURNAMENT PROGRAM
Dual matches, summer tournament travel,
Jr. league.
Jr Grand Prix development league
PLEASE NOTE: Players in the Junior and Senior
Tournament programs were ALWAYS accompanied
by a club pro/coach to every possible event.
WHAT S
WHAT’S IN A NAME?
1973 “EXCELLENCE”
PROGRAMS
COMPETITIVE SKILLS PROGRAMS
“JUNIOR DEVELOPMENT”
PROGRAMS
HIGH PERFORMANCE
Competitive Skills Programs
Rationale—
Rationale—you need to acquire competitive skills
before you can pursue excellence.
Examples: Senior CSP (high school age)
(under-
Junior CPS (under-high school age)
“Jr. World Team Tennis League”
Exhibit 1: Competitive Skills Menu
Exhibit 13: Competitive Skills Program Handout
Competitive Skills Programs
Exhibit 1 (EXCERPT)
FOREHAND VOLLEY TECHNIQUES BACKHAND VOLLEY TECHNIQUES
_____ Let the strings do the work _____Let the strings do the work
_____BLOCK volley _____BLOCK volley
_____PUNCH (PUSH) volley _____PUNCH (PUSH) volley
_____DRIVE (SWING) volley _____DRIVE (SWING) volley
_____”DUMP” (TAP) volley _____”DUMP” (TAP) volley
_____ LOB volley _____ LOB volley
_____ BODY volley _____ BODY volley
_____CONTINUATION techniques
GENERAL TOPICS
Safety
_____Safety Pocket Theory End wind
______ End-wind Theory
_____Rally (Contact Theory) _____ Verbalization
_____Depth Placement _____ Angular Placement (Early, Square, Late)
_____Patterns (21, 12, 11, 30) _____ Sequences
R s Rejoice,
_____ Controlling match tempo (4 R’s—Rejoice, Relax, Regrip, Reload)
( )
Exhibit 13 (EXCERPT)
JUNIOR COMPETITIVE SKILLS PROGRAM HANDOUT
By Bob Love USPTA
Schedule
(5) Stretching, sprint, and relaxation exercises
(10) Frontal-movement drills
Drop shot pickup (hands to ball---wrist over net)
Groundstroke groundstroke volley
Groundstroke—groundstroke—volley
Groundstroke—Volley—Volley
Volley—Volley---Volley
-------------------------------------------------------------------------------------------------------------
(3) Review of angular placement
(5) Angular placement drills
From center
From corners
(2) Review of Patterns and naming Sequences
(5) Pattern and Sequence drills
From center
F t
From corners
JUNIOR WALL OF FAME
(“Reinforcement Central!”)
(“Reinforcement Central!”)
1. Skills Test Progress Charts
Exhibits 9 and 11
2. Program Info
3. Awards (certificates,
patches, etc.)
4. Photos
SKILLS TESTING PROGRAM
8-
(Exhibits 8-11)
no-
This program provided a no-nonsense way of
monitoring progress and providing feedback at
every level of development.
.
VARSITY TEAM TENNIS CAMPS
(Exhibits 14 and 15)
Create a unique program for a high school
coach.
team with the input of the coach.
.
Exhibit 15
VARSITY TENNIS CAMP PROGRAM
Sample Program Schedule
Format
The regular Varsity Tennis Program sessions will meet from 8 to 10 am
Friday Custom
Monday through Friday. “Custom” varsity team camps can meet at other
two-
two-hour intervals. In order to avoid rainouts, training will be indoors. indoors.
-------------------------------------------------------------------------
Schedule
Monday:
Monday: 8 to 9 Fear—
Form Without Fear—forehand and backhand
groundstrokes
9 to 10 Competitive Volleying
Tuesday:
Tuesday: 8 to 9 Monday s
Review of Monday’s Skills
9 to 10 Competitive Serving and Service-Return Service-
techniques
Wednesday:
Wednesday: 8 to 9 Review of skills
to Styles f Play
9 t 10 St l of Pl
Thursday:
Thursday: 8 to 9 Review of skills
Counter-
9 to 10 Lobbing and Counter-lobbing techniques
Friday:
Friday: 8 to 9 Review of skills
Take-
9 to 10 Take-home Drills Package
.
Exhibit 14
VARSITY TENNIS CAMP PROGRAM
“CUSTOM” PROGRAM DESIGN MENU
TOPICS
FEAR—
1. FORM WITHOUT FEAR—Forehand and backhand groundstrokes
2. COMPETITIVE VOLLEYING
3. COMPETITIVE SERVING
4 SERVICE-
4. SERVICE-RETURN TECHNIQUES
5. PATTERNS FOR WINNING
6. COMPETITIVE LOBBING
7 COUNTER-
7. COUNTER-LOBBING TECHNIQUES
8. “SO YOUR OPPONENT’S COME TO NET”
9. STYLES OF PLAY
10. MANAGING TEMPO AND MOMENTUM
11. CONDITIONING AND PHYSICAL SKILL DEVELOPMENT
WHAT ABOUT YOUR PROGRAM?
Curriculum Development Process
1)Select
1) Select topics for your students to learn.
2) Determine the standards that will indicate that
the student has acquired the skill.
3) Create a criterion test to show that the student
has acquired the skill.
4) TEACH THE TEST!
5) REWARD SUCCESS!
Exhibit 19
Your Sports Country Club
Basic Skills Testing Program
“points”
• Under:
(10 and Under: Use foam balls 10:
Over 10: Transitional balls)
• TEST Procedures Qualifying Score
• 1. Tap downs: Using a forehand grip, tap a ball down to 10
• the court surface. (Consecutive hits)
• 2. Tap ups: Using a forehand grip, turn the racket palm up 10
• and tap a ball up in the air. (Consecutive hits)
• 3. Flips: Using a forehand grip, player alternates tap downs and ups. 10
• two-
4. Over/Unders: Using a forehand grip (with two-handed support 10
• if necessary), the player keeps the ball by alternating
• forehand and backhand face
• Lines:
5. Names of Lines: Player starts at “T” and moves to 10 different places 8/10
• named by the instructor. The overall list includes the following:
• Baseline, service line, singles side line, doubles side line, backcourt,
• center service line, forecourt, net, center mark, center strap, net posts.
• Test:
6. Wall Test: Player hits groundstrokes above a 3’ line. 10
Your Sports Country Club
Basic Skills Testing Program
“games”
• (Use Transitional Balls)
• TEST Procedures Qualifying Score
• 1. Tap downs: As above 20
• 2. Tap ups: As above 20
• 3. Flips: As Above 20
• 4. Over/Unders: As Above 20
• 5.
5 N
Names of Lif Lines: As Above
A Ab 10/10
• 6. Wall Test: As Above 25
• -----------------------------------------------------------------------------------------------
• 7. Forehand Volleys: From a spot 6’ from the net and on the 10
• service line, the player hits forehand volleys inside the singles service lines.
, p y y g
• 8. Backhand Volleys: From a spot 6’ from the net and on the 10
• service line, the player hits backhand volleys inside the singles service lines.
• 9
9. “T”
SSV MINI: From “T”, player hits two forehands crosscourt and 12
• two straight ahead. Then two backhands crosscourt and two straight ahead.
Player gets 2 points for proper placement and 1 for other half of court.
Bonus (1 point) if 2nd bounce is beyond the baseline. (24 possible points)
• 10.
10 area
RALLY: Rally with a coach or other player in the forecourt area. 10
Your Sports Country Club
Basic Skills Testing Program
“sets”
• (Use Transitional or Regular Balls)
• TEST Proced res
Procedures Qualifying
Q alif ing Score
• 1. Forehand Volleys: From the “T”, the player steps forward 10
• and hits forehand volleys inside the singles service lines.
• 2. Backhand Volleys: From the “T”, the player steps forward 10
• and hits backhand volleys inside the singles service lines.
• 3. MINI:
SSV MINI: From “T”, player hits two forehands crosscourt 16
• dt t i ht h d Th t b kh d
and two straight ahead. Then two backhands crosscourt andt d
• two straight ahead. Player gets 2 points for proper placement
• and 1 for other half of court. Bonus (1 point) if 2nd bounce
• is beyond the baseline. (24 possible points)
• 4. RALLY:
RALLY: Starting from the baseline, rally from behind the service 15
• line. Do not count volleys or forecourt hits.
• 5. Serving:
Serving: From the baseline, serve 10 points into alternate courts. 8/10
• 6. Rules:
Rules: Explain how a game is played and how to keep score for 10
• games and sets.
2008 NAMES meet NEEDS
Racquet Club of Columbus
RECREATIONAL PATHWAY
3-
Cartoon Network Tennis Club (Ages 3-6)
(7-
POINTS (7-9)
GAMES
SETS
TEEN PLAYER ACADEMY
Jr. VARSITY Development
VARSITY Development
2008 NAMES meet NEEDS
Racquet Club of Columbus
COMPETITIVE PATHWAY
CARTOON NETWORK
FUTURE STARS
STARS
SUPER STARS
HIGH PERFORMANCE
JR. HIGH PERFORMANCE
SPECIAL POPULATIONS
Example: Using a serving model to promote sequencing skills.
SPECIAL POPULATIONS
TYPES: (USA TENNIS Special Populations Program)
(Exhibit 16)
1. Developmentally Disabled, CP, Autism, ADD
At-
2. At-Risk, Learning Disabled
Disabled- Dystrophy,
3. Physically Disabled-MS, Muscular Dystrophy,
Traumatic Brain Injury, Arthritis
4. Consumers of Mental Health Services
5. Hearing impaired
WHEELCHAIR TENNIS -- ANYONE?
GIVING WONDERFUL
PEOPLE
TIPS and TARGETS
SPECIAL POPULATIONS
(“SUCCESS”)
PROFESSIONAL DEVELOPMENT: Learn how to
define d t li
d fi “SUCCESS” and actualize it!
TEACHER ASSETS: Patience in teaching skills,
Progress slowly, Persevere
WHY? 1. Altruism
2. Expand our teaching horizons
3. Help us help others carry out a
j y
journey to SUCCESS!
Hour
Ho r 4
ACTUALIZING YOUR CURRICULUM
SUCCESS — WHAT IS IT?
SUCCESSFUL INSTRUCTION
objectives.
1. Students accomplish instructional objectives.
2. Students to l h t th
2 St d t are eager t apply what they
have learned!
3.
3 Students are eager to learn MORE!
4. Students can speak coherently about what
y
they have learned.
SUCCESSFUL INSTRUCTION
CONSEQUENCES OF INSTRUCTION
1. Learn to identify desired student
performances.
2. Learn to identify the favorable and, perhaps,
“AH-
have novel “AH-HA!” experiences.
3. Check your performance (videotape the
l t i ti )
lesson to see YOU in action)
PEOPLE SEE –
PEOPLE DO!
Learning by imitation
place
WILL take place.
BE A POSITIVE
ROLE MODEL!
TAKE A FRESH LOOK!
-----AT
-----AT BIOMECHANICS AND STROKE PRODUCTION!
Examples: FORM Without FEAR
MODERN TENNIS STROKES
TAKE A FRESH LOOK!
-----AT
-----AT LEARNING of BASIC SKILLS!
Toss-Volley- on-
Example 1: Toss-Volley-Catch (2 levels of on-court learning)
L l (coach-
( h i t d) P toss-Student Volley-Pro t h
t V ll
Level 1 (coach-assisted): Pro toss-St d t Volley-P catch
toss- Volley-
Level 2 (cooperative): Student toss-Student Volley-Student
catch
( ) 2- volleys-p
y
Level 1 (extension): Pro toss 2-2 volleys-pro catch both
2— volleys—
Level 2 (extension): Student toss 2—2 volleys—student
catches both
p ( ) ( on- g)
Example 2: Groundstroke (GS) then lob (4 levels of on-court learning)
feed— GS---pro volley—
Level 1: Pro feed—student GS---pro volley—student lob
(high BH)
feed- GS- volley-
Level 2: Student (at net) feed-student GS-student volley-
student lob
Level 3: As level 2 + lobber rushes net to create REVERSAL
Level 4: Use REVERSAL as a tactic in competition and chart its
success and observe level of pressure exerted.
TAKE A FRESH LOOK!
-----AT PRE-
-----AT PROGRESS through PRE- AND POST
TESTING
1. objectives-based.
1 Keep it objectives-based
2. KEEP IT SIMPLE!
EXHIBIT 17
Serve
Serve, Stroke & Volley
Testing Program
SSVTENNIS.COM
The purpose for the SSV - Mini and SSV - Lite
versions of the SSV Tennis Rating Test is to
p g g gp y
provide a learning tool for beginning players.
Objectively the players can measure their
improvement and know when they are ready to
move to a higher level. They learn the value of
keeping the ball in play and hitting a deep ball for
points.
extra bonus points
TAKE A FRESH LOOK!
-----AT
-----AT DRILLS!
21-
Example: 21-pattern (2 balls to 1 target and the
third at another target)
------------------------------------------------------------------------------------------
EXHIBIT 3
PATTERNS: HITTING IN NUMERICAL ORDER
2- 1- 1-
DAY ONE: 2-1, 1-2, DOUBLE 1-1
DRILL 14: COACH CALLS PATTERN
(HITS ALL SHOTS TO FOREHAND OR BACKHAND)
DRILL 15: PLAYER CALLS PATTERN
(COACH VARIES SIDE OF FEEDS)
5 LEVELS OF PRESSURE:
LEVEL 1: KEEP BALL IN PLAY
LEVEL 2: CREATE MOVEMENT (lateral or frontal)
(Run PATTERNS!)
LEVEL 3: HIT WITH POWER/PACE
(COP—CHANGE OF PACE)
(COP—
LEVEL 4: ATTACK WEAKNESS
(SCOUT to diagnose strengths and weaknesses)
LEVEL 5: CREATE OFFENSIVE OPPORTUNITIES
(BUILD EXPECTATIONS!)
TAKE A FRESH LOOK!
AT RELEVANT!!!)
___AT PRACTICE TIME (MAKE IT RELEVANT!!!)
1. Structured—ball machine
Structured—
and/or with instructor
2. Un structured,
Un- t t d i d
2 U -structured, BUT organized
ADDRESSING CURRICULUM NEEDS WITH
ORGANIZED PRACTICE TIME
EXAMPLE:
1. Developing SERVICE RETURN skills.
2. Developing COMPETITIVE VOLLEYING skills.
3. Developing LOBBING skills.
4. Developing “QUICK HANDS” skills.
5.
5 Developing COUNTERLOBBING skills
6. Developing NETRUSHING skills.
LEARNING ENVIRONMENT:
DOUBLES
TAKE A FRESH LOOK!
RELEVANT!)
___AT PRACTICE TIME (MAKE IT RELEVANT!)
3. Testing (MOTIVATION) periods
a. CENTURY CLUB – JUNIOR WALL OF FAME
C S photos
PATCHES + p otos
FOREHANDS and BACKHANDS (100 in row off wall);
SERVES (50 points in a row)
VOLLEYS (100 in a row in a rally situation);
row.)
RALLY (100 rally ground strokes in a row )
Under-10: Use foam or STAR balls
Under-
(slightly-
Others: Regular (slightly-dead) balls
(
(Caveat: tennis elbow) )
b. 1000 CLUB (1000 in a row) with regular balls
FOREHANDS/BACKHANDS (wall), RALLY
c. (Ex.
c Under-10 testing program (Ex 8 and 9)
d. “Regular” testing programs (Ex. 10 and 11)
TAKE A FRESH LOOK!
-----AT
-----AT YOU AND YOUR STAFF!
1. CREATE AN ACTIVE STAFF DEVELOPMENT
PROGRAM.
PREPARE-EXECUTE-
2. PREPARE-EXECUTE-FOLLOW UP!
WORK--WORK
In sales jargon: “PLAN YOUR WORK--WORK YOUR PLAN!”
3. MAKE YOUR CURRICULUM DYNAMIC and
YOUR PROGRAMS AN ENVIRONMENT FOR GROWTH!
,
----- DURING A LESSON, THE MOST
IMPORTANT STUDENT ON THE COURT
THE TEACHING PROFESSIONAL
IS __________________________________.
IMPORTANT!
MOST IMPORTANT!
S OFF OF O STUDENTS
TAKE THE LIDS O O YOUR S S
And
YOU!!!
YOU’LL TAKE THE LID OFF OF YOU!!!
y
Bob Love and Guy Parks
TAKE A FRESH LOOK!
-----AT
-----AT YOUR STUDENT’S GREATEST GIFT
TO YOU:
TIME – GIVING YOU A PART OF LIFE
_____________________________________
