Addvantage 1991 August

AUGUST 1991 The Trade Magazine of Tennis-Teaching

The CTS Lightning: Pow~r and Finesse.

It's the high-performance, powerful mid-widebody with ultimate comfort and feel. The result of three advanced racquet technologies: 1. Constant Taper SystemTM (CTS)-enlarges the sweet spot 30% for more power. 2. Double BridgeTM/Eiastomer Throat-dampens both string and frame vibration. 3. Cushion Grip SystemTM-absorbs shock 85% better for more comfortable play. Available in mid-plus and oversize. ,&, See your dealer or caii1-800-2-TENNIS. " " ' Prince. The Exclusively Endorsed Rac quet of the United States Professional Tennis Association. © 1991 Prince Manufacturing, Inc.

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PTIDCB® Playing in the Zone:

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The Trade Magazine of Men and Women Tennis-Teaching Professionalsn•

Volume 15- Issue 8

August 1991

The Voice Of The Tennis Teaching Profession NATIONAL BOARD OF DIRECTORS President

Jack Justice

First Vice President

Gordon Collins

Vice Pres1dent

Dave Sivertson Kathy Woods Cliff Drysdale Will Hoag

Secretary/Treasurer CEO Legal Counsel

On the Cover...

Fitness testing is just one aspect of sport science.

Read more about sport science starting on page 21 .

Photo courtesy of Quintan Instrument Company.

FEATURES

Phil Lancaster Tim Heckler Paul Waldman

4 5

Rich Fanning

Coordinator of Tennis Teacher Development

Allan Henry

Communications Coordinator Public Relations and Marketing Magazine Coordinator Business Operations Corporate Services Manager Corporate Secretary

Shawna Riley

1991 USPTA NATIONAL CONVENTION It's closer than you think!

WORLD HEADQUARTERS Director ol Operations

CONVENTION REGISTRATION FORM

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8

GOLFTOURNAMENTENTRYFORM MENTAL TOUGHNESS PERFORMANCE RATINGS

by TOM DAGUS

John Tamborello

10 16

USPTA HOSTS BUSINESS SCHOOL

Bob Ellis

MALIVAI WASHINGTON AND THE SEMI-WESTERN GRIP

Christi Call

New grips affect the modern power game of tennis

Michelle Tanner

Barbara Casey

19

PRACTICAL STRATEGIES FOR DEVELOPING SELF-CONFIDENCE

Computer Services and Club Relations

Kathy Buchanan

Membership/Education Assistant

Sharon Duste

SPORT SCIENCE

Membership/Education Assistant

Karen Mahon

21

SPORT SCIENCE- A VARIETY OF SPECIALITIES AFFECTING TENNIS

Membership/Education Assistant

Vicki Tristan

·22 24

USPTA HOSTS SPORT SCIENCE SCHOOL

Financial Manager

Renee Heckler

Director of Certification and Academies

George Bacso

Co-Director of Academies Advertising/Marketing Information

Bill Tym Phone (713) 97 -USPTA

ADDvantage is published monthly by the United States Professional Tennis Association.

For information. write World Headquarters One USPTA Centre 3535 Briarpark Drive Houston, TX 77042 phone (713) 97-USPTA, or fax (7 13) 978-7780 Office Hours: 8:30-5:00 CST Copyright© United States Professional Tennis Association, Inc. 1991 . All rights reserve\;!.

Reproduction of any portion of this magazine is not permitted without written permission from the publisher.

by JIM TAYLOR

AN INTERVIEW WITH DR. JIM LOEHR

DEPARTMENTS 3 7 12 15 28 30 32

PRESIDENT'S MESSAGE POLLING THE PROS QUIZ DATES THAT RATE DRILLS INDUSTRY ACTION CEO'S MESSAGE

EXECUTIVE COMMITTEE NATIONAL BOARD OF DIRECTORS JACK JUSTICE Preside nt (803) 642-7171.

DAVE SIVERTSON Vice President (512) 453-7246

CLIFF DRYSDALE Vice President (919) 256-6735 .

PHIL LANCASTER Secretary/Treasurer 61 -50 -222-577

PAUL WALDMAN Legal Counsel (212) 354-8330

GORDON COLLINS First Vice President (408) 395-7111

KATHY WOODS Vice President (908) 329-9146

WILLHOAG Vice President (305) 564-1271

ROD DULANY Past President (703) 524-3227

TIM HECKLER CEO (713) 97-USPTA

DIVISION PRESIDENTS AND REGIONAL VICE PRESIDENTS - - - - - CALIFORNIA DIVISION

MIDDLE STATES DIVISION

PACIFIC NORTHWEST DIVISION

DONGOMSI President

BECKY DESMOND President

CRAIG KOESSLER President

(714) 792-4829

(215) 269-8037

(503) 223-6251

HANK LLOYD Regional Vice President

ANDREW POGONYI Regional Vice President

TED WATSON Reg ional Vice President

(714) 535-7740

(215) 233-3191

(206) 292-0473

EASTERN DIVISION

MIDWEST DIVISION

SAN DIEGO DIVISION

GORDON KENT President

JIM DAVIS President

JUDY PRESTON President

(212) 293"2386

(419)865-1141

(619) 565 -2260

STEVE DIAMOND Regional Vice President

KIRK ANDERSON Regional Vice President

DON HENSON Regional Vice Presid ent

(201) 857-7476

(513) 323-3413

(619) 435-7 133

FLC RIDA DIVISION

MISSOURI VALLEY DIVISION

SOUTHERN DIVISION

WOODY NEWSON President

JAIME VARGAS President

FRED BURDICK President

(407) 468-1525

(314) 449-1332

(404) 832-6570

MARK McMAHON Regional Vice President

JOHN WILLIAMS Regional Vice President

RANDY STEPHENS Regional Vice President

(407) 468-9227

2

. (405) 242-5153

(912) 474-5075

HAWAII DIVISION

NEW ENGLAND DIVISION

SOUTHWEST DIVISION

DINO BONDALLIAN President

HOWARD BURNETT President

JOE LONG President

(505) 822-0455

(808) 322-3441

(603) 772-6191

DAVID PORTER Regional Vice President

DAVE FLEURY Regional Vice President

(808) 293-3755

(207) 846-3675

(602) 840-6412

BRIAN CH ENEY Regional Vice President

INTERMOUNTAIN DIVISION

NORTHERN CALIFORNIA DIVISION

TEXAS DIVISION

JOE THOMPSON President

DAVE HOUSTON President

RON WOODS President

(303) 278- 11 30

(415) 388-1727

DAVE ROM BERG Regional Vice President

BILL RAPP Regional Vi ce President

(303) 761-9900

(415) 364-6272

MIDDLE ATLANTIC DIVISION

NORTHWEST DIVISION

CHIP KING Preside nt

RAJAN KESWAN I Pres ident

(703) 273-2056

(612) 426-1308

TED MEYER Reg ional Vice President

STEVE WILKINSON Regional Vice President

(804) 320-3244

(507) 931-1614

(512)991-7561 BOB KING Regional Vice Pres ident

(713) 622-5921 JIMREFFKIN Past President ( 1988) (602) 791 · 4896 MIKE EIKENBERRY Past President ( 1986) (703)893-4428 BILL TYM Past President (1984) (615)297-3340

president's message

Sport Science A basic requirement for today's teaching pro

Jack Justice, President

The applrcation of sport science to the game of tennis is providing a wealth of new considerations for tennis teachers, recreational players and touring pros.

Sport science is no longer a phenomenon reserved for the professionals on the pro circuit - it's now something that has attracted the young local competitors as well as those club members who want to improve their game. It seems to have grown along with the movement of health and fitness that has swept our country, causing many people to more c losely study the potential benefits of their chosen leisure time activities. People don 't just want to play tennis - they want to know how the sport will affect their overall well being, and they want to play with optimum efficiency and safety.

As professional instructors we are eager to provide our students with new techniques and technology. And , as USPTA members, we need not look any further for the advice than our own members - those who are experts in their respective fields.

Jack Groppel , Jim Loehr, Paul Roetert and Ron Woods can inspire us to implement our new-found knowledge of biomechanics or mental toughness training i our own lesson programs.

Learning about the latest trends, whether it be from a Specialty Course or from an

article in ADDvantage, gives us the unique ability to add an innovative perspective to . our current teaching programs. By delivering new information, we can create excitement in our students, which will generate new and continued participation in tennis.

The area of sport science and sports medicine is changing rapidly - not unlike the advances in equipment technology. We need to stav informed to be effective teachers.

In a few years, we will be able to look back on the subject of sport science and wonder how we did without it Something not unlike the thought of playing a few sets with a standard sized wood racquet todayl Last month , I suggested that you take the Levell Sport Science Competency Test that is offered by the United States Tennis Association (USTA). And, since this issue is devoted to sport science and details the recent Sport Science School held at our World Headquarters, I thought it provided the perfect opportunity for me to once again remind you of fhe test After you complete the requirements for the test, you will be able to add this valuable training to your resume. I also know the USTA would value your comments concerning the test, and we must provide as much feedback as possible in order to jointly promote the use of sport science and its use in the Player Development Program.

Before I close, I would like to encourage each of you to mark your calendars for this year 's USPTA National Convention, set for September at Hilton Head Island, S C Please join me and the 2,000 plus fellow professionals for the big event, which promises to be the best convention yet Come and partake of all the excitement that has been planned especially for you . You 'll be able to live out your vacation fantasy, meet old and new friends, rejuvenate your professional enthusiasm, fulfill educational requirements and listen to an amazing list of world-renown tennis personalities scheduled to speak at our convention .

So, make plans to join us at Hilton Head for some fun, sun, sand and tennis. Be therel P S If you get the chance , please help me thank your national Board of Directors and Executive Committee for giving me a great first year as your president I hope each of you will continue to write and let me o know how things are going. Thanks.

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For the latest in TENNIS-TEACHER EDUCATION Don't Miss The USPTA National Convention

Marriott's Hilton Head Resort, in the Shipyard Plantation on Hilton Head, S.C., is the setting for this year's USPTA National Convention.

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Enjoy all the amenities of this magnificent resort, while benefitting from a wide variety of educational seminars designed to maximize

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your teaching and business skills for use in the 21st ¡century. Make your room reservations by filling out the hotel reservation form

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in your June or July ADDvantage. These rates cannot be guaranteed after August 15, so make your reservations early. If you are interested in sharing a room, contact the US PTA World Headquarters at (713) 97-USPTA for details.

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It's not too late to register at the door.

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Address

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City

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Name

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Phone

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USPTA Membe'

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Member

$180

$

Non-member

195

Payment Options:

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Make check or money order payable to: USPTA OR, please charge my! _ _ MasterCard _ _ Visa

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_ _ Spouse/Significant Other $1 00

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(Spouses/Significant Others must register in order to receive a fantastic package of parties and products.)

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L ________ ~ngthiscoup~oth~S~Con~ntio~gist~tionDe~--¡ ------~ 4

Convention 1991 It's Closer Than You Think!! ... And in more ways than one . The 1991 USPTA National Convention is one month away, and there 's simply no excuse for missing the event. Hilton Head is located near major airports, train depots and many major highways.

Sizzling in September Hilton Head is known for its year-round warm climate , and the temperature can cl imb into the mid-90s easily in September.

And don 't forget, the humidity is very high and makes it feel even warmer. Better pack your coolest clothes, and plan to drink lots of water, especially if you are playing tennis.

Planes, Trains and Automobiles Traveling to Hilton Head Island is as easy as picking up the phone and calling SIS Travel at (800) 338-6996. These travel agents can still get you a great deal on travel arrangements to either Savannah , • Ga. - the closest major airport - or the Hilton Head Municipal Airport on the island.

If you need to rent a car, SIS can assist you in that as well. Don 't forget the shuttle from Savannah to Hilton Head Island! The Hilton Head Shuttle can get you to the convention

inexpensively, if you feel you will not need a car once you get there.

If you are the adventurous type , a bicycle is the perfect way to see the island . Bicycles can be rented inexpensively from the Marriott Resort at Hilton Head, and the island has miles of trails and sand packed beaches for exploring.

Celebrities Boy, do we have celebrities. Major tennis influences including Arthur Ashe , Billie Jean King , Peter Burwash , Clarence Mabry, Stan Smith, Nick Bollettieri , Vic Braden, Ron Holmberg ... and the list keeps going. Just added to the list of speakers is Cliff Drysdale . Drysdale was one of the top tournament tennis players in the late '60s and early '70s, was the first president of the Association of Tennis Professionals (ATP) , and is currently a commentator on ESPN .

Drysdale 's diversity of work within the tennis industry should prove to be of interest to any tennis professional.

Education By attending the convention seminars, and just one Specialty Course, you will complete your Continuing Education credits

for the next three years! The seven Specialty Courses will provide you with worthwhile information that you can use the day you get back to work. The Specialty Course Instructors are the tops in their respective fields: Jack Groppel, Bill Tym , George Bacso, The American Red Cross, The Franklin Learning Institute, Drew Sunderlin and Kurt Kamperman can help you become a better tennis professional.

Did We Mention Fun? Plus, you have the opportunity to meet tennis pros from all across the country, play in the National Championships and the National TeamTennis Championships, see some top celebrities and have fun at a great resort. And don't forget the hysterical entertainment of the Battle of the Divisions Lip Sync Contest! You won't want to miss this year 's convention or be left out of all the fun , entertainment, parties, tournaments, awards¡ and great line up of speakers this year's convention offers.

The convention is an educational opportunity that you can 't pass up! Fill out the registration form on the facing page and join us in Hilton Head.

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5

Take a break from the clay courts, head for the grass.

Take your best shot 1n the USPTA Golf Tournament The championship course at Shipyard Plantation is the setting for the sixth annual USPTA Golf Tournament. Every hole is a unique challenge. After a hard day on the COL\rtS, retreat to the course and tee up for a gr~at day of golf.

WHEN :

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GOLF TOURNAMENT ENTRY FORM

ENTRY FEE:

Tuesday, September .1 7 Noon to 6 p.m. $50 (to cover greens fee , cart fee , tournamenr preparation , scoring and prizes)

GOLF CLUB RENTAL: ENTRY DEADLINE:

$20 per set September 5

All golf tournament players must register for the USPTA Convention.

See form on page 4.

Name Division

Member #

Handicap

Average Score

I will need to rent clubs:

D

Yes

D

No

Please complete and return this form along with entry fee to: USPTA World Headquarters One USPTA Centr£ 3535 Briarpark Drive Houston, TX 77042 _______________________________________ _j 6

_JL SHIPYARD GOLF

W

& RACQUET CLUB

~ POLLING

THE PROS In our continuing efforts to update our knowledge of our members and their needs, we would like you to answer the following questions and return them to the USPTA World Headquarters.

1. At what type of facility do you work?

2. How many tennis courts do you have at your facility? (Fill in appropriate numbers.) _ _ clay _ _ synthetic clay _ _ grass _ _ hard ¡ _ _ asphalt _ _ concrete

_ _ Supreme _ _ indoor _ _ outdoor _ _ lighted _ _ other _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Total _ _

3. How many teaching professionals are at your facility?

4. What is your title? - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 5. Who maintains your courts? _ _ myself _ _ facility's crew _ _ contracted out 6. Is your complex open seasonal1y or year-round? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ If seasonal , what are your operating dates?

7. Do you use ball machines? _ _ _ _ _ _ _ _ _ _ _ _ _ If so, what brand? _ _ _ _ _ _ _ _ _ _ __ 8. Do you use ball machines in your l e s s o n s ? - - - - - - - - - - - - - - - - - - - - - - - - - - 9. Doyouchargeforballmachineuse? - - - - - - - - - - - - - - - - - - - - - - - - - - - 10. Do you use videotaping in your lessons? _ _ frequently _ _ sometimes _ _ never 11 . Do you utilize teaching aids in lessons? (i.e. net extensions, mini /short court tennis kits, tennis tot kits, etc.) lfso, whatdoyouuse? - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 12. What additional facilities does your center have? (i .e. weight room, pool , aerobics, etc.) _ _ _ _ _ _ _ _ _ __

13. Does your facility host tennis tournaments?

If so, what kind? _ _ professional / ATP /WTA _ _ USTA sanctioned (junior, adult) _ _ teaching pro circuit _ _ local league tournaments _ _ charity tournaments _ _ pro-am _ _ other - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 14. Are you involved with other tennis industry associations (CMAA, IRSA, ITCA, NFWT, USRSA, USTA, etc)?

If so, which o n e s ? - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Name _ _ _ _ _ _ _ _ _ _ _ _~-----------Address _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ City_ _ _ _ _ _ _ _ _ _ _ _ _ _ State _ _ _ Zip _ _ _ _ __ Thank you for your assistance in this survey.

Send surveys to USPTA Operations Department, One USPTA Centre, 3535 Briarpark Drive, Houston, TX 77042

7

Mental Toughness Performance Ratings

By Tom Daglis Mental Toughness remains a controversial issue in coaching today. There are many applications of mental toughness, as well as definitions for the term . The following information covers four areas that can improve and enhance your students' mental toughness. The fourth and final area utilizes, what I feel is, a unique approach.

Physical The first area deals with a physical approach . Have your students play sets, matches, etc., and pi?Y points entirely based on score. For example: the server must serve and volley when the score is even or if he/she is ahead by one point; the receiver must attack and approach on the return when he/she is ahead by one point.

Whether the above guidelines for play situations are correct or incorrect has little consequence . The fact that you are forcing a student to try a play situation , allows that student to expand his or her capabilities, and we all know that most players will only play a style they are comfortable withl Change the guidelines whenever you see fit.

Imagery The second area involves the use of imagery. In a classroom situation , have your students close their eyes Now, as the coach , specifically explain a playing situation . For example: you are at game point.

The rally has extended eight times over the net. Your opponent charges on his shot to take the net. You are extended as you chase the ball , but decide you must go for the winner. You drive the ball down the line and watch it bounce in the back corner of the court beyond the outstretched racquet of your opponent. Your gamell Using imagery to see successful play situations results in the same feeling of success in a match.

Visual A third area is visual. Use .a video recorder to tape a wide variety of each stu dent's shots. Be sure to tape the student's favorite shots and the hitting of winners.

Now edit the tape so that when the video tape is replayed, it shows only the student's best shots and winners. Each student should now have a short personal video. Before

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8

each important match, play the edited video for each student. This positive reinforcement starts the adrenalin pumping and gives the player a good feeling before the beginning of the match .

Performance Ratings The fourth area of mental toughness is " Self-Performance Ratings vs. Peer Performance Ratings." I started these performance ratings because of an interesting circumstance . I was coaching a practice match between two of my students. I asked Player A to tell me which of his strengths he was going to use in the match. Player A told me he was going to run around and hit as many forehands as he could . Then I asked his opponent, Player B, to tell me which weakness of Player A was he going to exploit. Player B told me that Player A has a weak forehand and that he was going to play as many balls as he could to his opponent's forehand! I realized then that a player's personal assessment of his game was very different from his peer's assessment. I decided to try the following experiment: I had eight players come out for a singles round robin . I gave each a sheet of paper and asked each to rate their own game in six categories: 1. Forehand 2.Backhand 3. Serve 4. Volley 5. Mobility (court coverage) 6. Match Play (competitiveness, court sense) The players had to use a rating scale that I provided, and were instructed to rate each category on a scale of 1 through 4. The ratings were defined as follows: (1)

- below average, considered a weakness, not much confidence.

(2) -average, the player can get away with this without always getting in trouble .

(3) - above average, the player depends on this.

(4) -definite strength, when people describe you, they associate you with this trait.

This gave me a SPR- Self Performance Rating -for each of the eight players.

Next, the group proceeded to play a twohour round robin.

I then gave each player a sheet of paper with the categories outlined for each of the players and had them take 15 minutes to complete it using the same rating scale.

Each player submitted this form without signing their names to it, and I determined an average rating for each category per player . This gave me a PPR - Peer Per-

PLAYER

FH SPR

BH PPR

SPR

PPR

formance Rating - for each of the eight players.

Finally, I compared each player's SPR vs.

PPR. (see fig. 1) Results Players often have their own opinions of their strengths and weaknesses, but their opponents perceive them differently.

When a player's .SPR was lower than their PPR , it meant that the player's own assessment of his category showed his lack of confidence , however. his opponents thought highly of it This could lead to the player developing confidence in his perceived weakness, utilizing that category more often .

When a player's SPR was higher than their PPR, it caused a student to question his or her ability in the specific category(ies) which garnered this type of score. This may lead to the player spending more practice time in the areas in question.

The comparison enabled players to develop alternate match strategies and expand the use of their tactics.

By analyzing the information, players cou ld become smarter without changing any stroke mechanics.

It is important to stress to your students that rating your peers is a totally subjective conce pt and that each student should give an honest opinion for each rating. Because there are always certain drill groups that are more serious than others, the instructor should ¡ se caution in determining the se lected group(s) that he/she implements " Performance Ratings." (i .e. Although the " Pee r Performance Ratings" are anonymous, you would not want to create any illfee lings within a group that has been playing together in league play for a period of timel) I strongly suggest that the instructor talk to each student confidentially about their " Peer Performance Rating ," and not make the results public to the entire group.

This will help retain much of the student's feelings of self-worth in those categories that need extra attention. Remember, " Performance Ratings " should be used as a helpful instructional tool and not as a final judgment of one 's ability.

Examples of Study Cases One player believed his two handed backhand was his strength . The other players played his backhand because he made . as many errors as winners with it!

One player never came to the net He rated his volley a (1 ). However, his PPR was a (3 .75) . This gave him the confidelilce to serve and volley more often since his opponents respected' his volley!

Another player rated himself a (2) for

VOLLEY SPR PPR

SERVE SPR PPR

MOBILITY PPR SPR

MATCH PLAY PPR SPR

mobility. Because he believed he was slow, he always got to the ball and rushed his shots, resulting in more errors. His peers rated him a (3 .85). This gave him the confidence to realize that he knew he was going to get to the ball , so he didn 't have to rush his shots and thereby made less unforced errors.

A player rated himself a (4) on serve because he believed he had an effective kick serve . His peers rated his serve a (2).

This player always threw in his kick serve on important points, because he thought so highly of it However, his opponents loved it because the serve would always kick short in the box, and they would attack it on the rise and get the advantage on the big points!

In summary, it is my opinion that mental toughness is closely associated with confidence and one does not know the ¡extent of his/ her confidence until it is tested in a formal match play situation . I believe that utilizing any of the above mentioned ideas will lead to a goal of playing to your fullest potential in tournament play, compared to a false confidence of playing competitive matches in your own comfortable environment and surroundings with friendly

opponents. Try " Mental Toughness Performance Ratings" and see if you don 't increase your players' self-awareness of their gamel o

Tom Daglis is the director of tennis at the Atlanta Country Club in Georgia. He is currently th e secretary for the Southern Division and is president of the Georgia Professional Tennis Association . In 1989, he was awarded the Georgia Professional of the Year by the Southern Division . He was also honored as Tennis Director of the Year in 1988 and Tournament Director of the Year in 1989 by the Georgia Professional Tenni s Association .

Daglis also owns and operates two tennis related companies- a trophy awards company and a tennis consulting firm .

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9

USPTA Hosts Business School T.nnis professionals usually spend the weekend at their facility, working in the sun , runn ing tournaments and giving lessons.

But, on June 29 and 30 , the tennis professionals went inside, participating as students in the USPTA Business School.

Forty pros attended the course at the USPTA World Headquarters, where they covered the business aspects of being a tennis professional. The four instructors, all experts in their respective fields , taught th ese students how to become better and more efficient tennis professionals.

Rod Dulany, head professional at the Washington Golf and Country Club for the past 18 years, discussed contract negotiations, resume writing , cre~ting the tennis management team and gave away a few of hi s secrets for longevity in the tennis industry. Kurt Kamperman , tennis director at the Sea Pines Plantation , helped explain techniq ues for effective pro shop operations, and offered a few inside hints on how to make the customers buy. Barbara Braunstein , a favorite lecturer on motivation , time management and stress management demonstrated time organization , stress reduction and different learning and teaching techniques. Tim Heckler, USPTA's CEO , rounded out the group with his explanation of increasing efficiency through the use of

comp~ters .

Th e class consisted of a wide variety of USPTA professionals. Students came from Nebraska, California, New York, Louisiana and throughout Texas. Some were working toward their Mater Professional rating , oth ers had recently joined USPTA, and still

Partici pants of the first USPTA Business SchooL

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others had been hired as head tennis professionals at clubs and needed some guidelines on management and operations. Everyone seemed to go away with a renewed enthusiasm and expressed an appreciation for their new-found knowledge . " I was impressed with the organization , the punctuality, the quality of materials and the speaker quality," said one student of the speakers and their presentations.

"I thought the school Rod Dulany, Barbara Braunstein , Tim Heckler, Kurt Kamperman. covered each issue thoroughly with great visual aids and student involvement," said The two days included much valuable inforanother attendee who was attending a USPTA mation that each professional could take back course for the first time. to their jobs the following Monday for actual While some of the students attended to get implementation. Examples included Kamperspecific educational credits, many said they man's explanation of pro shop operations and also attended "just for the knowledge" offered Braunstein's use of time management and through the various featured topics. "I needed learning techniques. the computer info desperately! Barbara really Many attendees expressed a desire to have more schools and said they were pumps you up ... Kurt gave invaluable informaseeking concentrated information in one or tion often overlooked," said another student. more of the individual topic areas. Everyone The topics of inteNiewing and contract negoseemed to enjoy the educational expetiations proved valuable to other professionals who mentioned they were looking for new posirience and most people said the chance to tions and lacked specific knowledge on talk with other pros and " share ideas " just contracts. added more value to the event.

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Wear your USPTA Logo with Pride

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USPTA's warm-up, sold separately.

Either fireball red, periwinkle or jade. Coordinate the warm-up with a collared, USPTA logo shirt.

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WE'LL SEE YOU AT HILTON HEAD Get More For Your Award Dollars With CROWN Medals, Trophies and Plaques •

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11

• Topic: Specialty Shots

1. To hit a slice shot, your racquet should move from to _ _ _ __ 0 A Right to left 0 B. Low to high 0 C. High to Low 0 D. Inside to outside 2. When slicing a ball that is below net level you have to your racquet face slig tly.

0 A Open 0 B. Close 0 C Drop OD. Tilt 3. True or false: The more you open your racquet face and the more pronounced your downward swing, the more backswing you will apply to the ball.

4. True or false : While hitting a slice return of serve, it is necessary to raise your elbow in order to raise the racquet head. volley is meant to fall 5. A close to the net and bounce with very little forward motion.

0 A Drag 0 B. Drive 0 C Drop 0 D. Snap 6. To hit a drop volley, one 's grip at impact should be _ _ _ _ _ _ _ _ _ __ 0 A Frim 0 B. Loosened 0 C. Changed 0 D. The same 12

7. Which type of volley should be used on a high ball in which you wanted additional speed?

0 A Slap 0 B. Snap 0 C Drive 0 D. Drop

14. One of the greatest errors committed by most players in returning serve is: 0 A Too short a backswing 0 B. Too long a backswing 0 C Running around a shot 0 D. All of the above .15. Your net game is only as good as your

8. A _ _ _ _ _ _ _ volley is used as a pick-up stroke.

0 A Snap 0 B. Drive DC Flip 0 D. Half

0 0 0 0

A Volley B. Approach C Overhead D. Serve

9. True or false: In hitting a lob, you will probably have to open the racquet face.

16. True or false: The major difference between a swing for a drive and a lob is that the lob is less forceful and more controlled.

10. True or false: In hitting an overhead smash, swing the racquet down past your knees before you raise it behind you.

17. When hitting a half-volley from close to your racquet the net, you should face, and the racquet face when hitting from farther back.

11 . A very

high

lob should be hit it bounces due to its nearly vertical drop.

18. True or false: On a forehand return of serve, the amount of spin decides what type of stance the receiver will use.

12. True or false: A good drop shot will be completed with a full follow through.

13. To keep the server from approaching the net as quickly, a player should when returning a serve.

Answers on page 31.

•

~-------------'

r\\\ .aa MAK:H MAlE. 6\J\JI,, ADIV. O FCROWNMANUFACTURING

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Ball Machine Drill

Reaction and Concentration Drill PURPOSE OF DRILL Improve player's concentration and reaction on volleys .

SKILL LEVEL Intermediate-advanced .

PREPARATION

I I I

• • • I

Place ball machine at center of baseline.

Set speed at moderate pace, to match player's skill. Set for moderate to heavy top spin causing ball to dip below the net.

Set interval at 1%-2 seconds. Set shot pattern for 6 positions from middle of deuce court to middle of add court. Set control for random .delivery .

I I

I I I I

I

I

2

3

I

I

I

I

I I I

I

4

5

6

•• •

..

THE DRILL The drill can be done 3 ways.

1. Every shot is cross court or every shot is down the line.

2. Every other shot is cross court and every alternate shot is down the line.

3. Every other shot is to target A and every alternate shot is to target B. Because the balls are coming in a random pattern it takes a great deal of concentration especially on drills 2 and 3. For better players the interval may be increased.

= Target Areas 1:::. = Player Locations e = Shot Locations ----- = Ball Path T

For More Information Contact

CROWN MANUFACTURING 24807 Avenue Tibbetts, Valencia , CA 91355 (805) 257-7714 or Call Toll Free (1-800) 251-6716 USPTA PROS WILL BE PAID $100.00 FOR ANY DRILL SUBMITTED & PUBLISHED BY CROWN MFG.

Dates That Rate Exams and Upgrades September 6-7 September 8-9 September 8-9* September 14-1 5 September 14-1 5 September 14-1 5 September 1 5-16 September 18+ September 22 October 6-7 October 7+ October 10 October 12-13 October 18-1 9 October 19 October 19-20 October 19-20 October 19-20 November 2-3 November 3-4 November 4 Nove mber 4+ November 7-8 Nove mber 10 November 10-11 Novem ber 14 Nove mber 16-1 7 Nove mber 16-1 7 Nove mber 17 -18 * December 6-7 December 6-7 December 7-8 December 8-9 December 12 Dece mber 14-15 * New Tests On ly + Upgrades Only

Minneapolis, MN Murrieta, CA Shi_ng le Springs, CA Chicago, IL Dallas, TX Boca Raton , FL Mclean, VA Hilton Head, SC Hilton Head, SC Ft. Washington , PA Sacramento, CA Freeport, NY Oahu , HI Bradenton , FL La Quinta, CA Boca Raton , FL Detroit, Ml Houston , TX Seattle , WA Salt Lake City, UT La Jolla, CA San Francisco, CA Tampa, FL Redlands, CA Houston , TX Freeport, NY Milwaukee, WI Portland , ME Los Gatos, CA Minneapolis, MN Naples, FL Houston , TX Parker, CO Freeport, NY Richmond , VA

Certification - Training Courses September 8 September 8 September 14 September 14 September 14 September 15 September 21 October 18 October 19

Murrieta, CA Shingle Springs, CA Boca Raton , FL Chicago, IL Dallas, TX Mclean , VA Hilton Head , SC Bradenton , FL Boca Raton , F~

October 19 October 19 November 3 November 7 November 10 November 16 November 17 December 6

Detroit, Ml Houston, TX La Jolla, CA Tampa, FL Houston, TX Milwaukee, WI Los Gatos, CA Naples, FL

Specialty Courses August 10 August 10 August 11 August 12 August 1 7-1 8 September 15 September 16 September 1 7 September 22 October 7 October 20 November 5 November 6 November 8-9 November 18

Hershey, PA Maywood, NJ Maywood , NJ HershE?Y. PA Austin , TX Hilton Head, SC Hilton Head, SC Hilton Head, SC Hilton Head , SC San Antonio, TX No. Cal. Division Pine Mountain, GA Southern Division Pine Mountair.l , GA No. Cal. Division

Tennis Teachers' Courses September 12-14 October 16- 18 November 14-16 December 4-6

Mclean , VA Houston , TX Los Gatos, CA Houston, TX

Summer Education Seminars August 16-18

Austin , TX

Conventions August 30September 1 September 1 3-22

USTA Tennis Teachers Conference USPTA National Convention

. Franklin Learning Institute USPTA is offering a time management course through the Franklin Learning lnstitute. A partial listing of the courses appears below The rate is $130 for the half-day course and $1 70 for the full-day course.

The fee for these courses includes the Franklin Time Control System kit Attendees with day planners may deduct $40 from their fee . All eight-hour classes will count as a full Specialty Course credit, and four-hour courses will receive one-half credit Call (800) 767-1776 to register The USPTA group code is 1502.

September 4 September 4 September 4 September 4 September 4 September 4 September 5 September 5 September 5 September 5 September 5 September 10 September 10 September 10 September 10 September 10 September 10 September 11 September 11 September 11 September 11 September 11 September 12 September 12 September 12 September 12 September 12 September 12 September 1 7 September 1 7 September 1 7 September 17 September 17 September 1 7 September 1 7 September 1 7 September 18 September 18 September 18 September 18 ¡ September 18 September 19 September 19 September 19 September 19 September 19 September 19 September 24 September 24 September 24 September 24 September 24 September 24 September 25 September 25 September 25 September 25 September 25 September 25 September 26 September 26 September 26 September 26 September 26 September 26 September 26 October 3

Birmingham , AL Columbia, SC Detroit, Ml Eugene , OR Irvine, CA Newark, NJ Chicago, IL Harrisburg, PA New Orleans, LA Salt Lake City, UT Syracuse , NY Atlanta, GA Cincinnati , OH Kansas City, MO Madison, WI Santa Monica, CA Washington , DC Dallas, TX Las Vegas, NV Nashville, TN New York, NY Sacramento, CA Denver, CO Des Moines, lA Honolulu, HI Oakland, CA Phoenix, AZ Woodland Hills, CA Boston , MA Houston, TX Idaho Fal ls, ID Long Beach , CA Minneapolis, MN San Antonio, TX San Francisco, CA Stamford , CT Anaheim , CA Charlotte , NC Milwaukee, WI Omaha, NE Princeton , NJ Boise , ID Buffalo, NY Grand Rapids, Ml Oklahoma City, OK Pasadena, CA Raleigh , NC Colorado Springs, CO Ft. Lauderdale, FL Lansing , Ml Memphis, TN Richmond , VA San Diego, CA Chattanooga, TN Indianapolis, IN Manchester, NH Orlando, FL Seattle , WA Tampa, FL Dayton , OH Jacksonville, FL Knoxvi lle, TN Philadelphia, PA Portland , OR Providence , Rl St. Louis, MO Albuquerque , NM

Th e above schedule of USPTA Certification Exams and courses is subject to change. For more information, call the USPTA Education Department at (713} 97-USPTA. 15

MALIVAI WASHINGTON AND¡ THE SEMI-WESTERN GRIP One of the most commonly asked questions today is, "How has the game of tennis changed over the last 20 years?" Or, others may ask, " How do the games of the previous great champions like Gonzales or Laver compare with those of modern champions like Lendl or Agassi?" Students of the game realize the aggressive serve and volley tactics of the former great players have given way to a heavier hitting baseline strategy that continues to utilize power serves, but does not rely quite as much on approach shots and put-away volleys.

As playing styles have changed , so have the grips used by the players of each era. The Eastern and Continental grip have given way to the Semi-Western and Western grips in today's heavy hitting game of ground strokes.

The Semi -Western and Western grips.. have their advantages and

dliiUil ~

li l

generation of heavy topspin , wh ich adds greater variety of angles and depth of shots, while also generating a greater degree of power.

The following sequential photographs demonstrate certain typical features of the Semi-Western grip:

•

1. The grip is conducive to hitting with an open stance, which provides a certain degree of deception as to where the ball is being aimed .

2. It generally requires hitting the ball with early preparation and contact point, which once again increases both the accuracy and power of the shot (photographs 1 and 2) .

3. It allows a player to hit down on forehands with greater power and accuracy.

4. This grip contributes to the use of wrist acceleration (photograph 2) which generates considerable power and spin .

5. It ~nerally requires a high follow-through with a bent elbow to comfortably complete the entire sequence (photograph 4) .

To learn more about this grip, contact your USPTA professional.

u.s.

Pro Tennis Assoc.

Knowledge. Commitment. Experience.

Be certain your pro is USPTA certified.

You can earn up to 1Z points- more than three years' worth of mandatory continuing education credits at the 1991 USPTA NATIONAL CONVENTION HUton React, South Carolina, September I3 · 22, I99I

USPTA SPECIALTY COURSES

~

in Conlin1lin8 Educalion

COURSE

DATE Sept.

Sept.

Sept.

Sept.

Sept.

Sept.

Sept.

15, 16 16 16 16, 17 17 17 22

Strategy and Tactics First Aid and CPR Time Management • Stroke Analysis Fitness Training and Periodization Stringing, Gripping and Equipment Consulting Tennis Business Management

FEESz sso VSPTA Member, $%00 Non-Member

.

COURSE DIRECTOR BiiiTym Red Cross Franklin Learning Institute George Bacso Jack Groppel Drew Sunderlin Kurt Kamperman

• $150 Member, $200 Non-Member

Strategy f:l Taoda Covered in two eight-hour sessions, indoors and on-court. Focuses on progression of strategy and tactics, from the intermediate through advanced levels, for both singles and doubles. Covers theory (mental and physical aspects), stroke production, specific drills for habit patterns and progression drills. Also offered in a condensed eight-hour version.

Flnt Aid f:l CPR Essential training In first aid and CPR by certified American Red Cross instructors. Offered at various times and in every region of the U.S. Both courses must be completed to receive full credit.

nate Management

Thi; ~ourse is a must for all professionals to help organize, schedule and prioritize their busy lives. The course includes the time management organizer.

Stroke ~b (Parts I aad II) Covered in two eight-hour sessions. An in-depth analysis of each stroke, with corrective techniques for common problem areas. A highenergy, on-court presentation beneficial to all levels of teaching pros. Attendees should come prepared for active participation. The course is also offered In a condensed eight-hour version.

Fltneu Tralnlnl and Perlodbadon A state-of-the-art course covering tennis fitness testing, designing a training regimen, muscular structure/fUnction and periodization scheduling.

Stringing, Grlpplll8 aad Equipment CoauultiJIC Examines all areas of racquet stringing, gripping and repair work. The latest stringing machines, tools, string types and grip types are also discussed, focusing on materials and playing characteristics. Attendees will string and grip several frames.

Tellllls Buslneu Management This course will introduce and guide the tennis-teaching professional through all facets of a challenging career in tennis business management. Topics include pro shop operations, structuring your agreement with the club, promotions and integrating Into management.

For rep1tradon lnlormaf;lon, contact the USPTA World Headquarten One USPTA Centre, J5l5 Brlarpark Drive, Houston, TX 77042 TEL (71J) 97-USPTA • FAX (71J) 978·7780

Practical Strategies for Developing Self-Confidence

by Jim Taylor, Ph.D.

I

believe developing self-confidence is th e most essential psychological component for competitive success because it will influence every other psychological factor.

First, low self-confidence results in a lot of negative self-talk which feeds into a vicious cycle of low confidence and performance .

Second , low self-conlidence is usually associated with higher anxiety which will hurt performance further. Third, it produces negative emotions such as anger, depression and frustration . Fourth, low selfconfidence hurts concentration by focusing attention on negative thinking . Finally, it inhibits motivation because if athletes have low confidence and are performing poorly, they will not be having fun and , as a result, will be less likely to work hard.

As pQ.rt of my work with a junior tennis program during the last year, I developed several more simple and practical strategies that coaches may incorporate into practice as a means of developing selfconfidence. I will describe these methods in th e context of my work with the athletes.

Rules of Training As part of their on-court training , each training group was required to choose a " punishment" for any player who said something negative. The purpose of this exerc ise was to provide the athletes (and coac hes) greater awareness and control ove r their think ing and , in particular , their negativity. I instructed them that the punishment should help them become better players and better people .

The punishments were diverse and creative. One group decided that anyone who was negative had to do to 50 half-court sprints. Another group's punishment was that the offender had to walk up to a stranger in the club house, introduce themse lves, tell them the negative statement they made and indicate what positive thing they would say in future situations.

The rallying cry for this technique was,

I am confident, relaxed and focused when I play.

I like myself.

I like others.

Others like me.

Jim Taylor is director of the Sport Psychology Program at Nova University in Fort Lauderdale, Fla. He is a member of th e USPTA National Advisory Committee on Sports Medicine. a consulting clinician for USTA and a member of th e Donnay USA advisory board. He has served as an author for Journal of Personality, The Sport Psychologist and Tennis magazine. and has regu larly spoken at universiti es and sports clubs.

"Commit the crime , do the time. " In addition , coaches (and sport psychologists) were also bound by this rule . This approach proved to be both fun and effective. Within days of its inception, the athletes were policing their own ranks for negativity and the amount of negative talk decreased markedly.

Tennis Players' Litany Another practice that I incorporated into training was the Tennis Players ' Litany at the early morning warm-ups . The Litany was a set of positive statements that the group said out loud (with conviction) every morning. The litany 1- developed for this group was as follows: I love to play tennis .

I am a great tennis player.

I always think and talk positively.

I always work as hard as I can .

I expect to feel pressure and that's okay because I know how to handle it

The purpose of the litany is, in a sense, to exercise their self-confidence muscle. I believe that if athletes tell themselves something enough times, they will start believing it This technique also proved to be fun and effective, as the players began to say it by themselves and apply them to other, less pleasant areas of their training , such as, "I love to do court sprints."

This approach can be included .at the beg inning of daily practice and provides an initial positive orientation to the day. Also, I would recommend that parts of the Litany be printed on poster board and placed around the club house.

Walk the Walk An observation that I have made during my years as an athlete and a psychologist is that champions walk and carry themselves differently than other people. In other words, they "walk the walk." As a result, the players were required to practice walking the walk. In particular, this involves walking with their shoulders back, chin up and eyes forward . The rationale behind th is strategy is that it is difficult to feel down when the body is up. Also, with repetition , having the appearance of confidence will be internalized and improve confidence .

Keys on Racquet A technique that I developed while I was competing was to write key words on my racquets, for example , " I can win " and " hit out" The purpose of this practice is to constantly remind players of positive cues.

Every time they look at their racquet, the key words are repeated and internalized .

Players can use key words that will focus not only on confidence but also on other mental or technical concerns. n 19

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Sport Science A Variety of Specialties Affecting Tennis

Sport science is not a common phrase that can be looked up in your dictionary.

In stead its make-up comes from a variety of sc ientific fields creating a special category affecting anyone involved in physical exercise , from the professional athletes down to those little ladies walking through you r neighborhood . Recently, four of the leading tenni s experts in sport science were at the USPTA World Headquarters as course instructors for the first Sport Science School.

We asked Drs. Jack Groppel , Jim Loehr, Paul Roetert and Ron Woods to help us define sport science .

Even though "sport" and "science" sound like two conflicting terms, when combined, it is defined as the application of scientific knowl edge to the field of sport Woods said it is the scientific basis that supports the art of coaching and teaching . According to Groppel , sport science probably has a very limited body of original knowledge . Instead , information is taken from several fields of scie nce and applied to those specific issues encountered in tennis or any other sport These fields include biomechanics, physics, psychology, medicine, nutrition , physiology and biology.

Using sport science in tennis may not sound logical to everyone , but it can be quite practical. Groppel said you can use thi s information to help people understand th e game better. Most people learn about th e game through trial and error and experi ence . Through sport science applications, you can minimize the amount of experience required to become knowledgeable about th e game .

"We want you to get more scientific about our training methods in tennis," said Roe tert . "We want to benefit tennis, but we want to make sure it is done based on good 1 scientific methods."

The goal of sport science is not to turn tenn is professionals into mad scientists with

white lab coats and tennis racquets. The goal is to allow professionals to teach tennis better. And not to just the elite player, said Loehr. The information is being filtered down to recreational players . Most people already utilize some sport science in their daily work and probably don 't realize it Proper stretching , teaching methods and proper eating are all components of sport science .

Sport science is broken down into six fields: sports biomechanics, sports physiology, nutrition, sports medicine, sport psychology and motor learning .

Sports biomechanics studies the internal forces that affect human movement Sports physiology researches the effect of physical work on the human system . How energy is provided and utilitized by the body is nutrition. Sports psychology deals with all mental aspects of a sport like dealing with pressure, mental preparation for a game, coping with losing, etc. Motor learning describes the study of how people develop and learn certain skills. And , sports medicine researches preventative measures to keep an athlete healthy and to allow that athlete to continue participation in a sport Sports medicine is different from " normal " medicine in that it deals specifically with sport performance, sports injuries, prevention of sports injuries and rehabilitating sports injuries, said Loehr. Groppel added that the objective of this branch of sport science is to get the player back into the sport as quickly and efficiently as possible .

Sport science is cur.rently used to its fullest extent by professional players, and is in limited use by other levels of athletes, including recreational players. Proper stretching , nutrition , equipment, stress management and the basic training principles were all cited as ways everyone can benefit from sport science .

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21

USPTA Hosts Spor1 l:e

United States Professional Tennis Association completed another first with the opening of the USPTA Sport Science School on May 18 and 19. 路This two-day educational symposium was developed to educate the members about sports psychology and motor learning and 路 to prepare the attendees for the USTA Level II Sport Scie nce Competency Test The four leading tennis experts in the fi elds of sports psychology and motor learn ing were on hand to d isseminate the latest information in these fields. Dr. Ron Woods, director of player development for th e USTA; Dr. Paul Roetert. coordinator of research for the USTA; Dr. Jim Loehr, director of sports psychology. at the Nick Bollettieri Tennis Academy; and Dr. Jack Groppel, director of player development at the Harry Hopman/Saddlebrook International Tennis Center, were the instructors for the cou rse.

Tennis pros covered 14 objectives in only 14 hours. The objectives ranged from learning about how to identify psychologi cal climates to learn ing how to use this information on the tennis court The first area covered was understand ing th e ro le of a coach . Most of the pros rea lized the strong influence they have on th ei r players, and the importance of being role models for junior players. Goal setting for coaches was discussed, and most

Jim Loeh r

agreed that a sport should be used as a vehicle for kids to become stronger in selfworth . Many references were made to UCLA basketball coach , John Wooden , who was one of the most winning collegiate basketball coaches, with 10 NCAA National Championships in his coaching career, and th e collegiate coach of Kareem Abdui Jabbar. According to Loehr, Wooden never mentioned winning to his players.

Sports Psychology Creating the ideal psychological climate for learning was covered , and variou s subtopi cs were discussed , including the state 路 of the learner, motivation, goals of learning and the definition of learning. This information was further broken down into four modes of learning - verbal , visual , kinestheti c and sound - and the group learned how each could be used in teaching .

Examples were given of each , such as the sound of a flat serve versus the sound of a spin serve. Demonstration and model ing were analyzed to show how to better reach the students. Demonstration tips were given to help players learn easier.

Principles for Optimal Learning Reinforcement and feedback were discussed as necessary tools for learn ing , but many psychological aspects were covered that further enlightened the attendees on the best methods for rein forcement Feedback was broken down into intrinsic and augmented feedback , and Woods explained when the two are used most frequently by the player. Forgetfulness and mental blocks were also explained in this subject area.

Paul Roetert

22

The Ideal Performance State and the Impact of Competitive Stress The Ideal Performance State was illustrated , and coaches were urged to do路 any-

Science School thing possible to help competitive players reach this state. Competitive stress was mentioned as a block to attaining the Ideal Performance State, and the effects of stress were relayed to the audience.

Groppel illustrated the signs of competitive stress and how they affect a player during competition. The four theories in managing stress were discussed, so tennis pros could identify a student's mental, psychological and emotional status. " Paralysis by Analysis " was covered, and lecturers explained that the phenomenon exists when a player is forced to think too much while on the court, causing a student to do nothing.

Managing Competitive Stress Loehr discussed what to do once the . psychological state of the player was identified , and demonstrated how to get the player from that state into the Ideal Performance State. Simple actions such as eye control , breathing, rituals, relaxation and mistake management were defined and discussed to show how to use these to return to the Ideal Performance State.

Motor Learning Woods explained how people learn, which coverea several issues in learning, iqcluding massed versus distributed practice , simple versus complex skills, whole versus part learning and progressions in learning.

Massed and distributed practice were defined and examples were used to

Ron Woods

Jack Groppel

demonstrate which techniques proved to be the most effective in achieving different goals of learning. First, the goal of learning must be determined; should the student learn quickly, or should they retain the information? Then the best teaching method for the goal is used to help the student attain the learned skill.

Simple and complex skills were explained, then tennis was defined as a complex skill.

Open and closed skills were mentioned, and tennis was defined as an operi skill.

Anything that can make tennis a more closed skill , makes learning tennis easier, according to the experts.

Teaching methods were discussed , including part-whole learning, progressivepart learning, repetitive-part learning, wholepart-whole learning and backward chaining learning, as well as the old favorite , imitation .

Progressions in learning were covered next Moving from a simple to a complex skill , developing accuracy and speed and barriers to learning were explained , and solutions were offered for all these areas.

Examples of barriers in learning tennis were described as physical , such as the racquet, ball, net and the court

Psychological Tools Loehr covered the fascinating area of using psychological tools in learning. Visualization , self-talk and imagery rehearsal

were all demonstrated to show the effect the methods can have on an athlete. Several physical reactions occur during visualization that happen during actual performance of an event These were discussed and demonstrated to the attendees.

Periodization Groppel explained periodization from a psychological standpoint, and described how to mentally train an athlete during the four stages of periodization . He demonstrated each area, and what should be happening psychologically when learning skills.

Individual differences in each player and how these affect the learning process was the last topic of discussion. Such factors as age , gender, maturity, personality, athletic ability, skill ability, heredity, personal nutri tion , rest and sleep patterns, levels of fitness, personal health and environmental factors were all discussed as differences that can affect a person 's playing ability.

Then the group discussed how to work within these parameters, or change the person 's parameters, to improve the playing ability of the students.

Many of USPTA's top tennis profession als were in attendance. Several Master Pros and veterans of coaching on the playing circuit attended this school , and most of the students commented on how much o they learned.

23

An Interview with Dr. Jim Loehr Dr. Jim Loehr is the director of sport psychology at the Nick Bollettieri Tennis Academy and the director of sport science for the USTA. He has worked with more than 35 top professional tennis players including Martina Navratilova, Gabriela Sabatini, Mary Joe Fernandez, Sergi Brugera and David Wheaton. Loehr was recently at the USPTA World Headquarters for the USPTA Sport Science School when ADDvantage magazine had a chance to talk to him about sport science and sport psychology.

a. Where

are you trying to go with sport science in the tennis industry?

A. I feel very strongly that the future of all sports, including tennis, is in sport science . We are trying to forge ahead and to discover the most precise, beneficial and the most efficient ways to train to h13lp athletes achieve the fullest measure of their talent and skill in the safest possible way. One of the great contributors to sport performance , in terms of sport science , is in the area of sports medicine and exercise psychology where we are beginning to understand in very concrete terms what we can do with athletes to protect them from injury and to preserve their longevity in the sport

"I feel very strongly that the future of all sports, including tennis, is in sport science."

24

a. How

is sport science used by the recreational and the competitive player?

players at every level, including the senior level , for information that will help them perform better, and to perform safer in terms of injury prevention.

A. In some cases, the recreational player often encounters the same stresses, in terms of physical demands, as someone who is heavily involved in a sport We can develop guidelines for practice, for participation , for both rehabilitation as well as prevention. The recreational player can become injured just like a professional, and must go through rehabilitation . We can also prescribe a series of exercises and conditioning routines that will protect them so they can enjoy fully their sport and sport participation.

Obviously, in the case of the professional , it is a much more serious application . It is often a matter of preserving their career and livelihood.

"A coach who teaches you to love to compete is a great coach." a. What areas of sport science are the most interesting or beneficial for a recreational player?

A. Well , again I think the area that most are

a. Do

you get a lot of requests for information regarding sport science from recreational¡ players?

A. I write for World Tennis, and that readership is predominately recreational. From the information and letters I receive, there is a very strong interest by recreational players in the sport science areas.

At the USTA, we have certainly seen a tremendous interest by recreational

interested in at the onset is to ensure that they can participate in the sport without becoming injured. One of the things that just drives everyone crazy is to go into a sport and get hurt And generally, injury prevention is a combination of really three sport sciences.

One is exercise physiology so that you learn how to train so the body adapts to the increasing stress levels. Biomechanics, where you learn correct technique, so you are not biomechanically forcing the body into a swing pattern or movement pattern that really places undue stress on any area of the body. And thirdly, sports medicine, where both prevention and rehabilitation of injuries are central concerns.

a. Can

you give specific instances of recreational players using sport psychology?

A. Recreational players are involved in competition . And sport psychology comes

into play most directly when players get involved in some kind of competitive format. Whether it be a club championship, playing some doubles with their friends on the weekend , or whether they are getting involved in USTA tournaments and leagues and so forth. The more competition they play, the more they realize that there is a psychological stress factor . A major part of sport psychology in terms .of a practical side for players, involves helping them to learn to deal with the psychological demands of sport. Everything from learning how to concentrate , learning how to generate intensity, to remain positive, to handle pre ssure points better and to learn how to prepare for competition are factors that can contribute to them performing at their best when they want it most.

a. What are the most important things a coach can do to psychologically prepare a player for competition?

A. In my experience , the most important · thing a coach can do with a player is to help them believe in themselves and to put themselves on the line emotionally during tough times. Competitive success is very much connected not only to physical control that one needs in terms of learning the biomechanics and good tactics and so forth , but it also involves being very strong emotionally and learning how to deal with failure , learning to dea with losses, learning to be a positive thinker and to become challenged in a crisis and during adversity.

Effective coaches help players learn to thrive in the face of crisis and adversity and to love competition . A coach who teaches you to love to compete is a great coach . And a coach who can get you to believe in yourself and get you to set goals and take risks, and to enjoy that journey, has done you an incalcuable service. He has really helped to build a platform or foundation for competition for the rest of your life.

breakthroughs requires a very special kind of thinking .

"I think a sport psychologist should be a specialty person on the team."

a. When should a coach recommend a player see a sport psychologist?

A. I think the primary role of sport psychologists should be to help coaches do a better job and to help translate some of the more relevant and important research that is being done in the field of sport psychology to those they are involved with as coaches.

If the coach is not having success and the player does not seem to be making the progress, it would be appropriate to refer the player to a sport psychologist who specializes in that area. I think seminars for coaches and players are useful for disseminating ideas and information from the formal science of sport psychology. This is a good way for players to get information . But I think the most appropriate time for referral is when a coach really gets stuck with a player, and feels like they need a little more expertise to get the player to

the body language should communicate fight, challenge and enjoyment.

And body language training is very sim ilar to teaching strokes.

The other approach is working with the way players think during crisis. Getting players to think in disciplined ways during crisis can prevent panic and stabilize performance. Thinking negative is normal but turning breakdowns into

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25

An Interview

(continued)

achieve their performance potential.

Occasionally coaches will see players significantly drop motivationally and become very discouraged . They just don 't have the fun and enjoyment anymore. They are performing noticably below what they are capable of. Exaggerated cases of nerves, temper problems, extreme negativity, motivational problems and problems of excessive parental pressure are examples where a sport psychologist might be able to assist a coach in bringing the player to a higher level of performance and more competitive success.

Q. What qualities or qualifications should

a person look for in a sport psychologist?

A. In addition to formal training, I think it is

26

very important that sport psychologists have as much background in the sport as possible. The more experience they have with the sport; the more effective they generally are. Effective communicaitons is another important issue. Some sport psychologists are particularly good with young children, adolescents, worldclass players, etc. Matching the communication skills of the sport psychologist with the player is critical for success.

Certification of competency by professional organizations is still incomplete in sport psychology. Unfortunately we don't yet have organizations that are universally recognized across the board.

Formal training at either the master or doctoral level from accredited educational institutions and demonstrated success are your best guidelines for referral.

a. How

can a coach assist when a player is seeing a sport psychologist?

A. I really feel that in most of my work, I encourage the coach to come along and be part of the sessions. I think the sport psychologist should be a specialty person on the team . He provides a specialized kind of training. In most cases, the sport psychologist should not work in isolation from the coach. For a sport psychologist to be effective, he must be part of a team , and be very much connected to the coach. Some of the training may involve education of the coach .

The coach is the one that has the day-today contact with the player and it will be primarily through him that the major most significant changes will occur in the athlete.

It's time to show off our figure.

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• TENNIS WEEK is relied on first for the sport's behind the scene's political and business news.

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Trunk and Shoulder Stretch Purpose: To increase flexibility in the latissimus dorsi, triceps and posterior deltoid.

Description: Start with arms overhead, holding the ~ight elbow with the left hand.

Use the left hand to pull the right elbow beh ind your head . With the left elbow in position , sidebend the trunk to the left. Do three sets of the stretch . Repeat on the other side .

USTA Flexibility Exercises

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Racquet Stretch Purpose: To increase fle xibility in th e shoulder and external rotators. ¡ Description: Stand with racquet in left hand , draped over your left shoulder and grasp the head from beh ind your back with yo ur right hand . Slowly pull down , bringing the left elbow to your ear and pointing it to th e ce iling. Slowly pull up, pointing right elbow to the floor behind your back. Switch ar ms and repeat Do three times on each side .

USTA Flexibility Exercises

28

Back Extension Purpose: To stengthen the muscles surrounding your lower back.

Description: Lie on the floor face down and arms at sides ..Lift chest and shoulders off the floor, arching the lower back. Hold for several seconds and lower slowly.

Repeat several times.

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Pronation Purpose: To increase the strength and flexibility of the wrist Description: The forearm should be supported on a table with the wrist in neutral position. Using a weight or hammer held in a normal hammering position , roll wrist and bring hammer into pronation as far as possible . Hold for a two count, then raise back to starting position.

Todd S. Ellenbecker Scottsdale, Ariz.

INDUSTRY ACTION US PTA • ATIENTION All USPTA pros planning to upgrade at the National Convention in September: Members who want to upgrade their rating at the National Convention must register through the World Headquarters at least 21 days in advance. No walk-ons will be allowed. If you must withdraw from the testing, please notify the Education Department at least two weeks prior to the test date, or we will be unable to refund your testing fee. To register, please call (713} 97-USPTA. • More than 150 women attended the second annual USPTA Free Clinic and Lunch hosted by Intermountain professionals. Joe Thompson , league coordinator, said more than 700 players registered for the league this year.

• Mike Wolf, USPTA, won the Gentlemen 's Singles in the Wadley Invitational Tennis Tournament in Dallas, Texas on April 26-28 . The event was designed to bring together touring professionals, teaching professionals and top amateurs in a tournament to benefit The Blood Center at Wadley and the National Marrow Donor Program. Tournament Directors were Dennis Ralston and John Ingram, both USPTA professionals.

• ~SPTA pro John McWilliams was inducted into the Alabama Tennis Hall of Fame in March. Currently, he coaches the MMI high school and junior college teams, and runs the Alabama Tennis Academy and the Gulf Coast Tennis Academy.

Mike Wolf rece ives the winner's check from John Ingram, Fred Green, Ricardo Rubio and Bettye Vanderwoude.

Robert Simpson and Stan Smith attend the dedication of the Bud Simpson Tennis Complex in Alton , Ill.

• Alton , Ill. has a new tennis complex named for former USPTA professional Raymond R. (Bud) Simpson. The com plex was built mostly by volunteer work, except for the laying of the courts and fences. Simpson 's son, Robert Simpson, also a USPTA professional , helped coordinate the project and raise money to build the complex.

• Allison Allen is the new director of tennis and head professional at the Bono Racquet Club in Palm Springs, Calif.

John McWilliams

USPI Part1c1pan ts in the USPTA Intermountain Division's League.

30

Al lison Allen

USTA • American collegiate players Angela Lettiere (Georgia), Erika Kottler (Florida) , Susan Gilchrist (Texas), Mark Booras (West Virginia), Mark Merklein (Florida), Vi mal Patel (Stanford), and Brett HansenDent (California) have been chosen to represent the U.S. at the 1991 World University Games. The team will be coached

by Bob Bayliss and Caryn Wilson .

• Salina, Kan. was honored as the 400th chapter of the USTAINJTL at a special ceremony at a USTA/NJTL Regional Rally in Kansas City, Mo. Nationwide, more than 125,000 children take part in the USTNNJTL. • The USTA announced 34 of the country's top junior tennis players were selected to participate in the 1991 US. Olympic Festival held July 13-17 in Los Angeles, Calif.

Top entrants included: Beth Berris, Chris

Woodruff, Eric Dobsha, Jennifer Nasser

lowing String Seminars and String Certification Programs: August 11 in Atlanta, Ga. at Nevada Bob'-s of Atlanta, contact Brian Van Blaricom at (404) 993-8400 ; August 11 in Jerico, N.Y. at Technisport Ltd ., contact Paul Kardel at (516) 935-6630.

Manufacturers • The Thriftway ATP Championship has named Penn as the official ball for its two upcoming tournaments. The Thriftway ATP Championships and the Thriftway Senior Challenge tournaments will be held August 3-11 in Mason , Ohio.

• Head has introduced the Discovery SG racquet. This racquet integrates three new technologies, the Suspension grip, the Symmetrical Bridge Concept and the Integral Racquet Design . This lightweight widebody racquet is available currently and retails for $325.

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Miscellany

Associations • The United States Racquet Stringers.

Association (USRSA) announced the fol-

ments, clinics and other tennis events to celebrate National Tennis Month .

• Sybervision has announced a set of three instructional videos using Chris Evert.

The series is called the Chris Evert Winning Tennis Collection and is available by calling Sybervision at 800-678-0887.

• National Tennis Month had 54 sites in the state of Florida, and more than 500 across the U.S. These sites held tourna-

Answers to Quiz on Page 12 1. c 2.A 3 . True 4 . False 5. C 6. B 7. B 8. D 9. True 10. False 11 . After 12. False 13. Stand-In 14. B 15. B 16. True 1 7. Close , Open 18. False Source : Tennis: A Professional Guide

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31

Get It in WritingThe art of capturing the elusive byline

Everyone likes to see their name in print, whether they are. mentioned in someone else 's article or book or whether they themselves publish material and receive a byline. Regardless, there 's something special about seeing your name in a slick, glossy magazine or perhaps in the pages of a prominent newspaper or other publication.

And , although writing is not a fuil-time job for most tennis-teaching professionals, it can advance careers, enhance resumes and help USPTA members attain the Master Professional status.

Many people feel they have the creative ability to get articles published, whether it's in USPTA's own ADDvantage magazine or in other industry periodicals. But, the fact remains, it's not as simple as just typing a few lines and mailing it fo the publication of your choice . After an article has been submitted for possible publication, it goes through many steps before it is accepted .

And , even after it has been approved , the article may continue through a sequence of review committees and editors.

Since we receive a large number of articles from people who want to be published , we thought it would be helpful to our readership to explain the publication process, and specifically detail the process for ADDvantage.

In the case of USPTA members, many feel they have the right to be published based solely on their membership in the Association. However, the right to be published in our or any other magazine is based strictly on whether the material meets the specific criteria of the publication . If we accepted all articles on the basis of USPTA membership alone, AOOvantage would not maintain its editorial value for the majority of our members.

First, one must understand that editors of most magazines have the right to refuse articles to preserve the editorial integrity of a particular publication. The road to publication for many writers, especially those who are inexperienced , can be a long, tedious and frustrating one .

A conflict occurs when people are encouraged to submit articles, 'only to be discouraged when their articles are rejected.

Maybe the following information will help

32

you more clearly understand just what happens to your work once it's in the hands of the editors.

ADDvantage Publication Process 1. Article is received in the ADDvantage

office.

2. A transfer and release form is forwarded to each author. The form gives USPTA the right to publish your work (which could also include photos and/or other artwork), and assures USPTA that the work has not previously been submitted to other publications and will not be submitted to other publications for a period of at least six months following the date of the agreement.

3. A writer is asked to submit biographical information and a quality photograph when he or she returns the release form.

Many people already have this information on file, but you may wish to update it from time to time .

4. Article is forwarded to the appropriate Technical Review Committee. These committees are made up of experts in their respective areas. The committee reviews each article to determine its educational or informational value for a specific edition of the magazine. The committee either accepts the article as it was submitted , or accepts the article contingent upon future modifications, which are explained by the committee . If changes are warranted , a letter is sent to the writer, detailing the specific areas that need either modification or additional explanation.

USPTA's magazine uses a " blind " review process. The names of the committee members are not released and the authors' names are not submitted with their work. The process assures that all writers have an equal shot at publication and that no personal bias is involved.

An author will be notified in writing if an article has not been accepted for publication.

5. Once an article completes the review process, it is then placed into the computer and edited for grammar, spelling , punctuation and style. The editors reseNe the right to make changes that do not

Tim Heckler, CEO alter the context of the information.

6. The article is published , complete with a byline and appropriate recognition for the proud author.

When you write for a particular publication , you should first research or know about the readership. Who reads the magazine? What types of articles are most prominently or often featured? Who are you trying to reach? These are just a few questions you should ask yourself before you spend a lot of time trying to reach the wrong audience with an article that is inappropriate for a specific publication. You have a better chance at getting into print if you write articles that will be of interest or value to the largest portion of an audience.

For example , if you write for ADDvantage, you are more likely to get published if you include specific methods or techniques for coaching competitive players, instead of describing your personal experiences in a human interest format.

Sometimes articles are not published because of a lack of space in the magazine during a particular month . Don 't be disappointed if your article is held until a later date. We will try to use all the accepted articles on a space-available basis.

ADDvantage is targeted to the tennisteaching professional, and strives to offer articles that provide educational information to those people who work in the tennisteaching or tennis management business.

Writing , whether it's for AOOvantage or other industry publications, is a good way to improve your communication skills and to help you attain your professional goals. If you can express yourself on paper, you have an edge up on most of the competition . Anyone who can write and write well - in any line of work - will surely succeed . o

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