COACHING & SPORT

SCIENCE REVIEW
The Official Coaching and Sport Science Publication of the International Tennis Federation

Editorial
Welcome to issue 43 of the ITF Coaching and Sport Science Review, which is the final edition for 2007.

October saw the staging of the 15th ITF Worldwide Coaches Conference, entitled 'An integrated approach to
C ontents
coaching advanced players', in Asunción, Paraguay. In attendance were, a record turn-out, three hundred USING VARIETY FROM 2
and eighty coaches from 76 nations. The conference featured over 60 presentations, including keynote THE BASELINE IN WOMEN'S
lectures, workshop sessions, free communications and poster presentations from a series of renowned TENNIS
international speakers. Rob Antoun (GBR)

Former French Open finalist Victor Pecci of Paraguay participated in a round-table panel discussion with PRE-TTENNIS STRETCHING 3
South American experts that included Ivan Molina (ITF Travelling coach), Larissa Schaerer (former top player Mark Kovacs and T. J.
and Fed Cup Captain for Paraguay), Eduardo Zuleta (National Technical Director of the Chilean Tennis Chandler (USA)
Federation), and Mariana Díaz Oliva (former Fed Cup player for Argentina) among others.
DIFFERENTIAL 6
Fifty per cent of the presentations took place on court, which provided participants with valuable practical COORDINATION AND
information. Bruce Elliott and Machar Reid (AUS) gave two excellent sessions on analysing players. Benni SPEED TRAINING
Linder, Head Conditioning coach for the Swiss Tennis Association; Gustavo Luza former Davis Cup Captain FOR TENNIS FOOTWORK -
of Argentina; Horacio Anselmi, conditioning coach of top Argentine tennis players; Rodney Harmon, Director PART 2
of Men's Tennis for the USTA High Performance; and Louis Cayer, Performance Manager for the British Lawn Ulrike Benko and
Tennis Association, also presented on court. Stefan Lindinger (AUT)

Lecture room presenters included Randy Snow, World and Olympic Wheelchair tennis champion; Bernard ITF LESSON PLANS FOR 8
Pestre, National Technical Director for the French Tennis Federation; Steven Martens, Head of Technical BEGINNER PLAYERS:
Support for the British Lawn Tennis Association; and Doug MacCurdy, former ITF General Manager and LESSON 3
Director of Development, among others. For those readers who were unable to attend some of the
presentations can now be seen at www.tennisicoach.com the new coaching website launched by the ITF that TENNIS FOR THE BLIND 10
features many hours of exclusive video footage and articles from leading tennis coaches and experts. AND PARTIALLY SIGHTED
Mark Bullock (ITF)
The workshop was sponsored by Head and each day presentations took place during the lunch breaks
related to the ITF Play and Stay campaign which featured the Head red, orange and green modified WATCH THE BALL? 11
equipment. At the official closing dinner of the Conference, the ITF presented its special Award for Services Damien Lafont (FRA)
to the Game to Ivo van Aken, former Fed Cup Captain from Belgium.
COGNITIVE TECHNIQUES 12
Several ITF meetings took place during the Conference including the ITF Coaches Commission, chaired by ITF TO MANAGE PERFORMANCE
Board Member Ismail El-Shafei and the ITF Sports Science and Medicine Commission, chaired by Dr. Brian ANXIETY IN TENNIS
Hainline. The ITF would again like to thank the Paraguay Tennis Federation and the Hotel Resort Casino Yacht Andrew Peden (GBR)
& Golf Club staff for their hard work in assisting the ITF, as well as all the participants, speakers and ITF staff
involved. OBSERVATION OF 13
TRAININGSESSIONS AND
January 24-26 will see Australia host their 2008 Australian Grand Slam Coaches Conference and coaches PRE MATCH PREPARATION
from overseas are welcome to enrol through Tennis Australia. More courses are planned for 2008 as are the AT THE WORLD TEAM CUP
5 ITF regional conferences at which we look forward to seeing many of our readers in attendance. 2007
P. Born, M. Heck, M. Krüger,
We hope you continue to take advantage of the resources provided on the weblet V. Langholz, P. Zimmer
(http://www.itftennis.com/coaching/) and that you enjoy the 43rd issue of the ITF Coaching Sport Science (GER)
Review.
TRAINING AND 14
COMPETITION LOG FOR
TENNIS PLAYERS
Miguel Miranda (ITF)

RECOMMENDED 17
Dave Miley Miguel Crespo Patrick Mclnerney BOOKS AND DVDS
Executive Director, Research Officer, Assistant Research Officer,
Tennis Development Tennis Development/Coaching Tennis Development/Coaching
15th Year, Issue 43, December 2007 1
 Using Variety from the Baseline in Women's Tennis
By Rob Antoun
(Manager of tennis development at Sutton Tennis Academy, Great Britan)
There is certainly less variety used in
women's tennis today than previously
because players hit the ball harder, flatter
and from a more aggressive court position
without using a great amount of spin.
Whether playing with variety is a thing of the
past or future is an interesting debate.
Nevertheless, a player who can effectively
offer something different can gain an
advantage. A building shot that is hit with a
different type of spin, or into an unfamiliar
area of the court, can be extremely effective.
A player who has used such variety to create
numerous attacking opportunities in recent
years has been Justine Henin. Being able to
hit with such great slice and topspin from the
backhand side has allowed her to pressure
her opponents through accuracy,
consistency, and variety. Justine's technique
allows her to play a number of different shots
from the baseline such as the aggressive
backhand drive, the slice or topspin short
angle, the slice or topspin recovery shot, and
the drop shot. All of these building shots Justine's technique allows her to play a number of different shots from the baseline such
allow her to make the transition from neutral as the aggressive backhand drive, the slice or topspin short angle, the slice or topspin
to attack. recovery shot, and the drop shot. All of these building shots allow her to make the
transition from neutral to attack.
The ability to hit with slice and topspin allows Coaches should not underestimate the The short angle slice can be used to great
a player to play with more creativity from the challenges that must be met to add variety to effect if the ball stays short and low enough.
baseline because she has more shot options a young girl's game. However, there is no This shot can cause an opponent two
available to her. However, not many players question that the ability to create different particular problems. First, it forces her to
can hit both particularly well-especially those shots throughout a match can be a powerful move diagonally up the court-a line of
who hit with a double-handed backhand weapon, because they can often disrupt an movement that is rarely practiced and often
(who represent the majority of players on the opponent's rhythm and concentration. They proves problematic. Second, the slice keeps
WTA Tour). Girls who grow up hitting with two also allow the player to build a rally in a the ball low and forces the opponent to hit
hands often do not have the strength to variety of ways, allowing the use of different 'up' over the net, thus preventing any real
develop the single-handed slice (and tactics depending on the game style of her threat of aggression. Players will often
backhand volley) until later in their careers, opponent. Shots such as the short angle, approach or sneak in to the net after building
and usually lack confidence hitting these aggressive loop, absorbing slice, and drop pressure through the use of this shot.
shots as a result. shot will do exactly this, and should be
introduced and developed at an early age if The short angle topspin can be hit from the
It is important to remember also that girls they are to be used with confidence later on. forehand and backhand side. It requires a
don't always have the same amount of time player to hit the ball with fast racket head
to develop their shots as boys do, which USING THE SHORT ANGLE speed and a sharper brushing action up the
further hinders their creativity. The fact that The ability to drag an opponent off the court back of the ball to create the necessary spin
girls mature faster than boys allows them to through the use of the short angle is one of and angle. This shot presents a different
compete with older players much earlier the main advantages held by a player who problem to an opponent in that the topspin
because their physical differences are not as plays with variety. This shot is hit to a shorter 'kicks' the ball out and away from the court,
great. Therefore, they have a smaller window and wider target on the court than the regular pulling the opponent out of the court and
of opportunity to develop their game before groundstroke is, luring the opponent away thus leaving the rest of the court exposed
senior competition becomes a reality. from the centre of the court into a less (see Figure 1). When hit effectively, the short
Perhaps this is one of the reasons we don't familiar position. When played effectively, angle topspin groundstroke also creates
see a variety of building shots being hit from this shot allows a player to finish the point in many attacking opportunities for a player. It
the baseline. Despite the great need for a number of ways, including using the sneak is important to note that it is harder for a
variety, most top women play a few shots volley, drive volley, and shoulder-high player to create a short angle from the middle
really well rather than a lot of shots fairly groundstroke attack. The short angle can be of the court because fewer angles are
well! played with either slice or topspin. available. Therefore, most angled
groundstrokes are hit from wider positions.

2 15th Year, Issue 43, December 2007

 effectively, and will help her understand
which shots allow her to do this best. The
diamond shape allows for short, wide, and
deep shots, but punishes the short middle
ball. The short angle groundstroke, in
particular, can be used to great effect when
trying to avoid this area. The size of the
diamond should be adjusted to the level of
the player. In other words, the better the
player is, the bigger the diamond should be.

Figures taken from Women's Tennis Tactics,

Rob Antoun, 2007. Reproduced with
permission from Human Kinetics, Champaign
IL, USA.

This is an edited extract from Rob Antoun's

new book called 'Women's Tennis Tactics'
published by Human Kinetics (order online at
Figure 1 Target areas for the short angle Figure 2 Use the diamond to encourage www.humankinetics.com). A PCA qualified
groundstroke. accuracy and variety of shot. coach and LTA coach education tutor, Rob is
manager of tennis development at Sutton
Tennis Academy - an international tennis
The following drill encourages players to use Description: Non-slip markers are used to
academy located in London. He is also joint-
the short angle groundstroke, among a create a diamond shape in the centre of the founder of Pro Tennis Solutions - a coach
variety of other shots, because of the limited court (see Figure 2). Players are not allowed education company that develops resources
target areas on the court. The short angle, in to hit balls into the diamond, whether playing and provides courses for coaches
particular, must be hit more often because points or practice drills. (www.protennissolutions.com).
hitting into the middle of the court is Coaching Points: The diamond is an excellent
forbidden. shape because it allows for a variety of shots
to be hit into the court but outside of the
Drill 1: The Diamond Drill diamond. The diamond itself represents the
Aim: To encourage a player to use her area of the court that a player's shot would
creativity by hitting a variety of shots outside probably least trouble an opponent.
the diamond. Therefore, avoiding this area will help a
Level: All player outmanoeuvre her opponent more

Pre-TTennis Stretching
By Mark Kovacs, PhD, and T. J. Chandler, Ed D
(Jacksonville State University, USA)

INTRODUCTION static stretching immediately prior to typical belief that static stretching improves
Tennis is a sport requiring repeated participation. In the 1980s and mid 1990s it physical performance, there have been
moderate and high intensity movements had been suggested in the scientific numerous studies that demonstrate that
involving high forces and torques (Kovacs, literature that static stretching was a good traditional "static" stretching actually
Chandler, & Chandler, 2007). To prepare the addition to athletes' warm-up before physical decreases performance in strength, speed
athlete for these stressors, a sufficient warm- activity (Shellock & Prentice, 1985; Smith, and power activities (Avela, Kyröläinen, &
up is utilised in an attempt to reduce the 1994). However, recent research has shown Komi, 1999; Cornwell, Nelson, Heise, &
likelihood of injury during the subsequent that this advice needs to be modified, and Sidaway, 2001; Cornwell, Nelson, & Sidaway,
training or competition session. Traditionally performance may in fact be reduced by 2002; DeVries, 1963; Fletcher & Jones, 2004;
the major component of the pre-tennis warm- implementing a static stretching program Fowles, Sale, & MacDougall, 2000;
up has involved a static stretching routine before tennis play. Kokkonen, Nelson, & Cornwell, 1998; Nelson,
focused on muscles that are most used Driscoll, Young, & Schexnayder, 2005;
during play. Pre-exercise static stretching PERFORMANCE Nelson, Guillory, Cornwell, & Kokkonen,
has been used by coaches and athletes for Despite evidence back in the 1960s that 2001a; Nelson & Kokkonen, 2001b; Young &
decades in the hope of improving static stretching did not improve Elliott, 2001; Young & Behm, 2003). As tennis
performance and preventing injuries. performance in the 100 yard dash (DeVries, is a sport that is highly reliant on a
Coaches have diligently followed the 1963), static stretching has been a common combination of strength, speed and power
recommendations of the scientific and practice by most coaches and athletes in (Kovacs, 2006a), these findings relate
medical community who have recommended warm-up routines for tennis. Contrary to the strongly to tennis performance. Depth jump

15th Year, Issue 43, December 2007 3

performance, a good practical indication of to no stretching (Nelson et al., 2005). It may finding was that no clear evidence supported
lower body power output, has been shown to be difficult to quantify decrements in the notion that pre-activity stretching
decrease significantly following static performance in an activity such as the tennis exercises were effective in preventing lower
stretching (Cornwell et al., 2002; Young et al., serve that uses multiple muscle groups limb injuries (Yeung et al., 2001).
2001), as has vertical jump height (Cornwell including muscles in the lower body, trunk
et al., 2001; Young et al., 2003). Research on and upper extremity. Although only a few studies have shown a
strength and power performances have link between reduced injury rates and pre-
shown decreases in immediate performance However it appears clear from the numerous activity stretching (Bixler & Jones, 1992;
by as much as 30% (Avela et al., 1999; studies mentioned that pre-activity "static" Cross & Worrell, 1999; Ekstrand & Gillquist,
Fletcher et al., 2004; Fowles et al., 2000; stretching consistently reduces physical 1983) the large majority of studies and review
Kokkonen et al., 1998; Nelson et al., 2001a). performance in strength, speed and power articles have found no link between pre-
This is a major finding for coaches. The role of activities (Avela et al., 1999; Cornwell et al., activity stretching and a reduction in injury
a tennis coach is to improve an athletes' 2001; Cornwell et al., 2002; DeVries, 1963; rates (Andersen, 2005; Garrett, 1993; Herbert
performance. If static stretching is routinely Evetovich, Nauman, Conley, & Todd, 2003; et al., 2002; Hunter et al., 2000; Levine et al.,
performed before training or competition, it Fletcher et al., 2004; Fowles et al., 2000; 1987; Shrier, 1999, 2001, 2004; Shrier et al.,
is likely that the athlete is training or Kokkonen et al., 1998; Nelson et al., 2005; 2000; Yeung et al., 2001).
competing at a reduced capacity - which Wilson, Murphy, & Pryor, 1994; Young et al.,
could be as high as 30% below their current 2001; Young et al., 2003). Many of these It must be mentioned that the cause of
maximal level. studies are recent, and the results of these injuries in tennis is multidimensional, and
studies may not be well understood by the flexibility is only one area that may
The deficit in performance following static tennis coaching community. Pre-activity improve/reduce the likelihood of injury
stretching may be dependent on the type of static stretching is a part of many coaches (Kovacs, 2006b). Fatigue (van Mechelen,
stretching and mode of activity that follows and athletes belief systems, and changing Hlobil, Kemper, Voorn, & de Jongh, 1993) and
the stretching routine. The deficit in those beliefs will take time. Also, both volume of exercise (Macera et al., 1989) have
performance following static stretching has scientists and coaches must be open to new both been suggested as a predisposing
been shown to last up to 60 minutes after the research that may provide additional insight factor to physically induced muscle injury.
stretching routine (Fowles et al., 2000). This in this area.
needs to be understood by the coach when While further research is necessary, there
designing daily, weekly, monthly and yearly INJURY PREVENTION still appears to be a role for static stretching.
programs. Static stretching may be important Apart from erroneous belief that pre-exercise Athletes participating in post-surgical
for an athlete, especially if flexibility levels in stretching improves performance, a second rehabilitation programs will benefit from
certain areas of the body are below a major reason that many coaches and athletes static stretching to regain normal range of
minimum required standard; however, the still perform static stretching before activity motion. Some tennis players may
timing of the static stretching needs to be is the belief that it may reduce the likelihood demonstrate a very limited range of motion in
performed at times not preceding training or of injury. This belief may be based on the specific anatomical areas, for example in
competition. notion that a "tight" muscle-tendon unit is glenohumeral internal rotation (Kibler,
less compliant, which means that it cannot Chandler, Livingston, & Roetert, 1996). A
The positive or negative effect on be stretched to as great a degree (Garrett, tennis athlete with a range of motion deficit
performance after static stretching may be 1993; Hunter & Spriggs, 2000). This in a particular movement may still benefit
dependent on the speed of movement of the assumption has resulted in the long held from static stretching. However, based on
exercise involved. Reduced performance has belief that stretching may prevent muscle evidence from current research, it appears
not been shown when high velocity and tendon related injuries (Garrett, 1993). that static stretching should not be utilised
movements were undertaken after a static However, the current research does not prior to practice or competition.
stretching routine (Knudson, Noffal, provide support for this assumption and
Bahamonde, Bauer, & Blackwell, 2004). The actually provides substantive rebuttal to the PRACTICAL APPLICATION
static stretching routine had no effect on long held notion that pre-activity static For the coach, it is important to understand it
either speed or accuracy (performance) of an stretching can reduce the risk of injury is possibly a disservice to athletes to
explosive tennis serve (Knudson et al., (Comeau, 2002; Garrett, 1993; Herbert & recommend or perform static stretching
2004). A suggested reason for why static Gabriel, 2002; Hunter et al., 2000; Kovacs, before training sessions. The following
stretching prior to the tennis serve did not 2006b; Levine, Lombardo, McNeeley, & points are important when designing your
reduce performance (as had been seen in Anderson, 1987; Pope, Herbert, & Kirwan, training programs:
other studies) was that the pre-activity 1998; Pope, Herbert, Kirwan, & Graham, y Static stretching within an hour of practice
stretching may not decrease performance in 2000; Shrier, 1999, 2001, 2004; Shrier & or competition does not improve
high-speed and/or accuracy-related Gossal, 2000; Yeung & Yeung, 2001). performance and does not reduce the risk
movements (Knudson et al., 2004). The of injury in healthy athletes. However,
A study looking at the prevention of lower- limited or poor muscle and joint range of
authors refer to a study that showed results
motion can reduce performance and
of significant reductions in isokinetic limb injuries in 1,538 male army recruits
increase the risk of injury. Therefore,
strength, but only at low speeds (<2.62 found that pre-exercise static stretching had minimum levels of flexibility are required
radian/s) of joint rotation (Nelson et al., no effect on injury rates after a 12-week for tennis players.
2001a). However, this theory has not always stretching protocol (Pope et al., 2000). A y A good time for tennis players to perform
been supported, as was seen in a recent 2001 extensive review that looked at the static stretching exercises is post exercise
study looking at sprint speed times (which prevention of lower-limb running injuries and/or in the evenings.
involves high speed explosive movements) in resulted in five studies with 1,944 y Figure 1 describes a traditional static
highly trained athletes over 20 meters. Static participants in the stretching intervention stretch and a more dynamic exercise that
stretching significantly reduced performance groups and 3,159 participants in the control can be used as a pre-tennis exercise
by increasing sprint speed times compared groups (Yeung et al., 2001). Their major focused on the same muscle groups.

4 15th Year, Issue 43, December 2007

 Nelson, A. G. & Kokkonen, J. 2001b. Acute ballistic
muscle stretching inhibits maximal strength
performance. Research Quarterly for Exercise
and Sport, 72(4): 415-419.
Nelson, A. G., Driscoll, N. M., Young, M. A., &
Schexnayder, I. C. 2005. Acute effects of
passive muscle stretching on sprint
performance. Journal of Sports Sciences,
23(5): 449-454.
Pope, R. P., Herbert, R. D., & Kirwan, J. D. 1998.
Effects of flexibility and stretching on injury
risk in army recruits. Australian Journal of
Figure 1: Comparison of a static stretching exercise for the Hamstring/Lower back Physiotherapy, 44: 165-172.
versus a dynamic flexibility exercise focused on the same muscle groups. Left photo Pope, R. P., Herbert, R. D., Kirwan, J. D., & Graham,
is a static stretch and hold. Middle and right photos show hamstring stretch by B. J. 2000. A randomized trial of pre exercise
dynamic walking out on hands (used with permission from Tennis Training: stretching for prevention of lower-limb injury.
Enhancing On-Court Performance (Kovacs et al., 2007)). Med Sci Sports Exerc, 32(2): 271-277.
Garrett, W. E. 1993. Muscle flexibility and function Shellock, F. G. & Prentice, W. E. 1985. Warming up
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Andersen, J. C. 2005. Stretching before and after Mestre & W. E. Garrett (Eds.), Sports and performance and prevention of sports related
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injury risk. Journal of Athletic Training, 40(3): American Academy of Orthopaedic Surgeons. Shrier, I. 1999. Stretching before exercise does not
218-220. Herbert, R. D. & Gabriel, M. 2002. Effects of reduce the risk of local muscle injury. A
Avela, J., Kyröläinen, H., & Komi, P. V. 1999. Altered stretching before and after exercising on critical review of the clinical and basic science
reflex sensitivity after repeated and muscle soreness and risk of injury: literature. Clin. J. Sports Med, 9: 221-227.
prolonged passive muscle stretching. J. Appl. Systematic review. British Medical Journal, Shrier, I. & Gossal, K. 2000. Myths and truths of
Physiol., 86(4): 1283-1291. 325(7362): 468-470. stretching. The Physician and Sports
Bixler, B. & Jones, R. L. 1992. High school football Hunter, D. G. & Spriggs, J. 2000. Investigation into Medicine, 28(8): 57-63.
injuries: effects of a post-halftime warm-up the relationship between the passive Shrier, I. 2001. Flexibility versus stretching. British
and stretching routine. Fam Pract Res J, 12(2): flexibility and active stiffness of the ankle Journal of Sports Medicine, 35(5): 364.
131-139. plantar-flexor muscles. Clinical Shrier, I. 2004. Does stretching improve
Comeau, M. J. 2002. Stretch or no stretch? Cons. Biomechanics, 15(8): 600-606. performance?: a systematic and critical
Strength and conditioning Journal, 24(1): 20- Kibler, W. B., Chandler, T. J., Livingston, B. P., & review of the literature. Clinical Journal of
21. Roetert, E. P. 1996. Shoulder range of motion Sport Medicine, 14(5): 267-273.
Cornwell, A., Nelson, A. G., Heise, G. D., & Sidaway, in elite tennis players: Effect of age and years Smith, C. A. 1994. The warm-up procedure: To
B. 2001. The acute effects of passive muscle of tournament play. American Journal of stretch or not to stretch. A brief review.
stretching on vertical jump performance. Sports Medicine, 24(3): 279-285. Journal of Orthopaedic and Sports Physical
Journal of Human Movement Studies, 40: 307- Knudson, D. V., Noffal, G. J., Bahamonde, R. E., Therapy, 19: 12-17.
324. Bauer, J. A., & Blackwell, J. R. 2004. van Mechelen, W., Hlobil, H., Kemper, H. C. C.,
Cornwell, A., Nelson, A. G., & Sidaway, B. 2002. Stretching has no effect on tennis serve Voorn, W. J., & de Jongh, R. 1993. Prevention
Acute effects of stretching on the performance. Journal of Strength and of running injuries by warm-up, cool-down,
neuromechanical properties of the triceps Conditioning Research, 18(3): 654-656. and stretching exercises. American Journal of
surae muscle complex. Eur J Appl Physiol, 86: Kokkonen, J., Nelson, A. G., & Cornwell, A. 1998. Sports Medicine, 21(5): 711-719.
428-434. Acute muscle stretching inhibits maximal Wilson, G. J., Murphy, A. J., & Pryor, J. F. 1994.
Cross, K. M. & Worrell, T. W. 1999. Effects of static strength performance. Research Quarterly for Musculotendinous stiffness: its relationship
stretching program on the incidence of lower Exercise and Sport, 69: 411-415. to eccentric, isometric, and concentric
extremity musculotendinous strains. Journal Kovacs, M., Chandler, W. B., & Chandler, T. J. 2007. performance. Journal of Applied Physiology,
of Athletic Training, 34(1): 11-14. Tennis Training: Enhancing On-Court 76(6): 2714-2719.
DeVries, H. A. 1963. The "looseness" factor in Performance. Vista, CA: Racquet Tech Yeung, E. W. & Yeung, S. S. 2001. A systematic
speed and O2 consumption of an anaerobic Publishing. review of interventions to prevent lower limb
100-yard dash. Research Quarterly, 34(3): Kovacs, M. S. 2006a. Applied physiology of tennis soft tissue running injuries. British Journal of
305-313. performance. British Journal of Sports Sports Medicine, 35(6): 383-389.
Ekstrand, J. & Gillquist, J. 1983. The avoidability of Medicine, 40(5): 381-386. Young, W. & Elliott, S. 2001. Acute effects of static
soccer injuries. International Journal of Kovacs, M. S. 2006b. Is static stretching for tennis stretching, proprioceptive neuromuscular
Sports Medicine, 4(2): 124-128. beneficial? A brief review. Medicine and facilitation stretching, and maximum
Evetovich, T. K., Nauman, N. J., Conley, D. S., & Science in Tennis, 11(2): 14-16. voluntary contractions on explosive force
Todd, J. B. 2003. Effect of static stretching of Levine, U., Lombardo, J., McNeeley, J., & Anderson, production and jumping performance.
the bicep brachii on torque, T. 1987. An analysis of individual stretching Research Quarterly for Exercise and Sport,
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during concentric isokinetic muscle action. Physician Sports Medicine, 15: 130-136. Young, W. B. & Behm, D. G. 2003. Effects of
Journal of Strength and Conditioning Macera, C. A., Pate, R. P., Powell, K. E., Jackson, K. running, static stretching and practice jumps
Research, 17(3): 484-488. L., Kendrick, J. S., & Craven, T. E. 1989. on explosive force production and jumping
Fletcher, I. M. & Jones, B. 2004. The effect of Predicting lower-extremity injuries among performance. Journal of Sports Medicine and
different warm-up stretch protocols on 20-m habitual runners. Archives of Internal Physical Fitness, 43: 21-27.
sprint performance in trained rugby union Medicine, 149(11): 2565-2568.
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Research, 18(4): 885-888. Kokkonen, J. 2001a. Inhibition of maximal
Fowles, J. R., Sale, D. G., & MacDougall, J. D. 2000. voluntary isokinetic torque production
Reduced strength after passive stretch of the following stretching is velocity specific.
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89(3): 1179-1188. Research, 15(2): 241-246.

15th Year, Issue 43, December 2007 5

 Differential Coordination and Speed Training for
Footwork in Tennis - Part 2
By Dr. Ulrike Benko and Dr. Stefan Lindinger (University of Salzburg, Austria)
How to implement a new method of footwork
training (or: putting a new method of
footwork training into practice)

Good footwork (special action- and

frequency-speed of the feet) in tennis
consists essentially in the ability to move
swiftly from one position to another without
sacrificing balance. It is characterised by: 1 1 2 3 4
y Fast, short steps in all directions
y Fast changes of directions out of different
positions on different surfaces
y Appropriate use and the ability to complete
a variety of footwork techniques
y The ability to combine step length and
frequency variably
Since there is no stroke in tennis which is not
influenced by footwork, footwork training 5 6 7
needs to be an essential aspect in the
training of every tennis players (including
professional players).
Fig. 1. Selected foot and arm tapping exercises for tennis (1-7)
Two categories of complex training methods current tapping exercise and immediately 1.2.1 Step-rrhythms on the spot
have been elaborated. Frequency-speed- restart in a new position. Stroke imitation (6) There is a possibility of doing different step
training with tapping exercises and exercises and simultaneous tapping in a standing rhythms according to various geometric
for improving action speed in combination position (simultaneous pressure) or tapping shapes. In the examples given 3 step
with step exercises, sprints and jumps. All exercises combined with tennis specific versions are completed in a hexagon, triangle
exercises are based on the same method. exercises (sprints, side-steps, cross steps) and quadrangle. The triangle is fixed on a
Players' balance should be constantly (successive pressure) (7) increase the mat to have different general conditions
challenged by using new, even more complex athlete's frequency speed. available (variability pressure). Athletes have
stimuli. This doesn't mean exercising until to master the rhythm according to the
boredom but giving new stimuli with new 1.2 Action speed training (step patterns, geometric shape and their individual
demands immediately after the player has sprints, jumps) performance level, slowly in the beginning
acquired a "stable position". This procedure and then as quickly as possible. Alternative:
provokes errors, deviation and fluctuation - changing step stations on command (stress).
differences that are essential for the learning
process! The complexity of exercises
increases during training. Pressure
conditions increase changing the difficulty 2 1

which leads to an increased

coordinative/cognitive demand. The level of 1 4 3
exercises should be adapted to the abilities 1
6 1
of the athlete. A strengthened rhythm is 1
8
essential to execute an exercise as quickly as 1
7

possible. Sprint
Appropriate literature gives guidelines for Side Steps
9 1

duration and organisation of breaks, number

of sets and repetitions for the following 3 1

exercises.
4 2

1
1.1 Frequency speed training with tapping 1
1 6
3
4 2
exercises in combination with game specific
tasks 2 8 1

Tapping exercises (Fig. 1) are done standing, Cross steps 8 7

seated (1) or lying (2 and 3), in combination 7 9

with hand tapping exercises (2 and 3). 6 5

Instructions such as "right foot to the front, 3

left foot to the side etc." can be used for
picture (4) as can abstract commands such as
"hipp" (= ¼ rotation to the left), "hepp" (= ¼ Fig 2.Stationary step-rhythms (3 versions) in combination with motion patterns
rotation to the right). In picture (5) the
instruction is for the athlete to stop the
6 15th Year, Issue 43, December 2007
 CONCLUSION
1. Jumping Parcours 3. Side Steps
One could raise the question whether this
new method is more successful than other
training programmes that focus on speed
11 12

13
and coordination in tennis. Individual
success when training international top
14
10 15

athletes as well as junior athletes and

43
16
17
children (simplified versions) entitles us to
argue that this training method is very useful
2 2 3 4 5
3 9 18 1 9 7 6 4

for the development/improvement of

30 38 47 55
4 22

1 6 1 2 2 3 3 4 4 4 5 5 footwork in tennis. Scientific evidence still

needs to be gathered to support the
2 0 9 2 8
9 4 7 5 4

2 3 3 4 5
2 28 36 45 53

anecdotal evidence.
5 20 8 7
3 1 9

26 34 42 51 60
8

REFERENCES
41
Bernstein, N.A. (1988). Bewegungsphysiologie.
7 25 33 50 59

5. Strokes into target area

Leipzig: Barth. (2. Aufl.).
31 56 Hirtz, P. (1995). Koordinationstraining gleich
Techniktraining? In J. Krug & H.-J. Minow
(Hrsg.), Sportliche Leistung und Training (p.
205-210). Dvs-Band 70. St. Augustin:
Academia.
2. Sprint 4. Slalom Neumaier, A. (1999). Koordinatives
Anforderungsprofil und
Fig. 3: Step-rhythms through the agility ladder combined with jump, sprint etc. and strokes Koordinationstraining. In: H. Mechling & A.
at targets Neumaier (Hrsg.), Reihe Training der
Bewegungskoordination Köln: Sport und
1.2.2 Step-rrhythms through the agility ladder 1.2.4 Exercises for reaction- and Buch Strauss.
combined with tennis specific movements explosive speed combined with complex Roth, K. (1998). Wie verbessert man koordinative
Pressure conditions such as time pressure step exercises through the agility ladder and Fähigkeiten? In: Bielefelder Sportpädagogen:
(as quickly as possible), psychological tennis specific exercises (precision pressure) Methoden im Sportunterricht (p. 85-102).
(competition) and physical stress (duration This training method (Fig. 5) is very useful for Schorndorf: Hofmann (3. Aufl.)
and fatigue), complexity pressure (especially competition training (psychological stress) in Schöllhorn, W. (1999). Individualität - ein
successive pressure: one exercise is followed combination with successive complexity vernachlässigter Parameter? Leistungssport,
by another - transition!) and precision pressure of high demands for the athlete. 29 (2), 5-12.
pressure can be performed (Fig. 3). Again, the transitions between different foot
techniques are particularly relevant. This
1.2.3 Spec. jump and sprint coordination method should be done in relays (level of
with increasing levels of difficulty challenge).
This method focuses on the development of
jump coordination of tennis players. Such as
in 6.2.2., pressure conditions can be used to
increase the difficulty in the one or the other
level (Fig. 2) (Fig. 4).

Start
Star
Sprint a nd stroke
2 imita tion 1 Jum ping pa rrcours t

Schlagimitatio
n ☺ feeding
Penalty slalom Penalty slalom
feedi ng

☺ Step patterns Step patterns

☺
Stroke i nto target Stroke into target

Coach:
Various Starting Signals
Hurdle jumps
3 3 or slalom

☺☺ ☺ ☺ ☺☺

Kurzsprint zu
4 S hortssprints back andgrforth
e

Fig. 4: Specific jumping coordination exercises with Fig. 5: Competition course

increasing difficulty (reaction-sprint-step-coordination-target precision)

15th Year, Issue 43, December 2007 7

 ITF LESSON PLANS FOR BEGINNER PLAYERS: LESSON 3
Level of player: Beginner (ITN 10.3 to ITN 8).
Game situation: Rally from the baseline
Tactical theme: Moving the opponent from the baseline
1. Hitting the ball
2. Hitting the ball over the net
3. Hitting it inside the singles court
4. Directing to the left side
5. Directing to the right side
Technical themes:
1. Preparation
2. Forward swing
3. Contact point
4. Follow through
Number of players: 8
Equipment: Red, orange, green (transition) and regular balls, and 23 in. and 25 in. racquets according to the level of the players
(ITN 10.3 to ITN 8)
Courts: Availability to red, orange, and regular courts

DRILL 1-OPEN SITUATION

Goal: Players to play points with ground strokes from the baseline with the intention of winning points by moving their opponent
and directing their strokes.
Methodology: Point play.
Player organisation/positioning: Pending the level of the players there are different options:
y ITN 10-10.3: Create 4 mini-courts (red 'play tennis' courts and balls) using the court width. 2 mini-courts in each side
of the net, Have 2 players playing in each mini-court.
y ITN 8-9: Use the full court with orange or green 'play tennis' balls. Have 4 players on each side of the court. They
play in pairs down the line. 2 pairs play close to the doubles tramlines and the other 2 closer to the centre of the court.
Depending on their level, they start serving from closer to or further away from the net.
y Other options: 12 metre or 18 metre courts can also be set up (orange 'play tennis' court).
Player rotation: After 5 baseline points or according to a given time (for e.g. 2 minutes), winners move up one court and losers
move down one court. When using a full court winners can play winners and losers play losers. Try to make sure that everyone
gets a chance to play against each other.
Coach analysis and diagnosis points: Check players' overall attitude (mental), consistency and ball placement (tactics of moving
the opponent), movement around the court and around the ball (condition), and racquet skills (technique).

DRILL 2-CLOSED SITUATION WITH BASKET FEEDING

Progression 1 a (Technical themes):
Goal: Players to practice the fundamental technique of the groundstrokes to hit the ball in a particular direction.
Methodology: Use self-feed, partner hand or racquet feed, or coach feed.
Create stations: Station 1, Place racquet with correct contact point and make contact with fed ball, Station 2, Start racquet
same as station 1 but make contact with fed ball and follow through, Station 3, Start the racquet already in the preparation
phase and then make forward swing, contact, and follow through, Station 4, Start from ready position and impact with fed ball
into the court. Station 5, Impact the ball and direct it to the left and the right side.
Player organisation/positioning:
y ITN 10-10.3: Use 4 mini courts (red 'play tennis' courts), having each mini court have one station, the rotation is
completed per court ensuring each player gets to practice at each station.
y ITN 8-9: Use full court but with two mini courts (half court down the line), starting with the two first progressions,
and then progressing to the next two progressions once everyone has completed the same number of repetitions (orange
or green 'play tennis' balls can be used). The players start in the court relative to their level of play. They can start on
the service line and then move back.
Coach analysis and diagnosis points: Ensure the players practice both the forehand and the backhand strokes at the same time
and in the same quantity and that they direct the strokes both to the right and left sides of the court using targets or cones.
 ITF LESSON PLANS FOR BEGINNER PLAYERS: LESSON 3
Progression 1b (Tactical theme):
Goal: Players to practice the fundamental tactics of the baseline game emphasising ball direction to move the opponent.
Methodology: Use self-feed, partner hand or racquet feed, or coach feed. Create stations: Station 1, Hitting the ball
(consistency), Station 2, Placing it over the net (height), and Station 3, Inside the court (direction), Station 4, Hitting the ball
with direction.
Player organisation/positioning: Same as above.
Player rotation: Same as above.
Coach analysis and diagnosis points: Make sure the players begin to understand how to use the tactical concept of ball direction
(with the intention of moving the opponent) from the baseline and how they relate to the groundstrokes (i.e. direction and
racquet face position, height and racquet path trajectory, etc.).

DRILL 3-RALLY WITH COACH

Goal: Players to practice the fundamental tactics of the baseline game using their groundstrokes in a rally situation with their
coach to apply the tactics of moving the opponent by using direction.
Methodology: Players rally with the coach.
Player organisation/positioning:
y For ITN 10-10.3 using 4 mini-courts (red 'play tennis' courts), players serve or start the rally with an underarm serve
with the coach playing on one of the courts, and with the extra player possibly picking up balls, or doing a physical
activity, keeping the score, creating a station that they will be able to practice their ground stroke consistency (i.e.
against the fence/wall or hit into a target). After 5 points, they get together to discuss theme of the lesson. The side
of the coach should start the rally/point.
yITN 8-9 using 2 mini-courts, coach and players rally down the line (using orange or green 'play tennis' balls). Putting
the players into two groups of 4, (with the coach making the 4th member in one of the groups). The 8th player or spare
player could be doing a physical exercise or picking up balls, or an activity that relates to the theme of the lesson.
Player rotation: Same as above.
Coach analysis and diagnosis points: Make sure the players begin to apply the basic tactics of moving the opponent from the
baseline using their groundstrokes.

DRILL 4-OPEN SITUATION WITH POINTS

Goal: Players to practice the fundamental tactics of moving the opponent using direction from the baseline using their
groundstrokes in a rally situation with their peers.
Methodology: Players rally among themselves.
Player organisation/positioning: Players play points relative to their playing level and court size i.e.
yITF 10-10: 3-4 mini-tennis courts
yITF 8-9: Using half court. They could progress to using full court but having good rotation and using either orange or
green 'play tennis' ball.
Player rotation: Same as above.
Point/scoring system: The following formats can be used:
yIndividual scoring: Number of ground strokes in.
yTeam/pair scoring: Number of ground strokes patterns in
yOther options: Number of times players adopt a correct preparation, contact point, and impact the ball with the
strings.
yIndividual points
yExtra points given for tactical (moving the opponent using direction) or technical proficiency
yKing of the court
Coach analysis and diagnosis points: Make sure the players begin to apply basic tactics (moving the opponent using direction)
from the baseline using their groundstrokes.
 Tennis for the Blind and Partially Sighted
By Mark Bullock (ITF Wheelchair Development Officer)
If you use the right ball anyone can play the idea of using a sponge ball. He cut it in sighted player.
tennis…including those that have no vision. half and put a bell in the middle. He took this
An integral message of the ITF's play and Stay ball to the Tokyo Sports Centre for the Visually impaired athletes are normally
Campaign is the use of an appropriate ball for Disabled. He asked an instructor to play classified according to the amount of vision
starter players. In this case the ball is tennis with him. At first, the instructor was that they have. The totally blind athletes are
important to players of all levels as the uncertain about Miyoshi's idea, but he was in the B1 category. They play blindfolded and
players do not have the vision to see a deeply moved by his enthusiasm. It was very are permitted three bounces. Athletes in the
regular tennis ball or even a slower moving challenging for Miyoshi to make contact with B2, B3, B4 are partially sighted and are
low compression ball. the ball at first but it was also a huge step permitted two bounces. Athletes in the B4
forward for three-dimensional sports for the category are visually impaired and are
THE HISTORY AND THE DEVELOPMENT OF THE blind and visually impaired. With its sponge permitted one bounce.
BALL exterior and, after further development, a
Tennis for the Blind and Partially Sighted rattling table tennis ball at its core a project
began in Japan through the ingenuity of to manufacture the tennis ball for the blind
Miyoshi Takei approximately 20 years ago. commenced. Integration
One of the strengths of tennis is that both
Miyoshi had a dream to play tennis. Visually Furthermore, with the help of The Japanese visually challenged and sighted people can
impaired versions of various other sports Disabled Sport Association, a yet-unknown play together, either as opponents or in a
such as volleyball, table tennis and baseball sport was about to be born. It was on 21 mixed-doubles format with visually impaired
existed at the time however, in these sports a October 1990 Miyoshi's dream was realised player partnering someone with normal
ball was rolled on the floor rather than being when the first national tournament was held eyesight. The visually impaired player has
bounced. This was not what Miyoshi desired. in Japan. Today it is estimated that the appropriate number of bounces for the
He wanted to play tennis in three dimensions approximately 300 players are now playing level of their vision and the sighted person is
with a ball that bounced. He went to his the sport in Japan. allowed one bounce.
physical education teacher and asked for
advice. The teacher was interested in the idea THE COURT MESSAGE FROM EIJI YAMAMOTO
and they began to experiment. The first and The sport is played on a badminton court. (Chairman of Japan Tennis Association for
most important task was to develop a ball String is placed on the lines and stuck down the Visually Handicapped and B1 player)
that would allow blind and visually impaired with tape to allow the players to 'feel the
players to track the flight and bounce of the lines' with their hands or feet. 'Even though I've been blind since birth, I
ball by the sound it emitted as it travelled love playing tennis.
through the air, bounced or was hit. At first a THE RULES
toy plastic ball, in which they put some lead There are two major differences: the number Everybody can do it with a little practice. It is
ball bearings, was used. It rattled and the of the bounces and the server must say great fun.'
sound it produced was good but the height of "Ready" before delivering the serve and the
the bounce was not appropriate. receiver replies by saying "Yes". Mini tennis Source: www.hanno.jp/~matsui/
rackets are used with the sponge ball that
After graduating from school, Miyoshi rattles. Singles and doubles matches can be Thanks to Ayako Matsui and Robert Kershaw
entered a special education course in Tokyo played with doubles pairings usually in producing this article together.
to learn physiotherapy. At this time he had consisting of a visually impaired and a

Thanks to the dream of Miyoshi Takei there are now more than 300 visually impared tennis players in Japan.

10 15th Year, Issue 43, December 2007

 Watch The Ball?
By Damien Lafont (PhD and Certified Tennis Coach, France)
Brabenec and Stojan (2006) underlined that The most noteworthy finding was that elite Thus, great players don't just hit the ball
coaches and players have been paying players were able to maintain a fairly better, they do it differently.
attention in training or during the learning consistent control; a consistency also
process exclusively to the visible elements of illustrated on the women's tour by Steffi Graf CONCLUSION
the stroke; backswing, forward swing and who kept her eyes on the ball for every shot In tennis, top players are expected to
follow through and that examination of the and had a significant fixation on the impact maintain visual contact with the ball as they
moment of impact has however received zone after impact. complete the hitting action but that was not
comparatively less research attention. consistent with the observations. In
COMPARISON OF TOP PLAYERS particular, what emerges in this study is that
In this context, the purpose of this study was The comparison of hitting sequences shows the top players are not as individual in the
to examine head and gaze behaviour during that top players differ greatly in their gaze way they deal with the gaze control in tennis
the hitting phase, i.e. to explore the old behaviour. Indeed, there is a profound as they are in the way they stroke the ball.
adage "keep your eye on the ball!" probably disparity in their head and gaze behaviour as More precisely, among top players, only few
the most used instruction ever given in compared to previous elite players (see high-level performers follow a typical fixation
tennis. Arnaud Clément for example). The vast of the contact zone. It is significantly
majority of photos show players hitting with illustrated in the modern game by the
METHOD their eyes focused ahead of the ball in the fog amazing consistency of Roger Federer and
In order to explore the head and gaze zone - term introduced by Stein and Slatt Rafael Nadal.
behaviour of elite players, photos at - and (1981). So, is gaze control a decisive characteristic of
just after - the moment of impact was great players? At this time, observations of
analysed and compared to less-skilled top Moreover, players were often seen to lift their elite players only suggest that gaze control,
players on the professional tour. eyes and pull their head up before the ball especially fixation contribute to achieving
even reaches the racket. They turn their head greater accuracy especially through better
Past research of Stein and Slatt (1981) who as if they want to immediately follow the centring. More broadly, Federer and Nadal
looked at photos of all the major beginning of the ball trajectory or the demonstrate that it is possible and even
professionals demonstrated that top players' movement of their opponent (Brechbuhl et beneficial to play tennis with the eyes not
eyes invariably do not follow the ball and al., 2005). It is evident for the forehand side always focused on the ball. Therefore,
highlighted that tracking the ball as close as where top-ranked players differ greatly from watching the ball throughout its entire flight
possible to the impact zone is not feasible or those of lower ranking. is not the visual strategy used by elite
desirable for most people. It is often players. In a sense, it confirms the
assumed that, at the very best, everyone can Furthermore, this comparison reveals that a hypothesis of Ford et al. (2002) about the
keep their eyes on the ball until the moment majority of professional players appear to not possibility and benefits of focusing on the
that the ball actually strikes the racquet. keep their eye on the ball or only contact zone during the stroke execution.
intermittently, players have been noted to
However, recent observations of Roger have better head control on their best stroke REFERENCES
Federer and Rafael Nadal call into question (often their backhand), i.e. associated to Brabenec, J. and Stojan, S. (2006). The invisible technique:
Two seconds decide the result. ITF Coaching and
their conclusion. More specifically, the idea better centring and accuracy (see Lleyton
Sport Science Review, 38.
motivating this study is that great players, Hewitt). Brechbuhl, J., Anker, P. and Frey, D. (2005). Quelques
i.e. those at the top of the professional mythesà combattre dansl'enseignementdu tennis.
rankings (as defined by Brabenec and Stojan, A common idea is that there is very little Roehampton: ITF Coaching.
1997), seem to achieve a control of their gaze difference in the stroke capabilities of the top Day, J.L. (1980). Anticipation in junior players. In
Proceeding of the International Symposium in the
and head movement during the hitting players (Taylor, 2000) and therefore the only
Effective Teaching of Racquet Sports, (edited by J.L.
phase. difference lies in their mental strength. Groppel and R. Sears), pp. 107-116, Champaign, IL:
However, the above observations show that University of Illinois.
RESULTS at the professional level, all the players are Ford, S. A., Hines, W. L., and Kluka, D. (2002). A. Parallel
A considerable amount of sequenced photos not equally talented in terms of technical skill processing and peak performance in tennis,
of the hitting phase (several hundred for each Gambling, La, Gambling State University Press.
especially with regard to gaze control. La Rue, J. and Ripoll, H. (2004). Manuel de psychologie du
player) reveal that elite players not only seem sport. 1. Les déterminants de la performance
to follow the ball longer than other players Past studies in racket sports have already sportive, Editions Revue.
but also possess a characteristic posture of reported that experts watch the ball Lafont, D. (2007). High-speed photo analysis of top
the upper body: At impact, their head and differently. They differ from novices in eye player's gaze behaviour, Tennis Science and
eyes are turned in the direction of the hitting Technology 3, ITF, London.
fixation patterns and perceptual strategies Moran, A. (1994). The psychology of concentration in
zone. (Murray, 1999), analyse relatively little tennis, ITF Coaching and Sport Science Review, 5, 7-
information but focus only on the most 8.
Additionally, what contrasts with previous pertinent information (La Rue and Ripoll, Murray, J. F. (1999). Smart Tennis: How to Play and Win the
studies is that Federer and Nadal not only 2004), and show faster information Mental Game. Jossey-Bass, San Francisco, CA.
keep their eye on the ball up to the moment Stein, H. and Slatt, B. (1981). Hitting Blind: The New Visual
processing and decision making (Day, 1980). Approach to Winning Tennis, Beaufort, NY.
of impact, but after impact their head But, what is particularly interesting and Taylor, J. (2000). Prime Tennis: Triumph of the Mental
remains still and in the direction of the distinct from previous studies is that great Game. Writers Club Press, Lincoln.
contact zone. This 'fixation' on the contact players watch the ball and position their Weinberg, R. (2002). Tennis: Winning the mental game.
zone is the trademark of elite players. head differently, especially after impact. Oxford, Ohio: H.O. Zimman, Inc.

15th Year, Issue 43, December 2007 11

 Cognitive Techniques to Manage Performance
Anxiety in Tennis
By Dr Andrew Peden PhD
(Bolton Arena High Performance Tennis Centre, England, UK)
Have you ever noticed that once you become tongue for several more seconds. Can you POSITIVE MEMORIES
aware of something, the very act of noticing still feel your foot inside your shoe at the Another technique is that of trying to recall a
can make things seem worse? On a tennis same time? Almost certainly not, because the concrete and vivid pleasant memory in order
court, this is true of technique. For example, focus of your concentration has shifted. to provide a helpful distraction and instil a
one or two missed serves can take on feeling of relaxation and calmness on court.
extreme proportions. Mistakes cause us to Because it is difficult to truly focus one's Try vividly recalling the memory of a good
feel anxious; they trigger negative thoughts attention on more than one thing at a time, in serve as you are about to serve or of a well hit
of self-doubt regarding our ability; this leads situations where negative thoughts, self- volley as you step into the ball at the net. This
to tension and tightness in our muscles and doubt and a heightened awareness of is a variation of the psychological technique
therefore poor hand-eye coordination and physiological arousal are interfering with of visualisation which can distract you from
increased clumsiness. your ability to play, focusing on a single feelings of anxiety, decreasing muscular
object in as much detail as possible can help tension in the shoulder and arm, resulting in
This process then sets up a self-fulfilling refocus your attention away from the a better technique, a faster, more accurate
prophesy: negative thoughts and physical stressful situation. serve and the reduced likelihood of serving a
tension increase the probability of missing fault.
the very next serve. A vicious cycle has been Focusing on an object on the tennis court at
created from which it can sometimes seem times of intense or heightened anxiety or THOUGHT STOPPING
impossible to escape as we seem locked into stress offers an immediate distraction and a Under pressure, it is perfectly normal to have
repeating mistakes or else choose the faulty consequent reduction in feelings of arousal negative thoughts, laden by self-doubt. For
coping 'solution' of avoiding playing the shot and tension. Between points or at change example, how often have you known in your
with which we are having difficulty. rounds you can focus on anything you choose heart that you are going to double-fault on
- your shoe, sweatband, drink or racquet. For your second serve? I'm sure this has
The problem is that simply trying not to think example, during the break between games, happened to all of us. How often have you
about something once the thought has you could look at your tennis shoe and focus known that even though you were 5-2 up and
entered your mind can be very difficult on its size, shape, colour, the stitching or serving for the game, you would not be able
indeed - right now, try not to think about a logo. to hold your serve and your opponent would
tennis ball. What did you think about? A get back into the match and even beat you?
tennis ball, of course! The same is true of During the point, you will need to be focused These are examples of so called 'self-fulfilling
trying not to think about missing a shot. on the movement of the ball at all times. Put prophecies' - variation of negative self-talk
Thankfully, sport psychology has borrowed your entire attention into this task. Try that produces muscular tension and inhibits
from cognitive psychology to offer tennis focussing upon the writing on the tennis ball, coordination and produces mistakes. Self-
players of all levels and abilities a range of trying to read the maker's name as the ball fulfilling prophecies can cause the player to
distraction techniques to cope in such approaches. This might sound impossible, focus so much on what not to do that they
situations by changing our focus and how we but with practice, like any skill, the ability to somehow almost forget what they have to do
think. do so develops and will pay dividends in your - for example, they become so focused on
all round game as your focus and avoiding double-faulting that they lose all
Distraction techniques intervene in the coordination improve. sense of where they should serve; or they
vicious cycle of anxiety. They offer immediate become so focussed on getting the volley
management of symptoms and are a very SENSORY AWARENESS back into play that they hit it straight back to
helpful way of providing evidence that one A related technique is to focus on one of your their opponent and are easily passed on
has some mastery over negative thoughts senses - sight, sound, vision, taste or touch. either side. This kind of difficulty is not
and feelings. They provide an immediate Often the easiest to access is the sense of unique to tennis; it is common to all
sense of control and are particularly useful in touch, perhaps feeling the pressure of the individual sports in which negative automatic
situations where it is difficult to challenge sweatband on your wrist; or the grip of your thoughts can paralyse the athlete leading to
negative automatic thoughts. There are hand on the tennis racquet; or the the inability to play under pressure - in
several different types of distraction connection between your trainer sole and the tennis, referred to as 'choking'.
techniques, including focusing on an object, ground as you prepare to serve - therein
sensory awareness, positive memories and allowing immediate distraction from the Negative automatic thoughts are 'negative'
thought stopping. feelings of anxiety which inhibit because they are linked with unpleasant
performance. feelings; and 'automatic' because they enter
FOCUSING ON AN OBJECT your head quickly, without being invited,
Most distraction techniques require one to With practice, sensory awareness can involve pondered on or reasoned through. As you
focus on external factors. Try to focus right focusing on one's entire surroundings. Look become increasingly anxious, the negative
now on the sensation of your right foot inside around the court and ask yourself what you automatic thoughts become more frequent
your shoe. Spend several seconds really can see, hear, feel. Can you feel the racquet and more negative and can then dominate
focussing upon what you can feel. Now shift in your hand? Can you hear the thud of the thinking, destroy confidence and damage
your attention to the feeling of your tongue ball? Can you feel the sun and wind on your performance.
inside your mouth. Concentrate on your face? Can you smell the sweat in the air?

12 15th Year, Issue 43, December 2007

Sometimes, such negative thoughts can 'choking' in crunch situations. The more this SWAP: Immediately replace the negative
become repetitive and play on our minds so happens, the more anxious we become and thought with a positive statement such as, 'I
that they are difficult to shake-off; they set up the more likely we are to make mistakes - this can…' or 'I will…'
predictable patterns of behaviour including is the vicious cycle of negative thoughts,
anxious feelings and behavioural mistakes. BREATHE: Take a deep breath from the
stomach. This is important because it will
One way of preventing negative automatic allow you to associate relaxation with
thoughts dominating our way of thinking is to positive thinking.
use a technique known as 'thought REPEAT: Do steps 1 through to 3 every time
stopping.' Thought stopping is a simple you have a negative automatic thought. With
behavioural technique to help eliminate practice, this will become automatic and
various repetitive negative thoughts. negative thoughts will reduce and hopefully
Thought stopping is the process of eliminate themselves.
consciously and deliberately changing ways
of thinking in order to break destructive Remember, anxiety is normal - a universal
patterns of behaviour. It is a psychological response to a stressful situation. If you are
technique to reduce the negative impact of anxious it is likely that your opponent will be
stress. anxious also. However, you can learn to
manage your anxiety and reduce its impact
Quite simply, thought stopping involves on your game. The key lies in repetitive
replacing one thought for another - that is, practice. Because it is easier to practice in a
replacing a negative thought with a positive situation of reduced stress, begin by
thought. This helps clear the mind of practicing your psychological techniques in a
dysfunctional thoughts which increase practice hit or lesson rather than a
stress, whilst introducing positive thoughts competitive match. Once you have begun to
that aid relaxation and coping. master them, transfer your new found skills
into a match play situation. Review your
Try the following method - progress and consider what works best for
STOP!, SWAP, BREATHE, REPEAT. you. Remember, tennis is a sport played on a
court but a game played in the mind.
STOP!: When you experience an anxiety
provoking thought, say to yourself firmly,
Thought stopping is a simple behavioural 'Stop!' Say this loudly inside your head if to
technique to help eliminate various actually say it out loud would cause you too
repetitive negative thoughts. much embarrassment.

Observation of Training Sessions and Pre Match

Preparation at the World Team Cup 2007
By Philipp Born, Martin Heck, Malte Krüger, Veit Langholz, Philipp Zimmer
(German Sports University Cologne, Germany)
INTRODUCTION Our specific goals were to get a quantitative The equipment used included: an
Training sessions and pre-match preparation and qualitative overview of the practice of observation table, the appropriate writing
are critical aspects of successful performance world class players in a tournament week, to material, the practice and match time
for players of all levels. The observation of obtain a picture of the structure of a training schedules of each team, a video camera and
the similarities and differences between both session and to compare the results with the a stopwatch.
routines can provide useful practical results of the dissertations from the 1980s.
information to tennis coaches and sport The data included in the observation table
scientists on the key aspects that influence Specially, we made comparisons between were: Name and Nationality of the player,
match play. players or teams that had a match on the duration of the training session as well as of
same day with those that had their match the the different components of it. Furthermore
Hecker (1987) and Pfannkuch (1988) following day. we documented the intensity which was
conducted an observation of training divided in a scale from 1- 3 (from low, regular
sessions and pre-match preparation at the The WTC is played the week before Roland to high). The different components of the
World Team Cup in Düsseldorf, Germany. Garros and, because of this, is an important practice sessions were labelled as: general
tournament in the preparation for the second warm- up, stroke warm up, practice of all
These studies were the first systematic Grand Slam of the year. strokes (baseline, net, serve & return) as well
analyses of training sessions of top players. as match training. The same table and criteria
In the present study we observed the training METHODOLOGY of observation were used for those players
routines of professional players at the World Five investigators observed two practice who were just preparing for their match and
Team Cup (WTC) to compare current routines courts at one time. One observer was for players who were taking part of a normal
with those obtained by the two previous assigned to each player who recorded the practice on that day.
studies conducted 20 years ago. main features of the practice session from
start to end.
15th Year, Issue 43, December 2007 13
The main criteria for practice analysis were: Training Pre - Mat ch 1. The observed methods and durations of
volume, duration, frequency and intensity Pre par at ion training- and preparation- sessions of
which were scaled from 1- 3 (low, medium, Average session 81 min. 32 min. * professional players are absolutely
high) as well as the content and order of the duration 2007 applicable for amateur tennis as well.
training. As stated earlier we divided the Average session 83min. 45min. *
duration 1980s
2. Amateur players should adapt these
observed teams into two groups, one which Intensity 2- 3 1- 2 routines to their individual fitness level,
had matches on the same day and therefore and avoid excessively intense routines.
were only preparing and one which had no Table 1. Average duration and intensity. 3. The most important goal of the pre- match
matches on the same day and were practicing * The moment of the preparation was in both preparation is to acquire some rhythm and
normally. cases 2 hours before the match. consistency in the strokes as well as focus
and the ones evaluated in the present study. on the match and not to practice strokes or
In the training group we took data from the Conversely, the duration of pre- match tactics.
teams of Germany and Belgium and in the preparation has decreased by approximately 4. While pro players practice with high
preparation group data were recorded for the ten minutes. Observations of the intensity intensities on match- free days, amateur
teams of Sweden, Chile and USA. and the individual aspects of the pre- match- players should be careful with this practice
preparation indicate that these sessions are to fatiguing for the next match.
RESULTS rather light and not too demanding on the Note: This Research was supervised by Prof.
The data volume is too small to obtain players. One reason for this could be that the Dr. med. Karl Weber (German Sports
statistic significance. However, remarkable players are using the pre- match preparation University Cologne, Germany)
differences can be noted between match exclusively for gently grooving their strokes
preparation (MP) and training (T) as well as and acquiring some touch and consistency REFERENCES
between the data collected in 1980s and and not as technical or tactical practice. Hecker, T. (1988). Systematische Trainingsbeobachtung von
those of today, as shown in table 1. Weltklassespielern beim World Team Cup in Düsseldorf
1984 und 1987. Dissertation, German Sports University,
RECOMMENDATIONS FOR PRACTICE Cologne.
DISCUSSION The research conducted has helped us to Pfannkuch, K. (1987).Analyse einer Trainingswoche von
Results show that there has not been a Weltklassespielern vor einem Grand- Slam Turnier (French
identify several recommendations that can Open). Dissertation, German Sports University, Cologne.
substantial change between the duration of assist coaches and players to be more DTB (1995): Tennis-Lehrplan Band2Unterricht und Training,
the training sessions observed 20 years ago effective in pre-match and training routines: 7.Auflage, BLVVerlagsgesellschaft: Munich.

Spe cific aspe ct s of t he Spe cific aspe ct s of t he t raining

mat ch pre paration
General warm up Running, stretching, medicine ball and Running, stretching, football tennis (German team)
Theraband exercises (Chilean Team only)
Very low intensity and short duration (about 5 Higher intensity (II) faster periods, about 15 minutes
minutes)
Stroke warm up Baseline (low tempo and low strength Baseline (low tempo and low strength application, increasing
application, increasing continuously) continuously)
Stroke practice Nothing specific Division into groundstrokes, net- play, serve and Returns
Forehand/ backhand crosscourt, Forehand/ backhand down the
line, serves (basket), only a few returns
High number of repetitions
Higher intensity than in the preparation
Match training Points with serve Baseline- sets until 11 points
Sets (Belgian Team)
Table 2: Specific aspects of the sessions.

Training and Competition Log for Tennis Players

By Miguel Miranda (ITF Development Officer - COSAT, South America)
INTRODUCTION competition data enabling us to understand The log has two different parts: One is for
The concept of a training and abilities log is how these factors affect the tennis player, after a player has competed, and the other is
quite common in certain sports where it is and therefore, issues such as overtraining, for after they have completed a training
used to carry out detailed monitoring of changes in performance and the session.
training and competition processes. achievement or non achievement of pre-
established objectives, can be more easily Nevertheless, beyond individual details, the
The training log therefore becomes a explained. most important thing is that both coaches
fundamental tool in the design of a more and players use it as regularly as possible to
individualised, specific and well adapted We have set out below an example of a ensure that the training process and the
program that deals with the player's actual player's activity or training log. This should competitions in which the player takes part
abilities. be adapted according to the needs and are controlled.
interests of each individual player.
This document contains very valuable
information for both players and coaches as
it includes a great amount of training and

14 15th Year, Issue 43, December 2007

Player’s Name Date of the Report

OFFICIAL MATCH
Singles: [ ] Doubles: [ ] Tournament:
_______________________________ ___________

Opponent’s Name Country Ranking Result Round Duration

Analysis

TECNICAL - TACTICAL MY STRONG POINTS NEED TO IMPROVE

st nd
During serves (1 & 2 )
Rituals Spin & power
st nd
Percentage of 1 & 2 serves
Variety, positioning.
Direction - Centre, right and left
Receiving (Forehand & backhand)
Preparation Chip and charge
nd
How did I handle the power? With the 2 ?
When did I approach the net? How?
How did I handle weak serves ?
Both players at the baseline
(f/hand & b/hand)
Consistency Movement
Ability to attack and defend when necessary
Depth, changes in rhythm
Anticipating the shot Hitting the balls in
Use of spin Power
Were weaknesses exploited adequately?
Recovery after pressure
When the opportunity to approach the net
arose.
Did I take advantage of the opportunities
adequately? Did I react quickly?
Position at the net Ball control
Volley & smash (variations), approaching
shots?
When the opponent approache d net.
Variety of my shots?
Were shots anticipated?
Lobs (offensive/defensive) On the run?
PHYSICAL MY STRONG POINTS NEED TO IMPROVE
Speed Strength & Power
Flexibility Endurance
(Aerobic/Anaerobic)
Agility “Going for all the shots”
Reaction Balance
Explosive movements Coordination
Recovery Footwork
PSYCHOLOGICAL MY STRONG POINTS NEED TO IMPROVE
Concentration R outines
Positive self-talk
Competitive spirit …… Motivation
How did I react under pressure (emotional
control)? Did I enjoy the match?
How did I react to the environment?
How did I project myself on court:
Confidence
COMPETITIVE MY STRONG POINTS NEED TO IMPROVE
What game patterns did I use?
Did I vary my game?
Did I prepare adequately for my match?
(Tactically, Physically, Mentally)?
Did I adapt my game plan at all?
Anticipation, momentum, shot selection.
15th Year, Issue 43, December 2007 15
TRAINING
Tennis Training – Technical - Tactical
Partner’s Name(s) Country Duration of Session’s main Session’s secondary
session objective objective

If you played a match or some practice sets:

Opponent’s name Country Ranking Result Observations

Mark with a what you have done today:

Consistency GS Depth GS Speed – power GS

Direction GS Variety – Spin GS Serves – spin - consistency
Serve – direction Serves – Power 2nd Serves
Volleys & variations Half volley Smash & variations
Defensive work Drop shots Footwork exercises
Offensive work Returns
Total Time (in minutes) of today’s session Intensity (high-medium-low)

Did you practice 1.

anything else not
included above? How 2.
long? Does this
3.
include sets / practice
matches?

What did you do really well in

today’s practice session?
What do you need to improve
in tomorrow’s session?
What will you concentrate on 1.
in tomorrow’s session?
2.
3.

Physical Preparation
Have you completed your PP Yes No; reasons
programme?
If you did not complete your PP 1.
programme but did other activities or 2.
part of the programme instead. What
3.
were they? And how long for?
4.

Psychological work – state of mind: Depending on how you feel mark with a , ? ,or X:

Desire to train Emotional state of mind Concentration / focus

Self-confidence Relationship with others Positive state of mind
Working atmosphere Anticipation Clear objectives

Other important aspects: Depending on how you feel mark with a , ? ,or X:

Recovered Tired Sore muscles

Appetite Thirsty Cramps
Discomfort/pain Injured Sick
16 15th Year, Issue 43, December 2007
 Recommended Books and DVDs

BOOKS Tenis - Entrenamiento de la fuerza

mental. (Mental toughness training)
Tennis Training: Enhancing On-ccourt
Performance
Author: Antoni Girod Year: 2007 Authors: Mark Kovacs, W. Britt Chandler
Women's Tennis Tactics - Winning Language: Spanish Pages: 175 Level: & T. Jeff Chandler Year: 2007 Language:
today's game Intermediate/ Advanced ISBN: 84-7902- English Pages: 352 Level: Advanced
Author: Rob Antoun 277-9 ISBN: 978-0972275972
Year: 2007 Language:
English Pages: 211 Level: This book presents a Filled with action
All levels ISBN: 978-0- method for mental photographs to illustrate
preparation based on the the exercises and
7360-6572-6 most modern mental techniques, this book
training methods distils contemporary
This book helps players, available as well as on scientific research into
coaches, and parents observations of the top easily accessible
who are involved in players of today's game principles for designing
women's tennis at all levels. It's the first with the main goal of and implementing tennis
book to separate the tactics used in the "training the mind". The training programmes.
women's game from those used in the first part of the book covers the basic Sample programmes provide a highly
men's game. It provides various tactical mental preparation while in the second targeted, efficient, practical, and
strategies and tactical solutions and part discusses the specific mental individualised framework for every
includes numerous coaching tips and preparation. Three periods of mental competitive level, including junior,
drills. Each of the five game situations is management are covered: Pre-match-, collegiate, professional, adult, and
studied in a separate chapter. The book match- and post-match. In addition to the senior. Science is brought to the court
begins with the study of the tactical theoretical principles, the author with clarity and precision, informing and
options for a player when serving in presents many motivation and transforming on-court performance. The
chapter 1 and the tactics of the return in concentration practical tips in all three major purpose of this book is to bring
chapter 2. The following chapters deal match situations. The appendix includes over 300 tennis-specific scientific
with "playing the baseline", "playing the numerous mental training exercises that studies to the coaching community to
net", "opposing the net player", helping can easily be applied on- and off-court. help the coach, strength and
players to deal with the opponent's net This book is a great resource for both conditioning specialist, trainer, physical
attack and "developing a game style" by players and coaches and will help to therapist, medical doctor, and parent
progressing through the four key stages improve mental toughness in all develop the tennis athlete's fullest
of tactical development. It also includes situations and at all levels. potential. This book has a systematic
a "drill finder" which lists all drills shown structure with the introductory chapters
in the book. This book would be a good For more information contact: providing the basic terminology of
read for anyone who is involved in the [email protected] or visit: training and the principles needed to
women's game and who wants to get an www.edicionestutor.com understand tennis physiology.The
insight into the tactics of today's following chapters combine a review of
women's tennis. tennis literature on nutrition, strength,
speed & agility and flexibility with
For more information visit: practical exercises, drills and
www.humankinetics.com programmes.

For more information visit:

www.racquettech.com

DVDS
Know your own game (40'), Attack the all- court player (40'), Beat the baseliner (55'), Neutralize the net- rusher (50')
Author: Paul Annacone Year: 2006 Language: English Level: Advanced

Know Your Own Game sets up several match situations to assess your skills and determine the style you should play, and then it
solidifies your game with key drills and games you can use in practice. Attack the All-Court Player shows how to recognise their
patterns and capitalise on the opportunities created, as well as key strategies for the all-court game, the stroke production and
tactics, and the best drills and games to reinforce these skills in practice. Beat the Baseliner demonstrates how to recognise and
overcome these strengths for both the consistent and the aggressive baseliner, the key strategic situations in the baseline game,
and the best drills and games. Neutralise the Net-Rusher shows the key strategic situations and techniques used by strong net
players, and the best drills and games to reinforce these skills in practice. The series is hosted by Paul Annacone, coach of Tim
Henman and former coach of Pete Sampras.
For more information visit: www.humankinetics.com

15th Year, Issue 43, December 2007 17

 General Guidelines for Submitting Articles to ITF
Coaching & Sport Science Review
PUBLISHER introduction, main part (methods and procedures, results, discussion
International Tennis Federation, Ltd. / review of the literature, proposals-drills-exercises), conclusions and
Development and Coaching Department. references. Diagrams should be done using Microsoft Power Point or
Tel./Fax. 34 96 3486190 any other Microsoft compatible software. Tables, figures and photos
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between 5 and 15 references that should be included (author/s, year)
EDITORS where they occur in the text. At the end of the paper the whole
Miguel Crespo, PhD. and Dave Miley. reference should be listed alphabetically under the heading
'References' using the APA citation norms. Headings should be typed
ASSOCIATE EDITOR in bold and upper case. Acknowledgement should be made of any
Patrick McInerney research grant source. Up to four keywords should also be given.

EDITORIAL BOARD STYLE AND LANGUAGES OF SUBMISSION

Hans-Peter Born (German Tennis Federation - DTB) Clarity of expression should be an objective of all authors. The whole
Mark Bullock (International Tennis Federation - ITF) emphasis of the paper should be on communication with a wide
Miguel Crespo, PhD. (International Tennis Federation - ITF) international coaching readership. Papers can be submitted in
Bruce Elliott, PhD. (University Western Australia) English, French and Spanish.
Alexander Ferrauti, PhD. (Bochum University, Germany)
Brian Hainline, M.D. (United States Tennis Association - USTA) AUTHOR(S)
Paul Lubbers, PhD. (United States Tennis Association - USTA) When submitting articles authors should indicate their name(s),
Steven Martens (Lawn Tennis Association - LTA) nationality, academic qualification(s) and representation of an
Patrick McInerney (Tennis Australia - TA) institution or organisation that they wish to appear in the paper.
Dave Miley (International Tennis Federation - ITF)
Stuart Miller, PhD. (International Tennis Federation - ITF) SUBMISSION
Bernard Pestre (French Tennis Federation - FFT) Articles may be submitted at any time of the year for consideration for
Babette Pluim, M.D. PhD. (Royal Dutch Tennis Association - KNLTB) future publication. Articles should be sent by e-mail to Miguel Crespo
Ann Quinn, PhD. (Lawn Tennis Association - LTA) ITF Development Research Officer to the following e-mail address:
E. Paul Roetert, PhD. (United States Tennis Association - USTA) [email protected].
Machar Reid, PhD. (Tennis Australia - TA)
David Sanz, PhD. (Royal Spanish Tennis Federation - RFET) In calling for papers, the Editors ask that contributors adhere strictly
Frank van Fraayenhoven (Royal Dutch Tennis Association - KNLTB) to the guidelines. Views expressed by contributors are their own and
Karl Weber, M.D. (Cologne Sports University, Germany) not necessarily those of the Editors or publisher.
Tim Wood, M.D. (Tennis Australia - TA)
NOTE
TOPICS Please note that all articles commissioned for ITF Coaching & Sport
ITF Coaching and Sport Science Review considers for publication Science Review may also be used on the ITF's official website. The ITF
original research, review papers, opinion pieces, short reports, reserves the right to edit such articles as appropriate for the website.
technical notes, topical lectures and letters in the disciplines of All articles online will receive the same credit as in ITF Coaching &
medicine, physiotherapy, anthropometry, biomechanics and Sport Science Review.
technique, conditioning, methodology, management and marketing,
motor performance, nutrition, psychology, physiology, sociology, COPYRIGHT
statistics, tactics, training systems, and others, having specific and All materials are copyright. On acceptance for publication, copyright
practical applications to tennis coaching. passes to the publisher. Submission of a manuscript for publication
involves the assurance that it has not been and will not be published
FORMAT elsewhere. The responsibility for ensuring this rests with authors.
Articles should be word-processed preferably using Microsoft Word, Authors who breach this assurance will be ineligible for future
but other Microsoft compatible formats are accepted. The length of publication in ITF CSSR.
the article should be no more than 1,500 words, with a maximum of 4
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spaced with wide margins for A4-size paper. All pages should be
numbered. Papers should usually follow the conventional form:

ITF Ltd, Bank Lane, Roehampton, ISSN: 1812-2302

London Sw15 5XZ Selected photo credits: Paul Zimmer,
Tel: 44 20 8878 6464 Ron Angle, Sergio Carmona.
Fax: 44 20 8878 7799
E-mail: [email protected]
Website: www.itftennis.com/coaching

18 14th Year Issue 40, December 2006

 2007 ITF Worldwide Coaches Conference,
Asunción, Paraguay

Mark Bullock, ITF Wheelchair Development Officer, Doug MacCurdy, ITF expert, presented on integrated
presenting on-court about training for wheelchair tennis. on-court training.

Machar Reid, Tennis Australia, gave a number of There was a great representation of coaches from the
excellent presentations on biomechanics. worldover, with the Chileans having a great time.

Miguel Crespo presents out-going Tori Billington with flowers

to recognise her contribution to the ITF over 13 years.

15th Year, Issue 43, December 2007 19