The book Advanced Tennis for Coaches, Teachers and Players by Gundars Tilmanis, helps to fill a void that has long existed in tennis textbooks. The book is particularly relevant now because of the tremendous growth of tennis as a recreational sport, not just for children, but also for adults of all ages.
Previously, most all textbooks were directed to the young. The principles of learning propounded in these textbooks were all saturated with instruction by rote. This method of instruction is in no way acceptable to the new adult player. He needs to understand what he is about to learn. This means that a very intelligent approach must be used to make a tennis convert of this newcomer to the game.
Gundars Tilmanis’ book answers this need extremely well by giving the coach and player a real understanding of the mechanics involved in playing tennis. The credibility of the book is enhanced by the excellent illustrations and photographs demonstrating the techniques of the world’s greatest players, and also those of the neophytes.
The portion of the book dealing with the introductory ball skills for the young is good, but of particular interest is the presentation of a successful method of group teaching. The author shows susbtantial inventiveness in presenting a large number of routines to facilitate group teaching. These routines follow a logical pattern in an ever-increasing degree of difficulty. Any coach who would take his pupils through the regimen of stroke, practice, and play is assured of a much-improved tennis team.
The tactics on singles and doubles are practical and the common temptation to make it an exercise in geometry has been avoided. The author’s clear understanding of the game and his ability to relate it make his book particularly valuable for players of every level of tennis.
For the coach in charge of developing a tennis team, the author provides not only a practical routine, but also a method of self-improvement. The coach in charge of introducing tennis is shown a sensible, systematic way of taking the pupil through the different stages of tennis development. For the coach in charge of recreational tennis, the group teaching methods presented are invaluable in keeping all the students productively occupied at all times.
For the coach of outstanding players, the book has many very useful hints interspersed with the general instruction. Tactical hints presented for team situations will prove equally valuable on a one-to-one teaching basis. The attentive coach will find something of value, regardless of which skill level he is teaching. I heartily recommend this book.
1. THE BIOMECHANICAL PRINCIPLES INVOLVED IN TENNIS Introduction
Ideas to ponder over when using biomechanical principles as coaching points Problem-solving methods of teaching biomechanical principles. as coaching points .. The ready position ..
Orientation _. Principles concerned with the oncoming ball Principles considered before impact
Principles at impact . .
. COACHING METHODOLOGY, CLASS CONTROL AND DISCIPLINE
Class control, specific teaching techniques to help attain good class
Hand-eye confidence drills . . Body control and depth perception drills
Fitness activities for young beginners
Obstacle relay courses Tabloid activities
Factors a coach must consider prior to formulating a physical fitness training programme for advanced tennis players _ . ee Prior to formulating a relevant physical fitness training programme for tennis, a coach should ask himself a number of questions . . Four areas to research when analysing the physical requirements of atennis player .. ae Specific physical fitness/ skills drills for advanced tennis players we
OINGLES: PAGTICS. ..
Introduction a Miscellaneous tactics Tactics when serving
Singles return of serve Back court rally be Tactics when approaching the net .. Tactics when the opponent has command at the net Varying court surfaces
Various climatic conditions . .
Tactics during the warm-up, and reading the play -
78 78 78 80 81 82 84 87 88 88 89
6. DOUBLES TACTICS . te - The nature and aim of advanced doubles ne Court positions
Tactics when serving ou Tactics when returning serves = Tactics when all four players are close to the net Tactics when you have command of the net me Tactics when opponents have command of the net . . Tactics when forced to lob . Tactics when opponents have lobbed Miscellaneous doubles tactics Three drills to help a player develop the ability to read the play
8. WHAT WE CAN LEARN FROM THE CHAMPIONS Kazuko Sawamatsu . . ae ot = ie Kazuko Sawamatsu . . Ken Rosewall Christine Matison Evonne Goolagong ..
Gary Penberthy John Hunt .. Wanaro N’Dogrella - Margaret Court Margaret Court Alex Metreveli
107 108 109 110 111 112 113 114 115 116 117 118 119 120 121
1. The Biomechanical Principles Involved in Tennis
My first contact with hitting occurred when I was four years old, at the family dinnner table. My mother sat on my left, my father on my right. At this stage of my career I was notorious for slurping soup, licking knives and so on (habits which incidently, you pick up again once you leave home). I used to receive hits behind the ears for these slurps.
My father used to hit me behind the right ear, my mother behind the left. As the months rolled by, I noticed in the mirror one morning that my left ear stood out a little further than my right. This surprised me, since my father was the bigger of the two.
Next mealtime, I slurped on purpose and then observed closely. Sure enough, my, father was forced to hit me left-handed and had a very cramped hitting style due to some cupboards just behind him.
My mother had a longer backswing, her arm was straight at impact point and I noticed a slight wrist flexion and a long follow through—and a big smile on her face.
1. Far too often tennis coaches simply model players along ‘classical’ form, without really taxing the players’ thought processes. They receive a formula but not a reason. It is important to let players know why they are made to perform in a certain way. For too long coaches have advocated rigid coaching points: ‘Put the left foot eighteen inches in front of the right foot; right toe points towards the tree; turn this; turn that; then run over there’. Players learn the skills of tennis in a rote fashion, with very little understanding. If a situation occurs that is different from the one drilled religiously in practices, it is as though the racket has no strings. Players are lost. Players should be encouraged to think about the game. The learning environment is certainly stagnant if the only question a player asks
‘after a coaching session is the whereabouts of his racket cover.
It is essential to each an understanding of basic
' physical principles, since this enables the player to visualise what the basic tennis skills involve. It assists his ability to self-currect, and gradually improves his own skill level. With large classes, a given player cannot hope to reach a high level of skill in the allotted practice time. An understanding of the basic physical principles of the skill is important for his own practice sessions later. If a player has the knowledge and understanding of a particular stroke, his chances of mastering it have increased. For example, too high a backswing on the backhand, especially on a grass court, will find the player continually chopping down on the ball, particularly if forced to hit the ball late. Teach a lower arc on the backswing and tell the player why. 2. A successful flat service involves a large number of interwoven physical principles. Some of these are more important for a successful serve than others. Help the players acquire a basic understanding of the most important principles involved. When emphasising the most important aspects of a stroke the coach should attempt to make players feel the difference between a desired performance and their own. The player can then tell by the resulting feedback on a shot, whether it was the desired result, an improvement, or nowhere near the desired performance! 3. Explicitness of instruction is important. A coach’s teaching points must have meaning. I have heard some coaches come out with advice such as ‘Bad luck!’
‘Watch your footwork’; these comments mean less than nothing to a young tennis player who, minutes earlier, was told to ‘Watch the ball’.
Perhaps more appropriately, contribute such information as ‘Let your left hand help place the racket into a hitting position on the backhand. This will ensure that you curl into a sideways position and allows for maximum rotation of your body segments.’ This, supplemented with a suitable demonstration, would be quite valuable.
Suitable cue words, such as ‘curl’ would then help to generate a feeling for the movement. 4. If a player is hitting the ball quite forcefully on his first service, is it worth changing his technique to compensate for a slight weakness? For example, the ball push into the hitting zone for the first serve takes place at shoulder level; should the coach adjust the ball push so that the ball leaves the fingers slightly above head height in order to help attain a little more control when projecting the ball?
In other words, is it our aim, as coaches, to turn out robots with all players identical in stroke production?
Because of individual differences in natural body movement patterns, strength, body proportions and so on, we must allow for variations in style. We can point out basic mechanical principles and emphasise that these must be upheld to enable players to have a fair chance of success. There is no single stereotyped technique. Each player will use the sum of his personal characteristics to fit into the basic principles of movement
—there is a certain range of correctness. Coaches must, however, work hard to eliminate gross weaknesses or un-necessary movements, as they simply add to the work load. For example, some players go through ritual knee bends prior to serving. Although there are a few radical performers, the majority of top tennis players adhere to correct basic mechanical principles.
5. A good coach does not confuse his players by impressing them with his ‘complex’ tennis knowledge.
Physical principles should be explained in layman’s terms and any models or diagrams used should suit the level of the group. For advanced adult players a coach may use the formula— V = at — to help explain the definition of a follow-through. (_V = velocity; a = acceleration; = time.) For young beginners a more appropriate means of conveying the importance of the follow-through may be verbal. For example, swing the racket head through the ball and towards the direction you want the ball to go; this helps the ball hang on to the strings for a longer period of time, making your shot more controlled and forceful. Demonstrations are always a valuable addition to major explanations. For a youngster, an explanation of V = at may as well be an
N-M Players leaving coaching sessions should be overheard stating ‘You know, that makes a lot of sense!’ rather than ‘Gosh the coach sure knows a lot of stuff’, because if the latter, that is where the information stays—with the coach.
6. Top tennis players, especially during the warm-up period prior to a match, often disregard correct physical principles by taking short cuts when stroking the ball.
These players have over-learned the skills of tennis and have consequently eliminated many of the fringe necessities when performing tennis skills. For example, when volleying at the net, both feet are firmly planted on the ground with only the racket flashing through air to block back volleys.
This can often be a trap for aspiring young tennis players, who copy the champion’s technique, not aware that many of the essential elements of stroke production have been left out, such as a step towards the net on volleying to help facilitate the transfer of body-weight.
While working at the Modesto Swim and Racquet Club, I drove a group of juniors to Oakland, California, to watch the professionals in action. For weeks I had religiously drilled strokes with these youngsters. After a few games, the juniors began stating ‘Til, he doesn’t do that’, and other remarks in a similar vein. Quite a predicament. I ended up having to pay the juniors off with popcorn.
7. The old adage that ‘practice makes perfect’ is only true in part. It is true that repetitive practice makes for permanency in skill habit; the danger is that the learner may be practising and habituating (and perfecting) an incorrect skill. A better statement, a more meaningful description of the effect of practice, is to say that ‘correct practice makes perfect’.
The problem-solving approach is a useful means of instilling an understanding of basic tennis concepts. The method is based on the following proverb:
To hear is to forget, To see is to remember, To do is to understand. In this method the coach imposes a number of problem situations which the players are forced to solve.
Here are three possible problems. Once a beginnner can hit the ball over the net, ask him to tell you:
1. What body adjustments have to be made to hit deep drives which land within ninety cm (three feet) of the base line? In other words, how can he increase the force of his shots? Gradually, after an experimental practice period, the players will come up with some of the following possibilities :
(a) a sideways body stance with weight transfer
(b) opening the racket face during the forward swing and ensuring a tight wrist on contact;
(c) projecting the ball at forty-five degrees to attain maximum distance. If they fail to recognise the basic principles of developing force, the coach could help by asking leading questions until finally all players have four or five ideas on how to attain more depth on their drives. What is more, they thought up these ideas themselves!
2. What body adjustments have to be made to hit a forehand across court? After an appropriate experimental period, coupled with questions from the coach, the following are possibilities:
(a) a more open stance than for a down the line drive;
(b) ball contact point a little earlier than usual; (c) swing the racket head through the ball and in the direction of the intended hit.
3. How can one emphasise the importance of an early preparation?
(a) Have the player stand in a ready position and tell him not to move until the ball bounces.
(b) Underhand, throw a ball to his forehand. This drill will cause the player to: (1) hit the ball late and possibly use his wrist to compensate; (11) rush his shot; and (iii) hit the ball laterally due to a late contact point. Ask the player how he would overcome this.
Eventually the important aspects of early preparatory movement could be discussed.
(See Figs. 1 and 2) A balanced, relaxed stance is important so that a player wastes no excess energy and is ready to move like an antelope in any direction. The centre of gravity, which in humans is around the hip area, should be over the base of support to ensure a relaxed stance.
Important aspects to consider when taking up a ready
1. The racket is held directly in front of the body so that quick movement is possible to either forehand or backhand side.
2. The left hand cradles the racket at the throat, holding the racket head about shoulder height.
3. On a fast court, for example grass, the racket head should be lowered to hip height in order to overcome the likely low, skimming shots.
4. Avoid a straight-legged stance. It is virtually impossible to start quickly from this position, thus the knees must be bent to allow quick movement to be initiated.
5. The body weight is distributed onto the front and inner borders of the feet so that the push-off foot does not slide along the court surface, but has a firm flat base to push off. A comfortable, optimum foot placement is important since too wide or too narrow a stance will inhibit rapid, lateral body movement. An ideal foot placement is a little more than shoulder width apart.
6. A low centre of gravity adds to the stability of a tennis player, but, 7. The closer a player’s centre of gravity is to the edge of the base of support, the less stability he has and the quicker he is able to move in the direction of this instability. For example, if a player leans slightly forward when in the ready position, then he will be able to move forward into the shot more quickly. (
A Pings Bir. 2.
8. The grip to take up while in the ready position. A player who uses a continental grip for both forehand and backhand has no problem. A player with eastern grips
(a) using the left hand which is cradling the racket at the throat, to twist the racket quickly until a correct grip is attained during the back-
(b) if he finds the opponent hitting ninety-five per cent of serves to the backhand side, it may be convenient to take up a ready position with a backhand grip, changing quickly to a forehand grip when necessary.
9. The use of the left hand is often overlooked. It can be used to either pull the racket back quickly for a backhand return or push the racket to initiate a quick backswing on the forehand side.
10. From the ready position, the movements in order of
(a) the racket backswing; (b) the body is turned so that the shoulders are in line with the direction of the approaching ball;
(c) the feet are parallel and at right angles to the flight of the ball;
(d) the weight transferred from the back foot to the front foot.
No matter how precisely your feet are positioned, if the racket is not in a favourable hitting position, the player may as well be home watching television—the chances for a good return are very slim. If the worst comes to the worst, keep an open stance, but get the racket behind the oncoming ball.
11. The characteristic slight jump into the air by the receiver as the server hits the ball, is a movement to alert the body for action. Providing the jump is not of
Cossack proportions, high into the air, or performed while the ball is thundering towards the service court, it is quite beneficial to the receiver.
12. The subconscious twirling of the racket head with the left hand in nervous anticipation usually stops as the server pushes the ball into the air. Provided the twirling ceases in time, this activity helps some players’ concentration and alertness.
As your opponent hits the ball across across the net it is important to take up a body position in relation to the oncoming ball that will allow for the best application of the basic physical principles involved with hitting. It is quite obvious that if a player runs too close to the ball, is cramped in his swing, and has his body weight movying backwards, his chances of hitting a good shot have decreased. Tennis is a challenging though sometimes frustrating game. The ball rarely comes where you would like it. A player must organise his body in re-
@ He has the ball at the top of its bounce, positioned in front of and at arms length from his body.
@ He has taken up a sideways hitting stance.
@ He has sufficient time to push off the back foot onto the front foot to ensure body weight transfer while stroking the ball. A common mistake for beginners is to run to the spot where the ball will bounce and then find themselves in considerable difficulty. This is because they are too close to the ball. On running wide to hit a forehand drive, an experienced right-hand player will run to a position behind and to the left of the spot where the ball will bounce.
A number of important procedures to ensure a good
1. Read your opponent’s shots as early as possible A number of cues can help in this regard:
(a) Speed: A giant backswing, gritting of the teeth and firm planting of the back foot, will usually result in a sizzling drive.
(b) Direction: An extremely open stance will usually precede a crosscourt shot, since the natural racket swing is along that plane. A closed stance with a late contact point will find the shot driven or lobbed down the line.
(c) Spin: A dropped racket head followed by a rolling swing over the top of the ball will produce topspin.
(d) Depth: An open racket face, especially when chasing a wide ball, usually results in a deep high lob.
Much more on the art of reading your opponent’s game will be discussed later.
As soon as a player has enough cues to ascertain where his opponent’s shot is going to land, he should move toward that area as quickly as his legs can carry him, in order that he may prepare to hit a good return. For an advanced player the most important part of a rally is the first few feet which the ball travels from his opponent’s racket, not the last two feet before he hits the ball himself. It is extremely important for a player to read the cues from his opponent and position himself for the next stroke as quickly as possible.
2. The importance of early preparation (a) A good player will prepare for a shot while running towards the point where he anticipates hitting the oncoming ball. The grip change and racket backswing take place during a modified sideways run.
(b) When arriving at that crucial hitting area a good player steps into the shot, pivots the body, swings the racket, with a minimum of rush. Beginners on the other hand, run desperately towards the hitting area and usually find when they arrive, that they still have half a dozen moves involved in the performance of the stroke to perform before the ball bounces twice. Consequently they rush the stroke, or hit the ball too late. 3. A good player will run with large strides to move behind the oncoming ball, then use smaller steps to finally adjust into a favourable hitting stance This is clearly a matter of balance which can be achieved only after much concentrated practice.
4. Thoughts about where to hit the ball must start taking shape during the run towards the point where a player anticipates hitting the oncoming ball, since this helps eliminate a
Usually quite a large number of factors help influence through your peripheral vision.
(b) Your own court position. (c) Your opponent’s weaknesses. (d) Your own strongest shot.
(e) The importance of the point; and so on.
These factors have to be resolved and a final best stroke under the particular circumstances, has to be hit.
Often a split-second decision is needed. The top player will come up with the right decision and will be capable of its implementation. It all boils down to tennis matches being won by the player who hits the right shots at the right time. Champion players have this ability, and this is one aspect which sets them apart from the average competitive player.
It is possible to develop this ability in young players, and this will be discussed in later chapters dealing with singles and doubles tactics.
1 Correct grip 2 Run sideways ane 3 Racket backswing
Fig. 3.
ONCOMING BALL Spin Spin is applied to a tennis ball when the racket force is applied off-centre; if the hitting force acts through the centre of the ball, the ball will travel through the air without spin.
How then can a player impart spin to a ball?
(a) He may stroke through the ball with an upward or downward path and a flat racket face. An upward racket path would induce topspin, which is characterised by the ball moving in an anti-clockwise direction, when viewed from the left side of the ball (see Fig. 4a). A downward racket path would induce backspin, which is characterised by the ball moving in a clockwise direction when viewed from the left side of the ball (see Fig. 4b).
(b) He may stroke through a horizintal plane with an open or closed racket face. In this situation an open racket face will induce backspin, (see Fig.
4c) and a closed racket face topspin (see Fig. 4d). What effect does spin have on the path of a tennis ball through the air? A tennis ball which is spinning while travelling through the air is subjected to the effects of two air currents. (see Fig. 5).
(a) The ball tends to drag a little aid along with it. This boundary air layer around the ball moves in the same direction as the ball is spinning.
(b) The force provided by air resistance acts to oppose the forward movement of the ball.
Considering these two forces: On the side of the ball where the air resistance to forward motion is in opposition to that of the air moving around the ball, the two air currents are acting in the opposite direction, thereby causing a high pressure area to build up,
Fig. 5. A ball hit with backspin travelling through the air.
AIR CURRENT A.
the velocity of the moving air on that side is decreased and the ball moves towards the side of least pressure.
Hence it will follow a curved flight path rather than a straight line.
With Topspin. High pressure is built up to top of the ball and reduced pressure under the ball, causing that ball to drop more rapidly than normal.
With Backspin. High pressure is built up under the ball and low pressure above the ball. The ball tends to remain in the air longer, or even rise.
With Sidespin. If a right-handed player slices a serve (the racket head moving from left to right across the back of the ball) the ball will travel anti-clockwise around a vertical axis. A high pressure area is built up on the right hand side of the ball, low pressure on the left. The ball, therefore, swerves towards the left.
Using similar explanations, a reverse twist serve or a left hander’s slice serve will swerve the ball to the right.
Why worry about Spin? It is important for coaches to teach players to recognise the type of spin imparted to the ball and the consequent ball movement.
As an example, how often do you see young players take up an advantageous net position followed by a pathetic jab at a sharply dropping topspin passing shot? A player has a fighting chance if he realises the ball will drop sharply. He could have attempted to reach forward towards the ball while it was still high in the air, or bent down low and opened the racket face a little to hit a controlled volley.
Fig. 4a. Inducing topspin to the ball.
Fig. 4b. Inducing backspin to the ball.
Fig. 4c. Inducing backspin to the ball.
Fig. d. Inducing topspin to the ball.
Air currents A,B moving in the same direction resulting in LOW PRESSURE build up.
Direction of oir resistance force resulting in HIGH PRESSURE build up.
é in the direction of the’ spin
A BALL HIT WITH BACKSPIN TRAVELLING THROUGH THE AIR.
After presenting information on spin a coach should pose a number of questions which the group could then
(a) Is it safer to hit ground strokes with topspin or backspin when playing with a strong tail wind?
(b) A high backswing with an open racket face usually indicates topspin? Backspin?
Both the implementation and the reading of spin should be taught. The coach should explain aerodynamically the concepts of spin in order to increase a player’s understanding Additional considerations with ball spin
(a) A strong head wind increases air resistance to the flight of a tennis ball and consequently increases the effect of spin on the ball.
(b) The effect of spin on a fast moving ball (the first serve for example) is perceived late in the flight since the forward velocity of the ball is high in relation to the spin force.
(c) The effect of spin on a slower moving ball (as in a topspin lob) is seen earlier in its flight as the forward velocity is less in relation to the spin force.
(d) Spin has a marked effect in curving the flight of a tennis ball because its light weight makes it responsive to air pressure.
(c) The air resistance against a tennis ball decreases as the wear on the ball cover increases.
For this reason a new ball offers greater air resistance than a worn ball. The worn ball travels faster and due to the decrease in air resistance, the efforts of imparting spin are not rewarded.
Court?
Angle of rebound. When a tennis ball approaches the court from directly above, the ball will rebound back along the exact path of approach. This is in accordance
‘To every action there is an equal and opposite reaction’.
The entire bottom of the tennis ball is depressed on landing, the reaction of the court on the ball is in the exactly opposite direction and consequently the ball rebounds along the path of approach.
However, when a ball approaches at an angle to the court, that section of the ball making contact with the ground, is depressed more than the front. The rebound therefore, will be forward and upward. With only slight deviation, and considering a ball with no spin, the angle of approach equals the angle of rebound.
Three factors which effect the rebound force and help create a deviation in the angle of rebound:
(a) Elasticity of the tennis ball. This is evaluated by the ball’s ability to return to its original shape after being flattened by the force of impact. If the ball is soft and does not resume its original shape instantly, some of the force is absorbed and rebound is slower and lower. Firm tennis balls bounce from the court quicker and higher. A player must recognise the fact that new balls taken mid-way through the second set will be firmer and therefore ‘livelier’ than the old ones.
(b) Court Surface. If the surface ‘gives’, the rebound is similarly affected as for soft, non-elastic balls. A clay court absorbs much of the approach force, therefore the rebound force will be much slower. A concrete court will have the reverse effect and the rebound force will be greater.
(c) Ball Spin. All types of spin: topspin, backspin, sidespin and no spin at all have their varying effects on the rebound of the ball.
The Effects of Spin on Landing (See Fig. 6)
Topspin. A ball with topspin pushes backwards against the court and according to Newton’s third law, the equal and opposite reaction of the ground against the ball, is forward. This additional force, coupled with the forward momentum of the ball, causes it to rebound lower, quicker and farther than normal. However, hard hit topspin shots, where the ball approaches the court with tremendous speed, rebound higher than slower hit shots with little or no topspin. This occurs because the ball speed and excessive topspin increases the air pressure on top of the ball, causing the ball to drop quickly. The ball therefore approaches the court closer to the vertical angle, and as a result the rebound will also be more vertical.
Backspin. A ball with backspin pushes forward against the court and according to Newtown’s third law, the court pushes back against the ball. This reaction being opposite to the forward momentum of the ball, causes it to rebound higher, slower and shorter than normal. No Spin. A ball with no spin rebounds from the court with slight topspin since the friction of the court surface on landing, stops the bottom of the bail, causing the top of the ball to move faster. As mentioned earlier, the angle of rebound is equal to the angle of approach. Sidespin. A ball moving anti-clockwise around a vertical axis, for example a right-handed slice serve to the forehand court, will rebound towards the left drawing the receiver off the court. The right hand side of the ball pushes forward against the court, in reaction the rebound force acts against the right hand side. As a result, the ball swerves towards the left. : For the same reasons, a ball moving clockwise around a vertical axis, for example a left hander’s slice serve to the backhand court, will rebound to the right drawing the receiver off the court.
Teach the concepts basic to reading spin through the problem solving technique. For example:
Fig. 6. The effects of spin on landing.
(a) A right handed player imparts sidespin; he hits a backhand down the line by stroking across the ball from left to right. What effect will this spin have on rebound?
(b) A topspin lob just passes over the top of your out-stretched racket. Do you have ample time to recover or must you hustle in an attempt to retrieve the ball? The principles of spin and rebound as they affect racket contact will be discussed later.
Contribution of body parts, continuity of motion
When hitting a forehand drive the force is provided by a shift of total body weight involving stepping into the stroke with the left foot, rotating the hip, rotating the trunk, and finally horizontal flexion of the arm. If ali these contributing body motions occur in this correct sequence and with correct timing, the velocity of the racket will represent the sum of the velocities of the contributing motions.
*Unless specifically mentioned discussion will consider a right handed player.
There is a flow of energy from the feet upward and the final motion is that of the striking implement.
For maximum racket speed each body part must come into the action at the time that the part below has reached its maximum speed and minimum acceleration. If the arm swing forward takes place before hip rotation then the forehand is only hit with the arm and little body turn has contributed to the stroke.
There should be no break in the continuity of the movement. If the racket head, or the body pauses mid-way through a movement the racket speed or body movement the racket head, or the body pauses mid-way through a movement the racket speed or body movement has to be initiated a second time. Considering conservation of energy and racket speed at contact point this becomes extremely inefficient. There would also be a loss of rhythm and timing in the stroke. All tennis lovers will have noted the smooth-flowing strokes of the champion.
Weight transfer in ground strokes
(That is, as the player pushes off his rear leg to take his weight on his front foot. )
(a) A sideways stance, and a shifting of the body weight forward with the hit increases the length of both the back swing and the forward swing. This increased arc of movement allows for the build up of greater racket speed and also helps flatten the arc of a swing in the direction of the intended hit.
(b) A step towards the net allows the maximum rotation of body segments, and therefore increases the force of a stroke .
(c) It is important to bend the leg closest to the net to facilitate a longer hitting arc. This allows also for a more stable stance.
(d) When increasing the size of the base of support a player should enlarge it in the direction of the desired hit.
(e) Generally it follows that the wider is a player’s stance, the greater the stability. However, there is an optimum width; too wide a stance will impede recovery after completing the stroke, and may contribute to sideways instability.
(f) The narrower is a player’s hitting stance the less distance there is available for a weight shift without loss of balance. Therefore, the force of the drive will be less since the distance for developing racket speed will be reduced. The correct utilisation of the above points will contribute to a more forceful stroke providing the grip is tight at point of impact. While it is natural and obvious for the grip to be relaxed between strokes, if it remains loose at the point of contact with the ball, much of the force which has been developed through the progressive, sequential movements, starting in the feet, built up through the trunk, shoulders, and now about to be imparted to the racket, will be lost and the resulting shot will be uncontrolled. Wrist flexion (forehands) or extension (backhands) will add to the ball velocity but control is lost. For consistent, controlled ground shots a tight wrist is essential.
Flattening the arc of a swing (see Figs. 7 and 8) makes it easier for a player to hit straight ahead, since the required contact point is elongated. The longer the racket can follow a flattened arc prior to contact the greater will be the racket’s momentum in the desired direction.
As noted in Fig. 8, the arc is flattened by the use of body rotation, transfer of weight from: the back foot to the front foot, full backswing and follow through, and follow through, and by bending the front knee. Forward weight transfer should not meet resistance from the forward leg. If the front knee bends as the weight shifts forward, body and racket momentum continue without resistance.
The amount of knee bend is determined by the height of the ball bounce. A low bouncing ball wide to the backhand will require a greater knee bend than a high bouncing ball close to the body. Careful examination of Fig. 9 will show that as in ground strokes the serve has a flattened arc created by a weight shift forward and body rotation. The plane of this arc is vertical rather than horizontal. Cues such as ‘hitting through the ball’,
‘carrying the ball on the strings’ help to attain the idea of flattening the arc.
The longer the lever (at impact) the greater the
In order to attain a longer hitting lever, all ground strokes, serves and smashes, are produced by means of a swing from the shoulder. -At contact point during a flat first serve the hitting arm is fully stretched. Strokes hit at full arm’s length are more powerful simply due to the difference in the length of levers. (The lever referred to comprises the extended arm and the held racket, these together provide a lever length in an adult of some
120 to 150 cm [four to five feet].)
Using the shoulder joint as a fulcrum and moving the hitting arm through a given angle it is noticeable in Fig.
10 that the racket head covered roughly six times the distance as the elbow joint during a constant time period. This indicates that the racket head must have been moving faster than the elbow joint. For this reason beginners should be encouraged to keep away from the ball, so that contact point occurs at arm’s length, ensuring maximum racket speed. The length of levers may have to be altered to suit the strength of a tennis player. A weak player may have to ‘choke up’ on the grip to shorten the lever in order to maintain the required racket speed, or to ensure that he will overcome the momentum of the ball.
A circular backswing on ground strokes adds to the time and distance available for the generation of racket head speed. It also helps in attaining a certain amount of rhythm in the stroke. For a beginner however, there are difficulties in timing and control. A simple straight backswing is recommended.
Mechanically, the simple, straight backswing is basically more sound in that it satisfies more effectively the requirement of all backswing movements in_ hitting games, that the backswing should be in the opposite direction to the desired direction of hit. The circular backswing can be troublesome on fast courts where the racket has to be moved extremely quickly into the stroke. Where the backswing is not straight there is added source of possible error in the stroke.
Circular backswings are possible on a hard court when the bounce is more assured and a player has ample time.
Due mainly to fast surfaces and net rushing tactics, top.
class tennis is played with such speed, that most players have adopted the use of shorter backswings. This is particularly true on service returns and approach shots.
contact at point F< Bewill ensure’. ‘asstraight. hit
Maximum forward velocity and ball contact
Considering that maximum forward velocity of the racket head occurs when the racket is at right angles to the direction of the intended hit, it is important when hitting ground strokes that the ball is contacted in the mid-sagittal plane (assuming the line between the shoulders is at right angles to the net). Greater force will be produced if impact occurs here. Shots hit too far in front or too far behind the body will be inefficient in terms of force production. Note in Fig. 11 and 12, that backhands are contacted a little in front of the mid-sagittal plane because the right arm, due to human anatomy is closer to the net than the left. Forehands on the other hand, are contacted a little later because the right arm is further from the net than the left.
Wrist layback ensures that the forehand contact point is only slightly behind the backhand contact point, and not the full shoulder width that may be expected.
The ball then, should be contacted prior to passing any part of the body otherwise compensatory wrist movements will have to be made; these. will detract from control. For the backhand, ball contact point should be slightly in front of the right foot and to the left of the body. For the fore-hand, ball contact point is usually level with the left foot. 2 Slight differences are noted when hitting the ball — either down the line or across court. (See Figs. 13, 14,
In the main a player hits the ball to various court positions, not by using a wrist flick, or slicing across the ball, but by altering his body position and the ball contact point. For beginners sliced strokes are not con- “trolled enough to be consistent.
.The following techniques should be taken into account when hitting the ball to different areas of the . court:
(a) Down the line shots require a closed stance (extreme sideways) so that the natural arm swing is down the line. The ball is contacted a little later than usual. (See Figs. 13 and 14.)
(b) Cross court shots require a more open stance
(turning more to face the net) so that the natural arm swing is across court. The ball is contacted a little earlier than usual. (See Figs. 15 and 16.) However, top players often disregard these 1a principles by using wrist roll or unnatural body n tioning in an attempt to deceive the opposition.
An example of this is an extremely closed ste followed by a rolling backhand across court pet tact point being cies
Pighds Fis 10.
if the contact point is late and a wrist flick is incorporated into the cross-court roll.
As soon as beginners can rally two or three consecutive shots they should be taught the basic mechanics of stroking the ball to different parts of the court.
Advanced players should be encouraged to experi- ‘ment with deceptive shots. More will be said on this topic in the later chapter dealing singles and doubles tactics.
Fig. 11. Ball contact point; for maximum forward velocity in the forehand the right angle forms alongside, but slightly in front of the body.
Fig. 12. Ball contact point for maximum forward velocity in the backhand.
Fig. 13. Forehand down the line, closed stance with a late contact point.
Fig. 14. Backhand down the line, closed stance with a late contact point.
Fig. 15. Forehand across court, open stance with an carly contact point.
Combining forward motion with angular motion
Due to body weight transfer, all tennis shots combine a forward component with a component produced by the racket head swing.
Both these forces are integrated to obtain an efficient result. The forward force either just precedes the angular force or both occur simultaneously. For example, the tennis serve consists of two forward forces:
(a) A slight body weight transfer from the rear leg to the front leg. The body moving from a vertical stance to a position of slight forward lean.
(b) Once the forward lean stage is taken up, the legs extend vigorously (especially the front leg) to propel the body upwards and forwards. This helps initiate forward body momentum and also helps attain height to ensure a high contact point.
As the body is being propelled upward and forward the swing of the arm takes place. The racket is virtually thrown at the ball. This force adds to the forward momentum of the body. The net result ensures that the body is virtually pulled and pushed smoothly into the court. There is
Fig. 16. Backhand across court, open stance with an early contact point.
no pause in the movement towards the net. If at contact point the body is vertical and little or no knee bend has taken place the player has to build up forward
Momentum a second time. This makes the movement very ineffective. The forward body lean and knee extension is critical, since the further ahead of his base of
Support is the player’s centre of gravity the faster he can rotate forward and progress to the net.
Optimum knee bend. (See Figs. 18 and 19.)
When considering maximum upward body force for attaining height when serving the use of the following two
(a) The smaller the angle of the bent knees, the more difficult it will be to straighten the knees against resistance.
(b) The greater the distance available in which to straighten the knees, the greater the distance over which to accelerate. An optimum point of knee bend exists which facilitates for maximum upward body force.
In Fig. 18 there is a greater distance over which to — accelerate but it is more difficult to straighten the knees.
Racket swing _ z" y angular motion ee jee: Direction
Fig. 17. Combining forward motion with angular motion. Fig. 18. Optimum knee bend (service) Pigs a
5 \ force Nt $-----Distance In Fig. 19 there is not much distance over which to “een for force accelerate but not nearly as much effort required to application straighten the knees.
The optimum point of knee bend may in fact lie between Fig. 18 and 19.
It is up to the coach and player to resolve the problem through trial and success. The problem would be an individual one related to variations in body weight, leg length, and leg strength.
The force of a shot can be increased if the speed of muscular contraction is increased. However, this should not exceed a point where control of the stroke is lost.
With the exception of the first serves, and perhaps smashes, very few situations arise where a player should hit a stroke with the ‘maximum’ force possible. A certain amount of force must be spared for the sake of control and consistency.
- Fig. 19. Optimum knee bend (service )
Fig. 20. Eastern forehand grip— front view. Fig. 21. Eastern forehand grip— back view.
Fig. 22. Eastern forehand grip— top view.
As mentioned earlier, owing to Newton’s third law of action and opposite reaction, the racket must be firm at impact if maximum force is to be applied to the ball. A loose grip means that much of the possible forward force is lost since the racket is pushed back. Therefore, squeezing the grip on impact is advantageous. A tight wrist is important in all but four shots—Service, Overhead, Drop or Dink shot, and drives which are hit where contact point is behind the body. Much of the forward force is also lost when the strings are too loose and some of the force is dissipated by the ‘give’ as the ball hits the racket. This is an advantage for beginning players as the ball stays on the strings longer providing more control.
Fig. 23. Eastern backhand grip— front view.
Fig. 24. Eastern backhand grip— back view. Fig. 25. Eastern backhand grip— top view.
Generally it applies that the heavier the racket, the greater the possible forward momentum. However since momentum is a product of mass and velocity, if the racket is so heavy that it cannot be controlled, forward racket speed will be lost and the resulting momentum will be decreased. Therefore, an ideal racket weight is one which is as heavy as practicable taking into account manoeuvrability.
The following grips are recommended but are by no means the final word.
For reasons of anatomical advantage, most of the hand should be behind the grip so that firmer contact and greater leverage is attained. . A forehand (see Figs. 20, 21 and 22) is the ‘shake hands’ or eastern grip.
A backhand (see Figs. 23, 24 and 25) is the ‘thumb behind’ or eastern grip.
A continental or ‘hammer’ grip (see Figs. 26 and 27) for ground strokes is difficult for beginners to control since most of the hand is above the grip. This requires immense wrist strength which beginners find difficult to muster. A player must have a strong wrist before employing the continental grip for ground strokes. The continental grip has no mechanical advantage. Its only advantages are:
_(a) playing on surfaces where the ball stays low because the hand is on top of the grip;
(b) not having to change grips.
On hard courts the ball bounce would be higher and a continental grip would be difficult.
It is anatomically impossible to effectively keep the hand on top of the racket when contacting the ball above waist height. To help overcome this, a player would have to employ the slice.
On volleys, a player can either change grips as for ground strokes, or play continental for both forehand and backhand. If the wrist is strong enough a continental grip would be ideal for the quick volley exchanges often occurring in good doubles. When time permits, the eastern grip should be employed.
A continental grip is best for serving and smashing since it allows for maximum use of wrist flexion (see Fig. 28). With slight modification the continental service grip may be used for a slice, flat, or twist serve. An eastern service grip impedes the use of the wrist snap
(see Fig. 29). Beginners should be encouraged to use the continental grip as quickly as practicable.
Analysing the following situations helps a player to ascertain the effect of ball spin on contact. Consequently racket face and racket swing adjustments can be made early to overcome the effects of spin.
(a) A ball hit with no spin approaching an ‘on edge’ racket face (see Fig. 30).
(b) A ball hit with topspin approaching an ‘on edge’ racket face (see Fig. 31).
(c) A ball hit with backspin approaching an ‘on edge’ racket face (see Fig. 32). The effect of spin in these cases looks quite drastic. For practical purposes, however, the effect is modified due to racket speed.
When two forces are acting on a tennis ball, the force with the greatest influence will determine the final path of the ball. (See Fig. 33.)
Usually the racket swing has the greater effect on direction. The racket is heavier than the ball and generates greater momentum than does the oncoming tennis ball. Sheer racket speed then, can offset the principle that the angle of approach is equal to the angle of rebound. It will also nullify the effect of the spin of the oncoming ball.
Lateral and vertical direction of shots
Vertical direction—Because gravity begins to pull the ball down immediately after contact, beginners who are usually quite short in stature and lack strength, need to hit the ball slightly up so that their drives clear the net.
A trajectory of 45 degrees will attain the greatest horizontal distance. Beginners must keep this in mind when stroking deep to the baseline. (See Fig. 34.)
Considering ball contact at various stages of the bounce, (note Figs. 35, 36 and 37) the racket is held
“on edge’ and travelling horizontally. It is quite obvious that racket face or swing adjustments must be made in order to hit the ball effectively across the net.
(a) Contact before the peak. A ball which is hit on the rise must be hit with a slice, or a horizontal stroke with a closed racket face.
(b) Contact as the ball drops. A ball which is hit -after the peak must be hit with topspin, .or a horizontal stroke with an open racket face. Lateral direction—Lateral direction is affected by contact point in the swing arc. (See Fig. 7.)
(a) If the ball is hit early the shot will go across court.
(b) If the ball is hit late the shot will go down the line. Extremes of either (a) or (b) situation will find the ball going well out of court.
If the racket head trails the wrist the ball rebounds away from the player. For this reason wrist layback strokes must be hit early.
If the racket head precedes the wrist at contact the ball rebounds across in front of the player.
To attain maximum ball speed the ball must be contacted in line with its centre of gravity. An off centre hit results in spin and a consequent loss of forward ball velocity. For this reason the racket swing must be in line with the intended target, and must not pass across the flight of the oncoming ball. As mentioned earlier the flatter the arc of the racket swing the greater the range in which the ball may be contacted to ensure the desired results.
Fig. 26. Continental service grip— side view. Fig. 27. Continental service grip—
; top view. Fig. 28. Continental service grip— back- view. Fig! 29. Eastern service grip— front view.
~ Fig. 30. A ball hit with no-spin *s sees SES, Top spin. approaching an ‘on edge’ racket face. ei Bar ee foie against Say - Fig. 31. A ball hit with topspin os Z ; eta “> the racket ‘approaching an ‘on edge’ racket face.
Hitting a tennis ball does not always require the production of maximum force. Ball control and deception are also important elements in the game. A player hitting solid controlled shots will have an advantage over the ‘basher’ or the ‘dinker’. At times, for purposes of deception, a player may go through the motions of a forceful hit only to contract opposing muscles and hit a drop or dink shot.
Additional force may be attained by flexing the wrist just prior to impact. For example in the tennis serve a greater force is applied to the ball by flexing the wrist.
On ground strokes however, this technique leads to lack of control.
When considering the momenta of the racket and ball at contact point, the momentum of the racket is greater than that of the ball. After contact, the momentum of the ball adds to that of the racket. For this reason a weaker player may be able to get pace for his strokes from a hard hitting opponent. Forcing the weaker player to generate his own pace will leave his shots wanting.
Follow through can be thought of as a continuation of the racket force so as to increase the time of its application to the ball. For coaching purposes to emphasise a continuation of the forward swing after contact will help in ensuring a longer racket/ball contact period. However, it is obvious that after contact no action of the body or racket can have an effect on ball flight.
Fig. 34. Paths of tennis balls projected at angles of 30°, 45° and 60°.
Fig. 32. A ball hit with backspin approaching an ‘on edge’ racket face. Fig. 33. The effect of racket speed on modifying ball spin.
Fig. 35. Contacting the ball ‘on the rise’ with an ‘on edge’ racket face.
Fig. 36. Contacting the ball at the top of the bounce with an ‘on edge’ racket face.
; Fig. 37. Contacting the ball after the peak with an ‘on edge’ racket face.
(a) Considering this definition of follow through Impact point va the importance of the time for application of force (\ can be seen in the formulae: V = at. (V = final
. ball velocity, a = constant racket acceleration and
= time available for the application of force). The greater the time for force application the greater the ball velocity after contact. In other words the final ball velocity is directly proportional to the time of force application.
(b) Follow through provides the time and distance for the racket speed to decelerate, allowing the racket head to be travelling its fastest at the moment of impact. For maximum ball velocity contact point must be in the middle of the arc of highest racket head speed. (See Fig. 38). Note in Fig. 38 the greater the distance between the black dots the faster the racket head is moving. It can be seen that the impact point in Fig. 38 is in the middle of the arc of highest racket head speed. From such information tracing defects in a player’s service swing can be noted. If, for example, there is little or no follow through after contact, the impact point was past the centre of the arc of highest racket speed and contact was made as the racket was decelerating. On the other hand, too short a backswing means that the racket head speed is still increasing at contact point.
(c) A body is frequently put into motion by the transfer of momentum from a part to the whole body. For example in the tennis serve, leg extension and the forward racket swing during follow
Fig. 38. Flat first service. One frame through, gets the body moving fluently and quickly per second tracing of racket head. towards the net. Follow through ( service): (d) When hitting a tennis ball at top speed, as in a flat first serve, the forward momentum of the body is checked by swinging the right foot forward. The right leg initially acts as a brace, then extends vigorously to propel the player towards the net.
When hitting ground strokes the back leg is kept in contact with the ground, so that a player can push off it and move quickly to the next shot. Being perched on one leg is an extremely unstable position, therefore if must be emphasised that the near leg be kept in contact with the ground.
2. Coaching Methodology, Class Control and Discipline
(a) The ‘coach’ is the key to a successful tennis programme. The best programme in the world, on paper, does not necessarily result in successful coaching. The coach/pupil relationship is a critical one. Can a coach communicate with his class? Can he control them? Is he keen, dynamic and inspiring?
A coach must accept the responsibility of formulating the objectives for his course. Objectives are generally defined as the traits or characteristics participants are expected to have once they have completed a course.
Once formulated, the coach must realise that these objectives are not going to simply jump off the paper and stamp themselves onto the foreheads of his group. A great deal of social interaction, work and thought is necessary on the coach’s part. He has the power to make or break a programme through his leadership.
It is possible for a coach who has meagre facilities, but is keen and enthusiastic, to work in a straightforward programme and do better than a coach who has an eleborate programme with superb facilities but
IS IMPLEMENTED.
Take a look at some examples of alternative implementation by different coaches:
(1) One coach may caution a player who is pushing into a waiting line, emphasising the importance of taking turns. Another coach may ignore the action. Which coach has done more morally and socially to educate his players? Which action is more likely to prevent a later disciplinary measure?
(ii) One coach may take an interest in only his better players. Another coach may go to great pains to help and to get to know, all of his players.
(iii) One coach may arrive on time and spend ten minutes preparing the lesson. Another coach may arrive ten minutes early to prepare his lesson, and then begin on time. ; Class control, enthusiasm, knowledge of biomechanical principles, knowledge of teaching principles and teaching progressions skills, and humour are all attributes of a good coach. It is not logical therefore, to assume that the star performer will automatically be a good coach. The other attributes are more important
(b) Before implementing a programme, a good coach must set up a framework to guide his instruction. .The
(1) A list of the player objectives.
(ii) A list of the material to be covered. (iii) A list of the methods and techniques required to help attain player objectives.
(iv) An evaluation system. It is extremely important to have some sort of feedback as to whether or not player objectives have been met and satisfied. Some method of evaluation must be devised to check the progress towards obtaining the objectives.
Evaluation is an important and complicated process.
Some methods of evaluating playing ability include: Self evaluation. For example, on ball bouncing drills, allow the player to keep a record of his results over a number of weeks. This gives him the chance to compete against himself for improvement. It should also lessen the tendency to add on to his score since he is not competing against classmates. (For ball bouncing drill
Group evaluation. This can be made during group activities such as the simple Circuit run. (See Chapter 4, page 59.) Are the groups achieving more consecutive hits than before? Partner evaluation. For example, using a co-operation volley drill in pairs, check to see if the numbers of consecutive volleys are rising. (See Chapter 4, page 72.) Subjective evaluation. This evaluation involves a personal judgement and assessment by the coach on evidence from his own observation and experience.
Tennis tests. Assessment could be made using recognised tennis skill tests or Round Robin Tournament play.
However, interpreting results of the evaluation may also be complicated. Suppose the devised tests shows the player has not achieved course objectives. Does this mean the coach has failed? Perhaps, although there are other possibilities to consider. The tests may not have been valid. The original objectives may have been too high or he may be making good progress but just not reached the objective at this time. The player may not have responded to motivation for the evaluation and performed below his normal standard. Whatever the reason, or the result, a concerned coach must make the attempt to correct the situation. A good coach is not static.
(c) Another of the coach’s responsibilities to his class is to carefully consider his teaching methods. The methods must be flexible since they will continually depend on a variety of factors. For example:
(i) The specific student objectives attained for each individual group from the size, age, and ability of the class, as well as its particular needs and interests.
(ii) Environmental influences such as: the number of courts, the type and surface of the courts; additional teaching aids including backboards, adjoining grassed areas and ball machines; and the general range of facilities and equipment available or improvised.
Flexibility of method also concerns the coach’s attitude towards new material. He must be willing to critically analyse new ideas and discard them if found wanting, or accept them if valuable. It is up to each coach to develop his own coaching philosophy. (d) A coach should not be satisfied to simply pass on his particular tennis knowledge and skills to a class.
He should attempt to encourage a player’s thirst for more knowledge and a greater understanding of the game—he should develop players who will surpass him. This could be done through stimulating, thought-provoking discussions.
(e) A coach must recognise the potential of his teaching aids and teaching area, and use them to best advantage. Adjoining grassed areas, fences, walls, chairs and benches could all be incorporated into lessons. Chairs for example, could be used for:
(1) Targets on the court. (ii) Obstacles in a zigzag relay run. (iii) Physical fitness exercises by stepping up and down on them. A coach may use any equipment he can lay his hands on, for the sake of incorporating interest and variety into lessons. Ensuring that the use of the particular object has a worthwhile purpose and is safe, imagination is the only limit.
(f) A coach should ensure that his players have a general tennis background by covering areas such as:
the history of tennis, court etiquette, fitness training, tactics and sportsmanship. (g) A coach must arrive early for classes to re-check the teaching area and equipment. He will still have time then, should changes or adjustments be necessary. It is not difficult for a well planned lesson to become a shambles simply by arriving late.
(i) The tennis court gates may be locked requiring a key from the curator.
(ii) The kind hearted curator may have gathered together the equipment that was no painstakingly placed out earlier in the morning.
(iii) The tennis balls may be locked away in the clubhouse with the only key belonging to the groundsman.
Given ten to fifteen minutes’ grace, these difficulties could be easily overcome.
(h) Attempting to cover too much material in one lesson, is a common mistake of programme planning.
Enough time must be allowed for skills practice. If a coach finds himself with ten minutes of time left in which to complete thirty minutes work, he should not attempt to complete his lesson simply to keep up with his lesson schedule. The next scheduled lesson could be adapted to cover the overlapping material.
This allows flexibility since each class may respond a little differently. It is always a shame to stifle a spontaneous moment for the sake of scheduling. On the other hand, the coach must also ensure that he has sufficient material to present to make constructive use of the entire class time. It is better to prepare more than time will permit so as not to be caught unprepared in the last five minutes. The lesson must not be allowed to wander aimlessly and carry itself along.
Quality in coaching must not be sacrificed for quantity.
(1) A coach must ensure that the complexity and volume of his material is suited to the level of the group. For example, a lesson on basic doubles tactics to a beginning group would not include discussion of tandem and scissor formations.
(j) It is also a coach’s responsibility to ensure that his players are aware of any class rules or regulations. For
(1) Policy in regard to a lost ball. (ii) Policy in regard to tennis attire. (iii) Policy in regard to behaviour. (iv) Areas designated out of bounds in the clubhouse. It is a good idea to have a set number of balls to begin the lesson as it becomes easier to trace them this way.
(a) Motivation is the key to all learning. Players must desperately want to learn and want to practise tennis in order to successfully advance in the game. A vital job for the coach then, is to successfully motivate his players to this degree. ~ Incorporating sportsmanship, enthusiasm, variety and -interest in the programme will help. Various methods of maintaining interest include the use of self-testing skills partner and team competitions, variety in warm-up and review drills. Variety can always be attained through the intelligent use of activities, facilities and equipment.
Different motivational devices will be needed for different players. What turns one player on may or may
Fig. 39. Maximum participation (eight teams of two players per team).
Fig. 40. Minimal participation (two teams of eight players per team).
not do anything for another. A simple word of praise or encouragement may help one where concrete evidence of improvement from self-testing skills is needed by another.
Within each motivational technique, players will also vary in their level of arousal. An over-motivated player may become tense and frustrated. An under-motivated player may often perform below his best. A coach must know his players well in order to successfully motivate them to their greatest playing potential.
(b) The maximum use of time and facilities is an important concept in tennis coaching. Note in Fig. 39 and 40 that for a ball bouncing relay, eight teams of two ensure greater player participation than two teams of eight. Long waiting lines which permit inactivity for many should be avoided.
_ If however, waiting in line is unavoidable, the waiting players could perform a constructive activity during this time. For example, before their turn, they could be required to perform an exercise, a balance activity, or a ball bouncing drill.
Additional techniques to help ensure greater player participation are listed below. All of the following drills assume that a coach is working without an extensive range of teaching aids such as the ball throwing machine, or rebound nets. These drills require only the bare minimum in equipment.
Fig. 41. The coach, player A, feeds a ball with an underhand throw to two lines of players (Team
1 and Team 2). The coach’s left arm throws a ball to the front player in Team 1. A few seconds later the coach’s right arm throws a ball to the front player in Team 2. During this drill a coach could make a constructive appraisal of two players at a time. Once the players have completed their hits and acknowledged the coach’s comments, they could perform a hand-eye drill, or hit against a backboard before moving on to the end of the line. Fig. 42. The coach, player A, feeds a ball with an underhand throw to player c. Player c hits the forehand drive, while players B and D pretend to hit a forehand. In this way, all three players are working on correct technique at the same time. The coach must allow enough time for the players to assume the ready position before feeding the ball to the next player.
The two techniques listed could be adapted to cater for forehands, backhands, or volleys either from a stationary hit, or a hit while on the run.
For example in: Fig. 43. Players B, c, and D line up along the imaginary extension of the centre service line, spaced out so they have ample room to swing. On a visual signal from the coach, (player A), the three players run towards the side line indicated. The coach feeds a ball with an underhand throw to the first player in line who strokes the ball over the net. The other two players pretend to stroke the ball over the net. The hitter moves to the end of the line after the three players have quickly recovered to their starting positions. (c) Tennis coaches should be aware of the important concept of ‘multi-usage of facilities’. It is important in constructing a new teaching area and also in adapting and improvising in a ready-made area. Each section of area can be used for a number of activities under this concept. Very specific teaching aids will inhibit multi-usage.
Take a brick wall as an example. It has many more uses than simply to act as a wind-break:
(i) It may be used as a rallying partner, provided some precautions are taken. For beginners to have
Fig. 41. Maximum player participation. Fig. 42. Maximum player participation. Fig. 43. Maximum player participation.
ample time to hit a correct groundstroke they should be encouraged to stand far enough away from the wall so that they are stroking after the second bounce. By standing close to the wall and stroking after the first bounce, most beginners will rush their shots and consequently hit the ball late. This may trigger off numerous technical errors such a hitting off the back foot and employing a wrist snap. The extra time achieved by waiting for a second bounce will ensure a correctly ‘grooved’ stroke. When the stroke is mastered, players can be advanced to hitting the ball after one bounce.
(ii) Targets drawn on the wall slightly higher than net height can be used in some valuable serving technique progressions. By throwing balls at these targets with an overhand action the player is able attain the feel for the throwing action required ensure control by aiming at a specific target;
receive a speedy return of the ball due to the quick rebound.
Targets may also be used for interest and accuracy in groundstrokes. (iii) The wall could be used to eliminate a player’s prolonged or extended backswing when volleying. By placing the player with his back close to the wall, then forcing him to volley he will be forced to adopt the correct backswing, as a prolonged backswing will result in his racket hitting the wall. (d) A coach must be aware of the importance of progressions when teaching tennis, and should know a number of progressions for the various strokes. Each tennis stroke can be performed as a simplified basic movement. From the basic stroke a player advances until the complete tennis stroke as performed in a game situation, is achieved. When coaching a particular player, his ability must be precisely classified and a suitable level in the scale of progressions, assigned to him. Frustration will often hinder a player’s progress if the particular drills are either too easy or too difficult.
Following are some series of possible progressions when teaching forehands, backhands, serves, and volleys. For any skill work however, the problemsolving type of discussion and appropriate coaching points with demonstration are best incorporated prior to player participation in the drill.
Forehands and backhands. (Only the backhand will be used in the example. The same progressions apply to
(i) A shadow drill (see Figs. 44, 45, 46 and 47) is an effective way to allow each in the group to observe and practise the important phases of the basic stroke. The players in the class are best organised systematically in teams so that the coach can easily identify any players with discrepancies from the desired forra of movement. The coach verbally directs players through the four stages of a
Hit (Fig. 47). (ii) A further stage incorporates actually hitting the ball. (See Figs. 48 and 49.) However, the ball is tossed up by the player who is hitting to ensure it falls in the correct position. Also, the player is already positioned in a preparatory stance.
(iii) Following this a player throws a ball up for himself, and hits it over the net for a partner to catch. (See Fig. 50.) Player A strokes the ball so that it lands in front of player B. This will emphasise a controlled hit. Player B catches three or four balls and then strokes the balls back to player
A who collects them.
It is important to note the ball feeding arm lies above the racket to eliminate too high a backswing and a consequent chopping stroke. (See Fig. 49.) Another complication likely to arise is the low rebound of the ball off the bounce causing a revised, hasty stroke. The ball should be thrown into the air and not dropped to allow sufficient rebound height.
(iv) Hitting an oncoming ball from the preparatory stance is a further progression. (See Fig. 51.) Player B, with an underhand throw, bounces the ball in front of the hitter, player c. Player c strokes the ball across the net. Player B must feed the ball with sufficient height and accuracy to enable hitter c to simply transfer body weight and stroke the ball. The hitter should strive to hit the ball to land at the feet of player A. After six hits, positions should be rotated to afford equal opportunity for hitting.
(v) Progress to hitting an oncoming ball from the ready position. (See Fig. 52.) This is the same drill as the previous one, with the exception that the hitter has to turn before striking the ball.
(vi) Running to hit an oncoming ball is a further progression of the above drill. (See Fig. 53.) In this instance, player B, the ball feeder, throws the ball wide of player c forcing a run prior to stroking the ball. (vii) Culminating progressions move closer to practising the actual shots required in a match.
Some of these include hitting balls of different speeds to various parts of the court, rallying backhand to backhand, and the singles game situation forcing the opponent to hit as many backhands as possible.
Fig. 44. Backhand progression,
‘ready position’. Fig. 45. Backhand progression,
Pig. 46. Backhand progression, ‘step’.
Fig. 47. Backhand progression, ‘hit’.
g. 48. Hitting a backhand into a fence.
ig. 49. Preparatory stance, backhand.
Fig. 50. Hitting a backhand over the Fig. 51. Hitting an oncoming ball net to a partner. (from a preparatory stance).
Fig. 52. Hitting an oncoming ball Fig. 53. Running to hit an oncoming (from the ready position). ball.
Fig. 56. ‘Reaching’ to attain maximum
Serves (The regular flat service)
(1) Use an old racket and an overhand throw to help attain the throwing action required in an effective serve. (ii) Throw a ball into a fence with the overhand throwing action. (See Fig. 54.)
(iii) The ball push must be very accurate for a serve to be consistently successful. Note that for the ball push to be correct, the ball must land thirty-five cm in front and thirty-five cm (fourteen inches) to the right of the forward foot. If the racket is placed on the ground in this position, it provides a challenge in accuracy to land the ball consistently on the racket face. (See Fig. 55.)
(iv) It is also important to emphasise the reaching movement of the forward swing in order to achieve maximum height at contact point. (See
(v) Half swing a serve into the fence. (vi) Half swing a serve over the net. (See Fig. 57.) Note that in the half swing, the preparatory stance is taken up with the racket already in the
‘back scratch’ position. , (vii) For the full service action, the shadow drill, following the coach through the entire movement, is appropriate. (See Fig. 58.)
Player A: ready position...
Player B: down with both arms...
Player C: up with both arms .. .
Player D: loop the racket so that it drops behind the back 24. Player E: throw the racket at the ball.
(viii) Progressions from here include aiming for various sections of the service court, aiming for targets and game situations.
progression.
(i) Forehand volley progressions may begin with partners. One throws a ball underhand for his partner to catch. (See Fig. 59.) The catcher should attempt to catch the ball early, with his fingers extended to the sky. This will help attain the
‘blocking’ action needed for effective volleying. (ii) Still in pairs, the hitter now holds a racket at the throat and takes up a hitting stance. He simply tightens the grip on the throat of the racket at impact point allowing the ball to land at
(iii) Repeat progression two with the exception that the racket is held by the proper grip. (See
(iv) Progression three may be advanced even further by incorporating a slight punching action.
(v) Continuing in pairs, one uses an underhand throw to a partner who is in the ready position.
(See Fig. 62.) This forces the hitter to lift his racket into a hitting position prior to ball contact.
(Note Fig. 63.) (vi) Progress from this drill, to the hitter volleying the ball over a net.
(vii) The co-operation volley, forehand to fore-
_hand over the net, comes next.
(vili) Finally, using a singles game situation, incorporate the volley as often as possible.
(e) Generally, the whole-part-whole method of teaching is best since it recognises individual differences. It saves the good performers the drudgery of progression through the various teaching stages. It also allows players to work exclusively on their own weaknesses.
The coach demonstrates a stroke (for example the serve) and then allows the players to attempt to serve. The coach watches carefully to divide the players into groups according to their particular weaknesses. Players who serve with good timing and technique could practise together on one court. Players who cannot push the ball into the hitting zone, could practise the ball push on another court. Players pushing the racket at the ball, rather than throwing, could practise half swings on another court.
Gradually all groups would eventually progress to attempting the complete service action again. By dividing the class into homogeneous ability groups, the coach will find his job easier when correcting players.
(f) The coach must take individual differences into account, know his players well, their likes, dislikes, psychological make-up, strengths and weaknesses. He must act accordingly when dealing with individual players.
(g) A coach must use teaching aids intelligently. The mere exposure of teaching aids will not ensure learning. Teaching aids must not merely be entertainment, but must put across an idea and be well worth the effort of obtaining them.
(a) Each class should experience an orientation toward the stroke to be learned by the use of a demonstration. In this way players see what is expected of them. A good coach demonstrates rather than verbally teaches.
A picture is worth a thousand words. The demonstration must be good, since the students will follow the coach’s movement patterns. It is quite a good idea to use a ‘player demonstration’ (remembering to thank the player on completion). This will tend to motivate the players towards better performance because most players will attempt to be selected as a good performer.
(b) A good tennis coach teaches positively, not negatively. For example, he will demonstrate and emphasise the correct method of performing a stroke, not the incorrect method. A player may remember the demonstration but forget if he was or was not recommended to perform it in the manner demonstrated.
(c) If the class is working fairly close at hand and a simple point needs emphasising a coach need only attain the class’ attention in order to demonstrate. If, however, a more intricate explanation is required the coach could bring the players into a close semi-circle around him. If a coach has an intricate demonstration to perform involving a number of players, he should have the players involved in the demonstration in position ready to demonstrate, before he attains the class’ attention. If demonstrations are prolonged, the class should be seated.
(d) A good coach varies the tone of his voice, elevating it to emphasise important points. (e) When utilising the problem solving approach to teach tennis skills, a coach must avoid asking the player who raises his hand, at once for his answer. The group must be given ample time to ‘think through’ a question.
(f) It is far more important that the player asks a question to which he wants to find an answer, than it is for him to simply answer the coach’s question. A good coach encourages players to be analytical.
(g) A coach should only discuss the basic points involved in a stroke and then get the group working, calling the players together at a later time to add information and correct gross mechanical errors in movement. It is undesirable to force the class to stand and listen for forty-five minutes while a very complex description of the tennis serve is offered. Maximum player participation in regards to attentiveness and the assimilation of facts will suffer. Get the class working.
(h) Players must be aware of the importance and purpose of a drill in order to benefit from it. Most drills for beginners, for example, should emphasise accuracy to the detriment of speed. A common error for a beginner is to think that the harder the ball is hit, the better the shot. Consequently, shots are hit with little control. Beginners should be encouraged to ‘tone down’ the pace of their shots. Methods to ensure this may
@ counting the maximum number of consecutive
@ hitting towards a target to help attain the control needed. (i) A good coach encourages his players to practise and play the game hard, but at the same time emphasises attitudes of etiquette, sportsmanship, and fairness. He should encourage his players to be good losers and gracious winners.
(j) The grouping of players for practice is important. Each player should be placed in a group in which he can make the most progress. In most cases players should be grouped according to ability and levels of .
accomplishment, rather than size or age.
(a) A good coach should know the deficiencies in a piayer’s shot and not have to guess. He must know the basic physical principles of effective stroke making and then observe the stroke from front, back and side views for full appraisal.
Rather than simply relying on impressions from watching the total shot, the experienced coach will follow a pattern when analysing a stroke. For example,
(1) the entire stroke with body and racket in view, (ii) the weight transfer, (iii) the impact point, (iv) the follow-through, (v) the path of the racket head only, (vi) the entire stroke. After analysing his players closely, he is able to direct new movement patterns. He should stop the class to point out major faults.
(6) Group correction is a valuable teaching technique. A good coach moves amongst the class encouraging and correcting. He must avoid correcting one player at a time and leaving it at that. It is a good idea to tell players to remember the correction and bring this point up when the class next meets as a group. As a group, the coach discusses all corrections made to the individual players. In this way all twenty players will hear ten correction points rather than ten players hearing one and ten none. (c) Partner coaching is a useful teaching technique especially if the class is large. To be of maximum benefit players must be old enough in both age and experience. The coach should emphasise that unless a player is certain that his advice will help his partner, he should say nothing at all.
(d) Following a stroke demonstration, the coach should allow sufficient time for supervised practice. Players must be given immediate opportunity to improve.
(e) A good coach leaves time for review. Review sessions are best held at the end of lessons. Players should be encouraged to take notes during review sessions.
CLASS CONTROL, SPECIFIC TEACHING
(a) Looks the part by wearing clean, neat tennis clothes.
(b) Has a confident manner, ensuring that players realise he knows what he is talking about.
(c) Makes his voice interesting to listen to — by varying the pitch and range. (d) Attempts to be brisk, humorous and stimulating.
(e) Is friendly but firm from the start. (f) Is consistent in methods of controlling the group.
(a) A good coach sets up the teaching facility early so that the students don’t have a waiting period before class begins. Early preparation also allows the coach an opportunity to check equipment.
(b) The coach should set up a lesson routine with players practising as soon as they arrive at the courts.
On a given signal by the coach the players come together to start the lesson. The lesson should finish with a review, the players sitting in a certain area. Players should be encouraged to take notes during review sessions.
(c) A good coach is super-prepared, looking for possible trouble spots of confusion during the lesson and working to eliminate them. For example:
Long waiting lines must be avoided since players will become restless with the lack of participation. Close contact must be avoided. For example, thirty players moving forward to collect tennis balls from one of five small boxes which are spaced out at the side of the court offers less confusion than thirty players collecting balls from one large box. Another solution is for the coach to take a handful of balls and roll them out to the group. When setting out equipment for a new activity the coach much ensure the players are working. To force the players to stop work and watch the coach set out equipment will lead to player restlessness and will be wasting their time.
It is a good practice to separate known or potential trouble-makers. Together they could be chaotic.
Separated they may be motivated to work with the group. (d) A good coach must attempt to create player interest and enthusiasm. Players should run to practice sessions, asking each other questions such as, ‘Wonder what we’re going to do today?’ rather than wander in late moaning, ‘Guess we’ll run around the clubhouse and then hit up and down the court again’.
(a) Dead spots of inactivity must be avoided, the lesson must be so well organised that it flows along. If a coach forgets some part of his presentation, he must give the players something constructive to do while he takes time out to recall the forgotten parts.
(b) Whenever possible a good coach keeps the entire class within his field of vision.
Apart from being a technique for detecting major errors in performance, each player will have the feeling that the coach is watching him. From time to time the coach could praise or comment on the performance of a player working in a group other than the one closest to him. This will help attain the class atmosphere that
‘the coach sees all’.
(c) After giving a command a coach must see that his requests are in fact carried out. He must follow up his commands with his eyes. He must not assume that
Fig. 64. Incorrect class positioning.
Fig. 65. Correct class positioning.
players will automatically carry out his orders.
(d) When demonstrating, a coach should make certain all players in the class are close by and watching. If intending to talk for some time, it is wise to ask players to sit. A coach should not begin talking to his class until all players are ‘with him’, both mentally and physically.
Considerations about class positioning during these demonstrations or discussions will help to ensure the attention of the group.
Incorrect class positioning (See Fig. 64.) The class is spread out too far. Note that players D and E are talking at the end of the line.
The class has been forced to sit looking into the sun, note that players B and C are shading their eyes. It is easier for the coach to buy one pair of sun glasses and face into the sun than to supply sixteen pairs of sun glasses for the class.
A coach should also try to position himself so that he is talking with the wind. This will save his voice and help ensure the class can hear.
The class should not be expected to sit on wet grass or to work in the rain.
Correct class positioning (See Fig. 65.) Players are close by and sitting in a semi-circle around the coach.
Players are sitting with their backs to the sun. The coach is talking with the wind and has the entire class within his field of vision.
(e) A coach could add interest to drills through the use of
@ individual or group competition,
@ the use of a variety of drill formations,
@ a colourful variety of teaching aids. (f) A coach must ensure that players are adequately spaced for practices. If groups are working too close together, apart from the obvious difficulty of class control, the players’ body movements and racket swings will be restricted.
(g) A coach should praise the good workers rather than denounce the trouble-makers in the hope that the latter are motivated to co-operate. If a coach gives a trouble-maker some unexpected praise he may produce a pleasant change in the player’s attitude.
(a) Conclude the class in an organised way, for example, all players seated and quietly discussing the lesson. A coach must avoid calling out ‘that’s it for this week’ and disappearing into the clubhouse while the — class is still working.
This is a subtle form of control ensuring player attention, allowing messages to be given, and offering one more opportunity to recognise achievement and to motivate. It may also help summarise what the coach has attempted to achieve during that particular lesson giving players a renewed feeling that they are headed somewhere and are not just turning up for some organised activity.
(b) At the conclusion of class, designate jobs to reliable players, for example, the clearing of equipment. Make the job sound important so that the player will feel honoured to stay behind and help. Occasionally give this job to a trouble-maker and note the result.
(a) Prevention is the best cure for breaches of discipline. A good coach must know the causes of misbehaviour and work hard to prevent them from taking place. (Note the teaching techniques listed under Coaching Methodology and Class Control.) A coach’s use of corporal punishment when dealing with breaches of discipline will have little effect on changing a player’s behaviour pattern or his ability to learn. To resort to severe punishment is an admission of failure on the part of the coach, with the exception of a very few isolated cases.
(b) Player boredom is the most common cause of misbehaviour. Players must be kept interested during classes through variety in the coaching materials and methods. In a stimulating, industrious atmosphere, behaviour problems will be few.
(c) It is impossible for the coach to ensure that every activity is absorbingly interesting. Players must therefore be encouraged to behave through the concept of self responsibility. In fact most coaches attain a working class atmosphere in one of two ways:
instilling the fear of corporal punishment by the use of forceful discipline, or instilling a feeling of self responsibility and player respect for the coach. Self discipline by a player is the only discipline of lasting value.
(d) A coach must set a good example to his players through: punctuality, dress, efficiency, cheerfulness, and fairness.
(e) Sincerity must be the keynote of a good coach player relationship. A sense of humour is important.
(f) A coach must develop a pleasant and effective teaching voice free from any mannerisms. It might be a good idea to have someone listen in on one of your lessons. It is easy to unconsciously adopt the ey use of certain phrases and words.
(g) As mentioned earlier, a coach’s punctuality is important, not only to serve as an example, but also because experience has shown that many disciplinary breaches occur while players are waiting for the class to begin. If a disruptive atmosphere has been set within the class, as a result of the coach arriving late, it is possible that he may never really regain proper control of his class. A good coach sets the tone of the lesson early. Speaking with a stern authoritative voice, or re-primanding the first misdemeanour will help ensure an industrious class atmosphere. Once this atmosphere has been established, a coach may then relax to a tone of ‘controlled class freedom’ where players may work uninhibitedly within certain bounds of discipline. (h) A coach must be super-prepared. Lack of effective preparation is a major failure in coaching. A good class tone will automatically follow from a mastery of tennis material and a coach’s conformity to basic teaching methodology.
(1) Good class control, coupled with a lesson without any dead spots of inactivity, helps maintain discipline.
(j) A more personal relationship will develop between a coach and his players if the coach learns the names of his players as quickly as possible.
(k) It is important to recognise the value of praise as a motivator, use it only when deserved, and avoid over-use.
(a) A coach must avoid using sarcasm as a form of punishment, as this will arouse resentment. Players must not be ridiculed in the company of their friends.
(b) A coach must avoid threats which he knows cannot be enforced. For example, threatening to string the trouble-maker up by his toenails.
(c) A coach must not impose punishment in anger. (d) A good coach should be able to distinguish between offences which require punishment and those which do not. In other words, learn to distinguish between work noise (when to look away and disregard behaviour), and the disruptive, out-of-control noise.
(e) Acoach should sparingly use the infliction of group punishments for the misbehaviour of individual players. This may offend other player’s senses of justice.
(a) So as to correct minor behavioural problems, due to high spirits, or a player’s temporary lack of thought
(i) Reprimand the player concerned in front of the class, making sure to convey the impression that although it was not a serious misdemeanour, the act should not have passed unnoticed. A useful technique is to make it apparent to the offending player, that because of his actions, the entire class has been held back. In this way the player feels as though he is letting the class down. Phrases such as ‘Why should we always be waiting on you,
John?’ or ‘Still waiting for one or two players who are not watching!’ are useful.
(ii) Reprimand the player concerned by setting him an extra task to perform. This task must not be too difficult or too degrading. For example, have the player run four times around the tennis courts, either during or after the class. A coach much beware that this method does not attract the attention seekers or players not wanting to participate in the class.
(iii) Reprimand the player concerned by sending him into the clubhouse. This technique will only succeed if the player is eager to participate in the class. If the player does not want to participate in the class this technique will be playing into his hands. This disciplinary measure should be used sparingly since a lack of participation will often result in resentment towards the coach and towards tennis. (iv) Administer physical punishment, but this must be avoided.
(b) For the correction of major offences a coach could
(1) A private, informal, personal talk to the player after class. The coach could express personal disappointment to see the player drop below the group standards. The use of phrases such as
“You could be one of the best players in this group, John, if you worked’; or, ‘You have improved considerably over the past weeks ...’, may help.
(ii) A serious, private talk after class; using phrases such as ‘If you want to stay in this group, you will have to...’. (iii) The player sent to higher authority; ‘Go down and tell the Camp Director why you were asked to leave the class’. This technique should be avoided since it is ‘buck passing’ and is temporary. Discipline problems can only be solved by the coach concerned.
(iv) A private interview with the player’s parents.
The activities suggested in this chapter are examples of material that could be incorporated with value into a programme for young tennis beginners. The activities may be used to precede and/or supplement the tennis strokes section of the tennis lesson. The teaching of these activities must be undertaken with a knowledge of the teaching principles and suggestions outlined in Chapter 2. There is no limit to the type of activity which could be used in a beginner’s tennis programme, providing the coach believes sincerely that the material will be of benefit to the players.
These activities could be used to help develop such attributes as:
@ aconfident ‘feel’ for ball control. A tennis racket is a new implement to a young beginner. Beginners cannot be expected to maintain a consistent rally over a net. They need to acquire a certain amount of confidence and a feeling for the foreign implement in their hands. They must also gain the feel of a ball at a distance greater than arm’s length. They must learn to manoeuvre the racket quickly and efficiently.
A swimming coach would not dream of throwing a beginning swimmer into the deep end of the pool. For a young swimmer initial exposure would involve the teaching of confidence skills such as:
@ walking in waist deep water with the arms helping to propel the youngster through the water. This helps him attain a ‘feel’ for the new medium;
@ getting the face wet and eventually submerging
@ lifting the feet from the bottom of the pool and attempting to float. j In the same way, beginning tennis players should be
_ exposed to a variety of ‘confidence’ activities.
(a) The activities must be both interesting and chal-
(b) A wide range of activities is important. A good coach should note signs of player boredom and immediately change the nature of the activity.
(c) A competitive element can be introduced to the activities. For example, ‘How many bounces can you perform in thirty seconds?’, ‘Off you go!’. Self-motivation and self-evaluation are positive elements in this type of competition.
(d) These activities may be incorporated into the first five to ten minutes of a beginning tennis lesson, for the purposes of warm-up and review. (c) It is valuable for a coach to teach a particular grip and immediately have the player use that grip to perform a hand-eye confidence drill. The drill serves the purpose of setting the new material in the learner’s mind. It gives him immediate practise with the new grip and helps him gain a ‘feel’ for the grip. However, it is important to understand that most ball-bouncing drills are performed best with a specific type of grip.
In other words, the coach must select a confidence drill which can be practised comfortably with the particular grip he is teaching.
(f) Research on ball-bouncing tests has indicated that they are a valid means of attaining homogeneus groups.
(In other words the better the player, the more bounces he will perform over a certain time.) This is valuable knowledge for the coach who needs a quick means of dividing his large group into smaller groups made up of individuals of similar ability.
(g) A coach must recognise the importance of pro-pressing from a simple to a more complex activity. He must also recognise that progression is possible within a particular actvity. For example, an activity may be
@ while walking, jogging and finally running.
Examples of Hand-Eye, Confidence Drills
1. Racket face roll. (See Fig. 66.) When performing this activitity, players can progress from standing
(player A), to balancing, on one leg (player B), to jogging in a designated area (player C).
The racket is held with the face completely open (player c). A ball is placed on the strings and then rolled around the frame of the racket head.
Fig. 66. Racket face roll.
2. Simple racket face bounce. (See Fig. 67.) Note that this activity may also be performed while standing
(player A), balancing on one leg (player B), or jogging in a designated area (player Cc). The ball is simply hit onto the court utilising an open racket face. (Note
3. Simple racket face hit. (See Fig. 68.) Note that this activity may also be performed while standing (player A), balancing on one leg (player B), or jogging in a designated area (player C). The ball is simply bounced into the air using an open racket face. (Note player A.)
4. Shadow bounce. (See Fig. 69.) This activity can only be performed in sunlight. The players turn their backs to the sun and perform a simple racket face hit, bouncing the ball up one leg shadow and back down the other. (Note player A.) On a cloudy day players could follow a leader and attempt to walk and bounce a ball along the lines of a court.
5. Around-the-body bounce. (See Fig. 70.) Players take up a stationary stance with feet astride, and legs straight. Players use a simple racket face bounce to work the ball around their body. Once the ball has been bounced to a position behind the player, he turns quickly in the opposite direction to maintain the ball bounce and complete the circuit. (Note players A, B, ic) An interesting progression to this activity is for a player to bounce the ball in a figure-of-eight pattern around his feet.
6. Alternate-face bounce. (See Fig. 71.) Note that this activity may also be preformed while standing (player A), balancing on one leg (player B), or jogging in a designated area (player c). The ball is simply hit onto the court with an open racket face. While the ball is travelling towards the court the player turns his wrist so that the other racket face meets the rebounding ball.
He continues hitting the ball onto the court using alternate sides of the racket face. (Note that player c will turn his wrist in the direction of the arrow for his next hit. )
7. Alternate-face hit. (See Fig. 72.) This activity may be performed while standing (player A), balanced on one leg (player B), or jogging in a designated area
(player c). The ball is simply hit into the air using alternate sides of the racket face. (Note that player c will turn her racket in the direction of the arrow for
8. Racket-edge bounce. (See Fig. 73.) Note that this activity may also be performed while standing (player A), balanced on one leg (player B), or jogging in a designated area (player Cc). The ball is hit onto the court using the bottom edge of the racket.
9. Racket grip bounce. (See Fig 74.) Note that. this activity may also be performed while standing (player A), balancing on one leg (player B), or jogging in a designated area (player C). The racket is held by the throat. The ball is hit onto the court with the racket grip.
10. Alternate hitting, strings, handle. (See Fig. 75.) Players alternate between hitting the ball into the air, using the racket strings, later the racket handle. (Note player A has just hit the ball with the racket strings and
11. Racket-edge hit and bounce. (See Fig. 76.) Players alternate between hitting the ball into the air using the top edge of the racket (note player c), and hitting the ball onto the court with the bottom edge of the racket.
The ball must land on the court after hitting the ball into the air. (Note! Player A is commencing the drill.) 12. Racket grip hit. (See Fig. 77.) This activity may be performed also while standing (player A), balancing on one leg (player B), or jogging in a designated area
(player c). The racket 1s held by the throat. The ball is simply hit into the air with the racket grip. (Note ~ player c has just contacted the ball.)
13. Racket ‘butt’ bounce. (See Fig. 78.) Players hold the racket by the grip so that the ‘butt’ of the racket is pointed upward (note players A and B). The ball is hit into the air with the butt of the racket. (Note! — Player C has mis-hit her ball and will catch it to re-
Ses oueaatntoal Fig. 67. Simple racket face bounce.
Fig. 68. Simple racket face hit. dit ae aa Ue
Fig. 69. Shadow bounce.
Fig. 71. Alternate face bounce.
Fig. 72. Alternate face hit.
Fig. 73. Racket edge bounce.
Fig. 74. Racket grip bounce.
Fig. 75. Alternate hitting, strings, handle.
Fig. 76. Racket edge hit and bounce.
Fig. 77. Racket grip hit.
Rie 78. Racket ‘butt’ bounce.
Fig. 79. Competitive ball roll.
These activities could be used to help develop attributes
@ the ability to control body movements without the benefit of visual or conscious confirmation;
@ the ability to judge the speed and direction of
@ wrist strength.
1. Competitive ball roll. (See Fig. 79.) Players place their rackets along the centre of the court with the racket butts pointing towards the sideline. The players then pair off (note players A and B) and compete to see who can roll a tennis ball closer to the butt of the racket.
The restraining line for the competition is the singles sideline. Player A, whose ball rolled along path 1, defeated player B whose ball rolled along path 2.
2. Pairs, accuracy throw. (See Fig. 80.) Players pair off and face each other while standing on opposite singles sideline. A racket is placed on the court equidistant from both players. (Note players A and B.)
Players then compete to see who can underhand throw most accurately to land the ball on the racket strings.
Only one ball is used, players alternate between throwing and catching.
Variety can be incorporated into this activity by stipulating that players throw and catch with either the left or the right hand. Players could also add variety by throwing the ball under their legs, either while facing, or with back to, their partners.
3. In pairs, overhand throw for accuracy. (See Fig. 81.) This activity in similar to the previous one, with the exception that the ball must be thrown overhand. (Note
4. Individual throwing and catching (1). (See Fig. 82.) The ball is thrown into the air (note player A), so that the ball drops in front of the player. With appropriate timing the player reaches through his legs from behind to catch the ball. (Note player B.)
5. Individual throwing and catching (2). (See Fig. 83.) The ball is thrown into the air (note player A) so that the ball drops behind the player. With appropriate timing, the player places his hands behind his back in an attempt to catch the ball. Note that player A has not managed to catch his throw.
6. Individual throwing and catching (3). (See Fig. 84.) The ball is thrown into the air (note player B), so that the ball drops in front of the player. The player attempts to catch and control the ball on the racket face.
7. Individual throwing and catching (4). (See Fig.
85.) The player holds the ball behind his back. The ball is thrown into the air from this position (note player B) so that the ball can be caught i in front of the
8. Pairs, throwing and catching (1). (See Fig. 86.) Players pair off (note players A and B; c and D) and throw a ball to each other. Variations can include:
(a) throwing and catching with either hand;
(b) catching the ball as close to the ground as possible;
(c) catching the ball as early as possible; (d) catching the ball behind the back. _ :
9. Pairs, throwing and catching (2). (See Fig. 87.) As for above, except that players perform the skills while balancing on one leg. }
10. Pairs, throwing and catching (3). (See Fig. 88.) As for 8, except that a player holds the ball behind his" back, then throws it over his head for the partner to catch. (Note players A and B.)
Fig. 80. Pairs, accuracy throw.
Fig. 81. Pairs, overhand throw for accuracy.
Fig. 82. Individual throwing and catching (1).
Fig. 83. Individual throwing and catching (2).
Fig. 84. Individual throwing and catching (3).
Fig. 85. Individual throwing and catching (4).
Fig. 86. Pairs, throwing and catching
(1).
Fig. 87. Pairs, throwing and catching
Any special fitness activities incorporated into a programme for beginning tennis players must be realistic.
Some type of short sprint activity which involves changing direction while running at top speed would be ideal. Players must place themselves under considerable stress during fitness activities before the heart and lungs are stimulated towards developing more efficient function. Tag games are ideally suited to help cater for the these needs. A number of tag game examples will follow, but first there are some points to consider to ensure the success of all tag games.
(a) The coach must gain the attention of the class and ensure that all players are close enough to hear and understand the game instructions.
(b) The coach must explain the boundaries of the playing area.
(c) The coach must explain the nature of the game and select the player(s) who will act as chasers.
(d) Players must be encouraged to raise hands to ask questions if the game instructions are not clear. -(e) The coach must emphasise that a ‘whistle’ stops the game. : (f) After commencing the game, a coach must watch closely to ensure that the players adhere to game rules, and watch also for signs of player boredom.
(g) Some tag games may require two or three chasers, others may require a regular changing of chasers. This depends entirely upon the size of the participating group and the nature of the game.
(h) It is wise for a coach to occasionally join in the game as this will help promote a favourable player/ coach relationship. ~ i Agility Chase. (See Figs. 89 and 90.) To comence the game, note in Fig. 89 the coach selects three players. si B, peo C, to act as chasers. The coach has
Fig. 88. Pairs, throwing and catching
(3).
selected these players since they are easily distinguishable because of their coloured skirts. The remainder of the class (D) space themselves at random within the bounds of half a tennis court. On a given signal the three chasers attempt to touch as many of the players as possible. (Note in Fig. 90.) Once a player is caught by a chaser, the player must stand motionless with his or her feet astride (player D). The only way this player can be set free to participate in the game again is for another player to crawl through his or her legs. (Note player E.) The number of chasers should be such that the game is allowed to continue for a considerable period of time before all the players are caught. Suitable recognition should be given to those players remaining untagged during the game.
2. Rats and Rabbits. (See Figs. 91 and 92.) The participating players are divided into two teams of equal numbers. The two teams line up on either side of the centre service line as noted in Fig. 91. One team is named the ‘rats’, the other, ‘rabbits’. The coach stands in a central position in front of the teams. Once the players are ready to start the coach drawls either ‘rrrrrrrrats’ or ‘rrrrrrrrabbits’. (By drawling the players are not certain which of the two teams will be called.)
If the coach calls ‘rats’, the ‘rats’ run towards the alley closest to them (area 1) and place both feet in the alley before being tagged by one of the ‘rabbits’. If
‘rabbits’ is called (note Fig. 92), then the ‘rabbits’ run to place their feet in the alley (area 2), before being tagged by a ‘rat’. Note that the ‘rat’ arrowed in Fig. 92 is well on the way to catching a ‘rabbit’. The team called by the coach becomes runners and the other team automatically becomes chasers. Once players have run towards either alley they should be encouraged to return to their starting positions as quickly as possible.
Team scores, which involve counting the number of successful ‘catches’, can be taken providing the coach calls ‘rats’ and ‘rabbits’ an equal number of times. The coach should draw attention to a player not caught during the game.
3. Hospital Tag. (See Fig. 93.) A player is selected as chaser and is asked to hold the back of his neck with his left hand (note player B). On a given signal by the coach he attempts to touch as many of the other players as possible. Once tagged by the chaser, players must hold the part of the body tagged and help chase the remaining players. (Note players A and Cc are helping chase.) The coach should draw attention to the last player caught.
4. Pairs Chase. (See Figs. 94 and 95.) The coach selects two players to hold hands and act as chasers.
Fig. 89. Agility chase, start.
Fig. 93. Hospital tag, in progress.
Fig. 94. Pairs chasey, start. Fig. 95. Pairs chasey, in progress.
(See Fig. 94 players A and B.) This pair have two free hands with which to touch other players. The chasers’ hands must be linked at the time of touching another player to make the ‘tag’ legal. As soon as a player is caught he links hands with the pair catching him to form a trio (note Fig. 95 players A, B, and C).
Once four players are linked in a line they split up to form two pairs. In other words there should not be more than three players to a line. The coach should draw attention to the last player caught.
Fig. 90. Agility chase, in progress.
Fig. 91. Rats and rabbits, start. Fig. 92. Rats and rabbits, in progress.
There are a number of important points to consider before organising obstacle relay courses for beginning
(a) Teams must be as small as practicable to adhere to the principle of maximum participation.
(b) If the number of participating players does not allow for an even number of players per team, it may be necessary to run two competitions. For example three teams of three players compete against one another, while three teams of two players also compete.
One alternative would be for the leaders of the ‘two man’ teams to perform twice (first and last).
(c) As far as possible teams must be of equal ability.
(d) The coach must gain the attention of the class and ensure that players are close at hand before issuing the relay instructions.
Fig. 96. A typical obstacle course relay
(Note: Players commence drill with racket and ball each).
| Ae ie a eee ae PLAYERS x x x
(e) Players must be encouraged to raise their hand to ask questions if the relay instructions are not clear.
(f) The starting and finishing rules must be stated clearly; for example:
@ The relay commences with a ‘whistle’.
@ The second player in line must wait for his team leader to return across the starting line before being allowed to begin running.
@ The winning team will not necessarily be the one finishing first, but the team that finishes first and lines up in a quiet, organised fashion. The coach should designate the ‘finish’ position, for example, all sitting down, so the winner is easy to determine.
(g) The use of small equipment is a useful means of achieving interest and variety in the relay activities.
(h) If a particular team wins the relay by a substantial margin, then the coach must re-organise the teams.
(1) In order to avoid wasting normal lesson time for the construction of a relay course, an area of grass adjoining the courts may be used. If the coach must construct the course during lesson time, the necessary equipment must be readily available and set up while the class is active.
(j) Activities selected for the relay must be of some obvious physical benefit, and bear some relationship to the type of movement required in playing tennis.
(k) The coach must remember to congratulate the winning teams.
(1) The coach must remember to designate players to help re-assemble the equipment after the class.
Example of an obstacle relay course. (See Fig 96.) As can be observed, the path of the first player in team A is traced through the obstacle course. Each team member possesses a racket and a ball. At the sound of the whistle the player performs the following activities:
(1) Sprints to the nearest hoop. (ii) Performs double leg jumps from hoop to hoop.
(iii) Performs a balance walk on top of the bench. At the same time he must bounce the ball on the court alongside the bench.
(iv) Still holding the racket and ball, runs a zig-zag pattern around the markers.
(v) Throws the ball into the bucket from behind the restraining line. Should he miss the bucket, he must recover the ball and return behind the restraining line to try again.
(vi) Collects the ball from the bucket, positions himself behind the next restraining line, and hits five consecutive volleys against the wall. After completing the six activities the player sprints back to the starting line, still holding the racket and the ball. As soon as he crosses the starting line, gt next member of his team may begin.
Roll a tennis ball to stop within the perimeter of the hoop.
(a) Prior to the class meeting, the coach must select a number of teams, ensuring that:
-@ for reasons of maximum participation no more than four players are in each team;
® as far as possible teams are of equal ability. (b) Prior to the class meeting, the coach selects a number of tennis skills which have a relevance to the game. (Confidence skills, depth perception activities
Note: The number of activities selected by the coach must correspond to the number of teams. In the example depicted in this chapter, six teams and six activities were selected.
(c) The coach must arrive for class early and set out the equipment and area necessary to run the six activities.
(d) At each activity area the coach leaves a small board with a description of, and the method in, scoring for that particular activity. (See Fig. 97.)
(e) The activities should be well spaced out, and ‘numbered in a clockwise direction. This will help to limit the amount of confusion if the teams move from one activity to the next.
(f) The following six activities are in the tabloid circuit. (Note Fig. 98.)
1. Throwing a ball into a bucket. (See Fig. 99.) Note that player A is underhand throwing a tennis ball towards the bucket. She will retrieve her own throw and
Activity 3 a : Group Activity 6 Rotation =
Activity 5 — > Arrow indicates the direction
Fig. 98. Tabloid activities circuit.
Fig. 97. Tabloid activity, reminder board.
pass the ball to the second player in line. The player’s successful efforts are totalled for a team score.
A = a reminder board. (See Fig. 97.) B = the retaining marker. C = the team score card. (See Fig. 100.)
2. Racket edge bounce. (See Fig. 101.) Players have a ball each and hit it onto the court using the bottom edge of the racket. (Note player A.) Each player keeps a record of his maximum number of consecutive hits.
The team average for the most consecutive hits is recorded.
A = a reminder board. (See Fig. 97.)
3. Hitting a forehand drive into a hoop. (See Fig. 102.) Players bounce the ball for themselves and hit a fore-hand at a hoop suspended on the fence. One ball per player is used, therefore players must retrieve their own hits. The player’s successful efforts are averaged for a team score.
A = a reminder board. (See Fig. 97:) B = the retaining marker. C = the team score card. (See Fig. 100.)
4. Forehand rally. (See Fig. 103.) The players rally forehand to forehand (from the baseline) and count the maximum number of consecutive drives. In Fig. 103, player A has been forced to hit a drive from the service line. The average number of consecutive forehand drives is tabulated as the team score.
A = areminder board. (See Fig. 97.) C = the team score card. (See Fig. 100.)
5. Alternate racket face hit. (See Fig. 104.) The players each have a ball. They hit it into the air using
Fig. 99. Throwing a ball into a bucket
(Activity No.1).
alternate sides of the racket face. Note that player c is in the process of changing her racket face. Each player keeps a record of her maximuni number of consecutive hits. The team average for the most consecutive hits is recorded.
A = a reminder board. (See Fig. 97.)
6. Rolling a ball into a hoop. (See Fig. 105.) Note that player A is rolling a tennis ball towards the hoop. He will retrieve his own ball and pass it to the second player in line. The player’s successful efforts are totalled for a team score. The ball must stop within the hoop to score a point.
A = a reminder board. (See Fig. 97.)
B = aretaining marker.
C = a team score card. (See Fig. 100.) (g) Once a coach has named the players in the various teams, for example, A, B, C, D, E, F; he selects a team leader and issues him with a score card. The score card is set out as noted in Fig. 100. The score card has a pencil fastened to it by a string. This ensures that the team scores can be entered efficiently.
(h) The coach must emphasise before he assigns each player to a team, that the players listen carefully and remember the team to which they have been assigned.
(i) The coach walks the players from one activity area to the next, demonstrating and explaining the particular activity requirements and the scoring systems. He men-
Fig. 100. A team score card.
tions that if players forget either the activity or the scoring method they may consult the reminder board nearby.
(j) Once the activity circuit has been explained the coach should give the players the following informa-
(i) A team has two minutes at each activity. (ii) The verbal signal ‘Go!’ will start the twominute time period. The sound of a whistle will indicate a stop to activity.
- (iii) Time must be allowed for the team captain to enter the results, and for the team to move to the next activity. 7 (iv) The activities are placed numerically in a clockwise direction, which makes it easier to remember the circuit. The teams move from one activity to the next in numerical order.
(v) Team A commences at activity 1, team B at activity 2, and so on.
(vi) If a player has a question he should raise his hand. | | < Note: The coach must observe the teams closely — during the activity period to ensure that therules are not stretched. ;
(Activity No. 2).
Fig. 102. Hitting a forehand drive into a hoop (Activity No. 3).
(Activity No. 4).
Fig. 104.-Alternate racket face hit
“ (Activity No. 5).
Fig. 105. Rolling a bail into a hoop
(Activity No. 6).
Fig. 106. Tabloid activities evaluation.
A table of results is set up at the end of class time to acknowledge the winning teams. An efficient method of analysing results is for the team captains to enter their team results on to a large ‘master blackboard’ (as depicted in Fig. 106). Note that the team results cannot be simply added and compared, due to the vast differences in the scoring methods. Each activity must beevaluated independently.
(a) They allow for maximum player participation. (b) The competitive element adds enjoyment and in-— terest to the lesson. 2 Sie ; j (c) They allow for the review of skills. (d) A great variety in activities is possible, within a short period of time. | a, (e) Some self-evaluation of skill level attained is possible for individual players. Mate Note: The tabloid circuit described in this chapter completed in seventeen minutes of actual a
4. Advanced Physical Fitness Training for Tennis
A good coach has a number of factors to consider about the physical conditioning of his players.
Someone advertising to the public as a tennis coach and expecting revenue for professional services rendered, is deceiving his public if he has nothing more than a knowledge of basic tennis skills to offer. He must also have a concept of a tennis piayer’s total needs during a match in both skill and fitness areas. He must then make his training sessions as specific and realistic as possible by relating them directly to the physical demands on a tennis player. Which coach is doing more to physically prepare his players for tennis:
@ one who simply sends his group off for a run around the courts until tired; or
@ the one who seeks conscientiously to relate skills and fitness to the game situation and ensures a realistic training session? Many people believe that running plays a valuable part in the physical fitness training of tennis players. Following this concept further, it is generally felt that a run of two miles would be acceptable, three even better, and four fantastic. These people do noi realise that fitness is specific and closely related to function, and for this reason training must also be specific.
When is a tennis player ever required to run three consecutive miles in the game situation? Would it not be more specific to run dozens of short six-metre sprints, interspersed with sharp changes of direction and a few leaps and lunges?
Consistently running long distances will certainly help in the conditioning of the cardiovascular system but a gocd tennis coach must strive to be more specific when preparing his players.
I first recognised the importance of specificity in physical fitness conditioning and its close relationship with function while visiting my cousin ‘Tortoise’. I had not seen him for almost five years and was recalling him being a rather lean fellow as I strode towards the front door of his house. As he appeared in the doorway I can remember thinking that he looked leaner than ever. I shook his hand and felt an immense pain shoot up my forearm. It felt as though I had placed by hand in a vice. ‘What have you got there,’ I asked, thinking he was hiding some fancy electrical gadget. ‘Nothing’ he replied, as I began frisking his pockets for batteries and looking closely for leads. How could a lean fellow like ‘Tortoise’ almost put me in hospital?
I looked closely at his right hand and noticed that he was the owner of the largest first dorsal interossei muscle I had ever seen. (The muscle between the thumb and index finger, when viewed from the back of the hand.) After five minutes of jostling and uncontrolled laughter I learned that ‘Tortoise’ had completed his degree in industrial design and had pushed a pencil ten hours a day for the past five years to earn his living. The intrinsic muscles of his right hand were extremely well developed, particularly his first dorsal interossei. He became particularly proud of this one muscle.
When friends ask him to flex his muscles to show his strength, instead of flexing his biceps, as most people would do, “Tortoise’ would raise his hand, squeeze his thumb and index finger together and up would pop this famed first dorsal interossei. It was close to hen’s egg size! Shouldn’t physical fitness training for tennis be organised specific to the tennis players’ needs?
In the game situation, a player does not stand at the baseline stroking leisurely, then run around feverishly at the end to become fatigued. The performance of tennis skills and increasing physical strain are interwoven during a match. If a player is forced to practise under extreme pressure, with perspiration dripping in his eyes, neuromuscular tremors in his legs, and is still expected to perform well, he experiences the closing moments of a big match. Is it a more valuable physical fitness preparation then, for players to rally up and down the court for an hour and then head off for a two mile run, or to remain as close as possible to game skills while also undergoing advanced physical fitness training? Should not physical fitness training be as realistic to the game situation as possible? In this way it will achieve the value of specificity.
There are a few situations of course, where advanced physical fitness training combined with skills practice as described, should be avoided. Groups to avoid this
@ Players who are adapting to a change in court surface.
@ Players pre-season just commencing _ their stroke practices following a seasonal layoff.
@ Beginners who are still developing their strokes and have a low skill level. Skill practices should precede any fitness training. There is a certain degree of general physical fitness required before specific physical fitness work can be programmed for a tennis player. The story is often told of the concert violinist who has exceptional local endurance in his arm muscles. He is capable of playing for hours on end. Yet if his leg muscles do not have sufficient strength to carry him up the steps and onto the stage, he simply will not perform that night.
A coach may have to recommend that a player undertake exercises not directly related to playing tennis. For example, a player whose arm and shoulder muscles are weak, may need to undertake a weight training programme to help strengthen the upper body. In this way a greater exercise load can be placed on the player’s arm and shoulder muscles than would be imposed through simply practising tennis.
Too often a coach will boast of the amount, rather than the type of physical fitness training he administers.
Comments such as ‘We had a three-hour physical fitness session this morning’ always leaves one asking the question ‘Yes but what did the players do? Was the training session worthwhile?’. It is thought provoking to compare in one’s mind, the value of three hours of unrelated physical fitness work, with one hour of specifically related physical activity.
The is value in occasionally going for a long run prior to tennis practice. Physiologically the player would be commencing his fifth set, when in actual fact he positions himself to serve in the first game. He learns to play under the pressure of increasing fatigue.
Two of Australia’s top physical educationists have made the following comments in regard to advanced
The separation of fitness from function is artificial and although one aspect may be stressed more than the other at different times in a training programme, fitness training and skill training must be interwoven in the overall preparation of players.
(Roy E. Sandstrom, University of Melbourne. )
...atype of pressure training [is necessary] where the player is required to perform the skill very rapidly and accurately for short periods of extremely intensive effort. The player experiences what is involved in attempting to maintain his level of skill against a background of increasing fatigue.
(Brian Nettleton, University of Melbourne. )
For advanced players, in order to make training specific and realistic, the physical fitness work and skill practices must be combined.
PRIOR TO FORMULATING A RELEVANT PHYSICAL FITNESS TRAINING PROGRAMME FOR TENNIS, ACOACH SHOULD ASK HIMSELF A NUMBER OF QUESTIONS
(a) What are the requirements of a tennis player in the game situation? Just what is expected of the tennis player in both skill and physical output?
(b) What are the major muscle groups used during the player’s performance?
(c) What specific exercises are needed to strengthen these required muscles?
(d) What are the basic biomechanical priniciples which apply to tennis and how can knowledge of these principles be emphasised in a physical fitness training programme?
(e) What specific components of physical fitness need developing for the tennis player’s needs? Following are only some of the basic components of the total concept of physical fitness which must be considered. All of these are essential to the tennis piayer. These needs include: Agility. Agility is defined as the ability to change direction or body position quickly. Is this required in tennis and if so in which directions must changes most often be made?
Mobility. Mobility is defined as the ability to move a joint through its full range of movement. Do tennis players need mobility, and if so in which joints must it be developed?
Speed. Speed may be defined as a player’s ability to move quickly. Is speed required by the tennis player, and if so, over what distance? Muscular Endurance. Muscular endurance is defined as ability to maintain a movement at submaximal muscular effort. Is this sort of fitness required of the tennis players? It so, which muscles must develop it?
How does a coach find the answers to these questions? If he is keen, he will use a variety of methods and equipment which should be readily available such as paper and pencil, stopwatch, still camera, movie camera, projector and tape recorder. In addition he must have an inquisitive and analytical mind. There are many methods available for analysis. The methods have been classified here into four main areas. .
By making a self-analysis and observing one’s own body movements, or from analysing a slow motion movie of tennis strokes, the coach should be able to identify the major muscles used in the strokes. Some examples
(Note.—however, the scope of this book does not allow for a detailed muscular analysis. A more comprehensive covering of this area will form the basis of a subsequent book. ). (a) Serving and overhead smashing both involve forward flexion of the spine. The abdominal muscles are vigorously brought into play with this movement. The abdominal muscles must therefore, be strengthened. What exercise helps to strengthen them? One beneficial exercise is the performance of bent leg sit-ups, or sit-ups performed with the knees slightly bent. The importance of having the knees bent is to eliminate the use of hip flexor muscles in the movement. This helps to isolate the movement to the abdominals.
(b) The forehand drive involves horizontal flexion of the arm at the shoulder joint. The pectoralis major or
‘anterior chest’ muscle vigorously contracts during this movement. Therefore, the pectoral muscles must be strong. The following exercise helps to strengthen them:
performing push-ups, with arms wider than shoulder width. The arms must be greater than shoulder width apart to eliminate, as much as possible, the use of the triceps, or muscles at the back of the arm.
Rather than listing muscles used in the various tennis strokes, it is more important to ascertain which muscles contribute most to the movement. Also, which muscles are contracting at the time of impact with the ball.
Take for example, a backhand groundstroke. About six major muscles of the upper back and arm are involved.
Each muscle is used in varying degrees and comes into play at different times during the stroke.
An electromyographic study helps to answer some of these questions. An electric probe helps to find the
‘motor point’ of a muscle. This is the point at which a nerve enters a muscle. These points are relatively consistent from one person to the next, so consequently
‘motor point charts’ have been drawn up and are available. Take the backhand again as an example. Electrodes are placed on the motor points of the arm and shoulder muscles that are used in the backhand. The player then performs a backhand shot by hitting a suspended ball. An electrical potential builds up when a muscle contracts. The electrodes convey this electrical potential to a graph making it possible to read which muscles were contracting and how strongly. It will also show which muscles were contracting at impact. For electromyography equipment, see Fig. 107.
Once a movement and muscular analysis has been made, beneficial exercises could be recommended. It is important to remember of course, that a ‘muscle man’ will not necessarily be a good tennis player. Timing, co-ordination, execution of basic physical principles and ability to read the play, all help to mould the successful
Fig. 107.
tennis player. However, a certain level of strength and endurance, specially in the ‘specific tennis muscles’ is necessary.
2. Biomechanical Analysis (See Chapter I.)
The experiences and observations of a conscientious coach also serve as a useful form of analysis. The coach should be open to new ideas and concepts. He should:
(a) Talk to top players and other coaches to learn as much as possible about the game.
(b) Play competitively himself, if possible, to experience a tough game situation.
(c) Film the game situation to analyse the most common patterns of movement, a tennis player has to make.
(d) Read as widely as possible both in the specific tennis field and related areas in physical education.
This area includes methods for the accumulation of statistical data to help ascertain the physical and skill demands on tennis players. This section is presented with the realisation that quantities of collected data must be analysed before more positive conclusions can be made. (a) A general hit analysis. (See Fig. 108.) How many serves does a player hit during the course of a match, compared with groundstrokes? How many compared with volleys? The two junior girls’ matches recorded in Fig. 108, indicate that roughly half the strokes hit were groundstrokes. Serves came second and finally volleys. Should results be the same if analysing a top class men’s singles match? Data such as this can be useful in helping determine the type of physical fitness or skill preparation needed for different players at different levels.
FOREHAND 19 27.
Fig. 108. General hit analysis results.
Fig. 109. Serve analysis results.
Information such as this is basic but quite valuable. However, more specific information would be more beneficial. For example: Where were most of the strokes hit? Were they in or out? Answers to these questions may help find a player’s weaknesses and help the coach direct more relevant practices.
(b) Serve analysis. (See Fig. 109.) In this analysis both first and second serves were recorded as hit either
‘down the middie’ or ‘cross court’. The result of the serve was recorded also as being ‘good’, ‘in the net’, or
‘out’. It is interesting to note that the junior girl analysed, hit almost eighty per cent of her first serves in, and hit only two double faults. When comparing the number of attempted serves with the number of recorded errors, it is found the main weakness lies in the first serves hit across court. More particularly, the error was the serve landing out of court. Once this fact. is recognised, the coach could analyse further to determine whether the
‘out? serves were to the forehand or the backhand courts, and hopefully find a correction of stance, ball toss, contact point or some other specific weakness.
Taking advantage of statistical data such as this, coaches will be able to confidently conduct specific practices to help overcome players’ weaknesses. A player may respond more readily to a statistical un-covering of his weaknesses than to a subjective evaluation by the coach.
The use of a tape recorder. Should the statistics analysed by the coach be too cumbersome to record, it would be quite valuable to tape the data required. This method allows the coach time to watch the entire match, and enter his data in a calmer atmosphere at home.
(c) Graphic analysis. (See Figs. 110, 111 and 112.) An analysis of this sort helps to estimate the amount and type of physical effort required when playing a tennis match. Considering top class male tennis players, how far will a player run in an average match? How many times is he forced to change direction? How many times per set can he be expected to stretch wide for a shot? How far, on the average, is he expected to sprint? Answers to these and other pertinent questions could help in the formation of an advanced physical fitness programme.
This graphic analysis involves plotting a player’s movements throughout a match, noting when he is running, walking, jumping, turning or stretching. The outline of half a tennis court printed on a sheet of paper is used to record a player’s movements for each point. See Figs. 110 and 111. Note in Fig. 110 the player serves at point 1, follows his second service towards the net to hit a backhand volley across court at point 2. He then changes direction to position himself in the angle of best return at point 3. The opponent hits a backhand cross court chip shot, forcing the player to sprint and then stretch wide in an attempt to volley at point 4. The point ends with the player volleying into the net. He walks back to collect a ball and takes up a stance at point 5 to commence the next serve.
Note in Fig. 111, the second point commences with the player serving at point 1. He follows his first service toward the net. The opponent lobs the service return forcing the player to turn quickly at point 2, to retrieve the lob deep in the forehand corner at point 3.
Figs. 110-112. Graphic analysis.
TENNIS COURT DIMENSIONS.
pe 4 tt a 401m — (4-5 yd) (4 5yd)
4 1 L 4 LE ————— 8-23 m —afe! eee (1-5yd) (Syd) (1-5yd)
After chasing down the lob, the player returns toward a central position on the baseline, then sprints forward to hit an approach shot deep into the opponent’s backhand corner at point 4. He then sprints forward to point
5 to take up a stance in the middle of the angle of best return. The opponent hits the passing shot into the net, concluding the point. The recorded player walks back to the baseline to point 6 for the commencement of the third point.
It is possible to effectively plot a player’s movements for two points on one sheet of paper. When summarising the data, a transparent page with a tennis court and its dimensions outlined, is superimposed over each data sheet. See Fig. 112. This makes the tabulation of data a little easier and more accurate.
The results of a graphic analysis involving a top class men’s singles match are noted in Fig. 113. The table is fairly self-explanatory with the first row of figures belonging to the player who lost the first set,
6 — 5, and the second row of figures belonging to the player who won the second set, 6 — 3. It is interesting to note how closely the two sets of figures compare with each other. For example, the average distance run at any one time for one player was 4.6 metres (5.0 yards), for the other, 4.8 metres (5.25 yards). The total amount of walking for each player was very close with
963 metres (1052 yards) for one, 809 metres (885 yards) for the other. The number of changes in direction is strongly favoured, for both players for the changes made towards the net.
Information such as this could be used to help in formulating an advanced physical fitness programme for tennis players.
the number of changes of direction ———y
Fig. 113. Graphic analysis results.
FOREHAND VOLLEY | FOREHAND VOLLEY He
Fig. 114. Grid listing points won by a player.
There are three considerations a coach must be aware of when making use of statistics such as graphic analysis. Firstly, it must be realised that the data is specific to the particular group of players analysed and generalisations to other groups are not valid.
Secondly numerous sets of data must be tabulated in order to make valid conclusions. Thirdly, the graphic analysis indicates what the player is doing but does not indicate what the player should be doing.
However, even with these drawbacks, the more a coach knows about the game situation for each player, the better the skills/conditioning programme will be.
The information is also useful as a guide when formulating the actual physical training programme.
Unless a coach uses statistical methods he is only guessing at the extent of his player’s weaknesses and physical requirements. Examples of a variety of additional statistical grids follow.
(d) Sample grid. See Fig. 114 for a grid listing all the points won by a player. A grid like this answers such
@ What shots win most points for a player?
@ What are a player’s strengths?
@ Does a player win more points on his own winners, or on his opponent’s mistakes?
@ What shots are losing the most points for an opponent?
@ It is worth remembering an opponent’s weaknesses. An even more sophisticated grid is possible if the coach uses a tape recorder while observing the match.
This allows one to gain a further breakdown of each stroke by using additional columns. Under ‘player’s winners’ for example, the smashes column could be
(i) From the air close to the net, across court or down the line.
(ii) From the air close to the baseline, across court or down the line.
(iii) From a bounce close to the net, across the net, or down the line.
(iv) From a bounce close to the baseline, across the net or down the line. (e) Points lost and weak strokes analysis. (See Fig. 115.) This grid helps to determine just what particular shots or strategies are letting a player down. The grid is particularly useful when matched with the previous grid listing the points won by a player. If for example, the player has hit four backhand volley winners (note
Fig. 114), but has made eight backhand volley errors
(note Fig. 115), this may warrant the coach taking a closer look at the player’s backhand volley. Again a more sophisticated grid is possible if the coach makes use of a tape recorder and further breaks down each stroke column. Under backhand errors for example, the column could be broken down into:
Backhand Errors (i) From a first serve; net, out, long or wide. (ii) From a second serve; net, out, long or wide. (iii) Attempting to hit a down-the-line passing shot; net, out, long or wide.
FOR ERRORS.
Many rushed shols due to lote preparation
BACKHANDS 20 Too many delensive slices
SMASHES 2 Both hit intothe ne! Looking down of the court too early
FOREHAND VOLLEY Lote contact point
BACKHAND VOLLEY Mostly forced due to a good shot
LOB Six over hit Three too short
DROP SHOT Three into the net One too deep into court
TACTICAL Tired badly due to lack of fitness
Fig. 115. Points lost and weak strokes analysis results.
(iv) Attempting to hit a cross-court passing shot;
net, out, long or wide.
(v) Groundstroke rally down the line; net, out, long or wide.
(vi) Groundstroke rally cross court; net, out, long or wide. The coach could also keep a special column to note a player’s errors on important points, or at crucial stages in a match. At these times, more so than others, a player must hit the right shot at the right time. For example, delicate drop shots or fine angled volleys must be discouraged in these instances. (f) A grid on how the points were concluded. (See Fig.
116 of a doubles match.) A grid of this nature helps to
@ Where are most of the points decided in doubles?
@ Are they at the net?
@ Where are most of the winners hit?
@ Are they from the baseline?
@ Do most points end in an error or as a winner? Using information gained from the four areas of research: (a) Anatomical; (b) Biomechanical; (c) Observational; and (d) Statistical; a coach is now capable of formulating a relevant advanced physical fitness skills training programme for tennis.
Certain considerations regarding the selection and implementation of these drills should be made.
For example, a typical two-hour training session may consist of one hour of fitness/skills drills and one hour
POINTS DECIDED AT THE BASELINE 65
Fig. 116. A grid on how the points were concluded.
Pre-season drills would include a maximum amount of hitting and strenuous general endurance work. The majority of the strengthening work such as weight training should be done in the off season and tapered off during the pre-season schedule.
The seasonal drills should be more specific, and include short sprint running. A doubles training session for example, would include predominantly volley and smash drills.
A coach may administer six or seven drills per session, selecting them in accordance with the player’s requirements.
When implementing the fitness/skills training sessions the coach must take into account the coaching methodology discussed in Chapter 2.
The following drills and activities are recommended as both specific and realistic for use in such a programme.
SPECIFIC PHYSICAL FITNESS/SKILLS, DRILLS
(a) Simple circuit run. (See Fig. 117.) This endurance/sprint run commences with half of the participating players lined up behind the centre marker on the baseline at one end of the court. The other players line -up in a similar position at the other end of the court.
Player A starts the drill by bouncing the ball and hitting a drive to player B. Having completed the stroke player A sprints around the court in a clockwise direction as far as the net post, then jogs to the back of player B’s line to wait for his turn to hit. As soon as player A has stroked the ball and sprinted off, the person behind player A moves forward to receive player B’s stroke. Once player B has returned player a’s hit, he sprints in a clockwise direction as far as the net post, then jogs to the back of player a’s line. In this way a hit, sprint, jog circuit is set up. Shots must be hit with control so that the ball is kept in play, as the main emphasis is on physical fitness work not hitting winning shots. In order to create interest, aid in the attainment of ball control, measure the amount of work done and assess the squad’s improvement, the number of consecutive strokes without error could be kept. Two or even three evenly numbered squads (each using their own court) could be matched against one another. With six advanced university players on one court a score of over one hundred consecutive hits can be considered a good score.
(1) Players in the circuit must carry a spare ball with them to ensure a minimum of delay following an error. The player in front of the longest queue always commences play, otherwise one line may run short of players.
(ii) Players waiting to hit must keep well away from the player hitting the ball.
(iii) Players must maintain ball control with each stroke. (b) One leg hop circuit run. (See Fig. 118.) This is an endurance/sprint run similar to the simple circuit run except that players hop on one leg, rather than sprint to the net post after hitting the ball. This adds a certain amount of leg strength and leg power training into the circuit.
(c) Zig-sag circuit run. (See Fig. 119.) This endurance/sprint run is also similar to the simple circuit run except that players zig-zag around eight markers placed on the sides of the court. (Note areas 1 and 2.) This adds an agility run to the circuit providing players change direction sharply while running around each marker at top speed.
(d) Serve and volley circuit run. (See Fig. 120.) This drill commences with two teams of players positioned behind the service line. The front.player of one team
(player C) has taken up a stance ready to serve to the forehand court. The front player in the other team
(player D) has already served to the backhand court and is approaching the net in accordance with the law of the angles. The coach positioned on the opposite side of the net, hits player D two consecutive volleys.
Player D, taking into account splitting and the forty-five degree approach volley, returns these hits. He then jogs anti-clockwise around the court to eventually take up a position at the end of the line of players serving to the forehand court. As soon as player D has completed his volleys, player c (who is the front player on the team serving to the forehand court) serves and approaches the net to hit his two volleys. In this way a
(i) A player serves to the forehand court, (ii) approaches the net to hit two volleys,
(iii) runs clockwise around the court, to take up a position on the other end of the line of players serving to the backhand court,
(iv) serves to the backhand court, (v) approaches the net to hit two volleys, (vi) runs anti-clockwise around the court, (vii) continued.
Note: Player A is returning to serve to the backhand court. Player E is returning to serve to the forehand court.
(i) Players obtain balls for serving from a bucket positioned on the centre notch on the baseline.
(ii) The coach, player B, must move to his left to hit the two balls to the incoming server (player
D) to make the direction of the volleys realistic.
For the same reason the coach must move to his right when hitting the two balls to player c.
(iii) The coach has his own supply of tennis balls
—note the trolley.
(iv) There should only be a few seconds delay between servers.
(v) As the circuit progresses players are forced to approach the net under the stress of increasing fatigue. This is a realistic game situation.
(vi) If a player serves a double fault, he should still attempt the volleys and complete the circuit.
(e) Alley hop circuit run. (See Fig. 121.) This endurance run commences with players spaced out and standing along the boundaries of the singles court—namely the two singles sidelines and the two baselines. Players move at maximum speed in a clockwise direction, running along the baselines at top speed and hopping across the alleys as noted in Fig. 121.
Players hop from the singles sideline to the doubles sideline and in doing so work their way along the length of the alley. The left foot lands on the doubles sideline
(note position b, player B), while the right foot lands on the singles sideline. (Note position a, player A.)
strengthening and leg power work.
(i) An increase in the number of circuits covered by a player before exhaustion is a crude indication of improvement in physical condition providing the player exerts maximum effort when sprinting
Fig. 118.
right ---.” ONE LEG HOP CIRCUIT RUN feg ee 4 and hopping from sideline to sideline.
(ii) The time required for each player to complete two circuits could be taken. A player’s fastest time may be noted as a record for that particular player.
Any decrease in the time would indicate improvement in a player’s physical condition. (In particular hopping ability and agility. )
(iii) A more accurate appraisal of a player’s physical fitness would be gained by timing over a number of consecutive intervals each of two complete circuits. A break of twenty seconds being taken between efforts. A player able to constantly maintain fast time over a number of consecutive runs is physically fitter for this type of activity than a player whose times increase rapidly over a number of consecutive runs.
(a) Approach volley drill. (See Fig. 122.) The coach stands in a central position behind the service line on one half of the court. A basket of tennis balls is placed alongside his left hip. (This makes it convenient for the coach to efficiently obtain tennis balls for use in the drill.) The participating players line up behind the baseline at the other end of the court. On a given signal by the coach the first player approaches the net. The coach hits four consecutive balls to the incoming player forcing the player to volley while closing in towards the net. The first volley is hit near the baseline while (note position 1), the fourth and last volley is hit away for a winner from a position close to the net. On completing the volleys a player sprints around the net post, collects four balls, and returns them to the basket. He then sprints back to the other end of the court to take up a position at the end of the waiting line. During this time the second player commences the drill.
(1) Players must be aware of the added grip strength and slight swing required when volleying from the baseline. (ii) Players must ‘split’? and maintain a balanced body position prior to volleying.
(iii) Players must sprint hard to collect balls between performances to ensure maximum physical activity during the drill, and the replenishment of balls in the basket.
(iv) The coach should vary the type and intensity of the volleys depending on the ability of each player. (b) Volley shadow drill. (See Fig. 123.) The participating players take up an alert ready position and space themselves at random behind the group leader, player
A. Player A goes through the motions of hitting a volley then recovers quickly to the ready position. Players are expected to follow the motions of their leader as quickly — as possible making it an excellent reflex drill.
(i) The best volleyer should be the group leader. (ii) All players, particularly the group leader, must be encouraged to volley with correct techni- — que.
(iii) The group leader should incorporate Cat of pace in successions of volleys.
(iv) The group leader should vary the type of volleys including high, low and stretch volleys from either forehand or backhand. (c) Approach volley circuit drill (two team) competitive. (See Fig. 124.) This sprint/volley drill commences with half of the participating players lined up behind the centre marker on the baseline at one end of the court. The other players line up in a similar position _ at the opposite end of the court. The coach stands close to the net on the left side of the court. A basket of balls is placed alongside his left hip. The drill commences with the coach hitting a ball for player c to volley at the baseline. Player Cc is first in line at his end of the court. Player c’s opponent, player B, is first in line at the opposite baseline. Immediately the coach’s racket contacts the ball when hitting the ball the player c, both players c and B can cross the baseline to approach the net. Once the ensuing volley rally has terminated the participating players sprint around the net posts (in a clockwise direction) to take up a position at the end of the waiting line at the opposite end of the court. Note in
Fig. 124 that players A and D have completed their rally and are sprinting towards the opposite baseline. Note in Fig. 125 that players B and c are volleying the point out. Players A and D are awaiting for their turn and player E is sprinting towards the waiting line.
Drill considerations. (Also note drill considerations mentioned in Approach Volley Drill.)
(1) Players must not cross the baseline until the coach has contacted the ball. (The coach always hits the ball to the opposite end of the court.) (ii) The first volley hit by each player must be co-operative, after which a winner may be hit.
(iii) In order to make the drill competitive, players should run to the end of their original team, instead of running around the net to the opposite team. One point being awarded to a team winning a volley rally. A score of twenty winning a game. As soon as one team reaches ten points, players change ends so that the other team may benefit from hitting the first volley. (d) Co-operation team volley drill. (See Fig. 126.) Note in Fig. 126 one player (player D) stands in a central position at the service line. The other players,
(A, B and C) stand one metre (just over one yard) in-
Fig. 124. Fig. 125.
Pigsl26. Figs 1 Z2/. Figs Zeer Zo).
side the service line in the opposite court. Player D begins the drill by hitting the ball along path 1, to player c, who returns the volley to him. Player D then volleys the ball along path 2, to player B and finally along path 3, to player A. This circuit is then repeated without a pause. An excellent drill to help attain control and court placement when volleying. Players rotate one position clockwise after twenty-five consecutive hits by the group.
(i) The coach shouid emphasise the physical principles required to volley the ball to various parts of the court.
(ii) Volleys must be controlled and hit directly to players.
(iii) After becoming familiar with the drill, volleys may be hit more forcefully. (iv) The drill may be modified to practise half volleys.
(a) Zig-zag approach volley run. (See Fig. 127.) This drill commences with players lined up behind the centre marker on the baseline at one end of the court. (The position of player D.) Eight markers are placed at regular intervals along the two singles sidelines. (Note the three markers circled.) On a given signal by the coach, the first player sprints to the nearest marker on the forehand singles sideline (note player B). After going through the motions of a forehand volley, he sprints across the court to ‘hit’ a backhand volley at the first marker on the backhand singles sideline, (note player c). He continues to zig-zag in this fashion until he has worked his way to the net, (note player A). Having completed the circuit, the player runs down the fore-hand alley, (along the dotted arrow) then runs to the end of the waiting line.
Any number of players can participate in the circuit providing they are spaced out and have sufficient time to volley.
(i) To attain full benefit from the drill players must take the time to ‘hit’ a technically sound volley before sprinting across the court.
(ii) Players must volley as close to the markers as possible and sprint across the court at full pace.
(iii) To ensure that players remain spaced out properly the coach could stop the drill when necessary to respace the players. Perhaps the fastest players could start first. (b) Lateral baseline run. (See Fig. 128.) Tlie coach stands in a central position behind the service line. A basket of tennis balls is placed alongside his left hip.
The player undertaking the drill stands at the centre marker on the baseline at the other end. The coach hits balls deep into the corners of the court forcing the player to run wide to hit shots either down the line or across court. The pace and direction of the coach’s hits could be varied to keep the player alert and concentrating. For example in Fig. 128. The first ball is hit along pathway 1 to the forehand side, the second ball — along pathway 2 to the backhand side, and the third— along pathway 3, to the backhand side again which a catch the player wrong footed.
(i) When working with one piayer at a time the coach must ensure the other players are constructively occupied, either playing on adjoe courts” or exercising. a (ii) During this drill the player must be encouraged to recover quickly from the sidelines to the central position. : | (iii) A useful drill modification is to position t players on either side of the coach who volleys t player’s drives. The player only drives the balls hit by the coach. a
(c) Baseline service line sprint. (See Fig. 129.) This drill is similar to the lateral baseline run. The player is centrally located on the baseline, with the coach standing at the service line on the opposite side of the net. The coach hits a shot deep to the player’s forehand
(along path 1). On completing his drive the player sprints in the direction of the arrow to touch his racket on the service line at point Z. As soon as the player touches the service line the coach hits another shot deep to the player’s backhand (along path 2). On completing this stroke the player again sprints to touch the service line.
(i) The player must not volley the ball but must attempt to move back to play a deep groundstroke. This will force the player to position himself quickly and to hit under pressure.
(ii) Other players waiting for their turn must be constructively occupied.
(iii) Two players could be positioned on either side of the coach to volley the sprinter’s drives. (d) Service line net sprint. (See Fig. 130.) The coach stands in a central position behind the service line. A basket of tennis balls is placed alongside his left hip. The player undertaking the drill stands in a similar position on the other side of the net. The coach hits a short lob, along path 1. The player smashes the lob and sprints, in the direction of the arrow, to touch the net with her racket at point Z. The coach immediately hits another short lob, to point Z, forcing the player to back up quickly to smash. The player must always touch the net between smashes.
(i) Other players waiting for their turn must be constructively occupied.
(ii) Players must be encouraged to prepare for the smashes as quickly as possible and attempt to hit forcefully.
(iii) The coach must time his lobbing to ensure the player is at full stretch during the drill. The lobs could be hit as the player touches the net. (e) Shadow sprint drill. (See Fig. 131 and 132.) This
Fig. 130. Fig. 131.
drill commences with players facing the net in an alert ready position, well spaced out and standing along the centre service line and its imaginary extension. The coach calls out either short or long forehand or short or long backhand, stimulating the players to perform the motions of the stroke announced. If the coach calls out ‘short forehand’ or ‘short backhand’ the players perform that particular stroke where they are standing.
(See Fig. 131.) If the coach calls out ‘long forehand’ or
‘long backhand’ the players run to perform the stroke with both feet in the alley of the particular side announced. Note for example, the long backhand to the left alley in Fig. 132. After stroking in the alley players should be encouraged to return to the centre service line as quickly as possible.
(1) Players must attempt to perform strokes which are technically correct.
(11) The coach should occasionally call out the next ‘long’ stroke while the players are recovering from the last ‘long’ stroke. In this way the coach could wrong foot his players and make the drill physically demanding.
(iii) Left handers could work on the opposite side of the net, this will lessen confusion by ensuring that all the players are running in the same direction.
(iv) If players become visibly stressed the coach could allow players to rest by calling out a number of consecutive ‘short’ strokes. (f) Volley lob sprint. (See Fig. 133.) The coach stands in a central position behind the service line. A basket of tennis balls is placed alongside his left hip. The player undertaking the drill stands in a similar position on the other side of the net. The coach initiates the drill by hitting a ball along path 1, forcing the player to volley. The coach then hits a high lob along path 2, forcing the player to retreat to the baseline to hit a groundstroke. As soon as the player has retrieved the lob, he sprints towards the net again to hit a volley, fed to him along path 3. The coach then hits another high lob along path 4 forcing the player to retreat.
(i) Other players waiting for their turn must be constructively occupied.
(ii) The coach must ensure that the player is forced to volley close to the net allowing the coach sufficient time to lob towards the baseline.
(iii) The coach can vary the intensity of this drill according to the players’ abilities.
(a) Stretch volley. (See Fig. 134.) The coach and player A, stands in a central position along the service line. A basket of balls is placed alongside the coach’s left hip. The player undertaking the drill takes up an alert, ready position in the opposite court, close to the net on the centre service line. The coach hits a ball wide to the player’s forehand along path 1. Player B stretches to hit the wide forehand volley, then recovers to the central position again. As soon as the player has recovered the coach hits a second ball wide to the player’s backhand side (along path 2), forcing another stretch volley. The coach could then wrong foot the player by hitting the third ball along path 3. By feeding the balls in this way the coach could keep the player guessing, and continually stretching to volley.
(i) The coach must ensure that the other players are constructively working.
(ii) The player must be encouraged to quickly recover to the central position.
(iii) The coach should vary the intensity of the drill depending on the capability of the player. (b) Rapid volley. (See Fig. 135.) The coach stands in a central position on the service line. A basket of balls is placed in front of him. The player undertaking the drill takes up an alert, ready position in the opposite court, close to the net on the centre service line. The coach takes as many balls as he can comfortably hold in his left hand, hitting them one at a time, and as quickly as possible to the player who attempts to volley them. The coach replenishes the ball supply in his hand at any convenient time. In this way the player is forced to hit four to five consecutive volleys in rapid succession. Note in Fig. 135. Player B has volleyed ball number 1, but numbers 2, 3, and 4 balls are on their way towards him. This is an excellent reflex drill.
(1) The coach must ensure that the other players are constructively working.
(ii) The coach could vary the intensity of the drill by varying his distance from the net. (iii) The coach could vary the speed of his hits to keep the player alert.
(iv) The coach could vary the placernent of his hits by alternating high and low shots. (c) Racket cover volley. (See Fig. 136.) Players A and B have positioned themselves on either side of the net, one metre inside the service lines. Note the arrows pointing to the racket covers. From this position, players volley co-operatively with racket covers placed over their rackets. This drill encourages speedy racket head manoeuvrability since air resistance is increased with the covers on. Loss of the elasticity gained from the strings occurs with the covers on. This, plus the added weight of the cover, requires the player to give extra
‘punch’ to his volley and makes this drill a good wrist strengthening activity.
a NBRESSURES-DRIEL?” oo Poca mie RAPED VOLLEY fo eho UEee
Fig. 132. Fig. 133.
Fig. 134. Fig. 135.
Fig. 136.
(1) Players must be encouraged to hit volleys which are technically correct.
(ii) The coach must not force the players to volley for too long at the first trial since muscle strain could develop in the hand or forearm. (d) Smash and volley. (See Fig. 137.) The coach positions himself at the centre marker on the baseline on one side of the court. A basket of balls is placed by his left hip. Players A and B are positioned on the service line side by side in doubles formation. Player c is positioned centrally on the service line at the opposite side of the net. The coach hits a short lob to player c who smashes the ball down to either player A or player
B. In this drill players A and B are placed under tremendous pressure to volley or half-volley the smashes from player Cc. It is an excellent reflex drill.
(1) The coach may hit deeper lobs if player c has a devastating smash.
(11) Player c could alternate between forcing players A and B to hit volleys or half-volleys.
(ii) The coach could force players to either smash from the air or after the ball has reached a peak following a bounce.
(iv) Player C must initially alternate smashing to players A and B, then smash at random. In both cases, hits should be directly to the waiting players. (e) Service return. (See Fig. 138.) The coach, player
A, stands in a central position behind the service line. Player B, undertaking the drill takes up a stance to return service from the forehand court. The coach hits regular serves from the service line forcing player B to return much faster and more angled serves than are normally possible.
(1) The coach must not hit the serve so that it — bounces over head height, since this would be an unrealistic serve to return. = (11) Initially the coach could nominate the side he is serving to, eventually progressing to serving at random. (f) One on two. (See Fig. 139.) The coach, player A, — stands in a central position behind the service line on one half of the court. A basket of tennis balls is placed alongside his left hip. Player B positions himself two — metres (two and a quarter yards) in front of the coach, — straddling the centre service line. Players D and position themselves side by side three metres (three and a quarter yards) apart, on the baseline at the other en of the court. The coach commences the drill by hitting a ball along path 1, to player p’s backhand. As player D hits the ball down the line along path Z, player B (who is positioned close to the net) attempts to intercept the
Fig. 137. Fig. 138. Fig. 13%. ;
shot. The coach then hits a ball along path 2, to player c’s forehand. As player c hits the ball down the line along path X, player B attempts to intercept the shot. Player B is kept busy attempting to intercept down the line passing shots.
(i) Player B must not turn to watch the direction of the coach’s hit.
(ii) The coach could initially hit alternate balls to players c and D thereby allowing sufficient time for player B to intercept their drives.
(iii) The coach could then progress to hitting balls to c and D at random, forcing player B to re-act to the direction of the coach’s hits.
(iv) The coach could occasionally increase his rate of hitting thereby applying more pressure on player
B.
(v) The drill could be modified to allow players
Cc and D to hit across court. (vi) The drill could be effectively modified to allow players c and D to position themselves on the service line and volley the coach’s hits. (g) Two on one. (See Fig. 140.) The coach, player
A, stands in a central position along the centre service line. A basket of tennis balls is placed alongside his left hip. Players B and Cc position themselves one and a half metres (five feet) away from either side of the coach, and one metre (three and a quarter feet) from the net. Player D positions herself at the centre marker on the baseline at the other end of the court. The coach initiates the drill by hitting a ball to player D who returns the ball to start the rally. The coach, along with players B and C act as a ‘brick wall’ by simply blocking the ball to various court positions forcing player D to scramble. From Fig. 140 the coach initiates the drill at hit 1, player p returns the ball across court to
_ player C at hit 2. Player c volleys the ball down the line at hit 3. Player D sprints across for a backhand drive at hit 4 and so on until the rally is over.
(1) The net players aA, B, and c could hit more drop volleys and angle volleys when administering the drill to advanced players.
(ii) Player p should be encouraged to hit a variety of shots, in an attempt to pass the net players.
(iii) Player D must sprint hard for all shots, even if forced to hit the ball after the second bounce.
(iv) The three net players, A, B, and Cc, must not hit clean winners, but attempt to keep player D stretching, in an attempt to return the ball.
(a) General pattern run. (See Fig. 141.) The coach, player B, stands in a central position along the service line. A basket of tennis balls is placed alongside his left hip. Players participating in the drill line up behind the baseline on the opposite side of the net. (Position of player c.) The coach hits four balls to each player in turn. In hitting the four shots the players will run through a pattern of play. The coach hits the first ball to position 1, forcing the player to hit an approach forehand drive. The player then sprints forward to hit a backhand drop shot at position 2, a forehand volley at position 3, (note player D) and finally a smash at position 4. On completing the pattern run the player sprints around the net post (see arrow) to collect a number of balls and return them to the basket. (Note player A.) The player then sprints around the net post
(note the arrow) to the end of the waiting line.
(i) The coach must vary the severity of the four shots, depending on the ability of the player.
(ii) If the waiting line becomes too long, additional activities may be incorporated into the pattern run.
(iii) Tennis balls must be returned to the basket to ensure the continuity of the drill.
Fig. 140. Fig. 141.
(b) Smash and volley circuit. (See Fig. 142.) The coach stands in a central position, halfway between the baseline and the service line. A basket of tennis balls is placed alongside his left hip. Two teams of players line up behind the service line on the opposite side of the net. Players a and B are first in line for their respective teams. The coach takes four tennis balls from the basket and hits them in the following manner:
A lob along path 1 for player A to smash. A lob along path 1 for player B to smash. A hit along path 2 for player A to volley. A hit along path 2 for player B to volley. The coach quickly picks up two more tennis balls from the basket. He then hits a ball along path 3 for player A to volley, and a ball along path 3, for player
B to volley.
Note that in Fig. 142, player A is hitting his second volley and player B is preparing to hit his second volley.
The coach simply remembers to hit: lob, lob, drive, drive; drive, drive. Each player hits a smash, then approaches the net to hit two volleys.
After hitting the second volley (third stroke), players sprint around the net post (see arrrows) to collect three balls and then return to the end of the other teams waiting line.
(i) After hitting the two lobs the coach must pause to allow time for the players to smash, before he hits the next two shots.
(11) As soon as players hit their third strokes and sprint towards the net post, the players next in line must move forward quickly.
(iii) Players must alternate teams after each circuit in order to practise smashing and volleying from both sides of the court.
(iv) Players could be encouraged to smash and volley towards targets on the court.
(a) Combination pattern run—circuit run. (See Fig.
143.) This drill is administered in the same way as the General Pattern Run. In addition, a fitness circuit run is incorporated into the drill. The activities in the fitness circuit must be chosen for their contribution towards developing the specific physical needs of a tennis player. After a player completes his pattern run in area number 1, he sprints to collect three tennis balls and returns them to the basket. Note player A in area 2.
In area 3, he sprints over to the beginning of the fitness circuit. The fitness circuit is composed of the
Activity number 1. Note player B performing the set number of push-ups on the blanket.
Activity number 2. Note player c performing the set number of wrist curls.
Activity number 3. Note player D running through the zig-zig agility circuit.
Activity number 4. Note area E. A player picks up the ten-pound medicine ball with both hands, places the ball behind his head and throws it into the fence from a distance of two metres (two and a quarter yards). This activity is repeated a set number of times.
Activity number 5. Note player F performing double leg jumps over a set number of cardboard boxes.
On completing activity number 5, the player rejoins the end of the waiting line for the pattern run.
(1) If the waiting line becomes too long the coach may add another activity to the fitness circuit or increase the number of repetitions for existing activities.
(ii) Balls must be returned to the basket at some stage of the drill to maintain the continuity of the drill.
(iii) The coach should maintain the same circuit for a number of weeks with the idea of utilising the principle of progressive overload. He can increase the work load in either of two ways. He can maintain the same number of repetitions for each activity but increase the number of circuits a player is to cover. For example, players perform as many circuits as possible during the first practice. In subsequent practice sessions they attempt to cover a greater number of circuits. Another possibility of introducing overload is to set the total circuits to a definite number. The load increase then comes in the form of a progressively higher number of repetitions in each activity.
(iv) For the sake of variety and a more complete physical preparation, new pattern runs and new physical fitness activities should be introduced from time to time. The coach must sincerely believe that the new material will benefit the preparation of his players.
(v) The coach must take the time to demonstrate the correct techniques of performing the activities in the circuit. (b) Competitive rally drill. (See Fig. 144.) This drill requires a full tennis court and two players. The court is divided into four quadrants, the four sections are numbered as in Fig. 144. Each quadrant is bounded by the singles sideline, the net, the centre service line and its imaginary extension, and the baseline. Players line up behind the baseline on opposite sides of the net. In
Fig. 144, player A stands behind quadrant 1, and player
B stands behind quadrant 4. Either player can commence the drill by bouncing a ball and stroking it into the opponent’s quadrant. Players must stay at the baseline and attempt to win the rally. Balls landing in the net or outside the two quadrants used in the drill are errors. The player first reaching ten points is the winner. Note that the players in Fig. 144 are hitting backhand to backhand. If they were playing in quadrants 2 and 3 they would then be hitting forehand to forehand.
(i) An error on the first hit is replayed. (ii) A drive landing short of the service line can be hit as an approach shot by a player. The player can then take up an advantageous net position.
(iii) No lobbing is allowed, so that a player positioned at the net has a distinct count advantage. This will encourage players to hit deep drives.
(iv) If the point score is tied at nine points all, a player must win by a margin of two points. ; Drill considerations : Sa ie an (i) By altering the quadrants used in the drill, ; Keen S players will hit forehands and backhands both down the line and across court. The rules encourage controlled deep groundstrokes so that a drill of this nature is far better than simply rallying down the centre of the court.
(ii) Passing shots are hit under immense pressure since a player only has half a court in which to pass an opponent. It is important to remember that lobs are not allowed.
(iii) It is important to note that play is restricted to the singles court making the drill realistic.
(iv) If a player continually loses from quadrant 1
(backhands across court), then either all his op- J\ ponents have excellent backhand groundstrokes, or et 5 rs he has a weakness in his backhand. This would be return no aaa evel worth examining by the coach.
(v) This is an excellent drill to pick up weaknesses in a player’s game. A coach could take
Statistics on how the points are determined. Is a player hitting a large percentage of his forehand cross court drives into the net? Is a player hitting all of his backhand down-the-line errors too wide?
Is a player hitting a large percentage of his backhand cross court drives short, allowing his opponent to approach the net?
A good coach analyses, and helps his players overcome their weaknesses.
(vi) Players should be encouraged to strengthen ; their groundstrokes and play the drill from their ic alseieaccicis weakest quadrant.
LLY Fig. 142. Fig. 143. Fig. 144. pe
(a) Eight a court rally. (See Fig. 145.) This drill is useful if the number of players practising is.in excess of the court space available. Two pairs of players rally down the sidelines using half a court each. These four players have a partner waiting behind them.
Should one of the players rallying make an error his partner then changes places with him and continues the drill. In this way players are encouraged to hit controlled groundstrokes in an attempt to remain on the court longer. In Fig. 145, players A and C are rallying, player’s E is C’s partner. Players D and B are rallying, player F is player D’s partner, and G is A’s partner. Drill considerations
(1) A coach must attempt to pair players of equal ability otherwise the better player will dominate the drill. (The opposing pair must also be of
(11) Cross court shots may be substituted for down-the-line shots. In fact, the drill may be modified to practise volleys, lobs, serves, or any other strokes. (b) Co-operation volley—in pairs. (See Fig. 146.) Four players position themselves at the rear of the four service courts facing the net. It is, in other words, as if all four players in a doubles match were close to the net. Each player possesses two or three tennis balls.
The players diagonally opposite each other, volley cooperatively, attempting to hit as many consecutive volleys as possible. To increase the challenge, the two pairs could compete against each other. Note in Fig.
volleying. In order to develop versatility when volleying
@ Change to hitting down the line to each other.
@ Exchange places, A with B, C with D, and repeat the cross court and down-the-line co-operative volley drills. On completing these drills each player has volleyed cross court and down-the-line, from both sides of the court.
(1) In either of the drills mentioned, players could hit forehand to forehand or backhand to backhand.
(i1) Players could be encouraged to co-operatively volley low over the net.
(iii) All of the drills mentioned, could be modified to practise half volleys by encouraging the players to drop the strokes short. (c) Competitive volley drill. (See Fig. 147.) The coach stands in a central position along the service line. A basket of balls is placed alongside his left hip. Four players position themselves, at the start of each point, at the rear of the four service courts, standing on the service line and facing the net. (This drill assumes that two doubles teams have reached the advantageous net position and are attempting to out-manoeuyre each
(1) All four players must have both feet on the service line at the commencement of each point.
(11) The coach alternates hitting a ball to the two players in the opposite court. The first ball to player c, the second to player D, and so on.
(ii1) As soon as the coach hits the ball to player c, players may move anywhere in the forecourt.
Player C returns the coach’s shot and the players continue to rally until the point is decided.
(iv) The first team to reach twenty points wins the game. As soon as one team reaches ten points, players change ends. This is done to avoid one team having the advantage of hitting the first volley for the entire game.
(v) Players are not permitted to hit lobs. Drill considerations
(1) The coach must force the player receiving the first ball to hit a low volley. The advantage of hitting the first ball as a high volley would be too great.
(11) The players must be encouraged to hit the ball low over the net or angled to the sides of the court. Elevated shots must be hit for winners either, to court openings, at the feet of the closest cpponent, or at a right handed player’s right hip.
(i111) The game can be modified to allow players to hit volley-lobs by the coach positioning himself off the court area. (d) Stationary drive-volley drill. (See Fig. 148.) The coach, player c, stands close to the net on the forehand side of the court. A basket of balls is placed close to his left hip. The coach’s partner, player D, stands in a similar position on the backhand side of the court.
Their opponents, players A and B, position themselves side by side on the baseline at the other end.
The drill commences with the coach hitting a ball to player B. Player B hits the ball down the line, along path 2. Player D volleys the attempted passing shot.
Players B and D complete the rally in their half of the court. Player B is not permitted to lob. As soon as the -coach hits a ball to player B he hits a ball to player A and completes the same drill with player A on the other half of the court. Both rallies usually terminate at almost the same time.
(1) A modification of this drill enables players A and B to lob, The basket could be placed close to the net on the centre service line. The coach and player D could both conveniently obtain balls from — the basket. They hold three or four balls in their left hand and hit a bail down the line to their respective opponents. Players A and B hit downthe-line lobs forcing the coach and player pD to smash. Keeping to their respective halves of the court the two pairs play the point out as if it were a match.
(ii) In either drill the first hit must be co-operative in nature.
(iii) Players change ends, and roles after a set time period. (e) Approach drive-volley drill. (See Fig. 149.) This drill is similar to the previous one except that the coach initially hits a short ball to land on the service line. This forces players A and B to hit an approach drive.
(f) Lateral drive-volley drill. (See Fig. 150.) This drill is similar to the previous one except that the coach and player D, and players a and B, are standing side by side in central court positions. The coach forces players A and B to run wide towards the side-lines to hit their first drives. The coach and player p are also forced to run towards the side-lines in an attempt to intercept the drives from players A and B and commence the half court rally.
(i) Players must not move until the coach has contacted the ball to initiate the drill.
Fig. 145. Fig. 146.
(ii) Players change ends and roles after a certain time period. (g) Doubles complete the point drill (1). (See Fig.
151.) The two doubles pairs position themselves close to the net, as if attempting to outmanoeuvre each other to gain the net advantage. The coach, player B, has two or three balls in his left hand, and a basket of tennis balls just off the court area to his right. The coach commences the point by hitting a lob at point 1, over player D, forcing player D to run deep into the backhand corner. Player D’s partner C, also retreats towards the baseline. Players A and B move in the direction of the arrows to cover the angle of best return since player
D will hit her shot from deep in the backhand corner. The rally continues until the point is completed.
(i) On completing the point players must quickly return to their starting positions.
(ii) Player p, with the coach’s help could experiment to ascertain the best method of regaining the net advantage, or winning the point.
(iii) Players should alternate court positions by moving one position clockwise after every six points.
Fig. 147. Fig. 148.
DOUBLES COMPLETE THE POINT DRILL (1).
Fig. 149. Fig. 150. Fig. 151. Fig. 152. Fig. 153. Fig. 154. :
(h) Doubles complete the point drill (2). (See Fig. 152.) The doubles pairs position themselves at the baseline. The coach, player B, has two or three balls in his left hand. A basket of tennis balls is placed at the tear of the court. The coach commences the point by hitting a ball from point 1, to player p. As soon as player D hits the ball down the middle of the court along path 2, players are permitted to approach the net. The rally continues until the point is completed.
(i) Players must have both feet on the baseline until player D has contacted the ball.
(ii) On completing the point players must quickly return to their starting positions.
(iii) Players should alternate court positions by moving one place clockwise after every six points. (i) Doubles complete the point drill (3). (See Fig. 153.) One doubles pair position themselves at the advantageous net position. The other pair are located at the baseline. The coach, player B, has two or three balls in his left hand. A basket of balls is placed at the rear of the court. The coach commences the point.by hitting a lob at point 1, to player D. The ball is smashed along path 2, to player A. The rally continues until the point is completed.
(i) Player p’s smash must be such that player A can return it.
(ii) Player A, with the coach’s help could experiment to ascertain the best method of regaining the net advantage or winning the point.
(iii) On completing the point, players must quickly return to their starting positions. (iv) Players should alternate court positions by moving one place clockwise after every six points. (j) Doubles complete the point drill (4). (See Fig. 154.) The two doubles pairs position themselves close to the net, as if attempting to outmanoeuvre each other to gain the net advantage. The coach, player B, has two or three balls in his left hand, and a basket of tennis balls just off the court to his right. The coach commences the drill by hitting a lob at point 1, over player
D. Player D pretends to be off balance forcing player c to sprint behind him to retrieve the lob. Player D moves in the direction of the arrow to cover the court area left by player c. The rally continues until the point is completed.
Drill considerations - (i) On completing the point players must quickly return to their starting positions. (ii) Player c, with the coach’s help could experiment to ascertain the best method of regaining the net advantage, or winning the point.
(iii) Players should alternate court positions by moving one place clockwise after every six points.
(a) Jogging between points. A practice game can become an endurance drill as well, by increasing the physical effort required. Make it a stipulation of the match that each player must jog when retrieving balls and when recovering to the ready position.
Drill considerations (1) This is good endurance pressure drill. Both players could begin gradually by jogging in this manner for only four selected games per set.
(ii) Eventually, players may progress to jogging between points for every game.
(iii) Useful modifications include players hopping on one leg or using double leg jumps when retrieving balls. (b) Playing with ankle weights. Another method of increasing the physical effort required to play a game is to strap light weights around a player’s ankles.
(i) If the weights are too heavy, it is possible for the player to suffer muscle strains in his legs.
(ii) The playing time with the ankle weights must be progressively increased. (c) Reflex volley drill. (See Fig. 155.) The player undertaking the drill, positions himself approximately four metres (four and a half yards) from the corner formed by two walls. He volleys continuously into the corner, adjusting quickly to the direction of the rebounding ball.
(i) The walls forming the corner may be made of any material providing it is smooth and rigid enough to allow the necessary rebound strength.
(ii) A player may increase the intensity of the drill by positioning himself closer to the corner, or by hitting harder. (d) Target volley. (See Fig. 156.) The player undertaking this drill positions himself approximately four metres (four an a half yards) from a wall. The wall has several numbered circles on it. The circles are randomly numbered from one to four. All circles are also randomly positioned and are at least one metre (forty inches) off the ground. The player commences by volleying at circle number 1, until ten volleys have landed within that area. He then moves along the wall, still volleying, until he reaches circle number 2 and attempts to hit ten volleys within that area. The player continues in this manner until all four circles have been covered. This is an excellent ball control drill.
(i) The circles must be randomly positioned so that the player becomes accustomed to volleying at varying heights.
(ii) Providing a retaining line is drawn on the court, a coach could time the drills over a period
Fig. 155. Fig. 156.
Fig. 157.
of weeks to evaluate a player’s performance. A volley landing on the line would be counted as successful. But the following points must be kept in mind: | The drill is started in the same manner each time. A player is designated the job of judging all drills, keeping count aloud of all successful volleys and telling the player when to move to the next circle.
A volley landing on the line is counted as successful. The same balls and stopwatch should be used in all drills. As far as practicable, ensure that external motivation, for example, spectators and weather conditions, are kept constant.
The tenth volley into the fourth circle is used as the signal to stop the watch. (e) Self evaluating service drill. (See Fig. 157.) (Devised by Mr. Desmond Oon, national tennis coach,
Singapore.) The player undertaking the drill stands in a position to the right of the centre marker on the baseline ready to serve to the forehand court. A basket of.
tennis balls is placed centrally at the service line on the same side of the net. The basket is located on this spot so that the server is encouraged to follow his service towards the net. He will need to collect two balls for his next service.
(i) The player serves at alternate sides as if in a match, using regular first and second serves. ~
Fig. 158.
(ii) Both services must be good for a player to score a point. The regular method of scoring applies.
(iii) If either the first or second serve is a fault the player loses the point.
(iv) If the first service is a fault (the player has already lost the point) the player must still attempt a good second serve.
(v) The player serves every game, keeping a tally of the score until a six game advantage set has been served.
Drill considerations (i) The player must hit forceful first serves to make the drill as realistic as possible.
(ii) An opponent could be used to return serves making the drill even more realistic.
(111) The player changes ends after every game. (iv) Most players will lose this imaginary set when first playing this drill. A graph could be kept to evaluate a player’s performances. Over a period of weeks, if the drill is diligently practised, a player may start to win sets. Note the self-evaluating service drill graph, Fig. 158. The first time the drill was attempted the player lost 6—1. At the eleventh test attempt the player was able to win six games.
It must be noted however, if the player lost 8—6 or won the set. It cannot be assumed that the more games a player wins the better his performance. A loss of 9—7 is not as creditable a performance as a
6—4 win.
There are so many varying factors which have an influence on singles tactics that a player must continually concentrate, analyse, and anticipate to keep two steps ahead of his opponent. Thinking about the game is the only way to ensure that a player’s tactics are correct for each stage during a match. A number of possible factors affecting player’s decision on singles tactics are as
(a) Your own style of play, taking into account strengths and weaknesses.
(b) Your opponent’s style of play, taking into account strengths and weaknesses.
(c) Your physical condition.
(d) Your opponent’s physical condition. (e) Court and climatic conditions.
(f) Differing mental capacities of players.
Because of the large number of variables involved when formulating singles tactics, any hard and fast rules are impossible. Flexibility is the key. There is however, a basic score of singles tactics to be studied.
The following ideas and suggestions listed under the heading of miscellaneous tactics, could be analysed and used to suit appropriate match situations, or differing playing abilities.
The ideas presented are based on the modern game of serve and volley ‘big game’ tennis and help supply the ingredients from which players can select in order to mould a winning game.
1. (a) Tennis matches are lost and not won! More points are won off errors than by winning placements. Statistical research has estimated that seventy-fve per cent of points end in error, and of this, seventy-five per cent of errors are balls hitting the net.
(b) A player must learn when to attack or when to defend. Defensive tennis is not necessarily weak tennis, yet the defensive side of the game is often overlooked. There must be a balance between defence and offence. The slugger rarely wins; the pusher rarely wins. The man who generally wins is the player who has good ball control and hits about seventy-five per cent to eighty per cent total effort, waiting for an opening or short ball on which to go all out. Give yourself a margin of error.
(c) Play one point at a time. A player who concentrates as intently as this is tough to beat.
(d) Some points are more important than others and some of these, and the reasons for their importance are presented below. A player should learn to recognise these important points and to give them complete concentration in an attempt to win each one as it occurs.
(i) The first point of every game has the psychological advantage of ‘getting the jump on your opponent’.
(11) As soon as one player reaches 40, the next point is vital. It means a whole game.
(iu) If serving and you are down 0—30 or 15—
30, the next point is vital. It could mean a service break.
(iv) After a closely fought first set, one player often folds in the second. Do not let it be you.
Concentrate hard during the first few games of the second set.
(v) If you win the first set easily, force yourself to keep playing hard, tough tennis. Avoid slumping into complacency.
Hitting deep shots 2. Tennis, like most competitive sports, has the objective of manoeuvering your opponent so that you have an opening or a weakness to attack.
Hitting deep shots is an important method of forcing your opponent to hit a lofted or short stroke off his back foot, enabling you to capitalise on his weak return.
To hit a deep drive, a player’s shots must clear the net by sixty to ninety cm (two to three feet) and be forcefully stroked towards the base line. For beginners who lack power in their stroking, distance can be a and a trajectory of forty-five degrees facilitates for adequate distance. Deep shots keep your opponent near the baseline with little chance of rushing the net.
A deep high ball will also give you more time to recover if caught out of opposition. .
3. Never change the style of your play when winning. Always change a losing game. There are exceptions however. If, for example, you just lose a set on one service break, due to a couple of good winners from your opponent, it is hardly worth changing your natural style of play. If you lose the first set 6—1, then you should re-evaluate your game approach to avoid losing the second set just as easily. For example, a 6—1 loss may have been due to your opponent’s excellent service returns. Suppose he consistently hits the returns short and angled, forcing you to spray these low returns into the net or the fence. Obviously if the game continues in this vein, shower time is not far away. What can you do to get back into the game? A possible solution would be to occasionally stay at the baseline after serving and approach the net on your opponent’s service return. This tactic may force your opponent to hit a more forceful return which could lead to errors. May as well try it, you have nothing to lose!
4. Develop a game so that you feel comfortable, both at the net and at the baseline. This flexibility is important to cater for differing opponents and differing court surfaces. For this reason, players must recognise the importance of practising all the tennis strokes and all match situations.
5. Aim your shots. Do not be satisfied just to hit the ball back into play. Play your opponent’s weaknesses or hit towards court openings. Move your opponent around the court, making the game as tough as possible for him. Tennis matches are won by the player who hits the ball to the right place at the right time most often.
6. Avoid aiming for lines when a shot half a metre or so (a few feet) inside the court will win the point for you. This is particularly true when you have your opponent off the court area and simply need to hit the ball over the net to win the point.
7. Never give up when behind, or relax when ahead. Fortunes can change rapidly, if one player becomes over-confident and careless while his opponent keeps trying. Expect to win, and never give up.
8. A big hitter enjoys playing against pace. Avoid playing into his hands—hit a variety of slow paced shots which will force him to generate his own speed.
9. Never under-estimate the opposition. Play as though everyone has a chance to beat you—no matter whom you play. A player can still be confident and have this attitude.
10. Keep your eye on the ball and concentrate, especially if your timing is off and you are playing badly...
11. If you have difficulty in concentrating, a useful technique is to say, under your breath,
‘Hit’ — as your opponent hits the ball, ‘Bounce’ — as the ball hits the ground, ‘Hit’ — as your racket hits the ball. 12. Beware of the player who consciously sets out- to irritate you and to destroy your concentration. Ignore these players as much as possible and concentrate on the tennis ahead. Often one smart comment may change the course cf an entire match. A typical statement such as ‘I must tell you something about your service swing when we finish the match’, has been known to completely shatter an already nervous tennis player.
13. Do not spend all time in a match trying to correct a stroke. Concentrate on match tactics and winning.
Between tournaments or during the off season is the ideal time to work on your strokes.
14. There are two ways of playing a tennis match: (a) Concentrate on your own strength, for example, volleys, by taking control at the net at every opportunity.
(b) Concentrate on your opponent’s weakness, for example hitting the majority of your shots at his backhand. A good player will ensure that both these factors are working for him by controlling the net and smashing and volleying to the opponent’s backhand. In this way he can utilise his strength to exploit his opponent’s weaknesses.
15. If you are being severely beaten: (a) Force yourself to slow down by taking deep controlled breaths and walking slowly to collect
(b) Avoid showing anger. or frustration; your opponent will relish seeing you lose control of yourself; smile or show a poker-face after errors.
(c) Analyse your game as you slow down. THINK!
Are you trying to hit too hard? Are you rushing your shots? Above all else, keep cool and analyse the situation.
16. When your opponent has exposed a weakness in your game, for example, a forehand ground stroke, and is punishing it mercilessly, attack the net on every opportunity or bring your opponent to the net. In this way the number of forehands you are forced to hit will be at a minimum.
17. Drop shots are very risky strokes to hit, due to the fine touch required, therefore avoid hitting them on important points. Here are some suggestions as to when
(a) When playing on grass or clay, so that the rebound height is relatively low.
(b) When your opponent has a deep court position and his return is short.
(c) When you are ahead by two points or behind
40—O and have nothing to lose.
18. In top tennis a drop volley wins more points than a ground stroke drop shot. This is simply because in the latter case the ball has further to travel. Therefore, more time is available for your opponent to cover ground and reach the ball.
19. Watch your opponent’s eyes for possible giveaways as to where he will hit the ball. Often a server will look at the court area towards which he intends serving.
20. Never let your heels hit the ground when the ball is in play, keep alert, with the body weight resting on the balls of your feet, ready to move quickly in any direction. The only exception would be while actually stroking the ball.
21. After every stroke move directly into position for the next shot. It is fatal to stand flat-footed admiring a well placed drive down the sideline. Your opponent may scramble to the ball and be able to hit a poor shot for a winner. It is best to assume all your shots are going to land in court and consequently recover quickly.
22. A player must be alert to recognise situations or points which are psychologically important. Situation:
the sccre is 4—2, 40—0, your serve, and your opponent lofts an easy ball close to the net which you could easily hit away for a winner, but you lazily dropshot it into the net. 40—15. Two good returns from your opponent, a double fault, a volley error on your part and you lose the game 4—3. You eventually lose the set 8—6. The point that lost you the set was not 7—6 and match point, it was that lazy shot at 4—2, 40—O.
23. Ensure that your fitness level meets the requirement of the standard of tennis you hope to play. If a young player’s aspirations lead him onto a world tournament circuit, then a tough six-months’ physical fitness program is an important prerequisite. On the other hand a middle-aged Sunday afternoon social player will require nowhere near the same physical fitness level to comfcrtably compete with his friends. All else being equal in a tennis match, physical fitness will decide the result.
24. Conservation of energy is an important consideration in tennis both within a match and throughout the entire tournament program. For example:
(a) Walk, do not run to collect balls between points.
(b) Take the acceptable minute or so between games to towel off and compose yourself.
(c) Stand in the shade if your opponent has a long chase to collect a ball. Providing you adhere to basic tennis court manners, these techniques are not stalling.
25. If, during a tough match, you are becoming extremely tired, eliminiate long rallies by attempting more clean winners. You may have to take a few more risks. Another alternative is to hit higher, slower shots, giving yourself more time to recover between strokes.
26. Learn to relax physically between points, games, and sets, even though you cannot ever relax mentally. Walk slowly to change ends between games; avoid clutching your racket too tightly; allow your arms to hand loosely by your sides .
27. You do not have to play all out against a weaker player. Slow down a little, but do not play an overconfident, conceited game. Still adhere to basic tennis fundamentals and sound tactics. When practising against a weaker player, hit to his srengths so that you get a better workout. Practice your own weaknesses.
Make the game purposeful.
1. (a) More often than not, take up a stance about ninety-cm (three feet) from the centre marker to let your opponent know you have the choice of hitting the serve either down the middle or wide.
(See Fig. 159.) From the service stance that player A has adopted, he could hit a slice serve to position 1; or a serve directly at receiver B, at position 2.
(b) A gocd serve is a combination of speed, placement, and spin.
(c) A deeply placed serve keeps the receiver on the defensive.
2. Seventy per cent of all first serves must go into play, relying too heavily on second serves has the following
(a) Extra pressure on the server—his second serve must be good or he loses the point.
(b) The server loses valuable energy if he continually missess first serves and therefore has to hit an additional serve.
(c) The receiver moves closer to the net when setting himself to return a second and usually slower serve. This makes his task easier.
3. The first serve must go in, on important points. 4. Avoid hitting the first serve too hard. Hit at about eighty per cent effort for seventy-five per cent result rather than one hundred per cent effort for forty per cent result. If missing too many first serves, a player should try to figure out why, rather than just hitting harder.
5. Hard flat serves should be hit down the middle where the net is fifteen cm (six inches) lower than at the sidelines. (See Fig. 159, position 3.)
6. Second serves must have depth as they lack the pace of first serves. If a player chooses to hit a flat second serve, he must decrease the speed a little.
7. Avoid stereotyping your serve. (See Fig. 160.) Vary your service to keep the receiver guessing. Remembering the three choices in direction (wide to the right to position A, wide to the left to position C, and down the middle to position B) and four choices of type
(flat, slice, American twist, and reverse twist).
8. An American twist service is best hit to the backhand side of the left court, since after contacting the ground, the ball rebounds laterally off the court, forcing the receiver wide.
Fig. 159. Fig. 160.
Fig. 161. Fig. 162.
A slice service is best hit wide to the forehand court, since after contacting the ground, the ball will rebound laterally off the court, forcing the receiver wide. 9 Practice setting up points with your serve by ensuring a well controlled deep serve which drives your opponent off the court.
10. Most serves should go to your opponent’s weakness unless attempting to manoeuvre your opponent off the court with either a slice to the forehand court or a kick serve to the backhand.court. Keep the receiver guessing though, by occasionally hitting to his strength or directly at him.
11. If a player is serving well, he could safely hit his serves a little harder. If a player is serving badly he should slow his serves down a little and impart more spin.
12. When being severely beaten it is tactically sound to serve a little harder, in an attempt to hit yourself back into the game.
13. Generally, beginners should move to the central baseline position after the serve and play a baseline game. Once they become skilled in the fundamentals of net play, beginners should be encouraged to occasionally follow a good serve or ground stroke towards the net.
SINGLES RETURN OF SERVICE 1. A player must be concentrating intently when receiving serves, he must take up an alert ready position and be prepared to move quickly. The receiver should stand in the middle of the serving angle. (See Fig.
- 18.) Note that player B’s service must land somewhere in the service court between the two lines X and Y. The receiver, player A, must position himself in the middle of the angle formed by lines X and Y. Note in Fig. 162. If player B moves further towards the singles
‘ RECEIVER IN THE MIDDLE =~ A OF THE SERVING ANGLE sideline to serve (note the arrow), player A must position himself in the middle of the service angle by moying closer to his sideline (note the arrow).
2. The receiver must get the ball back into play, thereby giving himself a chance to win the point. The receiver must avoid blasting a return unless he has a short easy service to hit.
(a) In singles the receiver must lob the service return sparingly. There is a high probability that the lob will be smashed away. However, when the server repeatedly comes in too close to the net, or for purposes of surprise, the receiver could hit a lob every now and again.
(b) It is worth taking serves on the rise and forcing the server to volley just a little before he likes;
he is expected to win the game anyhow, so why not give it a try.
3. It has been estimated that eighty per cent of all serves are capable of being returned. Of these, ten per cent will be hit for a clean winner by the receiver. Of the rest, half can be attacked and half can be played defensively by the receiver. On short, easy serves the receiver must hit a forceful return to put extra pressure on the server. If approximately thirty-five per cent of services can be attacked the receiver must make the most of them.
4. When receiving most first serves the receiver is forced to use a straight backswing as there is little time for a full swing. An early preparation is important. When receiving a cannon ball service be content to hit the ball safely down the middle of the court. Short, easier second serves require a longer backswing when being returned.
5. It is good tactics for the receiver to move about ninety cm (a yard) into the court following a good return. This will provide him a better court position to hit a passing shot.
6. If the server is missing many first serves due to nerves, the receiver should move a little closer to the net and chip the second serve back .quickly, placing extra pressure on the server.
7. A valuable technique when playing a good netrushing player is to chip a short, wide service return. This will force the server into playing a difficult low volley or half volley.
8. Hitting a topspin service return is valuable, since the ball will dip quickly once it crosses the net, forcing an elevated volley from the incoming server. The receiver will then have an advantage in the rally.
9. If the server does not follow his service to the net, hit deep service returns to keep him at the baseline— or if he has a weak volley, hit short drop shots to force him towards the net.
(See Fig. 163.) When attempting to return a heayily sliced service the following technique is recommended. The path of the oncoming ball is represented by the broken line. The receiver, player A, must move along path X in order to contact the ball before it travels too far off the court. If the receiver were to move along path Y the ball contact point would occur too far off the court, leaving the receiver with a difficult return. The server, on approaching the net, has the entire court open for a volley placement. In most situations if the receiver contacts the serve along path Y he will need to lob or hit a drive down the line.
10. Following a service return, if the receiver decides not to approach the net, the receiver must take two considerations into account.
(i) The receiver’s lateral position; he should move to the centre of the angle of best return. (See Fig.
164.) Receiver (player A) chips the return along the broken line to position 1. Server B will hit his first volley from this position. The angle of best return when considering the server’s first volley is indicated by the two broken lines. The receiver, in order to position himself in the middle of this angle must take up a stance at the centre marker along the baseline (that is move in direction Y).
(ii) The receiver’s court depth. The receiver should take up a stance behind the baseline. If the receiver drifts into the back court, he will approach the area situated from two and three quarter metres (three yards) behind the service line to about one metre (one yard) in front of it, called ‘No Man’s Land’. In this area, the server’s shots will force the receiver to hit difficult half volleys and low volleys. If the receiver moves along path X he will find himself in ‘No Man’s Land’. The receiver must move along Y to position himself at the centre marker along the baseline.
1. In order to attain good depth on drives the ball must pass at least 60 cm to 90 cm (two to three feet) above the net. Since three-quarters of all points lost are netted strokes it is very important to have this margin of error. This will ensure a minimum amount of netted errors and maximum depth on drives.
2. Manoeuvre your opponent around the court. Make the game as unbearable for him as possible. Vary your shots to keep him guessing. It is important to have some method when rallying from the baseline. The method employed would depend on your own strengths and your opponents’ weaknesses. Suppose for example, that a player’s agility is suspect. (See Fig. 165.) The receiver, player A, realising the server is not approaching the net, drives a deep return along path 1, to the fore-hand corner. Player A’s next drive is along path 2, deep to the backhand corner. By this stage player B is at full stretch. Player a’s next shot is a short chip along path 3 to the backhand side. Quite often two consecutive strokes to the same court area will find your opponent ‘wrong footed’. 3. There are numerous advantages in hitting a cross-court drive (see Fig. 166).
(a) A cross-court drive is hit with an open stance
_ so that little body preparation is necessary. (Note
(b) The distance across court from one corner to the other is about two metres (six and a half feet) longer than the distance from the same corner
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down the line. This allows a player to hit out a little more confidently (along line X).
(c) If a player is forced wide to return a shot, hitting a cross-court drive will save him two strides when recovering for his next shot. (This is because it is impossible for him to be driven wider than the opposite sideline. )
(d) The height of the net at the middle is ninetyone and a half cm (three feet); at the sidelines it is
107 cm (three and a half feet).
Fig. 165. Fig. 166.
Fig. 167. Fig. 168. Fig. 169. Fig. 170.
(e) It is a natural swing to hit cross-court. (f) Greater angles are possible with cross-court shots.
4. Greater care must be taken when hitting shots down
(a) The net is higher at the sidelines. (b) It is more difficult for a player to swing the racket head in the direction he wants the ball to go unless he takes up an extreme sideways stance. (c) Shots must be aimed thirty to sixty cm (one to two feet) inside the side line. Too many errors will result from attempting to hit the line directly.
5. A player must avoid stubbornly planting his feet on the baseline and hitting off shots from this stance. Obviously, deep returns from the opponent will force the player to move back quickly in order to transfer his body weight forwards to assist in hitting the stroke.
6. When exploiting your opponent’s backhand weakness it is a good tactic to force him to hit.a wide forehand first. This will ‘open up’ the opponent’s backhand side and make it easier to attack.
7. If your opponent dislikes net play force him to approach the net by hitting deep drives followed by a short angled shot.
8. If forced to approach the net, a player must attempt to hit all shots in the forecourt with the idea of contacting the ball as early as practicable.
Note in Fig. 167 that the player has hesitated, waiting for the ball to reach him. In this case the ball contact point will be low and a long way from the net.
The player will have to bend his knees and open the racket face to successfully loft a defensive volley.
Note in Fig. 168 that the player has reached forward to contact to ball while it is still high in the air, providing time to punch an attacking volley.
IDEAL CONTACT POINT FOR VOLLEY:
1. A player must approach the net whenever he has the opportunity. A position at the net has both psychological and physical advantages.
2. If serving poorly it may be advantageous for a player to occasionally fake a net rush and stay at the baseline, approaching the net after the first shortlength ball hit by the opponent. This tactic will also prevent the receiver from grooving a successful return.
3. A good player will vary his serves to keep his opponent guessing. There are two basic ways of doing
(a) Change in the type of serve means use of a flat service, slice topspin or American twist, for example.
(b) Change in direction or placement of the service.
4. A good server bustles his opponent by approaching the net quickly, forcing the receiver to hit hurried strokes and consequently making many errors.
5. When approaching the net after serving, a player must follow the path which lies in the middle of the angle of best service return. Note in Fig. 169 the dotted lines X and Y form the angle of best service return. The probability that player a’s return lies within this angle is greater than the probability of the:
return being hit outside the angle. Dotted line X passes along the singles sideline, and any return hit wider than this line would land outside the court. Dotted line Y passes across court and any return hit wider than this line has little chance of landing in court for two main reasons: ; (a) The net is at its highest point at the singles a sideline. :
(b) The angle required for a successful return outside line Y is too acute.
Note in Fig. 170 that the server, player B, is positioned outside the angle of best service return. He is guarding court area into which the receiver, player A, will have difficulty in hitting.
There is a simple rule to ensure that this ‘law of the angles’ is taken into account. The server must follow the imaginary line of ball flight towards the net.
6. The server must stop momentarily during his approach run towards the net. The pause must take place at the same time as the receiver is hitting his return. This will ensure the server is well-balanced to hit his first volley. It will also enable the server to leap to either forehand or backhand side to intercept the return. If the server does not stop on time, the only shot he can possibly reach is one directed straight at him. Even then chances are slim that he will hit a good volley since his shot must be hit while he is still on
< y 7 INCORRECT SERVER’S POSITION the run. The technique used by the server to momentarily pause and ascertain the direction the ball is returned is called ‘splitting’. Note in Fig. 171 that the server jumps slightly off one foot to land on two feet to take up the ‘split’ position (see Fig. 72) A player must attempt to run the greatest possible distance towards the net before being forced to split.
1. A player should take advantage of all short balls hit to him by hitting a deep approach shot, usually to the opponent’s weakness or to a court opening. A player must not attempt an approach shot when receiving a deep stroke from the opponent. When approaching the net a player must take into account:
(a) “The law of the angles’, (b) ‘Splitting’.
Fig. 171. ‘Splitting’. Jump off one leg to land on two.
Fig. 173.
(c) ‘The forty-five degree volley rule’. See Figs.
173 and 174. Note in Fig. 173 that player A has moved across parallel to the net, along path Y, to cover player B’s cross-court drive. This situation leaves player A with a very difficult volley to hit. The ball contact point being low and a long way from the net, forcing player A to hit a lofted volley along path X.
Note in Fig. 174 that player A has moved towards the net at forty-five degrees, along path X, to cover player B’s cross-court drive. This situation leaves player A with a relatively easy volley to hit. The ball contact point being high and close to the net, allowing player A to hit an attacking volley along path Z.
2. A player must learn to hit an approach shot and run towards the net in one smooth movement. There must be no hesitant pause aiter the ball is contacted to see if the approach shot is going to land in court. A player must assume his shot will land in court and run quickly into position for the next stroke.
3. The idea of an approach shot is to force the opponent to hit from behind his baseline, giving the approaching player ample time to reach a good volleying position.
For this reason an approach shot may be a semi-lob, a deep slice or a deep topspin shot. Depth must never be sacrificed for speed, since the approach shot must be safe. Occasionally if a player is unable to cope with low shots a short, sliced, angled, approach shot may be a useful tactic.
4. It is quite valuable to hit an approach shot down the middle of the court. This applies especially against players who are inclined to hit angled cross-court shots, since angles are difficult to attain when hitting from a central position along the baseline.
5. A player must not hit an approach shot with maxi-
Fig. 174.
mum force. The idea in hitting an approach shot is to take control at the net and punch a first or second volley for a winner. When hitting an approach shot a player must not attempt to win the point outright.
6. When approaching the net, an ideal volley position is approximately midway between the net and service line, in the middle of the angle of best return. A player must avoid positioning himself too close to the net or he will be susceptible to a lob. It is easier to move forward a step to volley than to chase a lob back to the baseline.
If forced to volley from below net height the ball must be hit deep to the opponent’s weakness or to court openings. It is possible the first volley will be another approach shot, in which case a player should move closer towards the net to hit the second volley.
When volleying a ball above net height it should be hit deep to the corners or angled sharply (depending — on a player’s proximity to the net).
Note in Fig. 175 that a player volleying from a distance of four metres (four and a half yards) from the net has the angle X O Y in which to safely hit the ball.
In this case it would be safer to hit deep rather than acutely angled volleys.
Note in Fig. 176 that a player volleying from a distance of two metres (two and a quarter yards) from
Fig. 175.
the net has a greater angle X! O Y! in which to safely hit the ball. In this case a player could either hit an angled or a deep volley.
7. Once a player has taken up an alert stance at the net he must avoid guessing to which side the passing shot will come (unless he has suitable cues to make an intelligent guess). Because in most cases, providing the player has taken up his stance in accordance to the law of the angles, a player can reach most volleys landing within the court. If an opponent has an easy passing shot to hit a player may have to look for cues and choose either the forehand or backhand side to intercept the shot. A knowledge of the opponent’s strengths, or a slight body fake by a player may help in choosing the correct side to intercept the shot.
1. It is important to force the opponent to hit a winning shot. Avoid giving him the point on a platter by making a needless error.
2. Most passing shots should be hit with either sidespin to topspin since these strokes will keep the ball low once the net has been crossed. The opponent must
ANGLE OF POSSIBLE VOLLEY WHILE 2 METRES FROM NET —
Fig. 176.
be forced to hit a lofted shot.
3. A player must vary his shots to keep the opponent guessing by hitting drives, soft angled shots and lobs.
4. Play to the opponent’s weakness.
5. Passing shots must be hit crisply, avoid trying to steer a shot past your opponent. Many lofted strokes and errors will result from half-hearted passing shots.
6. Attempt to take control at the net by hitting a soft cross-court angled shot.
7. Often a shot hit directly at the opponent will catch him by surprise and hopefully force an error.
8. The lob is an excellent shot in singles, especially when used in the following circumstances:
(a) See Fig. 177 when the opponent is too close to the net. A low attacking lob would be ideal, either hit flat or with topspin.
(b) See Fig. 178 when a player is forced to hit from an extremely deep court position. A high defensive lob would be ideal, allowing more time for a player to recover and assume an adyantageous court position.
(c) See Fig. 179 when a player is forced to hit from a position too wide off the court. Again a high defensive lob will allow a player time to recover into a central court position.
It is possible that an attacking lob could be effectively hit in situations (b) and (c) if the opponent has positioned himself too close to the net.
Tennis tactics change drastically when playing’ on various court surfaces because the ball rebounds at differing speeds and heights. When playing on a soft court, for example clay, much of the ball’s force is dissipated on contact. The rebound force is much weaker, causing a slower rebound. On the other hand a coment court, because of its hard texture, causes the ball to rebound much quicker. Dirt, asphalt, clay and antbed, are slow surfaces. Grass, boards and cement are fast surfaces.
Most players prefer to use a racket with loose strings when playing on a slow court, as this will enhance control. A tightly strung racket, giving extra power, would be ideal on fast courts.
(a) Shots generally rebound quickly and keep low to the ground.
(b) There is tremendous variation between grass courts, some are hard, some softer, some dryer, some wetter and some greener than others. Due to this tremendous variation in court texture, players find it important to analyse a grass court prior to a match. Basic Adaptations
(a) Because of the low rebound, stroke preparation must be as early as possible, strokes being hit with shorter backswings.
(b) A player must move quickly into a hitting position.
(c) A powerful serve and volley game is well suited to grass.
(a) The ball rebounds off the court just as quickly as on grass. However, there is no skid and the ball bounce is appreciably higher on
(a) A powerful serve and volley game is well suited to cement. It is very difficult to play a winning baseline game.
(b) The ball takes a true bounce so that half volleys and approach shots may be played with full confidence.
(c) Since both grass and cement courts require a similar style of play it is no real problem to change from one court surface to the other.
(a) The ball rebounds off the court much slower and higher on clay when compared with grass or cement.
(a) A powerful serve and volley game is not as effective on clay since it is difficult to hit the ball away for a winner.
(b) A steady baseline player has a distinct advantage since the slower court response encourages longer rallies.
(c) Strokes must be slowed down a little since more time is available for preparation. There is usually adequate time for a full circular backswing.
(d) Depth and accuracy are more important than speed.
(e) Generally the serve and volley game still wins on clay, however, the game must be slowed down. A player hitting with seventy-five per cent effort under control will win.
1. Because the ball moves about unpredictably in windy conditions, greater concentration is necessary.
2. A player must note the strength and the direction of wind during the warm-up period. The information gained must be used wisely. For example, a cross-court wind will enable a player to hit a lob wider than the singles sideline and still land the ball in court.
3. Due to the uncertainty of the exact path of the approaching ball a player’s preparation prior to ball contact, must be early. The backswing must be short, with a player holding the actual hit until the last possible moment.
4. To ensure that the effect of wind is overcome as much as possible the ball must be contacted solidly.
There must be a prolonged follow-through with the racket head swung in the direction of the intended hit.
5. When serving in a high wind the ball push into the air must be a little lower than normal. This is to ensure that contact point occurs before the wind has too much time to move the ball around. Because of the lower ball push, it is obvious that the service swing will also ~ have to be shortened.
6. When hitting ground strokes against the wind, shots must be hit solidly so that the wind has little opportunity to change the path of the ball. Topspin drives will ensure that the ball stays low once it crosses the net. A sliced drive against the wind will keep the ball _ high above the net.
7. A player must hit predominantly topspin drives when playing with the wind to prevent shots from landing behind the baseline.
8. Lobs must be hit very cautiously when playing with the wind, as the ball with naturally travel further than normal. Lobs into the wind may be hit much higher and harder.
9. It is extremely advantageous to take control at the net when playing with the wind since the opponent’s shots will be slowed down. Playing an attacking style against the wind is much more difficult. Ground strokes must be kept low or wide, lobs must be hit high and deep. The biggest problem is that serves and approach shots will rebound a little higher than normal.
1. Hitting a high lob so that the sun is shining directly into the opponent’s eyes is quite a valuable tactic. The best way to overcome a predicament such as this is to let the ball bounce and move into a modified hitting stance so that the sun is not in the eyes. This may involve contacting the ball either in front of, or alongside the body. It may also involve contacting the ball a little higher or lower than usual.
2. The ball life into the air when serving may cause discomfort if the sun shines into a player’s eyes.
A number of possibilities to help alleviate this pro-
(a) To modify a player’s serving position along the baseline.
(b) To change a player’s service stance, either more open or closed.
(c) To slightly change the path of the ball lift into the air.
1. A good player always studies a tournament draw to see who he could meet in each round. This is not being conceited, just wise. Once a player has an indication of possible opponents, each match should be taken as it comes.
2. It is important to learn as much as possible about future opponents. It is not very wise to rely too heavily on the advice of fellow competitors. A player must do his own scouting by watching his future opponent play.
3. A player must never start a match without a plan of how he intends to beat an opponent. 4._A player must warm-up properly by practicing all strokes, including approach shots. The closer the warmup period resembles the game situation the better. A
‘nervous player resembles a robot, and appears very stiff and immobile. If feeling tense it is valuable for a player to run excessively. A player may relax if he chases all shots during the warm-up to loosen his tensed muscles.
Another possible method of alleviating nerves is to hit a number of strokes with maximum power. This may induce a player to stroke smoothly. Above all else a player must avoid being stiff and immobile.
5. Every player has a weakness of some kind, either in stroke technique, court agility or match tactics.
6. The warm-up session must be used as a period of experimentation to learn about the opponent’s game.
Does he get down to low shots? Or does he simply drop his racket head to loft the ball back? A player must probe to find a possible weakness in his opponent’s game and then use this knowledge to his advantage.
7. A player must avoid repeatedly playing to an opponent’s weaker stroke. The opponent may groove a good stroke if he is forced to hit it many times. Play to the weakness on important.
8. Under some circumstances it may not be worth exploiting an opponent’s weakness. It may be tactically advantageous for a player to assert his strength. For example, a player may prefer to take control at the net to utilise his strong volleys rather than draw his opponent to the net and exploit his weaker volleys.
9. Reading the opponent’s strokes is just as important a factor in tennis as locating the opponent’s weakness.
How can a player tell from his opponent’s body position, racket swing or contact point where he is likely to hit the ball? A player must look to see what particular movements an opponent performs, and then note the pace and direction of his shot. In other words a player must learn to evaluate the relationship between body and racket preparation and the resulting shot.
10. A player must pick up cues from the opponent’s preparation as early as possible. Early cues to help a player decide the pace and spin of the oncoming ball will enable him to move quickly into a hitting position.
The following points are examples of reading the
(a) If a player uses a shortened racket backswing when hitting ground strokes, it is obvious that much of the pace on his strokes will be derived from his opponent’s shot. If forced to generate his own pace this player may find difficulty in returning deep, slow drives.
(b) If a player has a long circular backswing when hitting ground strokes he may find difficulty in returning short, angled shots or balls hit directly at him.
(c) As soon as an opponent lowers and opens the racket face during a backswing a player can anticipate a lob; especially if the opponent is hitting from a defensive court position.
(d) When positioned ready to serve many players have a ‘tell-tale’ glance at the court area into which they intend serving. An alert opponent will use these cues to advantage.
11. The position and path of the racket head will indicate the spin and direction of a shot:
(a) A flat long backswing will probably result in a powerful drive.
(b) A slightly closed racket face moving in an upward direction will induce topspin to the ball.
(c) A slightly open racket face moving in a downward path will induce slice to the ball.
(d) A racket face which is moved across the back of the ball,either from left to right or visa-versa will induce sidespin to the ball.
(e) The imaginary line through a player’s feet, or more importantly through his shoulders, will indicate the likely direction of his shot. An open stance will enable a player to effectively hit across court. A closed stance will enable a player to effectively hit down the line.
12. There are many deceptions a player may employ to help overcome an opponent’s ability to read a game. p pp y g (a) Taking up an open stance and steering the ball down the line (contacting the ball a little later).
(b) Taking up a closed stance and swinging the ball across court (earlier ball contact).
(c) A last second increase in racket head speed to hit a more forceful second service.
(d) Going through the motions for a powerful drive, but slowing down the speed of the racket head in the last instant to hit a drop shot.
(e) Going through the motions for a powerful drive, but opening the racket face to lob at the instant prior to impact.
(f) Changing the service grip from a continental to an eastern forehand, during the racket head
‘loop’ behind the back, to finally hit a reverse twist service.
DOUBLES Doubles is a much faster game than singles. It calls for quicker reflexes and thinking as all four players often find themselyes outmanoeuvering each other while close to the net. Net play becomes all important in doubles.
It has been estimated that ninety per cent of shots in doubles are won at the net. The server moves into the net after serving. The receiver follows his return into the net. As there is not as much court to cover per man in doubles, it is relatively easy to get to the net. Winning shots from the baseline becomes virtually impossible. With two net players covering roughly the same area as a singles court, successful passing shots from the baseline in doubles should be awarded gold medals.
The main aim in doubles then, should be to take up a position close to the net, forcing your opponents to hit a lofted ball, which you can hit down. Once positioned at the net, many shots are wasted. Remember, you are there to force your opponents to hit the lofted yolley before resorting to it yourself. Never return a volley shoulder or hip high if you can hit the ball down at your opponent’s feet. A volley hit in a horizontal plane needs only a racket head and a tight wrist in the path of the ball and the ball will speed back to you, often with more pace on it. A volley hit in a downward or more vertical plane, must, if returned, follow on an upward path. This upward return by your opponent increases your chances ‘of ‘putting the ball away’.
Some players employ the successful technique of volleying at the opponent’s right hip. It is extremely awkward for a player to volley a ball travelling in this direction as it requires a stroke half way between a forehand and a backhand.
Doubles is primarily a game of finesse, not power drives or blasting serves. Because passing your opponents becomes very difficult, it is wise to sacrifice a little power for the sake of accuracy and keeping the ball low.
Hitting as hard as possible encourages many errors and keeps the ball high over the net so that your opponents achieve the chance to place a winning volley.
Doubles is a game of sharply angled shots or short slow slices. In fact. good doubles players play strokes with shorter backswings and often hit the ball on the rise as they attempt to storm the net. Every shot must be hit with the idea of taking control at the net. It is not wise to try for clean winners unless you have an opening. Manoeuvering for openings or rising balls takes special touch and great control.
I first realised that doubles required finesse and control in preference to brute strength while playing a country tournament in Victoria during the early six-ties. At this stage of my tennis career I was a brash sixteen year old and the scene was the second round in the men’s open doubles. My partner and I watched quite casually as two middle-aged gentlemen strolled out to the net post where we were standing. I looked at the racket belonging to the taller of our two opponents. It was not new—in fact the strings looked loose. I thought all we had to do was to stand up and we had the match. It lasted thirty-nine minutes. We were trounced 6-2, 6-3. The tall man with the loose strings was former Australian great John Bromwich.
I was staggered by the consistency of his angled crosscourt returns and pin-point lobs. It was a fabulous tennis lesson in doubles play.
Some strokes are used more frequently in doubles than others, these include: volleys, half volleys, smashes and lobs. Beginning players must be well drilled in these strokes before they will be able to play good doubles. Far too often beginners are taught singles strokes and expected to automatically play good doubles. The game of doubles needs specialised attention, taking into account both strokes and tactics.
Many coaches hold the view that a good doubles team consists of a steady, consistent player who forces openings and an attacking partner who capitalises on weak returns and lofted shots. Would it not be advantageous to pair two steady consistent players, capable of creating openings, who were both capable of attacking savagely when necessary?
The essence of good doubles is team work; encourage, talk to and work with your partner. Do not show your disgust if he misses a few easy shots. He is doing his best, and not making errors on purpose. Teamwork stems from playing with,a regular partner with whom you get along, and practising together.
Practising basic teamwork is important and the following points are of value:
(a) Both players going up to the net when attacking or at the baseline when defending. When a player is close to the net and his partner is at the baseline, a large vulnerable space opens up between the pair.
(b) Both players should run back when the ball is lobbed overhead.
(c) If a player poaches at the net, his partner must cross to defend the area the poacher has left undefended. Even if the poacher has a sitter his partner must cross because there is always the possibility that the opponents may scramble the ball back into the half court the poacher has left.
I had such a rough introduction to doubles play, as a junior, that teamwork is now paramount in my philosophy on doubles. When a raw thirteen year old I played in my first doubles team competition in Melbourne. My partner for that particular season was more than twice my age and was a highly experienced player. To say that I was nervous for the opening matches would be an understatement. Making a long story short, suffice it to say that I missed countless easy shots and hardly returned any serves. ‘Til, I could have kicked that over’ my partner yelled in frustration in one match as my smash hit the bottom of the net. My partner’s yells and glares did absolutely nothing for my unsettled condition. Reflecting back on the situation, would my game have improved if my partner had said “Take your time on the easy balls Til, steady
A factor most important, but rarely emphasised, is to learn your partner’s game. Know his strengths, weaknesses, and what he does under varying circumstances, so that you can anticipate his shots and adjust to them. A good doubles pair think alike, and know what the other will do in a certain situation. This could be likened to ‘reading the play’ where a player thinks ahead during a rally to anticipate its eventual outcome and acts accordingly. A good doubles pair are always mentally a few strokes ahead of their opponents. The ability to read the play comes through a knowledge of basic doubles tactics, playing experience and a knowledge of physical principles.
A simple example of a player reading the play occurs when a player hits a good service return, short, sharp and angled across court. The receiver’s partner, instead of standing flat-footed on the service line, closes in a little in anticipation of a lofted first volley by the server. The lofted ball arrives on time and the subsequent volley winner puts the receiving team ahead 0-15. Would the same thing have happened if the receiver’s partner had stayed on his heels at the service line?
The Server’s Position (See Fig. 180, player C.)
A singles player stands close to the centre mark on the baseline to serve. Positioning for a serve in doubles should be one or two metres (yards) wider towards the sideline. This wider position is important since the server has little difficulty in intercepting a wide, sharp cross-court return. The server in Fig. 1 (player C) has moved a little closer to the centre notch on the baseline in order to serve to player B’s weaker fore-hand. (Player B is left-handed.) From this wider position the server is also able to drive the receiver off the court with a slice serve to the forehand side, or a kick serve to the backhand side. If the server serves from too close to the centre marker, he leaves half a court open for an easy return. The later the server reaches a cross-court return, the wider off the court his first shot will be. Some players prefer to serve from a spot close to the intersection of the singles court sideline and the baseline. This extreme wide position allows for even more angle to drive the receiver off the court and allows for better coverage of the service return.
In top class doubles the server has only one choice of direction, immediately following his service he moves towards position 4. (See Fig. 180, position 4.)
The Server’s Partner (See Fig. 180, player D.)
The stance is about one and a half to two metres (five to seven feet) from the net, midway between the centre service line and the singles sideline. He should be active by faking and poaching if the situation warrants, or to crucify a weak return. In Fig. 180, the server’s partner has positioned himself a little closer to the centre, to tempt the receiver into hitting a return down the line. If a player has a weak service his partner should stand at the baseline. Both players should then approach the net as soon as possible.
The server’s partner has three choices of direction.
(a) A move towards position 6, if the service is wide, forcing receiver off the court.
(b) A move towards position 5, if the service is down the middle.
(c) A move to position 7 if the receiver lobs.
For these reasons the server’s partner should be the most alert player on the court.
The Receiver (See Fig. 180, player B.)
The stance is on the service line, in the middle of the serving angle.
The exact position of the receiver would depend on court surface; on fast grass he would stand-on the baseline; on slow clay, almost a yard or more inside the baseline, as the ball will ‘sit up’ on clay and not
Fig. 180. Basic court positions— doubles.
‘shoot through’ as quickly. Another factor influencing the receiving position would be the type of serve he is trying to return. For example, a high kicking American twist should be caught early after the bounce, before it has time to ‘break away’, pulling the receiver off the court; a flat hard serve would warrant standing a little further back.
In top class doubles, the receiver has one choice of direction and that is to follow his return towards the net. (See Fig. 180, position 3.)
The Receiver’s Partner (See Fig. 180, player A.)
The stance is thirty cm (one foot) inside the service line equidistant from the centre service line and the singles sideline. Player A has two choices of direction:
(a) A move towards the net if the return is good, namely sharp, short and across the court. (See Fig.
180, position t.). (b) A move towards the baseline if the return is weak and the opposing net man has an easy shot.
(See Fig. 180, position 2.) If forced to back off the net because of a weak return, the receiver’s partner skip-steps backwards quickly until he sees the server’s partner about to punish the ball—he then stops and is poised to intercept the ball;
if he does not stop, he cannot reach balls hit just wide of him, as his momentum is still moving him backwards. In this situation the only shot he could successfully return is a ball hit directly at him—slim chance of that happening.
_ If he stays on the service line, chances are he won’t “be pct enough to pesestally hit a volley straight at him, nor will he be able to stop a thunderbolt down the middle. By moving back until the opposing net man blasts his volley, he gives himself more time to recover the shot, although a wide ball will speed further and further out of his reach.
If the receiver’s returns are consistently weak, the receiver’s partner takes up a position near the baseline, with both players moving into the net on a good service return or on the first possible approach shot.
1. The serving team has a distinct advantage, one player is already positioned just under two metres (six feet) from the net and the server joins him as soon as possible, so that the service return can be cut off quickly.
Serving is such an advantage that in top class doubles to lose a service game virtually means the end of a set. For this reason the best server always serves first, as he will serve more times in the match. The same applies for the first service game in the second and subsequent sets—the best server should serve first.
2. The first serve must be good, thus making it harder for the receiver to take the net. If the first service is a fault, the receiver moves closer to the net to play the usually weaker second serve and often beats the server to a good volleying position. Also, the server loses valuable energy by continually missing first serves. First serves must be slowed down a little and aimed deep. Eighty per cent of first serves must be put into play. Relying on the second serve is fatal.
3. What type of serve should a player use? The doubles serve must have more topspin or ‘loop’, than the singles serve, thus giving the server more time to reach the net.
Seventy-five per cent of the time a top doubles team will hit an American twist, breaking wide.
A wide kicking serve is ideal, since it forces the receiver to return a difficult high bouncing ball.
Flat hard serves should not be used too often; a flat service will find the server too far from the net on the return. It would however, be valuable to serve a flat serve infrequently for surprise purposes or if the opponents are ‘closing in’ too quickly on service returns.
4. In the main, the serve should be aimed at the receiver’s backhand, since this is normally the weaker stroke. If a player has strong service returns from both forehand and backhand strokes, the following should be taken into account. (See Fig. 181.):
(a) If player c serves down the middle of the court to point OX, he will prevent receiver B from attaining too much angle on his cross-court return.
In this case the server’s partner, player D will move to point X to help cover the angle of best return.
(b) A wide slice service to the forehand side to point OZ or a kicking serve to the backhand corner of the backhand side, will force the player wide off the court. This will give the server’s partner a chance to intercept, since a cross-court shot becomes progressively more difficult the wider the receiver is forced to play his return. This type of serve will also have the advantage of retarding the receiver’s progress to the net.
(c) A serve directed at the receiver to point OY is valuable, especially if the receiver has a roundhouse swing or is extremely slow.
(d) The server can attain more slice and can force receiver B wider off the court by serving from point Z (on the baseline). When the server hits along path OZ, the receiver’s partner, player A, must move to position Z to cover the large court area left open. Receiver B must move towards the serve at forty-five degrees to meet the ball before he is forced to run too far off the court. Fig.
182 shows this clearly. When the receiver B is forced wide off the court the server’s partner, player D, should be wary of the easier down-the-line shot and move towards the alley to position himself in the angle of best return. The server, player C, also moves a little closer to the centre of the court after his first volley, to take up a position in the angle of best return. In this situation an angled cross-court passing shot by receiver B is extremely difficult. If a cross-court return is attempted server C moves towards the net at a forty-five degree angle, towards position X to cut off a volley. If he moved across parallel to the net, his volley would be further from the net and more likely than not, much lower, making it a more defensive volley. A forty-five degrees approach will find the ball situated closer to the net and much higher in the air. In this situation where player B is driven wide and both opponents are positioned close to the net, player A is forced to move to a central court position as indicated by the arrow in Fig. 182.
5. The server must hit a safe first volley, then move closer to the net to hit the second and hopefully winning volley. Rarely is it safe to hit a clean winner off the first volley. First volleys are extremely important. Players should avoid hitting first volleys which are either angled or drop volleys, unless they are extremely skilled players or positioned close to the net.
If the receiver remains on the baseline, the server’s first volley must be deep to keep the receiver from approaching the net. (See Fig. 183.)
If the receiver closes into the net after his return, the server’s first volley should be placed at the incoming player’s feet. (See Fig. 184.)
If the server is forced to hit a low return it should be hit towards the feet of the incoming receiver, player B, along path Z.
If the server has a high return, it should be hit solidly at the feet of the closest opponent, along path
X, or to court openings along path Y.
6. The serving team need not hit any ground strokes unless they are forced back by a good lob.
7. (Note Fig. 185.) The server, player A, must remember to run parallel to the alley, (along line X) and not towards the centre serving line to point Y, as in singles. The server’s partner player B, will cover returns down the middle. The most crucial area of concern for the server is the receiver’s across court return.
He must not leave that open.
8. The server must stop in his approach towards the net as the receiver hits the ball, by ‘splitting’. If this is not done, the first volley will be hit while the server is off balance. In addition, wide returns will be impossible to reach if the server’s momentum is still moying forwards at the time the ball should be contacted.
1. Perhaps the most important shot in doubles is the service return. The reasoning behind this, as mentioned earlier, is that a service break usually means the set. The service return is important since once a successful return is made, both sides start off on equal terms.
2. The safest service return is cross-court, short and sharp, . away from the net man so that the incoming server is forced to hit a lofted volley. Occasionally hit a
Fig. 181. Three possible service placements. Fig. 182. Court positioning according to the angle of best return.
Fig. 183. First volley if receiver stays back.
Fig. 184. Hitting high and low volleys. Fig. 185. Approaching the net after service.
ball down the alley or lob the net man, to keep him from poaching too often.
Most tennis coaches agree that the following should be preferences in service returns. (Note Fig. 186.):
(a) A short angled cross-court return at the incoming player’s feet (along path 1).
(b) A lob (along path 2).
(c) A passing shot down the alley (along path 3). The shot down the alley is usually too risky as it leaves the whole court open if the opposing net player reaches the volley. A down-the-line shot is useful however, if the server’s partner has a tendency to edge towards the middle of the court.
3. Service returns should be varied, so that the server does not become ‘grooved’ when hitting his first volley. Three possible cross-court returns are:
(a) A top spin cross-court drive, played low, with not too much pace on it.
(b) A sharply angled chip return. (c) A full drive. Service returns do not have to be hit too hard, since the shot seldom wins a point outright. Avoid doing too much with your service return; simply hit the ball back across court and work from there.
4. It is important to follow a good service return into the net as soon as you are aware the return is well placed at the server’s feet. This applies to both the receiver and his partner. It would be a shame to see a lofted first volley by the server wasted by a lack of initiative by the receivers.
5. The receiver should be moving forward as he hits. If the receiver cannot be relied upon to keep the return low, then his partner should play from the baseline until a good return or an approach shot paves the way for a net attack. A short lofted service return is of little benefit; the incoming server can easily blast a volley through your partner.
Fig. 186. Three possibilities when returning serve.
The receiving team must attempt to take the initiative from the opposition by chipping back low returns or hitting deep lobs.
Note: Most top players hit a low cross-court return when on balance, if caught off balance they
1. A ball hit down the middle is a good doubles shot for the following reasons. (See Fig. 187.)
(a) It is a relatively safe shot (not close to the lines).
(b) There is the advantage of indecision by the receivers.
(c) The ball crosses the lowest part of the net.
2. If you get a lofted ball close to the net (see Fig. 188), never hit the ball to the player farthest back.
(He will have more time to make a successful return.) It would be more advantageous to:
(a) Hit the ball ‘down and through’ the closest net man, along path 2 to player D, preferably down towards his feet. Avoid hitting through your opponents at either shoulder or hip height since they may be lucky enough to get the racket to the shot and hit a horizontal return back to you. | (b) Hit the ball to court openings along path 1.
3. If no spaces are open, volley straight at a net player, not to either side of him. The closest player to the net should hit the easy returns. Note in Fig. 184. Hit all low balls (below net level) gently at the feet of the player who is farthest back. Hit high balls to the feet of the — closest opponent. Player c hits low volleys to position — Z, and high volleys to position X and Y. 4. If stretching wide and struggling to get the ball over | the net, at all costs avoid hitting the ball to the closest _
Fig. 187. Advantages of hitting a shot ‘ ‘ 4 down the middle of the court. ee net man, he will make short work of the point. Hit the ball to the player farther back, or lob the net man.
5. Close in if you have hit a good low shot, avoid waiting back on your heels; never hit two volleys from the same spot.
6. When crowding the net, remember that lobs will rarely result in clean winners; look for the telltale open racket face and the upward swing—this means a lob.
7. A lob-volley is quite useful in driving the opposition back if they are crowding the net. An unexpected lobvolley, hit over the weaker opponent’s head, or into the backhand corner, will enable your team to take full control of the net. Do not lob-volley a ball that you could otherwise hit away for a winner. A player should volley-lob balls that are net high or lower. By volleylobbing a high ball you are virtually forcing yourself to win the point twice.
8. Attempt to keep the ball low at the opporicnt’s feet and wait for a lofted ball then volleying wide to create openings. Remember to take into account the following:
(a) The law of the angles (see Fig. 182 where players must position themselves in the angle of best return).
(b) The forty-five degree approach volley (see Fig. 189), where player A has moved towards the net at forty-five degrees to contact the ball while it is still high in the air. The ball should be hit along pathway 1, to player c’s feet, or to court openings along pathway 2.
(c) The lowest part of the net is at the centre.
9. Hit to the weakest man.
10. A ball hit between a pair should usually be taken by the player who last volleyed (since he is already
‘keyed up’ and taking part in the rally), unless other mutual arrangements have been made. For example, it may have been agreed that the player with the potential forehand volley hit the stroke.
Fig. 188. Hit easy shots to the feet of the closest player or to court openings.
1. Players should align themselves in the middle of the angle of best return to ensure an efficient court
2. When your opponents are at the baseline, volley deep to keep them there, do not hit a short volley to let them attack the net; play for openings and hit hard for angles on high balls. (Note Fig. 190.)
Player B has an easy shot and should volley the ball deep to openings 2 or 3. Another possibility is to angle the volley to position 1.
3. The stronger volleyer should take all shots hit down the middle, unless you have another arrangement with
(a) the last player to hit the ball takes the often indecisive volley down the centre;
(b) the player with the potential forehand hits the ball.
4. Rarely is it safe to hit a drop shot; one of your opponents is bound to reach the ball.
5. Only retreat to the baseline if absolutely necessary.
6. All smashes should be hit from the air unless the lob is hit so high that it will bounce in front of the service line.
7. It is valuable strategy to let the player with the best smash play the backhand court. This will enable him to smash all lobs which land in the centre of the court.
1. Always hit the ball to the player who is closest to the baseline; this return in most cases will not be as forcefully hit when compared to a shot from his partner who is closer to the net. The following three alternatives may be studied in Fig. 191.
(a) Hitting a soft cross-court angle shot wide and
Fig. 189. Moving forward at 45° to punch away a lofted return.
Fig. 190. Fig. 191. Fig. 192. Fig. 193.
low to position X is valuable (dink), since it will force an upward volley and hopefully, an opening.
(b) A good deep lob along line Z is a valuable weapon, especially an attacking top spin lob which bounds forwards on landing.
(c) If undecided, hit a low drive down the centre of the court, along path Y, since this shot is relatively safe and has the advantage of indecision by the net players.
2. Concentrate on lobbing and driving to the weakest player when attempting to re-take a strong net position.
3. If you see your opponent hanging back for a lob, chip an approach shot and come into the net.
4. It is important that both players move in together when attempting to re-take the net position from your opponents.
1. A lob is a useful weapon to scatter the doubles pair hugging the net too closely. It can also be used as a defensive shot, giving a team time to recover into a position of good court coverage, if forced wide off the court.
2. A lob is more commonly used in general play, but can be used on service returns if:
(a) the server’s partner has a weak smash; (b) the serve is too strong, or (c) for the sake of surprise and keeping the net man from poaching too often.
3. Lobs should either be hit down the middle of the court in the hope of attaining a few seconds of confusion by the opponents, or towards the corners of the court, especially to the backhand corner. By hitting a lob to the corners of the court the lobber has a little more distance to use.
4. Naturally more lobs should be hit to the opponent with the weaker overhead, or the less experienced opponent who would be susceptible to crack under the pressure.
5. Note in Fig. 192 players A and B are forced to hit a short lob, and judge that it will be smashed by playerD. As players A and B are too close to the net in this situation, they must back off as quickly as possible. Question:
How far do they run? To the baseline? To the fence?
Answer: Until player D is about to smash, then they stop and take up an alert stance. If players A and B are still moving back at smash impact time it would be extremely difficult for them to pick up the smash. Player A will move back to position Y. The smasher’s partner, player C, moves forward to position X as soon as he realises a good smash is inevitable to take up an advantageous net position.
6. If forced to lob and you judge the ball will pass over the opposition’s heads, driving them back towards the baseline, move into the net. Note in Fig. 193 players A and B are both closing into the net,
1. If a lob goes over your partner’s head, you should both move back towards the baseline (see Fig. 193), -to maintain the all important parallel formation. In any case, it is always good policy to back up your partner in — case he misses or simply is not speedy enough to reach — the ball. At all times make sure your partner has room — enough to hit a stroke. Avoid crowding him too much. 2. Players should chase all lobs hit over their heads _ which land in the court area for which they are respons-_ 4 ible. If a player cannot reach a lob hit over his head, forcing his partner to chase the shot for him, the following must be taken into account: (See Fig. 194.) Player
D has been lobbed and has no chance of retrieving the ball, he should call ‘yours’; his partner, player c, should then help by running the ball down. Player p must cross to the court area player c has vacated. Otherwise both players will be covering the same court area. Ideally, player D takes up a stance a little behind the service line. From this central position he can either close in towards the net or retreat towards the baseline, depending on player c’s shot.
3. When forced to chase a lob towards the baseline, lob a high ball back towards the opponent’s baseline;
this will keep them away from the net and give your partner time to take up an advantageous court position. A drive is very risky, since there is an excellent chance that your opponents have approached the net. If attempting to drive, a low drive down the middle is best. 4. Most players crucify lobs that land short of the service line, but they hit a little more carefully when smashing from the baseline.
A quick decision is called for once you see a lob coming your way. Most coaches recommend hitting lobs in the air if possible, otherwise the opposition may gain control of the net. However, the following alternatives must be carefully considered.
(a) attempt to hit a difficult smash from the air, hoping to put the ball away before the opponents have positioned themselves?
~ (b) let the ball bounce and have plenty of time to hit a good smash even though in this situation the
Opponents will have time to position themselves? Usually I prefer.to let a lobbed ball bounce if it comes down from a great height and lands in the service court. If the lobbed ball has a low trajectory and is likely to land on the baseline, I hit it from the air, otherwise your opponent could well take up an attacking position if you retreat to the baseline.
5. In order to handle lobs, which are certain to come in good doubles, an effective smash is important. The smash is the most aggressive stroke against lobs.
6. If you see that your partner is able to hit an attacking smash off a lob, close into the net a little, since the opposing player will probably hit a weak defensive shot.
7. The backhand court player (if he is right handed) should smash all balls lobbed down the centre of the court.
This is a technique where the net man poaches or intercepts the cross-court service return, or the receiver’s partner intercepts the server’s first cross-court volley. This is a delicate operation requiring the full understanding and co-operation of both players. It must be thoroughly drilled at practice before being used in the tournament situation. (See Fig. 195.)
Player A serves to player D’s weakest stroke or down the centre service line. As soon as player D has begun to swing at the ball (not before he has committed himself to play this stroke) net player B moves across in the direction of path Y to intercept the service return, hitting the ball either at player c’s feet or to court openings. Server A pretends to run the regular route to the net, but cuts across quickly to position X to cover the area player B has vacated. The receiver’s partner player c realising an interception is inevitable, backs up along path 2 to give himself a better chance to successfully return player B’s volley.
Scissor tactics are useful in:
(a) breaking the rhythm of a player skillful in returning serves;
(b) capitalising on a weak service return;
(c) generally unsettling the opposition through
(d) providing a new tactic if you are getting badly beaten.
(a) The poaching player should not leave his alley too early; he must wait until the opponent has committed himself to a shot and then move swiftly across the net.
(b) The poaching player must put the ball away for a winner. The poacher’s partner must know what is going on, so that he can run across to cover the court area left behind by the poacher, otherwise both players would be on one side of the court. No matter how easy a volley the poacher has to hit, his partner must move into the area the poacher has left behind. Verbal signals or hand signals may be given by the poacher to the server.
(See Figs. 196 and 197.) These signals are quite fair, providing that play is not hindered and no time is lost.
(c) As mentioned earlier scissor tactics are quite useful. Most doubles pairs use the scissor method of intercepting shots only sparingly and only in the case of a good first serve or an excellent return of serve.
(d) Partners should cross quickly when using scissor tactics; the server should stride on a normal approach to the net then cut across quickly. If the server moves too early the manoeuvre may be foiled by a quick-thinking receiver.
This involves the server and his partner standing on the same half of the court. In this situation the server must serve from the centre service marker otherwise the down-the-line return of service would be an easy matter for the receiver. (See Fig. 198.)
Server, player A hits the ball down the middle of the court to position 1, and approaches the net along path 2. This forces the receiver to either hit down the line or lob the server’s partner, player B.
A serve to player D’s backhand would put the serying team under stress since a down-the-line return by player D would be relatively easy. Players A and B would have too much court tc’cover to reach such a return.
Tandem can be used to either hide or exploit a
(a) If a server has a weak backhand, then both server and partner can take up positions on the same side of the court when serving to the back-
Fig. 194. Adapting against a good lob. Fig. 195. Scissors formation when serving. Fig. 196. Signal for server in scissors formation (stay).
hand side, forcing a return down the line to the server’s forehand.
(b) Tandem can break up an excellent cross-court return of serve by forcing the receiver to hit down the line or lob. It is quite a good idea to occasionally combine the tandem formation with a scissor interception. This manoeuvre becomes quite complex and requires much practice before using in a tournament situation. (See
Server A serves to player D and moves across to cover the court area vacated by his poaching partner, player B. As in the straight tandem situation the server
Must not move to cover player B too early otherwise the receiver will anticipate an interception by player B.
Receiver D’s best returns are:
(a) down the line along path 1;
(b) a deep lob along path 2. Drills especially designed to improve doubles play are covered in the Chapter 4.
Judging the Flight and Consequent Court Depth of an Oncoming Ball. (See Fig. 200.)
The coach, player B, stands in a central position along the end service line. A basket of balls is close by, allowing him to continuously hit balls to his student, player A. Player A takes up an alert stance in a similar position on the opposite side of the net.
The coach commences the drill by bouncing a ball
(a) close to racket cover 1. Player A should let this ball bounce and hit his return as a forehand drive.
(b) close to racket cover 2. Player A should hit this return as a forehand half-volley.
(c) as noted in Fig. 200, along path X to position
3, behind player a. Player a should step forward and hit this return as a forehand volley. Initially the coach could designate the best shot required to return the ball. For example, he might call ‘forehand half-volley’ before hitting the ball to -the student. Both forehands and backhands should be incorporated into this drill. The coach could progress and hit balls at random to any of these three positions, forcing the player to choose the best stroke to most effectively return the ball.
Fig. 197. Signal for server in scissors formation (intercept).
Fig. 198. Serving in the tandem position.
Fig. 199.
it to memory.
Deciding on the Most Effective Smash to Hit (See Fig. 201.)
The coach, player A, stands close to the right singles sideline, three metres (three and a quarter yards) from the net. A basket of balls is close by, allowing him to continuously hit balls to his student, player B. Player B takes up an alert stance in a central position along the end service line on the opposite side of the net.
The coach commences the drill by bouncing a ball and lobbing it into the air for the student to smash.
Initially, the coach would designate to the student, the best type of smash to effectively return the lob. The coach could then hit various types of lobs, allowing the student to judge for himself the most effective smash:
(a) a high lob into the air but short, in which case the player should let the ball bounce prior to smashing it. (Move along path 1.)
(b) a low flighted deep bouncing lob, in which case the player should smash the ball directly from the air. (Move along path 2.)
Reading the Opponent’s Strokes (See Fig. 202.)
Player B takes up her stance in a central position along the baseline. A basket of balls is close by allowing her to continuously hit balls to a partner player A. Player A takes up an alert stance in a central court position on the opposite side of the net, one metre (just over a yard) in front of the end service line. Nine brightly coloured boards (one metre square) numbered from 1 to 9 are positioned on player B’s court area. The boards are — placed onto the court area in a definite numerical order — and court position. Player A studies this layout and puss 5
Player B commences the drill by designating a board number, bouncing a ball on the court, and hitting the — ball towards player A. Player A volleys the onc 4 ball, attempting to hit it onto the designated board.
This drill enables player A to practise ball control by a punching his volleys to designated parts of the cou) The drill could be modified to enable a player to pra tice groundstrokes, smashes, or any of the other tenn s
A discussion session to help a player develop th ability to read the play could be a valuable con lise ic following way: a Player c films all the strokes hit in the parti drill. The film should be taken from. the ceiver’ s viewpoint and therefore player | film contain players A, B and the numb
When showing the film to his students.
Fig. 200. Fig. 201.
159 Oe ty en ay 58 5 gy 9 SG Swe omaeN me amas saee
Fig. 202.
should stop the projector just prior to player a After appropriate evaluation, the coach should re-contacting the ball. The coach could then ask the run the film, discussing the various cues which students to write on a sheet of paper, the board helped to indicate the direction of the stroke.
number the ball will hit. The film could then be For example in Fig. 202 player a has just punched a continued and stopped again at impact point, and volley towards board 6. At this particular stage of the just after impact point. volley the following cues are evident. In this way each student will have three numbers (a) The ball contact point took place alongside listed on his paper. (Hopefully the player will antithe body.
_ cipate the direction of the shot early and all three (b) The wrist is layed back.
numbers will be the same.) The coach should then (c) The body stance is closed. Note the position complete the film, stopping the projector as the of the hips and feet. ball contacts the board. The students could then Tf a player develops the ability to anticipate an opcorrect their answers to ascertain the first time ponent’s strokes early, it will enable him to be at the _ they correctly analysed the direction of the stroke. right place, at the right time, more often.
Mixed doubles is often regarded as ‘the fun event’ of a tournament. It is a time when the rigorous pressures of singles and doubles can be forgotten and the game of tennis enjoyed in a more relaxed atmosphere.
Potentially, mixed doubles has outstanding social value. There are only a handful of sporting events where both sexes participate on equal terms in friendly but spirited competition. In tournament mixed doubles, players play to enjoy the game and crowds enjoy watching women trade blows with top men in the hope of seeing the so called ‘weaker sex’ outvolley or outfox the male opponent.
However, many top players, both men and women will avoid entering the mixed doubles event when playing a tough tournament schedule. They argue that the extra hours of play may tax their physical reserves and consequently affect their chances in the more prestigious singles and doubles events.
Mixed doubles may be divided into two categories:
The social game. This category includes the family or group of good friends who enjoy the exercise and inevitable merriment accompanying a mixed doubles set.
Under these circumstances the game is characterised by soft serves and apologies for any clean winners hit. As long as the foursome have had good fun and become totally involved in the experience, it has been rewarding.
It is of little consequence to these aims, who serves first or who takes all the smashes.
The tournament level. This category involves a basic change from the social gare. The idea is still to compete for enjoyment but with a much stronger emphasis on winning. Therefore, tactics play a vital role at this level. The tactical points presented in this chapter related to tournament level competition.
Winning tactics in mixed doubles are essentially the same as those discussed under ‘Doubles Tactics’ in the previous chapter.
Because of their more aggressive style, men usually play a more dominant role in mixed doubles. Assuming that the women are the weaker of the foursome
(this would be true in most matches) the game should be played as if it were a game of regular doubles with the realisation that there is a weaker player on each team.
The man must verbally encourage his partner during a match, so that she feels an important cog in the mixed doubles machine. It is not reasonable for a man to completely dominate the game. He will tactically and physically run himself to a standstill if he does not allow his partner to offer support.
To offer help effectively the woman must learn to competently play the ‘doubles strokes’, particularly the volley, smash and lob.
In the light of these comments the following mixed doubles tactics are suggested to help win matches.
The male member of a mixed doubles team should serve first (unless his partner has a stronger and more reliable service) since the first server will have the
Opportunity to serve more times during the match. It is also phychologically important to ‘getTMthe jump’ on the opponents by winning the first few games.
However, it is also important for the woman to hold her service. To do this, she must develop a deeply placed, consistent first serve. This will allow her partner to poach confidently and hopefully hit winning volleys and smashes at the net. So often in mixed doubles matches, the margin between victory and defeat is as narrow as losing the woman’s service game.
While the serving female is using all her wiles to win her service games, the opposition must also realise that this is the easiest chance for a service break. The maie player should hit safe but forceful returns when the opponent female is serving and direct them back to her. He should encourage his partner to hit wide cross court returns or lob the opposing male net player.
If a female player is not able to hit effective serves, her male partner should compensate by standing further back from the net than is ordinary for a server’s partner. This will position him closer to the probable defensive shot, and thus he can be of greater assistance to his partner.
If the female who is serving has a weak backhand, the team could adopt a tandem formation when serving to the left or backhand court. (See Fig. 203.) This helps to ensure that she (player A) hits more forehands as the service return (from player B) must be hit down the line, along path 1. To combat this tactic however, the opposition may occasionally lob over the net player’s head (along path 2).
Generally, the male player is advised to play the left or backhand court, allowing his partner the right or forehand court.
Firstly, by playing on the left side (see Fig. 204) the male (player A) is available to hit most of the smashes, particularly the high lobs hit down the middle of the court. In this way he covers three-quarters of the court to smash lobs hit by the opposition. Player A’s smash should be directed towards the opposing woman splay B).
_ Secondly, most women prefer hitting forehands and consequently feel more confident on the right side.
Thirdly, the male may cope better with the pressure of having to return the ball on an important point and most of the game points are decided when abe server serves to the left court.
A good mixed doubles combination will always at-
_ tempt to stroke the ball towards the opposing female :
: player at the first offensive opportunity.
On balls which must be safely returned however, it is also a good tactic to get the opposing male player to cover as much ground as possible. Examples of how 4 this. pressure can be applied include:
> (a) Chip his service return back across court forcee him to run wide. Hit the next shot as a high lob over his partner’ s head forcing him to retreat to the baseline. .
Fig. 203. Fig. 204.
net too quickly after his service. (To help combat this situation if it is continually in use, the server’s partner could position herself a little farther from the net.) If the opposing male player continually poaches your female partner’s service returns, encourage her to hit a service return lob down the alley. An occasional sideline drive is a good tactic but is a low percentage shot. A lob of any strength, hit down the line will win a point if the opposing male has left his alley in the hope of intercepting the service return.
It is a useful tactic to hit an occasional shot towards the sideline of the court area the opposing male is covering. It is particularly effective if he has a tendency to poach shots hit to his partner.
The following are recommended suggestions for varying situations:
(a) (See Fig. 205.) If both opposing players are positioned equidistant from the net, the next drive or lob must be hit towards or over the female player. Note that male player B has hit a forehand drive to his counterpart player c (along path 1). Player c should hit his volley towards player A
(along path 2).
(b) The female player should refrain from attempting to out hit or continually attempting passing shots against the opposing male player.
One ‘winner’ may do wonders for the ego but percentages indicate the team loses three games in the process.
Fig. 205.
(c) When forced to hit a high defensive lob, make certain the ball lands well into the court area the opposing female player is covering. (This may cause indecision as to who will take it, or hopefully force the female player to hit the smash.)
(d) Suppose both opposing players are forced to adopt defensive positions at the baseline. At the first opportunity, your team must hit an approach shot, towards the opposing female player, and move forwards to take up the advantageous net position.
(e) A female player must position herself close to the net while her partner is serving. This move should discourage the opposition from hitting the return in her direction. If the opposition do hit towards her, she is in a better position to ensure a successful volley. If a female player has a poor volley, she should play closer to the net so she has less chance of missing the shot.
If she is not very agile, the female partner should stay closer to the doubles sideline.
To form a good mixed doubles combination, de female partner must be able to hit volleys and smashes confidently. A mixed doubles team have both a ph
8. What We Can Learn from the Champions
Introduction The following fourteen action photographs of international players have been analysed and relevant comments made on technique (these are covered in greater detail in the chapter on biomechanics). Comments are limited to the specific techniques emphasised in each photograph and are not intended to be a full stroke analysis.
This chapter should encourage the reader to look analytically at tennis photographs which could become valuable learning aids, leading to them becoming a source of review for the critical observation of various techniques and styles. The examples indicate the amount of information the observer can obtain from photographs. At the end of the chapter there are six more action shots for the reader to examine.
Fig. 206: KAZUKO SAWAMATSU, Japan
(Courtesy of the West Australian) la, 1b. ‘he body weight has shifted from the right foot, la, to the left foot, 1b.
(1) Only the right toe is in contact with the court, whereas the entire left foot is firmly planted on the court supporting the body weight.
(ii) The feet are spread at shoulder width to provide a wide base of support ensuring a stable
(iit) The right toe must remain in contact with the court for purposes of stability and to help initiate rapid body movement toward the next shot.
2. The left knee is bent as it receives the body weight,
(i) a prolonged weight transfer (1a to 1b),
(ii) an increase in the length of the racket head swing in the direction of the intended hit,
(iii) that the horizontal path of the racket swing is at the same level as the ball contact point.
3. The ball contact point is level with the front foot. The body segments contribute to the stroke in the following ways.
4a. The hip is rotated in the direction of the arrow.
4b. The shoulders are rotated in the direction of the arrow.
4c. The arm is horizontally flexed in the direction of the arrow.
In order to attain the maximum use of body segments when stroking the ball, movements 4a, 4b, and 4c, must take place in the correct sequence. They must also be operating during the body weight transfer from la to 1b.
For example, if 4c occurs before the body weight transfer from la to 1b, or before 4a and 4b, then the stroke will be merely hit with the arm.
If the movements, 4a, 4b, and 4c, occur with correct timing but before the body weight transfer from 1a to
1b, then little forward body movement has contributed to the stroke.
5. The hand squeezes the racket tightly during the forward swing. The wrist is locked and in a lay back position (extended), to help ensure an early ball contact point. The racket head is level with, or slightly higher than the wrist. This racket position helps to
(i) scooped, elevated strokes; and also
(ii) swinging the racket head under, or across the flight of the approaching ball. J
6. The racket face is ‘on edge’ during the forward swing and is held at the same height as the ball contact point. This helps to ensure a smooth, prolonged racket swing. The backswing must place the racket well behind — the body to allow sufficient time and distance to attain — racket speed prior to ball contact. —
7. During the forward swing the racket is held at full arm’s distance from the body. This ensures a long hit- — ting lever with the fulcrum at the shoulder joint consequently allowing the generation of greater racket speed.
8. The player shows good concentration by watching the ball closely.
9. The neck and hip are flexed forwards thereby positioning the head closer to the ball contact point. This helps the player sight the ball properly. ~ :
10. The left arm is held away from the body to help attain a well balanced hitting stance. _
Fig. 207: KAZUKO SAWAMATSU, Japan
(Courtesy of the West Australian)
The following modifications are necessary when hitting _a high bouncing ball on the forehand side.
1. The knee bend is not as pronounced since the horizontal racket swing must often take place at shoulder or head height. An exaggerated knee. bend will force the player to either hit the ball on its downward path or at an awkward position above head height.
_ 2. The body stance is more ‘open’ and upright since it is difficult to successfully attain body rotation when hitting a high bouncing ball. An open stance allows for an unrestricted arm swing.
3. For ground strokes the racket backswing takes place at the level of the proposed ball contact point to ensure a smooth racket swing, requiring a minimum of adjustment. ; z 4. The head is positioned closer to the vertical so the player can sight the ball properly.
Fig. 208: KEN ROSEWALL, Australia
(Courtesy of the West Australian) la, 1b. The body weight will shift from the left foot la, to the right foot 1b.
Note that at the time of the photograph:
(1) The body weight is supported almost entirely by the left foot (1a). The right toe (1b) is the only part of the right foot in contact with the court.
(ii) The feet are spread to provide a wide base of support in the direction of the intended movement. This ensures a stable hitting stance.
2a. The hip will be rotated in the direction of the arrow.
2b. The shoulder will be rotated in the direction of the arrow.
2c. The arm will be extended horizontally in the direction of the arrow.
In order to attain the maximum use of body segments when stroking the ball, movements 2a, 2b, and
2c, must take place in correct sequence. They must also be operating during the weight transfer from 1a to 1b.
3. The player has ‘curled’ into a sideways body stance with the right shoulder pointing towards the net. The player is looking over his shoulder at the oncoming ball. This position allows for maximum shoulder rotation.
4. During the forward swing, the racket will be held at full arm’s distance from the body with the fulcrum at the shoulder joint. This ensures a long hitting lever and consequently allows for the generation of greater racket speed. Because the forearm is extended at the elbow during the forward swing, it is relatively easy for a player to maintain a straight arm during the followthrough. During the forward swing after contacting the ball for a forehand drive however, the forearm has a natural tendency to flex at the elbow. This makes it more difficult to maintain a prolonged straight-armed follow-through.
5. The hand squeezes the grip tightly during the forward swing to ensure a solid contact between the ball and racket. The butt of the racket points towards the ball contact area; this ensures that the racket head is in line with the flight of the approaching ball. The racket head is level with, or higher than, the wrist. This
(i) scooped, elevated strokes; and also (ii) swinging the racket head across the flight of the approaching ball.
6. The left hand assists in the racket backswing by drawing the racket back by the throat. In doing so, it also helps to initiate the shoulder turn.
The left hand also helps guide the racket during the forward swing. It is then held away from the body to help attain a well balanced hitting stance. .
7. The direction of the forward racket swing is along the broken line. The racket and arm move as_a single unit. The racket swings down from above the ball contact area applying slice to the ball. When applying slice, the ball slides across the strings and ‘hangs’ on — the strings for a longer time. This increases the possible control of the shot.
8. Additional slice is attained by swinging the racket face down from the ball contact area with an. ‘open’ racket face.
9. The player’s neck is slightly flexed forwards, posis tioning the head closer to the ball contact point. This.
helps the player sight the ball peepee
10. Ball contact point is at arm’s length and about thirty cm (one foot) in front of the right foot.
Fig. 209: CHRISTINE MATISON, Australia
(Courtesy of the Sunday Independent ) la.-1b. The body weight is supported by the left foot, la, but is in the process of being transferred to the right foot, 1b. Note:
(1) The right foot is about to be placed on the court to receive the body weight. The effective utilisation of ‘body turn’ requires that the right foot be in contact with the court, thereby ensuring a stable hitting stance allowing for a controlled
(ii) The body is leaning towards the direction of the intended hit ensuring maximum weight transfer.
(iii) The feet are spread to provide a wide base of support in the direction of the intended movement. This helps attain a stable hitting stance.
2. The right knee is bent as it receives the body weight
(i) a prolonged weight transfer (1a to 1b); (ii) an increase in the length of the racket head swing in the direction of the intended hit;
(iii) that the horizontal racket swing is at the same level as the ball contact point.
3. The wrist is locked and the right hand squeezes the grip tightly during the forward swing to ensure a solid
‘contact between the ball and the racket.
4. The racket face is slightly ‘open’ to help apply slice to the ball and ensure a deep drive. The racket head is above the height of the wrist to help avoid:
(i) swinging the racket head across the flight path of the approaching ball.
(ii) hitting a scooped, elevated shot. 5. During the forward swing the racket is held at full arm’s distance from the body. This ensures a long hitting lever and consequently allows the generation of greater racket speed. The fulcrum is at the shoulder
- 6a. The hip is rotated in the direction of the arrow. 6b. The shoulder is rotated in the direction of the arrow. 6c. The arm is extended horizontally in the direction of the arrow.
In order to attain the maximum use of body segments when stroking the ball, movements 6a, 6b, and 6c, must take place in correct sequence and during the body weight transfer phase.
7. The left arm helps guide the forward racket swing. It is then held away from the body to help attain a well balanced hitting stance.
8. The player’s neck is slightly flexed forwards. This positions the head closer to the ball contact point and helps the player sight the ball properly.
9. The player has ‘curled’ into a sideways body stance with the right shoulder pointing towards the net. The player looks over this shoulder at the oncoming ball. This position allows for maximum shoulder rotation.
Fig. 210: EVONNE GOOLAGONG, Australia
(Courtesy of the Sunday Independent)
1. The left leg extends vigorously to propel the body upwards in order to attain the maximum height possible and ensure a high ball contact point. Although both legs are extended simultaneously, the left leg has the major role to play since the body weight transfers onto it prior to leg extension. The leg extension occurs at the same time the racket head commences to rise after describing a loop behind the back.
2. The body is inclined forwards at the time of leg extension to enable the body to be propelled upwards and forwards in one smooth movement. This allows for a continuous speedy movement toward the net.
3. As the left leg concludes the leg extension phase, the right leg is swung forwards, in the direction of the arrow. It lands on the court to absorb the body weight and prevent the player from falling on her face. After absorbing the body weight the right leg extends to continue the player’s approach to the net.
4. The spine is arched to incorporate a certain amount of spinal flexion in the serving action. This arched body position can be attained in one of two ways:
(i) by momentarily leaving the left arm high in the
(ii) pushing the left hip forwards as the ball is pushed into the air. (Most top players utilise both of these methods simultaneously. )
5. The racket loop behind the back takes place as one smooth continuous movement. The elbow flexes and allows the racket head to drop behind the back. The racket head gathers speed during the loop behind the back and eventually is propelled at the ball with a throwing action.
6. The elbow leads in the throwing movement. It must lead to allow for maximum extension at the elbow, and consequently an increase in racket speed just prior to impact point. The elbow must also be positioned high and alongside the head just prior to impact point to ensure contacting the ball with the arm at full stretch.
7a. The hip is rotated in the direction of the arrow.
7b. The shoulder is rotating in the direction of the arrow.
7c. The arm is vertically flexed in the direction of the arrow.
In order to attain the maximum use of body segments during the service action, movements 7a, 7b, and 7c, must take place in the correct sequence. They must also be operating during the leg extension phase of the movement.
In other words the body is being propelled upwards 7 and forwards, and is also rotating during this time. { In the photograph, movements 7a and 7b are almost completed, 7c is midway completed. Note that:
(1) The leg extension phase is operating (2). a (ii) The spine flexion stage 4, is operating at the — same time as the vertical flexion of the arm stage. —
8. The neck is slightly extended, thereby placing the head in an advantageous position to watch the ball closely. . 9. The ball push into the hitting area takes place along the broken line. This trajectory ensures that the ;
contact point is approximately thirty cm (one foot) in front of, and thirty cm (one foot) to the right of the body. Contacting the ball along this line will e that the player will fall forwards after ball contact a move towards the net in one smooth motion. ‘ee * extn height for impact point and is held quite | to allow for the use of maximum wrist flexion. —
Fig. 211: GARY PENBERTHY, Australia
(Courtesy of the West Australian)
Note that the player is left handed. la, 1b. The body weight has been transferred from the left foot, 1a, to the right foot, 1b. Note:
(1) The right foot is firmly planted on the court and is supporting most of the body weight.
(ii) The player has taken a large stride with his right foot, thereby positioning himself as far forwards as possible. It is important to contact volleys as early as practicable in order to:
(a) Hit the ball while it is positioned high in the air and therefore play an attacking volley rather than hitting the shot as an elevated defensive lob.
(b) See the opponent’s court area behind the
- ball by using peripheral vision.
(c) Volley into as wide an angle as possible. (d) To fully utilise body turn in the volley. (Contacting the ball level with, or behind, the body limits the movement to the arm.)
(iii) The feet are spread to provide a wide base of
: support ensuring a stable hitting stance. 2. The right knee bends as it receives the body weight.
(i) Ball control is enhanced. With a player’s head closer to the ball and contact point, he can con-
_ sequently sight the ball more effectively. (ii) There is a prolonged weight transfer from la to 1b.
(iii) The racket is correctly positioned at the level of the flight of the approaching ball.
3. The body is leaning into the stroke, helping ensure an effective body weight transfer. The left shoulder rotation initiates the forward movement of the racket. 4. The wrist is in lay back position (extended) to allow the ball contact point to be well in front of the body.
Without a wrist lay back, the ball contact point would be at the side of the body, making the volley merely an arm. stroke,
The short backswing required when hitting a forehand volley must be initiated by the wrist layback.
_ This will keep the racket in front of the body, dis-
_ couraging the tendency to swing when volleying and ensuring an early ball contact point. If the backswing is initiated at the shoulder, the racket backswing often positions the racket behind the body causing a player to either swing when hitting his
| volley or contact the ball too late.
4 5. The racket is held at forty-five degrees to the vertical, This allows the ball to be confidently punched to the baseline because the racket can be safely ched in this direction for a distance of approximately ninety cm (three feet). By volleying with the racket positioned vertically, too many volleys are hit either into the net or out over the baseline. This is because the racket face is being directed deep towards the baseline for only approximately thirty cm (one foot). The other sixty cm (two feet) being divided between volleying out of court or into the net.
6. The racket face is ‘open’, at an angle of forty-five degrees. The bottom edge of the racket head leads to impart backspin to the ball.
7. The racket head is punched through the ball in the direction of the arrow. This downward racket path, coupled with the ‘open’ racket face imparts considerable backspin to the ball. The ball tends to hang on the strings a little longer. This increases control and allows a player to place his volleys accurately. Should a volley with more pace be required, the racket face could be closed slightly.
8. Note that the ball contact point is well out in front of the body. 9. The head is positioned so that the player can sight the ball properly. The player must have the feeling that he is looking at the ball through the racket strings. This technique will help attain greater control when volleying, since the head is closer to, and in line with, the action; namely the ball contact point.
Fig. 212: JOHN HUNT, Australia
(Courtesy of the West Australian)
1. The player has been forced to stretch and hit a very wide forehand volley, consequently his base of support is limited to the left foot. (The slight knee bend helps to absorb the force of the body weight on to the left foot.) To compensate for this instability, the wrist must be kept more rigid throughout the stroke.
2. The ball contact point is well in front of the body. (See explanation in Fig. 211, la, (11).)
3. The arm is straight at contact point to ensure a long hitting lever and consequently allowing the generation of greater racket speed.
4. The downward racket path, coupled with the ‘open’ racket face, imparts considerable backspin to the ball.
5. The bottom edge of the racket face leads the whole face.
6. Points 4 and 5 ensure that the ball tends to hang on the strings a little longer. This increases control and allows a player to volley with greater accuracy.
7. The ball rebounds along path 7 with considerable speed and control provided that:
(1) the wrist is tight at impact;
(ii) the wrist is laid back; (iii) the racket is ‘open’; (iv) the racket path is along 4.
8. The player’s head, and his racket are close together at impact point. This is to ensure that the player has sighted the ball properly.
9. The player’s neck is slightly flexed to position the head so the player can watch the ball closely.
10. The left arm is held well out from the body to help balance the player.
Fig. 213: WANARO N’DOGRELLA, France
(Courtesy of the West Australian)
Notice that the player is stretching much wider for this volley than is the case for the player in Fig. 212.
1. As in Fig. 212 the player has been forced to hit off a very unstable base of support, namely the left foot. The slight knee bend helps to effectively absorb the force of the body weight on to the left foot.
2. The left hip is completely rotated forwards to allow the player to attain extra racket reach and still maintain the technically correct footwork. (However, greater racket reach would be possible if the player were to rotate his right hip forward and absorb this body weight on the right foot.) 3. No attempt has been made to attain a ‘closed’ shoulder positioning. The right shoulder is vigorously thrust towards the ball in an attempt to gain extra reach.
4. This stroke has allowed for a minimum of backswing since the player has attempted to achieve the longest possible lever. He will therefore find it difficult to attain a forceful stroke.
5. Because of the necessity of maximum racket reach, ‘Many of the recommended body forces such as hip rotation, shoulder rotation, weight transfer and wrist layback have been sacrificed. One method of attaining a more forceful ball rebound in this situation is to have
~ an ‘on edge’ racket face at ball contact. This will ensure that none of the rebound force is lost by the ball
‘hanging’ on the strings as is the case when contacting the ball with an open racket face.
6. Since the wrist layback has been sacrificed for the sake of extra reach, the ball is contacted directly alongside the body. To contact the ball in this position and still ensure a solid volley, the player must have an exceptionally tight grip at ball contact. In an extreme case a ‘wrist snap’ may be necessary to attain ball speed.
7. The eyes are focused on the ball. Or is the ball foc-
8. The left arm is held well out from the body to help maintain balance. This is particularly important when a player is forced to stretch wide and possibly take up an unstable body position.
Fig. 214: MARGARET COURT, Australia
(Courtesy of the West Australian)
1. The knees are well bent to allow the player’s head and racket to be low and closely positioned in regard to the ball contact point. Ideally the player’s head must be in line with the flight of the approaching ball. This stroke is usually hit as a defensive, touch volley, therefore it is not necessary for body rotation to contribute much to the stroke. Consequently the player may remain in an ‘open’ stance, relying mostly on the arm to attain racket speed. The feet are spread to ensure a stable stance.
2. The forward body lean, due to hip and knee flexion, is important since it positions the head closer to the ball contact point. This allows the player to effectively sight the ball.
3. The left arm is held weil out from the body to help attain balance.
4. The player is watching the ball closely.
5. The ball contact is well out in front of the body to avoid a cramped hitting style. (See explanation in Fig. ZA Lyla, aie)
6. The racket head is dropped slightly, to be positioned below the height of the wrist. The is necessary since the ball must be hit in an upward path to cross the net. If the opposing player is too close to the net the player may effectively hit a volley lob. This shot is hit by opening the racket face (7), tightening the wrist and — punching firmly up through the ball in the direction of the arrow (8). If the opposing player is in a central court position on the service line, the player may effectively hit a low volley at the opponent’ s feet. This shot is hit with a more relaxed grip, still maintaining an open racket face, but a slightly more horizontal racket path prior to ball contact point.
Fig. 215: MARGARET COURT, Australia
(Courtesy of the West Australian)
1. The placement of the feet approximately shoulder width apart ensures a stable hitting stance. Note the player is supporting her body weight on the toes of both feet. This would indicate a ‘last second’ adjustment of the feet to effectively position the body in a
_ hitting stance in relationship to the oncoming ball.
2. After a slight backswing the racket is positioned in a horizontal plane and held low to the ground. This is to ensure that the racket head is in line with the flight of the oncoming ball and will contact the ball immediately after it rebounds from the court. If the racket head is dropped below the level of the wrist, the resulting half-volley stands a chance of being a lofted shot. ., : If, after the slight backswing, the racket is held in a horizontal plane but too high from the court, the resulting half-volley will be a rushed shot. The ball would possibly go into the net. 3. A regular half-volley is hit with the racket face ‘on
_ edge’, as in Fig. 215. If a deep defensive half-volley is required, a slightly open racket face just prior to impact, will help. If a low attacking half-volley is required, a slightly closed racket face with wrist roll just prior to impact, will help. _ 4, The racket head is simply placed thirty to forty cm
(twelve to sixteen inches) behind the anticipated ball bounce, and swung forwards along path 4 just after the ball contacts the court. A regular half-volley requires a tight grip with the wrist in slight ‘lay back’ position.
5. The knees are well bent to allow the player’s head and racket to be low and closely positioned in regard to the ball contact point. 6: The trunk lean is crucial since it positions the head
_ closer to the ball contact point. This allows the player to sight the ball properly. Since half-volleys are not powerful attacking strokes, the ball must be elevated slightly to clear the height of the net. Most of the for-
_ward force-is attributed to the arm movement. Con-
_ sequently, the player may remain in an open stance and not rely too heavily on the contribution of body rotation. 7. The left arm is held well out from the body to help attain balance.
8. The player is watching the oncoming ball very closely.
Fig. 216: ALEX METREVEU) USSR:
- (Courtesy of the West Australian)
1. The weight is almost entirely supported by the back or left foot. Only the right toe of the right tennis shoe is in contact with the ground. Since the defensive lob does not require the efficient use of body segments to produce maximum racket speed, it is not essential to transfer body weight to the front foot. The player must however, maintain a stable base of support by having his feet well spread apart and in line with the direction of the intended lob.
2. In order to successfully lob the ball high into the air, the back leg and foot extends in the direction of the arrow to initiate a slight body elevation.
3. The backswing has positioned the racket face below the height of the ball. The racket will then be swung in the direction of the broken arrow to ensure that the ball attains sufficient height.
4. Apart from assisting to attain height, the ‘open’ racket face prior to contact point imparts a backspin to the ball which helps to control the lob.
5. If the ball contact point is level with, or behind the body (as in Fig. 216), the wrist must be extended
(snapped) to ensure that the ball is hit towards the baseline of the opponent’s court. Without this wrist movement, the ball would be hit laterally to pass over the side line.
6. The body is rotated into a ‘curled’ sideways stance, but the sequential rotation of body segments will not play a major role in the lob, since the attainment of racket speed is not important. However, the sideways stance is necessary to help the body compensate for a late contact point.
7. The player is watching the oncoming ball very closely.
8. The left arm is held well away from the body to help attain balance.
Fig. 217: TONY ROCHE, Australia
(Courtesy of the West Australian)
Note that the player is left handed.
1. The weight is evenly distributed on both feet. Since the drop shot does not require the efficient use of body rotation to produce maximum racket speed it is not essential to transfer the body weight to the front foot. The player’s feet are spaced at shoulder width to en-
Sure a stable base of support. The knees are bent to allow the player’s head and racket to be in close proximity to the ball contact point, and to efficiently absorb the force of the player’s body weight. 2. The backswing for hitting drop shots is relatively short (unless a player disguises the drop shot behind an extensive backswing), since the generation of racket speed is of little importance. The path of the racket head during the forward swing is along the dotted line. This downward path imparts backspin to the ball.
3. The racket face is ‘open’ to assist in imparting backspin to the ball and slightly elevating the path of the ball towards the net. The slightly elevated ball flight will help ensure that the ball will land along a more vertical path. This means that the ball will not carry too far into the opponent’s court after landing.
Backspin drop shots have the advantage of:
(i) being a more controlled stroke since the ball ‘hangs’ on the strings during the ball contact
(ii) causing the ball to ‘pull up’ and not ‘carry through’ towards the opponent after the bounce. 4. The wrist is held relatively loosely, and the grip relaxes slightly at impact to ‘cushion’ the ball into the air.
5. The trunk is leaning forwards slightly to place the player’s head in line with the flight of the oncoming ball and the contact point. Little or no hip rotation has taken place since the stroke is predominately a shoulder and arm movement.
6. The shoulders have rotated in the direction of the arrow to initiate the movement of the racket arm.
7. The right arm is held well away from the body to help attain balance.
_ 8. The player is watching the ball very closely.
Fig. 218: LESLIE HUNT, Australia
(Courtesy of the Sunday Times) la., 1b. The body weight has shifted from the right foot, la, to the left foot, 1b. Note that:
(i) Only the right toe is in contact with the ground, whereas the entire left foot is firmly planted on the court supporting the body weight.
(ii) The feet are spread to provide a wide base of support ensuring a stable hitting stance. The body segments contribute to the stroke in the
2a. The hip is rotated in the direction of the arrow. 2b. The shoulders are rotated in the direction of the arrow.
2c. The arm is flexed vertically in the direction of the arrow.
In order to attain the maximum use of body segments when smashing, movements 2a, 2b, and 2c must take place in the correct sequence. They must also be operating during the body weight transfer from la to 1b.
For example, if 2c occurs before 2a or 2b, or before the body weight transfer from 1a to 1b, then the smash has merely been hit with the arm.
If movements 2a, 2b, and 2c occur with correct timing, but before the body weight transfer from la to
1b, then little forward body movement has contributed to the smash.
3. The racket is propelled at the ball with an overhand throw motion and is held loosely to allow for maximum wrist flexion prior to impact point. 4. The Continental Service Grip has been used to hit the smash, since it allows for unrestricted wrist flexion.
In fact the smash is almost identical to the serve in both contact point and general stroke production. The major differences opposed to the serve are:
(1) For the smash, the opponent propels the ball into the air. ; (ii) For the smash, the backswing is shortened. The racket arm simply lifts the racket over the right shoulder to initiate the racket loop behind the back.
5. The player shows good concentration by watching the ball closely. The head has not been allowed to lower for the player to prematurely see the outcome of the smash.
Fig. 219: ALEX METREVELI, U.S.S.R.
Hitting a High Backhand Smash ae (Courtesy of the West Australian) la, 1b. The body weight is supported by the rear or left foot. Note that only the right toe is in contact with the court. The body weight will be transferred to the right foot during the hitting phase of the stroke. The
_ feet are spread to provide a wide base of support + which ensures a stable hitting stance.
__ 2. The knees are bent especially the left knee as it will if be extended vigorously to initiate the player’s body
_ rotation and body weight transfer.
4 The body segments contribute to the stroke in the
3a. The hip is rotated in the direction of the arrow.
me 30. Lhe right shoulder i is rotated in the direction of the arrow.
_ 3c, The arm is extended vertically in the direction of the arrow. (For additional information regarding the : summation of forces, and body weight transfer, see Beeris: 218, Part 2c.) 4. The player takes up an exaggerated sideways body position and watches the oncoming ball over his right _ shoulder. This is to allow for the implementation of maximum shoulder rotation. 5. The player slightly extends his neck enabling him to
_ watch the oncoming ball closely. 6. At the end of the _backswing, the right elbow is flexed and held high in the air. During the forward swing, the right elbow is extended vigorously and leads the racket towards contact point. A considerable wrist snap is important following the elbow extension to add to the racket speed prior to contacting the ball. Note the wrist is slightly laid back. 7. The left hand assists the racket backswing by drawing the racket back by the throat. By doing so, it helps
_ to initiate the shoulder turn. The left hand also helps de the racket ee the forward swing. The racket
The racket head is inetd behind the body at approxiety BP height. This enables sufficient distance over
The following six photographs are presented. for the reader to analyse: : Fig. 220: Ken Rosewall, hitting a forehand lob. (By courtesy of the West Australian.)
Fig. 221: Evonne Goolagong, hitting a second serve.
(By courtesy of the Sunday Independent.) Fig. 222: Leslie Hunt, hitting a forehand volley. (By courtesy of Leslie Hunt.)
Fig. 223: Evonne Goolagong, stretching for a backhand groundstroke. (By courtesy of the Sunday Independent. ) Fig. 224: Leslie Hunt, hitting a forehand groundstroke. (By courtesy of Leslie Hunt.) Fig. 225: Ken Rosewall, hitting a backhand groundstroke. (By courtesy of the West Australian.)
ace A service hit so powerfully or with such placement that the receiver is unable to contact the ball. advantage in This is the score when the server has won the point after deuce. advantage out This is the score when the receiver has won the point after deuce. all-court game An all-court game is a player’s ability to hit all the tennis strokes competently, feeling equally confident at the baseline and at the net. The court area (44 feet wide) added on to both sides of the singles sidelines to extend the court area for doubles play. American twist A service technique whereby the ball-toss into the air projects the ball over the server’s head. The racquet path is upward thereby imparting tremendous topspin on the ball. On landing, the ball rebounds much higher and wider than normal. angle volley A ball which is hit before it bounces and after contact, follows a path acutely across court, usually passing an opponent. approach shot A stroke hit by a player just prior to his running towards the net. The shot could be a volley or a lob, but is usually a deep-to-the-corner drive. This allows the hitter ample time to take up an advantageous court position close to the net. back court The court area between the service area and the baseline. back hand For a righthanded player, this is a stroke played on his lefthand side where the arm must be drawn across the body. back-scratch position A point during the service swing where the racket head is looped behind the back and hangs symmetrically down the small of the back.
This is a rotation of the ball applied to the ball by either a downward racket path with a vertical racket face or a horizontal racket path with an open racket face. On landing the ball rebounds higher than usual. backswing The initial backward movement of the racket prior to the ball contact point. It allows for proper timing and accumulation of racket speed. base of support The position of a player’s feet on the court surface which helps to maintain body equilibrium or movement required to stroke the ball.
The rear boundary line at either end of the court. baseline game The type of strategy preferred by a player who has excellent ground strokes and who would therefore play from either the base line or the backcourt area.
basher (In contrast to a ‘dinker’) A player who unconditionally attempts to play a power game by hitting the ball so hard that he makes many errors. big game An agressive brand of tennis involving predominantly fast serving, crisp volleys and powerful smashes. A player with a ‘big game’ has an attacking style of play. blocked ball A stroke hit with very little racket head speed. Most of the ball speed after contact is due to the ball speed prior to contact. A walk-over; a player given the right to enter the next round of a tournament without playing for it. This occurs when there are not enough players to fill the draw, and the byes are usually issued to the seeded players first. cannonball An extremely powerful, flat service usually hit down the centre of the court. centre marker A line, four inches long, which equally bisects the baseline. The imaginary extension of this line meets the center service line. : centre of percussion The central portion of the racket face where the contact between the ball and the strings is the most efficient in regard to ball rebound speed and ball control. centre service line The line which equally bisects the service court area into left and right sides. centre strap This is usually a canvas strap running vertically around the net at the center and anchored to the ground. It allows the net to remain taut at the correct height. change of pace A tactical manouver whereby a player alters the speed of his strokes; for example from hard-hit aggressive strokes to slow-hitting defensive strokes or vise-versa. choke To hold the grip closer to the head. of the
_ racket rather than at the end or ‘butt’. choking A player who tenses up to such an extent that his game visibly suffers.
Also: A player gripping his racket high-up along the handle is said to be choking the racket. chop stroke A player strokes the ball with an acutely angled downward racket path. On ball contact, a chop stroke imparts excessive backspin to the ball. circular backswing The backward movement of the racket whereby a ‘loop’ or semi-circle is described prior to the forward swing and eventual ball contact point. This type of backswing ensures continuity of racket head movement and consequently the potential generation of greater racket head swing. classical form The most accepted techniques of stroking a ball (according to the majority opinion of tennis experts). closed racket face The position of the racket in which the top edge of the racket face is inclined forward in relation to the oncoming ball. closed stance (For example, a right-hander’s forehand.) An extreme sideways stance where the left shoulder and the imaginary line between the two feet, point at right angles to the net. cocking the wrist Extension of the hand at the wrist. This movement places the racket head further behind the wrist. (Also referred to as
‘wrist-layback’. ) Continental grip A grip halfway between an eastern forehand and an eastern backhand grip. Most of the hand is on top of the grip when holding the racket on edge. This grip is most commonly used when serving. cross-court shot A ball that is stroked diagonally across the court.
A stroke which lands the ball deep into the opponent’s court within one or two feet of the baseline. defensive lob A stroke hit high into the air and landing deep into the opponent’s court. This shot is usually hit to enable a player to regain an advantageous court position.
deuce The score when each player or team has won three points in a game. dink A slow, sliced stroke which angles the ball across court, keeping it low as it crosses the net. dinker (opposite of a ‘basher’) A player who unconditionally attempts to play a slow, safe, defensive game by merely returning the ball
.. over the net, relying on his opponent to make errors. double fault Two consecutive service faults from one service court. : double hit The ball is contacted by the racket on two or more separate occasions during one attempt to stroke the ball.
down-the-line shot A ball hit along a path parallel and close to the sideline. drive volley A volley hit with a groundstroke swing.
A groundstroke hit as a soft, slow slice which causes the ball to pass just over the net. On landing, the ball stays close to the net. drop volley This is a drop shot for all practical purposes, with the exception that it is hit as a volley, not as a groundstroke. earned point A player wins a point due to his good play rather than his opponent’s error. A service not landing into the correct service court; an illegal service, e.g. foot fault. flat service Usually a fast ‘cannonball’ first service hit with little or no spin. flat stroke A shot projecting the ball across the net with little or no spin on it.
A service error occuring if: (a) a player touches the baseline or court area prior to contacting the ball on a serve;
(b) a player walks or runs prior to contacting
(c) a player steps past the centre line into the other service half prior to contacting the ball. forecourt The court area between the net and the end service line. forehand (for a right-handed player) The stroke used to hit the ball on the right hand side of the body. The portion of a racket handle designed for holding. Also, the hand positioning when holding a racket. ground game A baseline style of play incorporating forehand and backhand drives.
half volley A stroke where the racket contacts the ball immediately after the ball has rebounded from the court surface. head (of the racket) The near-circular part of the racket which contains the strings. hold service The game is won by the player, or team, serving. in A ball landing on the line or inside the legal playing area. let A service which touches the net but continues across the net to land in the correct service court. A let is played over. The term is also used to indicate ‘replay’ in the event the play is interrupted by outside influences. mid-court (No-Man’s-Land ) A central court area one yard in front of, and two yards behind the end service line. mid-sagittal plane This plane, when viewed from the front, anatomically bisects a player into