My Coach - April 2010 issue

A SECTION DEDICATED TO TENNIS AUSTRALIA COACH MEMBERS Tennis Australia Coach Membership T: 03 9914 4191 F: 03 9650 1040 Email: coachmembership@tennis.com.au Website: www.tennis.com.au/membership

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Strong communication skills: why they’re a key for coaches

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The power of passion: former professional Kelly Bisinella loves to share her competitive spirit

57 What do you see? Stroke analysis 58 A new groove: helping social players iron out the kinks with new skills

61 Coach corner 62 Coach talk 64 Coach drills

A SECTION DEDICATED TO TENNIS AUSTRALIA COACH MEMBERS Tennis Australia Coach Membership T: 03 9914 4191 F: 03 9650 1040 Email: coachmembership@tennis.com.au Website: www.tennis.com.au/membership

Strong communication skills a necessity The ability to teach, organise and motivate players relies entirely on the ability of the coach to communicate effectively.

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MyCoach

Sven Groenefeld, who has worked with Ana Ivanovic and a range of top-names, is known for his communication skills.

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Australian Tennis Magazine | April 2010

ommunication is something that coaches rely on to help players’ progress. Not only do you need to have the attention of all your players when coaching, you need to be able to explain activities to them effortlessly in order for each player to understand.

Information is clearly received and understood by players when coaches display strong communication skills and exude confidence on court.

Ongoing and regular communication is the key to any successful relationship and coaches can either verbally or visually express themselves during coaching lessons.

“Communication is one of the most important things with your athlete. You need to make them feel that they can talk to you about anything, whether it’s good or bad,” High Performance coach Kelly Bisinella says.

There is no best way to communicate, but each coach needs to find a style that suits him/her individually and be flexible with using different styles interchangeably.

AIS coach Nicole Pratt takes this one step further and tailors her coaching

communication specifically to each player.

“It’s important for a coach to look at each individual and find out the best ways to communicate with them,” she says.

“You need to understand how they like to learn and what motivates or drives them to achieve success.”

Maintaining professionalism will help you gain the respect of your athletes which is quite important when you’re trying to maintain their commitment.

“There’s a fine line between being friends with them and still having the respect to maintain the work ethic that you want them to,” Bisinella says.

“Obviously there’s a difference between on and off the court. When you’re on the court, it’s ‘ok knuckle down’. They need to understand when you’re on the court it’s work and when you’re off the court there’s a different atmosphere.”

Verbal communication In group lessons make sure you wait until everyone is concentrating and ready to listen or watch. Then keep the explanation or demonstration brief, so concentration is maintained.

By varying your volume and tone to emphasise key words or phrases you will be able to engage players. Speak slowly and clearly, leaving occasional pauses and using words which players understand.

verbal) communication another element coaches need to establish.

Demonstrations which can be used to show people how to perform a particular skill, such as playing a forehand ground stroke, or how to perform a particular drill is one form of visual communication.

Displaying positive body language is an important way of motivating players and creating enjoyment during coaching sessions, so smile and show your enjoyment on court too.

You can use hand signals or gestures to show that a player has achieved a task.

Remain in a relaxed but alert posture; look energetic and interested throughout the lesson.

Communication checklist Verbal

4 Use consistent messages and instruction

4 Use players’ names 4 Use simple and direct messages 4 Focus on one thing at a time 4 Use understandable language 4 Repeat and summarise important points

4 Check for understanding 4 Use effective questioning 4 Use open questions 4 Use positive feedback 4 Give specific feedback 4 Be honest and believable 4 Have good voice projection 4 Vary the tone, volume, rhythm of your voice

4 Give appropriate praise 4 Tell players what to do rather than what not to do

4 Use appropriate styles of coaching for various situations

Visual (non-verbal)

4 Non-verbal message compatible with Rafael Nadal has a strong relationship with his coach and uncle, Toni.

verbal message

4 Show interest in the player’s message (active listening)

4 Use facial expressions appropriately 4 Smile often 4 Use body gestures appropriately (hands, arms) to enhance the message

4 Make appropriate use of body contact 4 4 4 4 4 4 4

(high five, pat on shoulder) Make good spatial use, distance from player Your clothes and general appearance should give a professional image Display good hygiene habits Make correct use of eye contact Maintain good body posture at all times Use correct equipment Show concern for the ‘performance’, the ‘effort’, ‘the player’, rather than just the outcome

Simplify your language when speaking to young children and avoid using slang or technical terms which players may not understand.

Ask questions to make players think about the information being given and allow for the two way conversation.

“So your players can receive the message

“It’s important for a coach to look at each individual and find out the best ways to communicate with them.” loud and clear you need to maintain eye contact and listen carefully to what they are saying,” Club Professional coach Mitchell Hewitt says.

“Be attentive as this provides players with a sense of significance, acceptance and respect.”

Being a trusted companion off the court is another way to keep the communication flowing during lessons.

“Demonstrate concern for your players.

Expressing an interest in their hobbies and activities away from the tennis court is an effective way to establish a closer relationship with players,” Hewitt says.

Visual (non-verbal) communication Players will generally remember more of what they see which makes visual (or non-

When communicating to a group of young players keep instructions simple and brief so that players understand and maintain concentration.

Provide one instruction at a time and show rather than tell, so that children can copy but look out for any startling confusion.

“When explaining activities or posing questions observe non-verbal cues to gauge the level of understanding. For example a puzzled expression might suggest that an activity is too difficult,” Hewitt says.

When communicating to a group of adults you can provide more detailed instructions and explanations, however an adult may not necessarily have a better understanding of tennis and simple instruction is recommended.

Beginners after all do start at all ages.

Australian Tennis Magazine | April 2010

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verbal message

4 Listen to the player 4 Use demonstrations to enhance the

Varying communication styles Coaches should vary their methods of communication according to the knowledge, understanding and maturity of the players.

Take into account whether you’re working with a group of young children, a group of adults or a group of more advanced players.

The Power of Passion

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the past four years, Bisinella has travelled with you get errors more frequently.”

Bisinella started off by representing juniors for the World Teams event in India and Czech Republic and also the Young Stars Tour to Scoresby in pennant. Since then she Europe for the under 14 age groups, along with played for four years at Donvale, then six years at Dingley where she some additional international tours.

“The tours are about international exposure was part of the team that won ella Club, n i s i for the athletes. Teaching the players on and off three flags and was a finalist on s B i Kelly rna Tenn and : e the court, it’s not all about just hitting tennis three other occasions.

Nam : Wanti nis Club balls,” she says. “It’s educating them on tour She then played for Grace b s n u b e l Clu leton T nis C n about professionalism, physical preparation, Park for six years, where e p T s i Tem rmere Tenn mance nutrition, psychology and most importantly how her team was a finalist in : e s d n n or Wi tio to manage themselves properly.”

Perf 2005 and won the flag in ifica Qual alia High Being a mother herself, Bisinella understands 2006, and she represented r Aust the difficulty for mothers to get out and enjoy Donvale last year. h Coac some exercise once they have their kids.

“When you get older it’s But with implementing the Tennis Victoria’s a little bit more taxing on your body,” Mums’ Program within her coaching program, 55 she says. “But I still enjoy competing at that to 60 women enjoy an hour of fitness per week. high level.”

“It’s a really good concept because a lot of Bisinella experienced her first taste of coaching mums don’t have the facility, once they have at 15 years of age at her local club assisting her Kelly Bisinella made her children, to come out and do an hour of exercise. coach Greg Duns.

The kids are entertained and that frees up the “I was coaching when I was younger to pay State Grade pennant debut mums to enjoy learning tennis with no external for my own lessons and to help out my parents. at 14 years of age and 21 worries,” she says.

It is expensive sport once you start travelling,” “So it’s really popular, the mums really enjoy she says. years down the track she is it because it’s an hour of fitness and learning But 16 years ago Bisinella travelled with her not only a coach, but still something new.” new born daughter Racquel around Australia Although Bisinella admits that running her to compete in the Australian Pro Circuit, now competes in State Grade own coaching business is hard work, working known as the Pro Tour. pennant competition. with a vast array of people has enormous “She travelled with me for those five years rewards. [before starting school], so she sort of lived and “I certainly enjoy what I do. It is great to see breathed tennis [with me],” she says. “She’s he way tennis is played has changed over all the kids at a club level continue to improve obviously been a fairly significant part of my the years and Kelly Bisinella has seen firstand progress into competition. I am fortunate hand the difference when facing players on involvement with tennis. I felt very blessed to to work with many different standards from have a little supporter on the sidelines.” the other side of the net. beginners to high performance level and all And after finishing travelling with tennis, “There’s a lot more power off the ground, the girls are hitting the ball a lot harder, whereas my Bisinella had a desire to become a primary school stages are rewarding for me as a coach.

And within her busy schedule, Bisinella will game was more finesse with slice and volley, but teacher, but her tennis coaching took off and she once again represent Donvale in State Grade had the best of both worlds.

I did have a big serve, so it’s definitely different,” pennant later this year.

“I was still working with children but the Bisinella says.

“I’ll definitely try and play for as long as I can, bonus was you were able to see many children “That’s why the young girls don’t particularly until my body falls apart I suppose,” she laughs. of different ages and a vast array like playing against me. I retrieve many balls, all of personalities throughout the at different heights and paces, so the ball is out week. It was not an entire day of their hitting zone. They don’t seem to cope commitment,” she says. “I quite with that as well.”

The fact that players today are used to the ball enjoyed that.”

“But from playing I wanted to coming back hard and into their hitting zone allows opponents with flair and a speciality shot give back something and that’s to succeed, but Bisinella admits the power game why I did the High Performance course because I wanted to is beneficial, especially when it’s consistent. work with the up and coming “Obviously power wise, if the girls were athletes and pass on my own Young Stars Tour in 200 able to hit consistently, maybe four shots that 9 (l to r:) Kelly Bisinella (coach), Ashleigh Barty, Nick Kyrgios, Jay Andrijic experience to them.” are really hard into the corners then I’d be , Thanasi Kokkinakis, Mic hael Tebbutt (coach), Stefani Stojic and Daniel Talens.

Being a Tennis Australia struggling. Obviously you’re waiting for an error National Touring coach for and when they’re younger and inexperienced

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Australian Tennis Magazine | April 2010

What do you see?

By the Tennis Guru

Head remains still and eyes focused on the contact zone.

Dynamic balance is used to move forwards and create a better net position.

Justine Henin provides the benchmark in world class backhands. Here you see the seven time Grand Slam champion execute a superb backhand volley that’s a great example for students of the game.

MyCoach

Shoulder rotation allows the stroke to be generated from the shoulder.

Arms begin to separate.

Left arm extends backwards towards the baseline and right arm extends forwards towards the intended target.

Australian Tennis Magazine | April 2010

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A New Groove Helping an experienced player eliminate habits that have become entrenched over many years is a challenge, but with patience and positivity it’s far from impossible. By Vivienne Christie

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tarting out with a young player, or one who is new to the game, can seem like a blank canvas. These fresh new players are generally free of firmly-entrenched habits and possess few – if any – preconceptions about teaching methodology. By applying their experience of technique progressions, demonstrations, analysis and continued correction, coaches can expect such players to make natural and steady progress.

But it’s often a very different scenario for social players who have already experienced the game. Many have nurtured certain habits for years and through constant repetition, developed instincts that are inherently incorrect. It’s at

to enjoy their games,” Rice explains of the social player. “I think it’s really important to build on what they’ve got. There are always improvements that can be made.”

Some players will keep battling away with the belief that having established their style over many years – whether it’s fully supportive of progress or not – there are limited opportunities for improvement. Others recognise that consulting a professional can help them find another level in their game.

“While they keep on playing the way they are, without any direction or instruction, they do plateau,” Rice says. “They need that bit of instruction just to see the little changes that can make a big difference.“

A positive approach There are a range of habits that might have crept into the players’ game, but focusing on the negative of that situation will only detract from enjoyment and confidence. “Look at

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Establishing new habits requires constant repetition, with regular review another essential step in the process.

Matching Roger Federer’s form might not be a realistic outcome, but every player can make improvements.

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the point where the player’s progress plateaus that they’ll often seek the services of a professional coach.

It’s a challenging scenario for the teaching professional but the client is paying for a service and approaches the situation with a justifiable sense of expectation.

And while you won’t necessarily turn that shaky serve into a lethal weapon, there are a number of ways you can help the social player alleviate habits that don’t support them.

Helen Rice, a Tennis Australia Club Professional Coach with more than 30 years experience, believes it’s important for both the player and coach to maintain a positive approach. “These people are out

what you can add, rather than what you can take away,” advises Rice.

Areas that many players will be seeking to improve include achieving consistency and adding power and control to ground strokes.

While that appears simple enough on paper, it’s important to remember that making those improvements can be an emotive experience for a player who has battled alone for many years. “There’s also a bit of fear attached to change at times, so you have to be understanding of that,” Rice says.

Realistic expectations For social players who have been playing for some time, the first step in correcting bad habits is establishing realistic expectations.

Many will be happy with their game in an overall sense and may come to you focused on improving only one aspect of it. They might also believe it will take just a handful of lessons to remedy the problems they’re encountering and will expect immediate improvements in a competitive environment. It’s a recipe for

Clear goals Once you’ve established the player’s desired outcomes, you can then finetune their goals even further. It’s worthwhile to ask the player why they sought your advice in the first place.

Give them a time frame on what they are trying to achieve, broken down into the steps they are likely to be taking along the way.

Instant improvements are an obvious objective but this is likely to be far from the reality; make it clear that the creation of a new habit can take months, possibly longer.

“You need to be patient,” Rice says. “It won’t just happen in one session. I just say to them that you’ve been doing it this way for over 20 years or more so it takes time to change the old way.“

Step by step Even if your client is only aiming to improve one particular aspect of their game, there will be many steps for making that improvement. Focusing on one step at a time is crucial, as the cognitive process of thinking then performing the task quickly becomes overwhelming when too much information is conveyed at once.

The Power of Patience The one piece of advice that top coaches will recommend to others, is the importance of patience in establishing new skills. There needs to be a lot of repetition, but there also needs to be an awareness of what’s achievable in the time frames available.

“We need to explain that they’re not going to be allocating the time that a top junior or

REMEMBER: n Establish clear – and realistic – outcomes with your players. n Be positive – speak about the creation of a new habit, rather than the elimination of an old one. n Work on establishing new habits outside the competitive environment. n Change is a step by step process. Work on one aspect at a time. n There are ranges of acceptability in stroke production; it is OK to teach different styles to different players.

a professional player will,” says Rice of the social players seeking coaching for the first time. “The most important thing is to be patient, realise that it takes time and not to have too high an expectation.”

Repetition then review Establishing new habits requires constant repetition, with regular review another essential step in the process. After warmup and stretching in a coaching session, it’s worthwhile to allocate a small amount of time to reviewing the skills learnt in the previous session.

This helps ensure the new habit is being established in the most positive way and assists your player gain confidence in their strokes – which is especially important when it comes to executing them under the pressure of match play.

Different strokes...

What’s a bad habit in one player will be an individual style for another. It’s up to you, the expert, to assess the effectiveness of a player’s technique, while recognising there is a range of acceptability in every stroke.

Consider, for example, that just as Roger Federer and Rafael Nadal both have exceptional but stylistically contrasting forehands, many social players will also have varied styles but a similar level of effectiveness. Teaching different styles to different players is not only acceptable, but a necessity in many situations.

Individual learning styles

Once considered a “bad habit”, the double-handed backhand is now common.

How bad is a habit?

Some players may come to you seeking to change a bad habit, only to discover that it’s not such a “bad” habit in the first place.

Consider that it wasn’t so long ago, for example, that double-handed backhands were generally regarded as a bad habit.

The success of Bjorn Borg, Chris Evert and Jimmy Connors soon changed that view, just as players like Novak Djokovic, Andy Murray and Maria Sharapova continue to do today.

Remember that a bad habit for one player may be fine for a different one.

Just as ythere are different styles of players there are also different styles of learning, so it’s important to determine whether you’re imparting the information in a way that will be of the most benefit to the player. Consider whether they are visual, kinaesthetic or auditory learners and channel your lessons accordingly.

Also remember that while some players thrive on discipline and will respond well to a commanding, authoritarian style of learning, others benefit more from a more interactive – and social – approach to learning.

There are many variables when it comes to player personalities and it’s especially important to take these into consideration during private lessons.

Helping a player to build self-confidence through positivity promotes the most productive learning environment. In the same way, providing fun and variety in every lesson helps them maintain interest and enthusiasm, to build a long-term relationship with your client.

Make it fun

Never too late

Remember that a positive approach is the golden rule that applies to any coaching situation – so it’s a point worth repeating often. For a player seeking to change a habit, that means constantly emphasising new skills rather than focusing on the old ones. It also means providing feedback in the most positive way.

Players who think it’s too late to make improvements into the styles established over a lifetime, might benefit from hearing the experience of Helen Rice’s oldest client, who sought her services at 87 years of age.

“He was just wanting to make a few little improvements and get some enjoyment,” she says. “I found it really inspiring.”

Australian Tennis Magazine | April 2010

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disappointment and the coach will often bear the brunt of that negative emotion.

It’s important, then, to be clear on the player’s desired outcomes. Some will require nothing more than a good workout, others prefer to focus on one single shot or tactic, while others still will approach you with the goal to change their game completely.

By understanding the player’s objectives from the outset, you can establish an environment that avoids potential conflict or disappointment.

Every second counts It is hard to mention time management without mentioning behaviour management – the two coincide – and coaches should strive to manage both to maximise on court activity.

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coaching lesson often plays host to unpredictable human interactions which can have an impact on the effectiveness of a lesson, especially in group lessons.

Keeping the students engaged and the transitions quick and effortless will benefit each student immensely.

Time management The first step is to plan your session within the time allocated for each lesson in advance.

Then once the session begins it is important to keep players on-task.

Players need to achieve some form of success though. If they don’t, they rarely stay on-task for a long period of time.

“It’s a complex issue the time management.

That said it’s properly one of the essential things to try to maximise your student’s learning abilities and objectives,” Club Professional coach Mitchell Hewitt says.

A challenge coaches usually face is determining how much time to allow for each activity, but this can be determined by considering the interests of the players and the amount of instruction time appropriate for the players’ level of proficiency.

If players are active and participating in the given activity and are meaningfully involved in the learning process you will usually find yourself holding a flowing class.

MyCoach

Transitions The key to transitions is that the coach must discover ways to move from one activity to another without wasting time or causing disruptions.

Good coaches make transitioning between activities appear effortless but this comes with practice. Once you master this smooth transitioning skill, players will be able to hit many more balls during their lesson.

“The transitions are so important. When you finish an activity the kids still need to be engaged during that transition,” Hewitt says.

“It needs to be quick, if you’ve only got 45 minutes or only half an hour if you’re doing school coaching, all these things need to be considered and if you don’t, it can really impact on your time management.”

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A big mistake beginner coaches often make is to bring players in to explain an activity, send them back out to get into position and then take more hitting time away by explaining the activity to players again.

“Then suddenly you’re 10 minutes behind.

Then you’ve got to play catch up and rush around and that impacts on what the students are achieving,” Hewitt says.

In order for activities to run smoothly and effectively the players must be very clear on what they must do, so provide clear and concise instructions and constantly monitor and provide immediate and specific feedback.

Time management coin cides with behaviour manage ment.

Behaviour management If your students are very well behaved and they’re listening to you then time management becomes a non issue.

“Half the battle in your time management is to deflect a lot of those issues that can arise,” Hewitt says.

“If it’s hot weather or it’s cold weather, if the children come in and they’ve got low energy levels or their energy levels are too high, then you’ve got to be able to implement a strategy to get them on task very quickly so it doesn’t impact on your time management.”

You need to try to be aware of what is happening on the tennis court at all times and become a master of multitasking so you have the ability to deal with a number of situations simultaneously and also have the ability to react quickly.

“You want to try and avoid having two students get five minutes of your time and two students get one minute. It’s a coach’s responsibility to settle that up,” Hewitt says.

“The coach that’s able to set the tone of the lesson, get everyone listening and get the transitions quickly and bring everyone in and explain it very clearly and spend a little bit of extra time being concise and clear with instruction, means students are a bit more capable.”

Engage players By beginning the tennis lesson with a motivating activity you will stimulate the interests of your players, but make sure that

you wait until you have captured the attention of all your players before explaining or demonstrating a skill or activity.

“We just try and engage them as much as possible. The teaching style that you apply or the activity that you do will impact on all those things,” Hewitt says.

Providing interesting lessons to your players and ensuring that they remain involved and are not distracted will assist with your time management.

“If you can manage their behaviour and engage them the time management fits in beautifully,” he says.

Consideration and pre-planning may also be necessary when pairing players together and you need to keep in mind their temperament, standard and ability.

Be aware of gender and the design and competitive nature of tennis activities. Boys often interact in a competitive, individualised and egocentric manner, while girls often interact in a cooperative, caring and sharing manner.

“It’s a universal approach so all those components need to be taken into consideration. Often if you overlook one it may be the one that throws the lesson into disarray.”

Coaches’ corner

Running successful junior development squads

Marketing your squad Design an invitation or expression of interest form for juniors who may want to join your squad. This should include a description of the format, who the coaches will be, the cost, the time frame, student/coach ratios, squad member expectations, squad outfits and selection process.

Mention things you will be doing or using in the squad which will make it more appealing than the average coaching program such as video analysis, fitness program, tournament travel, reporting. It can be beneficial to list the current members of the squad so it is clear what the level is, so incoming players know that they will be joining a challenging environment.

Duration: 1.5 to 2.5 hours either once or twice per week.

Student coach ratio: maximum of four students per court, per coach.

Fitness program: works very well in the squad environment up to 30 minutes per session.

However the fitness component should be planned, just like your on court sessions. As well as providing the necessary warm-up and cool down components, have measurable

components throughout the term like the beep test, court sprints etc. that you can provide results for.

On court Your aim will be to provide intense, challenging sessions with an emphasis on tactical and situation scenarios rather than technical analysis which is more appropriately addressed in a private situation. It works well to have themed courts that players rotate through.

The court theme may last from 30 to 45 minutes and typically commence with the delivery of the theme, with drills which are hand or coach fed producing intensity, progressing to situation drills in a rallying situation and then progressing to competitive situations.

Squad plan So that your coaches are well prepared for each squad session, a full term squad plan should be developed. This will include the court themes for each week, expected drills to do to produce the relevant outcomes, times of rotations, fitness testing nights, match play components etc. It requires many hours of work to produce a thorough full term program, however like any coaching plan, it is necessary to achieve well organised, specific sessions for the full term.

Keep it challenging From time to time, you may have a standout player in your squad, who, whenever there are match play sessions, is not going to be

HAVE NO REGRETS

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irstly, let me establish right at the beginning that while tennis for the majority and the masses is a wonderful sport for all players, ages, and standards, and potentially socially for life, it is absolutely true it is totally different for the player that has a dream of being elite, or one who is already elite. Tennis for this player requires a different attitude and superior physical and emotional strength. There are no shortcuts.

Tennis at this stage, and with this ambition, can be a brutal sport.

From a talent development perspective there are numerous factors to consider for coaches, players and parents. These factors can be broken into such areas, but not limited to, the technical, physical, mental as well as financial aspect.

Some of the areas such as work ethic, on-going commitment, gaining independence, dealing with travel, discipline, resilience physically as well as resilience in coping with the down times, are

Rodney Fahey believes squads are important for the development of junior players.

challenged enough. Develop a roster of inviting some older or past, very strong players, who would like to help out by being involved in match play sessions.

Reporting Whether it is by the way of a newsletter or an individual squad report, parents and the students will appreciate all feedback and results.

This should include all tested items throughout the term such as beep test results, court sprint results, singles match play results, doubles match play results, first serve speed, second serve speed, rally speed etc.

Rodney Fahey Tennis Australia Club Professional Coach Tennis Australia Talent Development Coach Stanhope Gardens Tennis Centre (NSW)

Warren Maher says tennis success requires long-term commitment.

all non-negotiable items. Add in the love of what you do, the genuine passion and competitiveness required and you start to realise that this is just the tip of the iceberg in developing talent at a serious level and maximising that talent.

To have the greatest opportunity of success and to at least be provided with a start at the ATP/WTA level, there can be no ‘dabbling’. It requires a long-term commitment. To promote, enhance and improve in these areas in talent development it’s crucial. Keep in mind currently in any one year there are, on average, only 60­­–70 Australian men and women who have attained an ATP/WTA ranking.

Behind the scenes you also have parental support, a strong and trusting network of coaches and experts to provide sound advice with the player in mind, plus the need for a strong understanding of the pathways and systems in place which may best suit the individual player

– all of these things need to be considered and assessed. In my view it is crucial to surround these players with the correct environment and people of the right character and goals to pull the entire package together.

At the end of the day there are no guarantees; if you do not have all of the ‘non-negotiables’ you do not have a realistic chance. My message is, in summary, work hard, be honest, and have no regrets. You do not want to be sitting somewhere when you are older and not know where you could have got to because of ‘what might have been’, or ‘if only I did this’.

Warren Maher – Tennis Australia Club Professional Coach, Boorandara Tennis Centre (Vic) Tennis Australia Talent Development Coach

Australian Tennis Magazine | April 2010

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unior development squads form an important component in assisting the development of the serious junior tennis player. The following is a guide in what I believe works well and may assist you in developing good formats, which juniors will want to be a part of.

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Local Advisory Groups Coaches share their views at a Local Advisory Group forum held in NSW in 2009.

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Tennis branded caps and water bottles

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ocal Advisory Group (LAG) forums in 2010 will focus on the coach/club relationship and will also incorporate a professional development activity.

All coaches, club administrators and volunteers are welcome to attend.

The first LAG forum will be held at the State Tennis Centre in Perth, Western Australia on Wednesday 14 April, which is linked with a professional development opportunity with Dr Bruce Elliott.

The first session from 1 pm to 2:30 pm will look at healthy club and coach relationships and an opportunity to review the “Your tennis toolkit” with Karen Clydesdale, Coach Membership Manager.

From 3 to 4 pm Dr Elliott will present a

session called ‘Key biomechanical factors in the building of an effective serve: theory at three stages of development’.

Please note this is similar content that Dr Elliot and Machar Reid presented at the 2010 Australian Grand Slam Coaches’ Conference.

The second LAG forum will be held at the Sydney Olympic Park Tennis Centre on Sunday 18 April from 10:30 am–2:30 pm. The first session will look at healthy club and coach relationships and an opportunity to review the “Your tennis toolkit” with Karen Clydesdale, Coach Membership Manager.

Tennis Australia Davis Cup Coach and National Men’s Coach Todd Woodbridge will be a special guest presenter.

ennis branded caps and water bottles are available for Tennis Australia coach members to purchase at discounted rates.

Visit australian openshop.com, select coaches and enter your coach membership ID number to view these products, which are perfect for giveaways at holiday programs, clinics at schools or as prizes.

You will receive a 20 per cent discount on bulk purchases of 25 or more.

EMPLOYMENT OPPORTUNITIES

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o place a coaching opportunity on the Tennis Australia website, please email details on the position, location, qualifications and closing date for applications to coachmembership@tennis.com.au. All coaching advertisements will be placed free for charge for Tennis Australia coach members and affiliated tennis clubs for up to six weeks, unless otherwise advised.

Tennis Australia coaching qualifications – 2009 graduates

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ennis Australia coach graduates from NSW and ACT were invited to attend the prestigious President’s Reserve during the 2010 Medibank International Sydney. The night allowed the 30 coaches who graduated from a Junior Development, Club Professional or Master Club Professional qualification to be recognised among their peers.

Steve Healy Tennis NSW President and Patrick McInerney Tennis Australia Coach Development Manager were in attendance to congratulate the graduates and award their certificates.

“It was an excellent initiative by

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Tennis NSW to host the coaches here at the President’s Reserve.

Recognising the course graduates in such a professional manner is a great way to congratulate them for their hard work and to welcome them to the industry,” McInerney says.

Joe Kubizniak Tennis Australia Coach Development Coordinator was also in attendance to congratulate the graduates and to introduce them to fellow coaches.

All graduates were then able to enjoy the hospitality and later take in the great tennis action at Ken Rosewall Arena. Tennis NSW and Tennis Australia wish all graduates the best in their future coaching endeavours. Congratulations.

Patrick McInerney (right) presents Stephanie Bengson with her Junior Development Coach qualification certificate.

Coach graduates from NSW and ACT.

Your Coach I Recruit a coach Good recruiting is key

With the tennis industry becoming increasingly commercial, greater emphasis needs to be placed on fostering healthy clubcoach relationships.

In order to establish and preserve healthy relationships, there are a number of key factors that should be considered by tennis coaches looking to establish themselves at tennis clubs, and for clubs looking to appoint a coach.

What’s your purpose?

Prior to going through the checklist, it is important the club clarifies the overall purpose of the coaches’ role. This needs to be decided on prior to looking at the recruitment or appointment process.

template and financial models for consideration fact sheet are also available online.

Build relationships between club and coach A qualified coach can add value

Evidence suggests that clubs that enjoy a wide variety of services offered by a qualified coach have a positive impact on the growth of the club.

Resources including initiatives to grow membership, how to develop a strong relationship with your coach fact sheet to the communication and review template will help your club to recruit a new coach and foster a strong working relationship.

Solve grievances

Resolve disputes before they arise Even with the best intentions, disputes can sometimes arise between tennis facility committees and coaches.

A contract gives both parties the opportunity to resolve issues and should identify clearly steps to be taken to rectify disputes. Without a contract, both parties could find themselves in a vulnerable position.

Help is here

Where do I get the grievance registration form?

Resources ranging from checklists, interview templates to résumé assistance and interview tips are available online to assist both clubs and coaches with the recruitment process.

The grievance registration form is available for Tennis Australia coach members to submit to the Tennis Australia grievance handling committee. Download the grievance registration form from the Your Coach section.

Appoint a coach

Become a Tennis Australia qualified coach

Tennis Australia has developed a contract for service template to assist coaches and clubs to develop a strong and healthy relationship.

Arguably, the coach is the most valuable asset for any successful tennis club. Service providers are more than court hirers, they are an integral element of successful tennis club operations.

Details on how to complete a coaching qualification and become a Tennis Australia certified coach. This ensures the coach will practice the latest coaching methods in a safe and friendly environment.

Appointing made easy

contribution to the development of their coaching philosophy, the way they conduct themselves on and off court, in addition to developing their tennis coaching skills and knowledge.

The Tennis Australia Coach Mentoring Program aims to provide individualised professional development for coaches working at all levels. Criteria details are available online along with an expression of interest form.

Get an Advantage with a Tennis Australia coach

A

ll Tennis Australia coach members would have received their ‘Get an Advantage with a Tennis Australia coach member’ poster, lanyard and stickers. Go to tennis.com.au to view the ‘Get an Advantage with a Tennis Australia coach member’ advertisement which you can use to promote your business in your local newspaper or local schools. Email coachmembership@tennis.com.au to request your personalised advertisement.

Whether you’re only just starting out or a super star in the making, you’ll want a Tennis Australia coach member on your side. They have the highest qualification, which means they have the technical expertise to develop your skills faster than ever. You’ll benefit from a first-class coach that can help you maximise your potential and give your game that extra advantage.

Coaching terminology In Australia there is a range of coaching terms used with a list available for download.

What’s in the template?

Coach membership

The template provides optional clauses for inclusion such as: • term of contract • services to be provided • obligations from both parties • shared objectives • transferral of the business or assignment • dispute resolution and termination.

In addition to the contract for services template, the club and coach objectives

Find more information about Tennis Australia Coach Membership online or email coachmembership@tennis.com.au for details.

MyCoach

t’s vital that coaches and clubs work together for the benefit of their club.

Successful tennis facilities are those where there is a strong mutual respect between club and coach with the coach being at the heart of club activities.

There is a dedicated section on tennis.com. au called Your Coach – tennis.com.au/yourcoach – where you will find the following information.

Join our mentor program Coach Mentoring Program

Each coach has an individual who has assisted them in their coaching journey.

This person has often made a significant Australian Tennis Magazine | April 2010

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Passing shots

By Duncan Sillato, Tennis Australia Club Professional Coach Stage: encourage (10–12 years), enhance (12–15 years), cultivate (15–17 years) Focus: targeted passing shots, movement at the net, perception/anticipation Equipment: none Time: 10 mins

Objective To hit a clean passing shot past an opponent who is already in a volleying position.

Description 1 (Lleyton) • Coach feeds ball to the baseline player, who attempts to hit a passing shot.

• If the volleyer even gets a touch on the ball, they are safe and the next ball is fed.

• The baseline player has to keep going until they hit a clean winner (no lobs).

Description 2 (Rafa) • Same as before, only the baseline player has to cover 60-70 per cent of the baseline with their forehand only – no backhand passes allowed.

Description 3 (Roger) • Volleyer now starts off at the service line and needs to move in and split-step on each feed.

• The ball is not allowed to bounce on their side, which opens up the option of a low, soft ball for the baseline player.

Description 4

MyCoach

• So far the volleyer has not been rewarded for making the volley. In this last progression, the volleyer had to make the volley but is open to the clean winner on subsequent shots.

• Game is played to five points or until a passing shot is played.

Key

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Coach

Coach feed

Ball direction

Player

Thrower/Catcher

Player movement

Australian Tennis Magazine | April 2010

Spot markers Drop down lines

Buckets Hoops

Approach the net

By Sue Davey, Tennis Australia Club Professional Coach Focus: consistency, patience, making the most of short balls and building confidence to volley Stage: develop (7–10 years), encourage (10–12 years) Equipment: modified balls, drop down lines Time: 10 mins

Objective To build up rhythm and focus on rallying then approach the net on a short ball and make the most of the opportunity to attack.

Description 1 • Three balls must be rallied between the service line and the baseline before players can advance to the net to win a point.

• Players advance to the net after a short ball is played by their opponent.

• Playing half court down the line.

Description 2 • The player who approaches must hit their first volley deep past the service line.

• The opponent can add a lob i.e. vary shots or drop ball at the player’s feet.

• The winning volley receives two points if you’re focusing on volley success.

• The winning passing shot receives two points if you’re focusing on passing success.

Description 3 • Add a point system, best of five points.

• Change to crosscourt to add inside out forehand, angles, spin, moving opponent around the court with short angles or depth.

• Encourage the opponent to move forward and volley the volleyers first shot if the ball has been hit at their feet.

• Can play as a doubles pairing or have two separate games playing at the same time for maximum playing opportunities.

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MyCoach

Description 4