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The Voice Of The Tennis Teaching Profession

NATIONAL BOARD OF DIRECTORS President Gordon Collins First Vice President Dave Sivertson Vice Presidents Kathy Woods Cliff Drysdale Will Hoag Joe Thompson Secretary/Treasurer Kurt Kamperman Past President Jack Justice WORLD HEADQUARTERS CEO Tim Heckler Director of Operations Rich Fanning Executive Assistant Marty Bostrom Coordinator of Tennis Allan Henry Teacher Development Communications Shawna Riley Coordinator Communications Gayden Cooper Marketing/Business John Tamborello Operations

Volume 17 —Issue 4

April 1993

On the cover Arthur Ashe was a volunteer at the 1991 Across America Tennis Day clinic at Fred Johnson Park in New York City. Inset, Ashe earned the championshiptrophy for men's singles at the 1968 U.S. Open. Photo by Russ Adams.

SPECIAL SECTION USPTA's newest educational manual is being published as excerpts in ADDvantage magazine. Look forthis exciting bookinevery issue andcollectthepullout chapters — part of our efforts to bring more education free of charge to our mem bers. The USPTA Education Manual: A Career Guide to Professionalism is divided into Book I — Tennis leaching Skills and Book II — Tennis Business Operations & Management. These two volumes cover teaching private and group lessons, playing strategies, business plans, career development, and a myriad of other su bjects vital to the successful tennis professional. And best of all... it's free.

In this edition...

Book I — Tennis Teaching Skills Chapter 6 Doubles is a game of wits

by Lynne Abbes Rolley

Magazine Coordinator Donna Banse Sports Marketing Karen Unger Coordinator Corporate Services Christl Call Manager Secretary Dale Henry Computer Services and Kathy Buchanan Club Relations Education Coordinator Susan A. Thompson Membership/Education Sharon Schmuck Assistant Membership/Education Karen Mahon Assistant Membership/Education Vicky Tristan Assistant Financial Manager Renee Heckler Accounting and Trina Gambrell Merchandise Services Director of Certification George Bacso and Academies Co-Director of Academies BillTym Advertising/Marketing Phone (713) 97-USFTA Information LEGAL COUNSEL Attorney-at-Law Paul Waldman 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 (713) 978-7780 Office hours: 8:30 a.m. - 5 p.m. Central time.

Copyright© United States Professional Tennis Association, Inc. 1993. All rights reserved.

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

FEATURES 6 8 10 11 14 15 18 20 21 21

Ashe leaves legacy to tennis USPTA pros give the gift of tennis in Across America Tennis Day Join the nation in support of USPTA's Across America Tennis Day Across America Tennis Day registration form Association works to expand minority member network Ethnic pros struggle for foothold in tennis

by Dexter Fong USPTA answers questions on its minority involvement National Convention brings pros 'Back to Beaches, Backhands and Boca' Don't let phone calls put business on hold

by Paula Scheb Creative marketing increases sales

by Mike O'Connell

DEPARTMENTS 2 Letters 3 President's message Pros responsible for developing the tennis business 5 CEO's message Ashe set high standards for himself, others 13 Dates that rate Off-court focus 17 Off-court focus New column spotlights Screen committed to success USPTA members.

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ADDvantage April 1993

Dear USPTA. It is with great pride that the American Foundation for AIDS Research (AmFAR) acknowledges the efforts of Gordon Kent and the USPTA for their February 1993 fundraising efforts in support of our foundation.

Without the concern of organizations like the USPTA, a cure for AIDS may never be found.

AmFAR is the nation's leading not-for-profit organization dedicated to the support of AIDS research both basic biomedical and clinical research education for AIDS prevention, and sound AIDS-related public policy. Since 1985, AmFAR has provided nearly $50 million to more than 830 research teams. AmFAR mobilizes the good will energy and generosity of caring people everywhere to end the AIDS epidemic.

Sincerely, Andrew Hartman Coordinator, Special Events - East American Foundation for AIDS Research New York, N.Y

Dear friends of Allan HenryFirst, on behalf of Allan and Dale, let me thank each of you who so graciously sent your contribution to the Allan Henry Help Fund. Our friend is doing much better.

Allan and Dale have weathered this major storm and we pray clear sailing is just around the next point. However, the fund is low and the bills are many, would like to ask for your help one more time. If you send another small contribution of $25, $50, $100, or whatever you can spare, along with the Henry family will be most grateful A person once said, 'You can't row someone across the river without getting there yourself. If you can, please help. Make your check payable to the Allan Henry Help Fund, and mail it to Fred Burdick, 302 Casey Lane, Dalton, Ga. 30721 Many thanks, Fred Burdick, regional vice president USPTA Southern Division Dalton, Ga.

Dear USPTA. enjoyed reading Cliff Drysdale's article on singles strategy (Singles Strategy Honestly Assess Your Game, Know Your Limits, February ADDvantage). An excellent article.

There are, however, a few errors that should be addressed:

Page 36, second paragraph: There is a reason for forfeiting the choice. Consider the case when one player is right handed and the other is left handed.

Same paragraph. If you do defer the choice, the opponent gets one choice, not two. He cannot choose whether to serve or receive, and from which side.

Page 37 seventh line: This obviously should be 'defensive, not 'offensive.

Page 40, line 35: Although 'dissect' is not a catachresis, bisect' would be precise usage, n plane geometry there is a theorem that states: The bisector of an angle is the locus of all points equidistant from the sides of the angle.

Sincerely, Kenneth P. Wasserman, USPTA Tucson, Ariz.

Kenneth, you are correct about all of the points that were mentioned in your letter. We appreciate your taking the time and interest to notify USPTA about the errors in the manual.—Editor Dear USPTA. We recently held a Specialty Course at Cypress Lake Country Club in Fort Myers, Fla. wanted to applaud the fine efforts of the staff at the National Office for coordinating all the details. You all did a super job!

Needless to say, Tom Martin was fantastic!

He was an extremely energetic and very knowledgeable speaker with all the participants. have been to a lot of USPTA educational programs, conventions and seminars Tom Martin is certainly one of the very best! My closing remarks to my fellow professionals is, if Tom Martin is coming to a club near you make sure you get out to see him. You'll be glad you did!

Sincerely, Paula Scheb, vice president USPTA Florida Division Sanibel, Fla. ADDvantage magazine welcomes your comments. Letters should be typed and signed and may be sent to ADDvantage, USPTA, 3535 Briarpark Drive, Houston, Texas, 77042. For more information on submitting articles for publication, write to the same address, or call (713) 97-USPTA.

President's message

Pros responsible for developing the tennis business Gordon Collins, President .he Tennis ndustry Association (formerly the American Tennis Industry Federation), an organization comprised primarily of manufacturers and businesses in the tennis industry, held a meeting at The Super Show in Atlanta. During this meeting, a presentation was made about the sport of tennis by Audits & Surveys, one of the world's largest research firms. The following are some of the firm's findings and evaluations.

There has been a significant increase in the number of children younger than 12 who are playing tennis, said a representative of the firm. Audits & Surveys officials recommended that TIA promote a strong and sustained effort to capture and enhance the 12 and younger market. There are many reasons why this group is an attractive marketing opportunity.

• This group of players represents increased sales for racquets, strings, shoes, clothing and other accessories.

• Young tennis players represent a lifetime potential marketing opportunity for tennis. If the children 'get hooked' on tennis at an early age, they are more likely to play the sport as an adult. Over the years, they will allocate a good percentage of their resources to the sport of tennis, such as equipment, club memberships and lessons.

• The children will pass along playing habits to their families. If juniors are playing tennis on a regular basis, there is a much higher potential for their parents,

brothers or sisters to take up the game.

This certainly can help to increase the number of customers at tennis facilities.

If players believe their ability level is improving, they are much more apt to continue playing.

The research firm also cited some primary reasons why people play tennis: • Tennis allows people to exercise while they are having fun. Over 40 percent of those surveyed listed this response as their primary reason for playing tennis. This is an opportunity to increase the number of players by promoting the game as a fun way to exercise.

• People enjoy the competition. Leagues were noted for being an excellent avenue to promote this area of the game.

• Tennis is enjoyable. Professionals in the tennis business must be careful to not alienate people who want to play only recreational tennis. They are certainly the largest percentage of members from the clubs, schools or parks.

A player's improved tennis skills will result in an increase in play, the researchers said.

Improving a player's skills is the primary responsibility of the tennis professional. If players believe their ability level is improving, they are much more apt to continue playing.

The study also showed that 20 percent of all frequent players (those who play 21 times per year or more) take regular lessons. Tennis pros need to promote the game continually and bring these prospects into a more active role.

The tennis industry needs to find easier ways for players to find opponents of comparable skill level, according to the representative of the research firm. Even in private club settings, this is a tremendous opportunity for tennis pros to pursue. Besides not having enough time, this was given as the No. 1 reason why people do not play tennis. Tennis pros need to develop a system in clubs and communities where players can be matched according to skill level for competitive and interesting play.

Now, these findings may not be startling, but they do help establish a foundation for developing and sustaining the tennis business. Review these topics when evaluating programs, and make sure these areas are being addressed.

USPTA professionals have the responsibility to oversee and lead the development of the game in communities. Tennis pros have the ability to make a tremendous impact on the entire tennis industry, and 'm sure it will be cited in the next survey as the primary reason for the growth of tennis in the 1990s.

ADDvantage April 1993

The 5 KEYS TO TENNIS series offers two books a videotape (VMS and PAL formats) and an on-court accessory package for tennis players and tennis teachers of all ages and ability levels. It is a common language approach that simplifies and greatly enhances the learning process in sports, while allowing instructors to utilize their individual teaching styles.

The 5 KEYS TO TENNIS book introduces the reader to the 5 KEYS and the SYSTEM 5 learning concept. The 5 KEYS TO TENNIS video presents the 5 KEYS in a full-color format utilizing live action coupled with 2-D and 3-D animation The 5 KEYS TO TENNIS implementation manual is a "user's guide" companion to the book providing over 100 diagrams, illustrations, and implementations for the coach teacher parent, or self-learners to effectively work with the 5 KEYS TO TENNIS. It is a "how to" approach compatible with any instructional program presented in an easy-to-use series of progressions. This is the ideal manual produced with the tennis teacher in mind The 5 KEYS TO TENNIS package includes the 5 KEYS TO TENNIS book, implementation manual and video.

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SEND ORDER TO: USPTA Gift Shoppe, One USPTA Centre, 3535 Briarpark Houston, TX 77042 • TEL (713) 97-USPTA • FAX (713) 978-7780

The 5 Keys to Tennis videotape (VMS)

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CEO's message

Ashe set high standards for himself, others Tim Heckler, CEO _H-t seems most people in the tennis world have honored Arthur Ashe through a series of commentaries and photos in the industry's tennis publications. Gene Scott, publisher of Tennis Week, did an outstanding job of capturing the genuine Arthur the man behind the headlines and the many achievements. knew it would be difficult to compose an appropriate editorial, after reading the many moving tributes and humorous tales about Arthur's life on and off the court. Like so many people, also knew him as a competitive junior player and through my work in the business of tennis. But, I decided, instead, to tell you how Arthur contributed to our sport as a tennis teacher and USPTA member.

As a tennis teacher, Arthur lived by the same rules he set for himself as a participant in every facet of life. He didn't ask for anything to be given to him, including his USPTA membership, which he earned after insisting on completing both the on-court and written portions of the Certification Exam. He shied away from special treatment, and in doing so, he set high standards for himself and others.

Through this same quiet, yet determined, persistence, Arthur faced tremendous challenges and succeeded in calling attention to many issues, including those in the tennis-teaching profession.

Whether it was a tennis industry event or a divisional or national USPTA convention, he never missed a chance to question me about how we might provide more opportunities for minority professionals. He was always prepared with a list of suggestions

and assignments for building a better industry for all tennis teachers. In fact, he inspired most of USPTA's minority programs.

It was Arthur who encouraged USPTA to create a professional tennis management (PTM) program at Hampton (Va.) University.

One of the premier educational institutions in the country, the university has a predominantly black enrollment. Graduates of the PTM program receive a bachelor of science degree in marketing with an emphasis in professional tennis management. It was Arthur's hope that programs such as these would produce great tennis-teaching role models for young minorities, which would increase the number of minority players, teachers, coaches and tennis administrators.

Arthur's commitment to the growth of minority involvement in tennis extended into grassroots programs like USPTA's Across America Tennis Day and its Coast-to-Coast segment. As we began to promote the entire program in 1991 we sent cards to all members asking if they would participate in an event. Arthur was one of the first to respond by returning his card. It read, Tell me where to go in New York City.' Like any other member, he also filled in his name and address and placed an 'X' in the box that indicated he would participate in an event.

We contacted him and he joined fellow members of USPTA's Eastern Division at a clinic for inner-city youth at a New York City park.

He always was willing to speak to other teaching professionals no matter how large or small the event. His involvement with USPTA pros and programs demonstrated his commitment to the industry and to a profes-

sion he truly believed could provide opportunities for men and women of all races.

Perhaps his most meaningful legacy to USPTA was the leading role he took in originating the Minority Affairs Committee, on which he served as an advisory member.

And, like so many other challenges, he took on this responsibility as a personal duty and without the promise of reward or praise.

Arthur's benevolent and unpretentious nature allowed him to accomplish his goals by simply saying and doing what was right by his fellow man. He wasn't demanding or pushy, yet he had a gift for convincing others to do the same thing in a way that only he could.

His positive influence generated great support for his causes, which ranged from racial equality to quality education and the defeat of AIDS. It was during the last months of his life that the tennis industry rallied to support The Arthur Ashe Foundation for the Defeat of AIDS, and in his death, Arthur's positive force and driving determination live on through his life's work.

Arthur Ashe inspired others to excel, just as he demanded the best of himself There are many untold stories about the man, and I apologize for not having the space to expound on each and every way he helped the sport of tennis and tennis-teaching professionals. Although this editorial cannot say it all, it's been said that a picture is worth a thousand words. This issue of ADDvantage also contains two picture pages that feature Arthur as he is best remembered an active player in the game of tennis, teaching and life. <0> ADDvantage April 1993

5

Ashe leaves legacy Arthur Ashe Aug. 1 1963

June 21 1965 Aug. 25, 1968

Sept. 9, 1968 1974-79 July 5, 1975 April 16, 1980

Named first black on U.S. Davis Cup team.

Led UCLA to an NCAA tennis title.

First black to win men's amateur U.S. Nationals.

Won inaugural U.S. Open title.

President, Association of Tennis Professionals.

First black to win Wimbledon men's singles title.

Announced retirement from tennis.

Sept. 7 1980 May 1, 1985 March 21 1985

April 8, 1992 August 1992

Dec. 15, 1992 Feb. 6, 1993

Named U.S. Davis Cup captain; team wins in 1981-82.

Became a USFTA member.

Inducted into the International Tennis Hall of Fame.

Announced he had AIDS. Founded the Arthur Ashe Foundation for the Defeat of AIDS. Named Sports Illustrated Sportsman of the Year, the first retired athlete so honored.

Died of AIDS complications at age 49.

Ashe shares a winning moment with his father after capturing the 1968 U.S. Open men's title.

George Bacso, USPTA's director of certification and academies, tests Ashe on grips in 1985 for the USPTA Certification Exam at the Doral Resort and Country Club in Miami.

The 1991 Across America Tennis Day clinic at Fred Johnson Park in New York City was a huge success with Ashe, several tennis pros and many children taking part.

"Cities" program founders Ashe and Nick Bollettieri with Newark Mayor Sharpe James (from left).

6

ADDvantage April 1993

With Bacso watching in the background, Ashe gives a private lesson in 1985 to Danielle Klurman as part of his USPTA Certification Exam. Klurman, then 16 years old, is now a USPTA pro.

to tennis Across America Tennis Day was just one of many activities to which Ashe contributed his time and efforts.

Sydney Llewellyn and Ashe at the 1991 Across America Tennis Day clinic in New York City.

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The Arthur Ashe Foundation for the Defeat of AIDS, Inc. 100 Park Avenue, 10th Floor New York, NY 10017 U.S.A. Phone (212)922-0096 Checks should be made payable to The Arthur Ashe Foundation for the Defeat of AIDS.Inc.

The Ashe-Bollettieri "Cities" Tennis Program kicked off in August 1988 with a press conference at Westside Park in Newark, N.J. ADDvantage April 1993

USPTA pros give the gift of tennis in Across America Tennis Day

E

I ach year, USPTA professionals unite on a single day for the good of the game, and this year will be no different. On May 8, hundreds of thousands of people from coast to coast will participate in USPTA's Across America Tennis Day and will benefit from the dedication of tennis-teaching professionals.

The three-phase Across America Tennis Day program was developed to promote tennis through special multicultural clinics held in selected cities, nationwide free clinics hosted by volunteer professionals, and a follow-up program of lessons and league play to retain player interest. Since its inception in 1990, the program has introduced the game to thousands of new players, while inspiring former players to return to the courts, and existing ones to play more.

Chris Bradley, USPTA's Across America Tennis Day chairman encourages all members to get involved in USPTA's largest grassroots tennis event to promote the game and the professional Across America Tennis Day is one of the many ways for a USPTA professional to enhance his or her program, Bradley said.

'Your members, new tennis enthusiasts and those just returning to the game are very appreciative of the clinics and round robins.

The honorary co-chairs for Across America Tennis Day are Pam Shriver and Cliff Drysdale, who will promote the program in various ways. With this celebrity support and assistance from the President's Council on Physical Fitness & Sports, Across America Tennis Day is expanding.

The Coast-to-Coast multicultural segment of the program is reaching diverse groups of the population in 40 cities throughout the United States, Guam and Puerto Rico. Each clinic provides special groups with an opportunity to play that they might not have otherwise. Some of the clinics will target inner-city youth, senior citizens, handicapped children, Native Americans, Special Olympics competitors and many more. A grant from the Tennis ndustry Association (formerly ATIF) and donations from various manufacturers help make this expansion possible.

To help pros coordinate their Across America Tennis Day events, USPTA provided a special program guide in the March issue

After a short warm-up, these Houston participants are ready to learn the basics of a forehand from Allan Henry (standing, left), USPTA's coordinator of tennis teacher development.

8

ADDvantage April 1993

A student receives encouragement from an Across America Tennis Day volunteer.

of ADDvantage magazine. The guide included materials for organizing and promoting clinics, as well as a sign-up sheet and poster for display. All professionals, whether they host a clinic or assist with one, are encouraged to register their event with the World Headquarters by returning the registration form on page 11 of this issue.

Divisions with the greatest participation of members in Across America Tennis Day will receive special recognition at the national convention.

Professionals also will receive credit for their Across America Tennis Day events in National Tennis Month, sponsored by Tennis magazine.

For more information, contact the USPTA Sports Marketing Department (713) 97-USPTA. Š The phone number of Rodney Workman, Midwest Division Coordinator for Across America Tennis Day, was listed incorrectly in the March issue of ADDvantage. Workman's correct phone number is (708) 234-1647.

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Join the nation in support of USPTA's Across America Tennis Day

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ADDvantage April 1993

USPTA'S

Across America Tennis Day May 8, 1993

What is it?

Where will it be held?

USPTA's Across America Tennis Day is a nationwide grassroots tennis event sponsored by USPTA and held in three phases.

At clubs and public facilities across the nation.

When is it?

Across America Tennis Day is on Saturday, May 8, but multicultural Coast-to-Coast clinics will be held before and after May 8 at 40 different sites throughout the country. There also is a follow-up phase of clinics.-

Is it limited to USPTA pros?

No. Any teaching professional is eligible to host activities at his or her facility.

How do I register my facility?

Simply fill out the registration form, or call USPTA World Headquarters at (713) 97-USPTA.

What are the activities?

What is the purpose?

To stimulate interest in tennis as a participation sport and as a means of ma inta in ing physical fitness. New, existing and former players of the game are being targeted in order to have millions of tennis balls played simultaneously across the country on May 8.

Each facility will offer a free, basic tennis clinic, followed by a social round-robin competition. The size and scope of the activities will be determined by the participating pros.

An outline of suggested activity guidelines and promotional tips was featured in ADDvantage magazine in March.

Multicultural Coast-to-Coast clinics: This phase is held in conjunction with the President's Council on Physical Fitness and Sports to introduce to the sport those people not usually associated with tennis. These events are organized to promote the benefits of a physically fit and drug-free lifestyle. Anyone interested in hosting one of these events should contact the Sports Marketing Department at the USPTA World Headquarters.

Follow-up program: This important final phase can be used to extend the participation of pupils in the oneday clinic to five additional weeks through an organized lesson and league play program.

Join your fellow USPTA pros for what is becoming one of the largest grassroots events in tennis. For further details on USPTA's Across America Tennis Day, call the USPTA Sports Marketing Department at (713) 97-USPTA.

Sign up for Across America Tennis Day! Please register your event for division credit by returning this registration form.

Yes, I will participate in USPTA's Across America Tennis Day as a D host professional D assistant.

Name USPTA member D yes D no Member number Division Club/facility Street address City State Zip .Phone. . (daytime) My clinic/social will be open to: D public D members only Location of event: Call USPTA with questions: (713) 97-USPTA Club/facility Street address City State Zip _ .Phone.

The following people will assist at my event: .USPTA member D yes D no Member number. .USPTA member D yes D no Member number.

Please list additional assistants on a separate sheet.

Send to: USPTA World Headquarters, One USPTA Centre, 3535 Briarpark Dr. Houston, TX 77042

Held in conjunction with National Tennis Month ADDvantage April 1993

11

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Chapter 6

Doubles is a game of wits

By Lynne Abbes Rolley

Once upon a time, tennis was a game played â&#x20AC;˘with either two or four players. With two players the game was called singles, and with four it was called doubles.

If that sounds like the beginning of a fairy tale, you are on the right track. Singles and doubles are two completely different games. The basic strokes remain the same: The serve, forehand, backhand, volley and overhead all are needed in both singles and doubles; however, the similarities end here. Disparities in court dimensions and in the number of players create the need for tactical differences between the two games.

Singles is a game of patience, stamina, lateral movement and baseline rallies; doubles is a game of precision, consistency, forward and backward movement, and aggressive net play Singles and doubles can be compared to checkers and chess, respectively Singles is a game of wills while doubles is a game of wits. Singles points may contain long rallies, while doubles points end quickly These differences give doubles its distinct personality Doubles demands a high percentage of accurate, first serves, as well as strong volleys and solid overheads. Doubles players should spend most of their time at the net. Groundstrokes then become less critical, and an attacking game becomes a necessity

Doubles is won at the net, but a successful doubles team needs an arsenal of various weapons to be victorious. Very few doubles teams can play the back court consistently and win. The best teams attack their opponents, outwit them, and take the net away from them. Doing so takes all of their skills. It is up to the teaching pro to teach the players both the skills and wits of winning doubles.

Serve Variety and consistency are two important elements in doubles, and this especially is true with the serve. Since doubles is won at the net, players need to maintain a high percentage of first serves deep in the service box. A deep, first serve will keep the pressure on the opponents and handcuff them to the back court, granting the team the opportunity to take over the net.

What many players forget is that location rather than speed is the key to successful serving in doubles. A hard, flat serve definitely is a weapon, but it also is a lower-percentage serve, which leaves less time to close the net on the first volley A better option is to employ spin, which allows for more control and accuracy on the serve. Spin lets the students place their first serves deep in the service box. Spin also gives them more time to move in behind the ball on their attack. To help

CopyrightŠ United States Professional Tennis Associatian, Inc. 1993.

All rights reserved. Reproduction of any portion of this manual is not permitted

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the students experience spin, begin by introducing the continental grip and adjusting the toss.

Practice serving for depth and placement, and use targets during service practice.

Whichever method your players choose â&#x20AC;&#x201D; a hard, flat serve or a spin serve â&#x20AC;&#x201D; make sure the result is the same: an accurate first serve. Giving the receivers a second serve that is less forceful but accurate only increases their chances of beating the server to the net.

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For left-handers, apply the same variation, but to the opposite courts.

One successful tactic employed by Wimbledon doubles champions Martina Navratilova and Pam Shriver, a team which is composed of a lefthander and a right-hander, is varying their serving positions to keep their opponents off guard.

Volley

When instructing a player where to stand to serve in doubles, it generally is a good idea to divide the area between the center mark and the doubles sideline, and have the player stand in the middle.

For right-handers, a variation in the deuce court would be for the server to stand closer to the center mark to hit the ball down the "T " The server in this position likely would play a forehand volley in his or her approach to the net.

While the serve is an important skill in both singles and doubles, the volley and overhead are crucial to the success of a doubles player. Many singles players are successful without relying on their net games. Andre Agassi, Jimmy Connors, Ivan Lendl, Bjorn Borg, Steffi Graf, Chris Evert, Monica Seles and Jennifer Capriati all win the majority of points and matches from the baseline and not the net.

In the ad court, vary the serve by moving a few steps to the left. This creates a longer angle with which the server can aim a topspin serve wide to the ad court. In this way, students will be able to kick the serve out of the reach of their opponents.

When these athletes play doubles, they play an attacking game from the net, not the baseline.

None of today's successful doubles teams win exclusively from the baseline. For virtually all of tennis' bright stars, net play is what distinguishes their singles from their doubles.

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When instructing a player where to stand to serve, divide the area between the center mark and the doubles sideline, and have the player stand in the middle.

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One of the most critical shots in doubles is the first volley Hit from mid-court, it is a difficult shot for players to execute because they still are a good distance from the net. Often, following a forcing serve, the first volley may be a high ball which needs to be handled at the service line. While this appears to be an easy ball, remember to aim high over the net, and to hit through the shot to clear the net from this distance.

The low return, which is the most common, causes problems for many players. Singles players, specifically baseliners, often have trouble with the low ball because they do not practice this type of shot. To practice the low volley, teach the players to bend at the knees, but be sure the back knee is lower than the front. Open the racquet face to volley the ball back over the net.

Doubles players should work on hitting the volley crosscourt or down the middle to the feet of the opponent, whether the opponent is at the baseline or service line. When serving and volleying, try to take as many balls in the air as possible. In an emergency, use the half-volley On the halfvolley, they should remember to make contact with the ball as close to the ground as possible.

In other words, players should pick the ball off the ground and remember to bend their knees.

Think of the serve as an approach shot. Think of teaching the first serve and first volley as a boxer would consider a one-two punch combination.

Spin the first serve deep into the sendee box and follow it with a mid-court volley Position is established for the remainder of the point, so it is only a question of how long it will take the players to knock out the opponent with a crushing shot.

Once the server has arrived at the net, the serving team should be in control of the point.

A player who volleys well has the ability to handle all types of pace and locations of shots. A good volleyer can handle low balls as well as high ones, and those which are hit hard as well as soft. The player also must have quick hands and be able to change the direction of the ball, hitting it either to the open court, or at the feet of the opponent.

A good volleyer recovers quickly and keeps both hands out in front. A good volleyer moves to the ball and reacts to it on both sides of the net. Poor volleyers react only to shots aimed directly at them.

A successful doubles team, builds points together In selecting their shots, each player follows up on the shot set up by his partner A winning doubles

About the author.

Lynne Abbes Roltey is the USTA national coach who oversees amateur and professional female players in the USTA Player Development Program. Under her tutelage, Jennifer Capriati won the U.S. and French Open juniors, Meredith McGrath won U.S. Open doubles juniors three times and Wimbledon juniors once, Lindsay Davenport won the 1992 U.S. Open Juniors, Chanda Rubin won the 1992 Junior Wimbledon, and the U.S. won the Continental Cup Lynne Abbes Rolley in 1988 and 1991.

Rolley is the first woman to serve as head coach of a men's NCAA varsity program, and was head coach of the Oakland Aces professional tennis team. One of the few women to coach both male and female touring professionals, she coached Mike Bauer into the top 30 on the ATP Tour charts.

Inside Tennis magazine voted her the 1988 favorite female teaching pro in northern California and 1986 female coach of the year. She served on the USPTA Northern California Division board in 1986 and is that division's 1993 Pro of the Year. As a player, she was ranked among the top 10 in the United States in singles and doubles.

team also keeps its opponent hitting below the level of the net. This forces the opponent to hit the ball up for the other team to hit down, or angle the ball for the winner A good team will recognize the momentum of a point and react to the ball together A successful doubles team moves together â&#x20AC;&#x201D; horizontally and vertically To teach this point, it often is fun to tie a rope around your players to maintain the same distance between them as one player moves to the ball. Good doubles reactions can be learned from this exercise, because it builds proper doubles formations.

The pro can teach his players the importance of closing the net by highlighting the differences between singles and doubles. In singles, coming to the net often is an opportunity to end a point.

The singles player sets the stage from the baseline, comes to the net and puts the ball away In doubles, the same player needs to learn how to play an entire point from the net. Doubles does not offer the same luxury of setting up the point from the baseline, and then immediately putting the volley away Work on fundamentals to improve your team's overall net game. To improve their reflexes and coordination, teach the players to juggle. To develop reflex volleys, practice volleys one-onone, but keep two balls going, rather than one.

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To learn to hit at the feet of their opponent at the net, players must learn to take pace off the ball.

Use the example of the baseball player to get this point across. A baseball player fielding a ball hit hard will absorb the impact of the catch. To hit a soft volley, a player must absorb the impact of the ball in the strings. A subtle reference to a relaxed hand, a bit of backspin, and a compact motion may assist you in making this point.

Overhead

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Your team's forcing volleys will put its opponent on the defense. The most likely defensive shot the opponent then will play is a lob. Now your team realizes that a good overhead is as important to the success of a doubles team as a good volley Any time the ball is above the level of the net, teach the students to be aggressive and take the offensive. In addition, they must be able to move back quickly enough to cover any shot delivered to their side of the court.

Forward and backward mobility is a key factor on the overhead. Not only must your players move backward quickly to hit an overhead, but they must recover immediately and move forward after the overhead to retain the offensive control of the point. An overhead usually is returned in the same direction, so their opponents' defensive return most likely will be returned to the same player Don't let them stand by and admire their smash; encourage them to get back to the net and prepare for the next floater At the advanced level, this might be a good opportunity to allow a partner to poach.

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There are different types of overheads for which you must prepare your students. The first is the smash â&#x20AC;&#x201D; an offensive overhead off a short lob from their opponents. This shot should be put away easily through the middle, or at an angle to the open court.

The second overhead is one for which the students must move back quickly and sometimes â&#x20AC;&#x201D; jump. This shot stems from a good lob from their opponents. They most likely will be unable to put this ball away; however, teach them that they must try to hit a shot that allows them to retain their position at the net. Tell them to aim deep down the middle, or across the longest angle of the court. It is imperative that they try to take the lob in the air and get right back to the net on the offensive.

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The third and final type of lob that students will face is the most troublesome. This lob is high and deep, leaving them unable to hit the ball in the air without a bounce. (In this case, it might be better if the other partner takes this lob since this person has a better angle to retrieve and hit the ball.) More than likely, your team will have to retreat from the net and handle this shot defensively by letting it bounce. Simultaneously, the opponents probably will approach the net as your team retreats.

At this point, there are three options for regaining the offensive that can be taught. First, they can make an attempt at an overhead, but chances are it will be a weak one. Secondly, they can hit the ball at the feet of their opponents, causing them to again hit up to your team. Thirdly, they can try a defensive lob to push their opponent farther back into the court. Whichever method they use, their ability to move backward quickly will allow them to stay on the offensive and regain control of the net.

To rehearse this situation, first have your students practice all types of overheads. Be sure to alternate lobs and volleys. Finally, practice having them turn and run back to the baseline for a lob.

Return of serve Although groundstrokes constitute a smaller portion of the doubles game than of singles, the return of serve is crucial and often can be the difference between two evenly matched teams.

As with the serve, it is important to maintain a high percentage of returns in play. If your players do not put the return in play, they have no chance of winning the point. Instruct them to make the server play points off the serve so they continually are challenging the server There are a variety of options in teaching the return of serve. The basic return in doubles is the crosscourt return to the feet of the server Generally, the server will attack, so the students should be taught to hit the return to the service line. They can do this by using a compact motion, shorter backswing, various types of spin and a changing pace. Given a second serve, they can use this basic return to attack the serve, move forward and take control of the net.

Other choices on the return are either to hit at the net person, or to pass the net person down the alley Both of these shots are lower-percentage

shots and should be used to keep their opponents honest; however, if the net player is weaker than the server and does not like balls hit directly toward him, remind your team to keep the pressure on this player They should not give the net person too much credit. Return of serve pounded right at the net person is difficult to handle.

Always test the volleyer Another choice on the return is the lob, both offensive and defensive; it is the most neglected shot in doubles. As an offensive return, the lob over the net person's head allows the returning player to attack the net. On the defensive, a lob up the center of the court will allow the returning player to stay in the point after a difficult serve.

Even when players are starting on the defensive, if they think more about where they want to hit the ball on the return, then they may have the opportunity to regain the offensive from the servers.

The serve, volley, overhead and service return all should be part of a player's repertoire to play successful doubles. If they do not have the skills to play good attacking doubles, it is the pro's job to work on refining them. Teach them the skills

necessary for good offense and good defense, and before long they will have mastered the game of doubles.

Strategies An accurate, consistent variety of skills is a player's bread and butter during a doubles match.

But if that seems sufficient to you, think about it for a moment. Bread and butter only whet your appetite for the main course: in this case, the strategic preparation. As with the chess player, strategy should be a coach's primary concern in teaching successful doubles.

The skills required for both singles and doubles are relatively the same, but the two are polar with regard to strategy The biggest difference between singles and doubles is that a doubles team must attack and take over the net to be successful.

Winning a doubles match from the baseline is within the realm of possibilities, but a high-percentage strategy dictates monopolizing the net.

Strategies for successful doubles will vary for each skill level. For example, a low-ranked high school doubles team may not have the precision to place

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A doubles team must attack and take over the net to be successful.

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a serve as well as U.S. Davis Cup players Rick Leach and Jim Pugh. Nevertheless, no matter which skill level one is teaching, there are a few tenets of good doubles by which all successful teams should live. First and foremost is the ability to communicate.

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Communication in doubles is extremely important in order to function as a unit. A team should exploit its opponents' weaknesses. To do so, both players must know and communicate what they think their opponents' weaknesses are and how they can take advantage of those 'weaknesses. A team also must know the opponents' strengths, so an important part of a team's strategy is for its members to talk with each other For example, your team is warming up and one player notices that one of the opponents is a little less confident at the net. Your player should share this information so that when this opponent is at the net, both players can turn up the heat a bit.

Or if the deuce court player sees that the net person always poaches on the second point of a game, this player should- alert the ad court player to return down the line. Teach your players that no matter what they say or how they say it, it is important to keep the lines of communication open.

Use signals to communicate

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Many strong doubles teams communicate by using signals. The most common signals occur when the net person tells the server whether or not he is going to poach. A simple code to use is an open hand indicating the player will poach, a closed hand indicating he will stay, and an opening and closing hand indicating a fake.

Some teams, such as U.S. Open champions Ken Flach and Robert Seguso, use signals to indicate where the serve should go. For instance, the net person will point in the direction that the serve should be hit. Location of serve is extremely important to the net person. Poaching on a wide serve can be much more difficult because of the angles created. So when using the team's signals, in the deuce court the little finger would signal a wide serve, the index finger a serve at the body, and the thumb a serve down the middle. In the ad court, the little finger would indicate a serve down the middle, the index finger a serve to the body, and the thumb a wide serve. Some teams even give both signals, location of the serve, and whether or not to poach.

Signals in doubles are very similar to those used by pitchers and catchers in baseball. Tell the students to think of the net person as the catcher and the server as the pitcher If the server does not like the signal given by the net person, he or she just says "no" and the net person changes the sign. The net person and server may even need to speak, just as the catcher and pitcher do in baseball.

Have your players practice using signals. The benefits are numerous, including the commitment to complete a play and plan a point. Be sure each partner fully understands the other's anticipation of how the point will evolve. Believe it or not, returns generally are predictable, and partners can learn to anticipate the pattern of a point.

Again, communication is important and is permissible as long as no player interrupts the flow of play Instruct students to bear in mind that, when they are the net player and they signal, they must be prepared for any possible return. For instance, if the server hits a wide serve, they must be wary of the receiver hitting the ball down the line.

Therefore, on a wide serve they may not want to commit to a poach unless the server is willing to cross over and cover for them. If they decide to use signals, remind them to use them all the time.

If they signal only when they are going to poach, they have lost the element of surprise.

Practice together Practicing together is extremely important to the success of a team, in terms of both communication and the students' skill development. Each person plays differently and has different strengths and weaknesses. As partners, they need to know each other's strengths and weaknesses.

They also need to know each other's habits and skills. Have them ask each other- Who has the better overhead? Who serves better? On which shots does your partner poach? Who takes the balls down the middle? What returns does your partner have trouble hitting? When does your partner hit down the line? When does your partner lob? These are questions that are answered only after you have played with a partner Doubles partners need to complement each other John McEnroe and Peter Fleming, Leach and Pugh, Flach and Seguso, Navratilova and Shriver, and Jana Novotna and Helena Sukova all practiced together, communicated well, and understood each other's games. Little wonder that

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Practicing together ÂŤs extremely important to the success of a team. all of these pairings achieved such outstanding success.

should not forget that they are in the match together

As long as you have a prepared strategy, you do ^not have to be1 the No. 1 singles player to be part of the No. 1 doubles team. Out of this group of top doubles players, only McEnroe and Navratilova have been No. 1 in singles.

A winning doubles team that loses its communication is vulnerable to attack. A losing doubles team that does not communicate and attempts to change tactics is destined for defeat. In doubles, the players must work as a team, and play as a unit not two individuals. Sometimes this is difficult to keep in mind, but the strength of one united team is greater than that of two separate individuals.

One reason why these players are so good at doubles is that they have excellent communication skills. They speak to their partners about strategies: Which opponent they should play; where they should serve; when they should move. All these players are aggressive. They constantly are moving, crossing and faking. If your students' opponents do not know what your team is going to do, they will feel much greater pressure and, as a result, they will make more unforced errors.

One important point about communicating is that teams must continue to do so when they are both winning and losing. If your team is losing, try to change its tactics; if it is winning, it must keep its edge. Whichever the case may be, the partners

Building a house of strategy Let's look at your team's overall strategy If strategy is compared to building a house, communication would be the foundation. Once the foundation is set, the walls and roof are next.

Exposing an opponents' "weaknesses would fall into this category In doing so, the team will construct an overall framework for what their tactics should be for the match.

Instruct students that, in order to expose a weakness, sometimes they will have to hit into a strength. If a player has a strong forehand return and a weak backhand return, he probably will 47

run around his backhand. Therefore, to gain the opportunity to serve to his backhand, the player first must serve a few wide forehands to pull him over Another weakness in most players is hitting backhand volleys, followed by a forehand volley If the opponent has sent a backhand volley right back to your team, it should hit the ball at him, aiming for his forehand hip.

The foundation and the basic framework is established for your players' house. Now you need some plumbing and electricity to make their house — and their strategy — truly functional. To make the plan work, teach the students to divide and conquer their opponents.

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A major goal for your doubles team is to split its opponents. One way to accomplish this is to play one person. For example, have the players start by serving up the "T," then play the next ball wide, then up the middle again, repeating until they create an opening for the winning shot. They also can play the serve wide and the second shot up the middle. By serving up the middle of the court,

they most likely will force the return to be hit back up the middle, thus giving your net man the opportunity to cut off the return and put the ball away Of course, your players should take into consideration their opponents' individual strengths and weaknesses. If one opponent has a weak backhand, by all means they should serve to his backhand. Very often, a right-hander returning from the deuce court has trouble hitting a backhand crosscourt. Thus, serving to the backhand in the deuce court is a very effective strategy After hitting a serve, either first or second, your team must get to the net. Control of the net is extremely important since it is so much harder to pass two net people. By being at the net, the players will force their opponents to hit a precise shot, and will gain the ability to hit down on the ball and end the point. Doubles is similar to the children's game "King of the Mountain" the person on top has the definite advantage. As king of the net, your team can exploit a greater percent-

Points to pass along • Plan strategy in advance and stick to

it. Remember: Strategy is based on principles and should not be changed midmatch. Tactics are what one intends to do immediately within each match. If the tactics are not working, talk to your partner and alter them as you see fit.

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• Hit down on the ball. If the ball is at your opponents 'feet, chances are it will return as an easy floater. You will be sure to hit down on the next one as you put it away for a winner.

• Use your angles. Take advantage of your opponents when they are caught one up and one back by hitting behind the net person. Also remember that you have an extra three feet on each side in doubles; use it wisely.

• Hit up the middle of the court. When caught in a quick barrage of shots, your opponents will sacrifice communication for reflex. Hitting between them may cause neither or both to go for the ball, and either situation would be to your advantage.

• Hit over the team at the net. Two people may seem like a lot on one side of the

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court, but they cannot be everywhere. If you cannot pass them, try a lob. Any time they have to run for the ball, they hand you the offensive on a silver platter.

The player in front has priority over the player in back. As the back player, you not only have the ability to see the entire court, but you have greater mobility to cover it without having to backpedal.

Know your partner's habits well enough to handle the responsibility.

It is easier to hit a ball in the direction from which it came rather than change direction. If all four players are at the net and your reflexes are superior, try sending the ball right back at your opponent. An unpredictable shot such as this may be all you need to surprise the opponent and win the point.

Proper court position is extremely important in doubles. Always move as a team toward the ball as if a magnet was attached to it. If the ball is hit up the middle, cover the middle. If the ball is hit wide, both players should shift in the direction of the ball.

age of the area on the other side of the net and give their opponents less area in which to hit the ball.

Generally in doubles, students should play the ball to the middle until they get an opening to attack the angles. The reasoning behind this strategy is that if they hit an angle, their opponents can hit a greater angle in return. By hitting up the middle, they leave their opponents without any angles. When they do get an opening, they can use the angle to put the ball away Teach your students to learn to move one player out of position by hitting to the center and then to the side. As a drill, have your players compete using only one side of the court.

that their goal as a team is to split their opponents, thus making them weaker As mentioned in the communication strategy, two people playing together are strong, while two people playing individually are weak.

While your players are attempting to divide and conquer their opponents, remember that the opposing team is trying to do the same. For this reason, it is important for your team to know when they are on the offense and when they are on the defense. Moving together "will prevent your team from being divided.

Defensive tennis We have talked a great deal about offense and creating the shot that sets up the put-away, but you also must concentrate on good defensive tennis, which keeps your players in the point until

Using the serve, along with their approach to the net and angle shots, is one of the most effective •ways to divide opponents. Remind your players

Sample lesson plans of eight one-hour lesson progressions 1.

2.

• How to poach

Positions bn the court , • Responsibilities and opportunities of each player's position Movement as a team • Lateral movement

• Where to aim the shot when poaching 6.

Poaching (as receiver's partner) • When to poach

• Forward and backward movement

• How to poach 3.

Serve • How serving in doubles differs from serving in singles • Spin and placement

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• Where to aim the shot when poaching 7.

Structure points • Set up serve and return

• Where to serve when your partner poaches • Serve and volley

• Build points from third and fourth shot

• High volley

• Build points from other combinations

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• Low volley • 4.

5.

Half-volley

8.

Special situations

Return of serve • Crosscourt return

• Who plays deuce or ad court (righthanded, left-handed, or does it matter)?

• Down-the-line return

• Covering lobs

• Lob return

• Australian formation

Poaching (as server's partner) • When to poach

• Signals • Defensive receiving (two back}

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they can create an offensive situation. Whether they are on the offensive or the defensive, they must play as one unit. A good defense means being together in the back court; playing one up and one back only creates a tremendous hole through the middle.

To teach your students the practical aspects of this strategy, start with two players side by side in the back court. (They will want to try this option when the server has a very strong serve and the receiver cannot come in •with his partner directly off the return.) Have them practice with the

Analyzing new players

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Begin with a positive comment.

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Critique areas where they could have executed better.

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Finish with positive, upbeat comments.

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Always be brief and to the point in poaching.

anticipation that the receiver will be on defense immediately, and teach them how to go from the defensive position to the offensive.

If their opponent has a tremendous strength, such as a great serve to a particular spot, they should try to anticipate it. If the opponent has served the same way to the same spot consistently, move your players to that spot to take the offensive weapon away Instruct them to force their opponents to do something different.

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The unpredictable You have built your players' house, and now you want to furnish it. A few odds and ends should finish off the job, as well as your team's opponents. Use your imagination. Throw in a new couch, an old chair, and something unpredictable. Being unpredictable will complete your house, and it will bring home a win for your side.

What are some ways in which they can vary their game? First, suggest that they not serve always to the same place with the same velocity Furthermore, they should hit their returns in a variety of ways and poach at different times and in different situations.

Tell them to use variety in all their shots.

When planning their strategy, they should look at their opponents' tendencies, strengths and weaknesses. What is their best service return? How do

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they handle pace? How do they move? Who is the quicker of the two? Who has the better hands?

Who closes the net more? Who makes more offensive plays? Who has the better overhead?

Where do they hit their returns? Where do they hit their put-away shots? These are the opponents' tendencies that your team can learn during the first few games of the match. Their opponents will be trying to figure out your players' inclinations as well, so instruct your team to not help them by being predictable. They should play the percentages, but also keep their opponents honest and guessing.

Benefits of doubles As you know, doubles differs from singles in skills and strategies, but why should you or your students play doubles?

Actually, the list of reasons to play doubles is endless. For one thing, doubles has dominated tennis clubs for years. The game is fun, is more affordable than singles, and is popular among spectators at club tournaments. In addition, doubles is played socially more often than singles, and is more common among older players and in company tournaments because it requires less physical conditioning and is more demanding mentally Doubles also allows one to meet more people, thereby potentially increasing one's list of singles opponents. It helps to improve one's singles game, forcing one to serve and volley, as well as to attack more. Furthermore, doubles provides the opportunity to move in and take the ball early without getting caught trying to cover such a big court. Thus, doubles becomes almost a practice court for singles.

In spite of all this, you do not have to be a club player to enjoy doubles. Many high school and college teams hinge on their doubles pairings.

The Davis Cup and Federation Cup often are won because of the combined strength of the doubles players.

Doubles takes a back seat to singles in media attention, prize money and court preference (doubles often is relegated to the back courts rather than the stadium court) Nonetheless, it is gaining popularity at the club level as well as in the pro ranks, as more money enters professional doubles tournaments. No longer are the good singles players necessarily the good doubles players. Doubles is becoming more specialized, and

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many doubles players are concentrating strictly on their doubles skills and strategies.

work their way to the back court and begin hitting the ball to each other straight down the line.

At the club level, we often teach our pupils the game of singles. One way to create interest in the game and to expose them to a wider variety of tennis is to introduce them to mixed doubles.

Mixed doubles allows boys and girls the chance to learn respect for the athletic abilities of the opposite sex. Boys and girls at a young age do not get many chances to compete together in an athletic environment. Mixed doubles affords them the opportunity to be both opponents and teammates. In short, doubles is for everyone.

The next variation is crosscourt drills. In teaching these drills, it is very important that each player recover somewhat to the center of the court and move to the crosscourt ball each time. A player should not be standing in the corner without moving to the ball. During this part of the warmup, each player should begin to move to the ball and hit to a spot, after which one person comes to the net and works on volleys.

Teaching pros should remember that when students try doubles, they often play a crowded version of singles. Since doubles is such an involved game and is not the same as singles, the pro should keep a mental checklist of things to remember when he or she walks onto the court.

Lesson plan for doubles

The first few volleys in the warm-up are for the feel of the ball on the strings. Make sure players are relaxed and focused on the ball, aiming their first volleys deep. You want them to vary the depth of their volleys during a match, so they should attempt to vary them during the warm-up.

Have them practice volleys from the net as well as from the service line. Make sure they vary the depth of these volleys as well as half-volleys.

Remind them that first volleys are generally hit from the service line.

One of the biggest mistakes a teaching pro can make is to go on the court week after week and teach without a plan or notes from previous lessons. Each one-hour lesson should involve 10 minutes for a warm-up and stretch, 10 minutes for a "partner warm-up," 10 minutes of skill work, 10 minutes of drills and 10 minutes of doubles play at the end of the hour This will leave 10 minutes to use in any area for explanation or demonstration.

After volleys, have the team warm up its overheads, serves and service returns. When practicing these skills, go through all possible shots and to all sides. For example, have them hit serves to both the deuce and ad courts. They should try a few volleys down the middle, angle some to the sides, and hit a few directly at their opponents' feet. The warm-up is for feel, focus and adjusting to the surroundings, not for technical practice.

The warm-up and stretch should include a light jog (to begin perspiring) and some stretching, such as the USTA's Basic 10 Flexibility Exercises.

After educating the group on warm-up and stretching, encourage them to do so before the lesson begins so that time may be used more efficiently for better doubles training.

One other suggestion is to make sure students have the proper equipment. If they are terrified at the net, get them a bigger racquet so they feel somewhat protected.

Teach students the importance of the partner warm-up. In order to play well with a person, one must learn to work well with a practice partner — players cannot try all their "winners at once.

Something typically seen in beginner players is that they do not appreciate the value of a warmup.

In a warm-up, players should work on establishing their timing and feel. They should start from behind the service line and smoothly hit the ball to one another At this point, the goals are to warm up the hands, to get, the feel of the ball hitting the middle of the racquet strings, and to simply watch the ball. Then, both players gradually

Coaching novice competitors •

Check their equipment.

•

Check their needs for doubles

•

Give them a game plan: two or three key points.

•

Point out center strategy to them.

•

Focus on coaching their play, rather than on how to beat their opponents.

•

Teach them to play one point at a time and to communicate in between each point.

51

With players at a higher skill level, give them a few more responsibilities. When you are working on the serve, have them learn a ritual. Teach them spin and have them pick a spot for their serve.

Also, have them talk to each other Use signals to practice planning a point. Partners should tell each other where they are aiming. They also should begin to learn to poach. Together they should try evaluating their shots, such as the best possible return.

Communication with partner To repeat an important point, communication is vital. To teach this, mention the "X Factor," which is a perky little name for that area of the court where the service line meets the center service line, also called the " T " Both partners pass each other here after each point, giving them the opportunity to communicate. Each time a point is finished, your players should meet at the "X" and devise a plan for the next point.

UJ

To prepare students to be good doubles players, first define and clarify to them why they are a good team. Help them appreciate their individual strengths and explain how they can combine into an even stronger unit. Introduce them to competition in such a way that competitive stress is minimized and competitive learning opportunities are maximized. Promote the spirit of competition in such a way that self-esteem is enhanced and strengthened. Most important, begin a foundation for success and enjoyment that will increase as your players reach even higher skill levels.

Picking the right partner is very important in creating a successful doubles team. Sometimes the pro has control over this, but other times the pro does not. When you do have control, it is good to keep in mind that opposites often produce the best chemistry Evaluate players accurately, and then select pairings whose members complement each other Observe the players under stress and in competition. Mix the teams and observe them with different partners to see how they compensate for and complement each other For some reason, certain doubles teams find the keys to a winning combination. Occasionally, very good college teams progress to Davis Cup and Federation Cup level, which is expert doubles. Meredith McGrath and Jennifer Capriati, members of the U.S. National Team, were the No. 1 doubles team in the world for junior girls, dominating junior girls doubles. Navratilova and Shriver combined earned more doubles tides than any other female team in the last decade. They were better than Gabriela Sabatini and Steffi Graf, who on record were better singles players. McEnroe and Fleming were a phenomenal doubles team, yet only McEnroe had any overwhelming success in singles.

Communication separates the good teams from the mediocre, the unforgettable from the forgotten, the winners from the losers. Teach sound skills, the importance of communication and how to work as a unit to students of all levels, and you will establish the first step toward success in doubles.

O

o CO

Picking the right partner is very important in creating a successful doubles team.

52

Dates that rate Specialty Courses Jlixair is, upgrades and Certification Traitiling Courses April 18-19

Palm Desert, Calif.

(CTC)

April 18

Maui, Hawaii

(CTC)

April 23-24

Gastonia, N.C.

(CTC)

April 24-25

Boca Raton, Fla.

(CTC)

April 25-26

Tyler, Texas

(CTC)

ate pril 14 pril 17 pril 17 pril 18 pril 20 pril 21 pril 25 ay 1 ay 1 ay 1 ay 2 ay 3

April 26-27

Bronx, NY

(CTC)

ay 4

May 2-3

Murrieta, Calif.

(CTC)

May 2-3

Turlock, Calif.

(CTC)

May 6-8

Mesa, Ariz.

(CTC)

May 13

Freeport, NY

May 14-15

Bradenton, Fla.

(CTC)

May 15-16

Wilmington,. Del.

ay 5 ay 14 ay 16 ay 16 jne 3 jne 5 jne 6 jne 6 jne 13

(CTC)

May 15-16

St. Louis, Mo.

May 22-23

Fountain Valley, Calif.

Course Title Incorporating System 5 into Lessons Incorporating System 5 into Lessons Mental Toughness First Aid & CPR Advanced Stroke Production Junior Development Advanced Stroke Production Club Activity Programming Personal & Professional Development 5 Keys to Tennis Competitive Doubles Patterns System 5: Forehand, backhand, serve and return System 5: Approach shot, volley, lob, overhead and passing shot System 5: Singles strategy 5 Keys to Tennis Group Lessons Fitness, Training and Periodization Tennis Business Management Competitive Doubles Patterns Nutrition Quality Management Stroke Analysis

Location Houston, Texas Maui Hawaii Falmouth, Maine Chagrin Falls, Ohio Houston, Texas Houston, Texas Bronx, NY Turlock, Calif Detroit, Mich.

Burnsville, Minn.

Detroit, Mich.

Houston, Texas Houston, Texas Houston, Texas Warren, Vt. Warren, Vt. Hidden Valley, Penn.

Fort Myers, Fla. Cincinnati, Ohio Cincinnati, Ohio Fort Myers, Fla. Hamden, Conn.

Lennis Teachere' Courses (CTC)

Hours

ate aril 1-3 Dril 28-30 ay 20-21 ne 2-4 ly 21-23

24 24 16 24 24

May 23-24

Marietta, Ga.

(CTC)

June 4-5

Sanibel, Fla.

(CTC)

June 4-5

Bloomington, Minn.

(CTC)

June 5-6

Nashville, Tenn.

(CTC)

June 6-7

Parker, Colo.

l^onventions

June 67

Houston, Texas

Date April 1-5

June 7-8

La Jolla, Calif.

June 10

Freeport, NY

June 12-13

Hamden, Conn.

(CTC)

June 12-13

Baltimore, Md.

(CTC)

June 13-14

Pleasanton, Calif.

(CTC)

June 13-14

Richmond, Va.

(CTC)

June 26-27

Camarillo, Calif.

(CTC)

June 26-27

Detroit, Mich.

(CTC)

June 28

Cooper City, Fla.

(CTC)

The above schedule is subject to change.

The deadline for registering for an exam, upgrade or CTC is 21 days in advance.

Exams which are accompanied by a CTC are indicated in the right margin. For more information, call the USPTA Membership Department at (713) 97-USPTA.

May 13-16 June 1-6

Division Western Regional (Southwest, ntermountain, California, San Diego, Pacific Northwest) New England Florida

Location Houston, Texas Chicago, III. Fountain Valley, Calif.

Nashville, Tenn.

Nashville, Tenn.-

Location Las Vegas, Nev. Warren, Vt. Ft. Myers, Fla.

UQ.I JA Schools of Teaching Date April 12-13 July 16-18 Aug. 14-15

School School of Tennis Teaching USPTA Playing School School of Tennis Teaching

Location Houston, Texas Maywood, N.J. Maywood, N.J.

Llivision meetings/activities Date April 25 May 8 May 15 May 16-17 June 10 June 29

Division Midwest Middle States New England Middle States Hawaii Mid-Atlantic

City Decatur, III Wilmington, Del. Warren, Vt. Pittsburgh, Pa. Honolulu Hawaii Chevy Chase, Md.

Cioaehes Worltshops Date April 17 April 23-24

Division New England Eastern

City Falmouth, Maine Bronx, N.Y. ADDvantage April 1993

13

Association works to expand minority member network .he beginning of a nationwide, minority member network and a plan for future programs are some of the accomplishments of the USPTA Minority Affairs Committee (MAC) on its first anniversary.

USPTA's minority programs are designed to bring together minority and non-minority members to work toward common goals.

Officials and committee members have stressed that they hope to involve all members in multicultural activities and to involve more minority pros in association activities, not to separate members.

The committee, division presidents and World Headquarters have worked together' to establish the first phase of the nationwide minority network a key member in each division to serve as a liaison from the national level to the division. This person, the divisional minority liaison, will help implement minority programs at the divisional level, and will broaden the minority network by looking for key people in all major metropolitan areas, and by establishing a divisional committee.

To help members become a part of their divisions' efforts, a list of the minority divi-

sional liaisons and their phone numbers are included on this page. Members are encouraged to contact their liaison to become active in their division.

During the National Convention n September, the Minority Affairs Committee met for the first time, and a public forum was held on minority concerns. Subsequently, MAC members continued to work toward defining a mission statement and goals, which are awaiting final approval by the national Board of Directors.

Besides widening the minority network beyond the divisional liaisons, the committee also wishes to identify the number of minority USPTA members so that it can approach them directly and encourage them to be active n the Association. It also will look for ways to enhance the image of and the job market for the minority professional Serving on the national USPTA Minority Affairs Committee are Chairman Joe Edles, Dexter Fong, Virginia Glass, Angel Lopez, Mark Luna, Tony Martin, Robert Screen, Paul Soliz and Kathy Woods.

Any USPTA members, not just minorities,

who wish to help MAC achieve these goals and be a part of future programs, may let the World Headquarters know by using the clipout coupon on this page. Those who respond will be listed in the database for contact in the future. ÂŽ

Minority liaisons California

Ulysses "Pete" Brown (213) 296-3137

Eastern Florida

:

â&#x20AC;˘

:

Name.

Address

City Phone: Home (

State )

Dino Bondallian (808) 329-5061

Intermountain

Joe Edles (303) 985-1551

Middle Atlantic

James W. Ridgeley (202) 667-0309

Middle States

Albert W. Dillon III (215) 896-1119

Midwest

Jorge Capestany (616) 538-4600

Missouri Valley

TBA

New England

Eddie Davis (617) 344-7453

N. California

Dexter Fong (916) 429-1174

Northwest

Bill H. Roddy (612) 934-5416

Pacific Northwest

TBA

San Diego

Stanley K. Jefferson (619) 549-6743

Southern

Anthony Womeodu (901) 375-8185

Southwest

James Johnson (602) 957-7936

Zip Phone: Work (

Member number

)

Division

Optional If you wish to be identified in our database as belonging to a particular ethnic group or race, please check the box below and write in which group you belong to. This will be used to help members in a mentorship program, to sponsor new members, and for other programs.

D Yes, wish to be identified. I am a member of the following ethnic group or race:

Texas

14

ADDvantage April 1993

Jorge Andrew (813) 324-7019

Hawaii

USPTA Minority Programs Participation D Yes, would like to participate in USPTA minority activities and receive mailings.

Ron Dyson (716) 248-8980

:

Sal Castillo (512) 698-1133

'

;

[

Ethnic pros struggle for foothold in tennis

by Dexter Fong

_H-t was on two different occasions that stumbled awkwardly through conversations with a couple of tennis pros. The first was an African American, the second was Hispanic.

Both conversations, even though different, were discouraging and difficult, but distinctly the same. Both teaching pros felt their ethnic culture was a disadvantage in landing a fulltime position with a tennis club.

These two conversations were very personal and revealing. Each pro had taught tennis for more than two years. Since the year began, one pro has given up on finding a full-time position at a private club, and the other recently began teaching at one.

Landing a full-time teaching position at a private club is not an e'asy task. When aspiring ethnic teaching pros attempt to move into one of these positions, they may have one strike against them before the interview begins. The ethnic teaching professional appears to have more barriers to hurd e, even though some possess advanced degrees from accredited universities and USPTA certification.

'Yet, despite their training, these graduates will have great difficulty landing positions at private clubs, Arthur Ashe wrote in the September 1992 issue of Tennis magazine.

Other ethnic tennis pros, as well as their white counterparts, have echoed similar concerns over the years.

The lack of ethnic teaching professionals working in clubs is related directly to the small ethnic player base and the reluctance of club decision makers to hire them. It stands to reason that as the player base develops, so will the players' interest in the teaching industry. As the number of ethnic teaching professionals expand, so, too, will the ethnic player base.

So where will these pros teach? Where are these pros teaching now? One has to search hard to find ethnic teaching professionals in the club setting. Just take a look at your local tennis clubs, country clubs and recreation departments; that's what did in Sacramento, Calif After surveying 23 private tennis clubs and 15 recreation departments and districts in the greater Sacramento area, I discovered'that 50 people teach tennis at private clubs. Of those 50, 43 are white, four are Asian Amer-

ican, two are Hispanic and one is African American.

The telephone survey also revealed that 14 people teach at recreation departments or districts. Of those, 10 are white, two are Asian American, one African American and one Hispanic.

This survey does not include schools, colleges or the National Junior Tennis League of Sacramento Inc. but believe it is safe to predict similar percentages there.

Of course, this survey is but one small sampling of our teaching industry, however, can't help but feel that these results would be the trend across the country.

Since there are only a few ethnic teaching pros or coaches, not many are serving in decision-making positions, such as administrators. The pipeline to these positions does not hold much in store for multicultural representation. Until more ethnic pros are hired to teach on court, the trickle-up effect of minorities moving into policy-making positions likely will remain stagnant. Furthermore, the trickle-down effect that creates a larger player base among ethnic minorities will continue to move ever so slowly.

Some ethnic pros are intimidated and believe it would be useless to apply for positions at a tennis club. Some have even felt uncomfortable attending tennis workshops and conferences. These are real issues that affect some of our pros, and we need to be sensitive to these difficulties.

Are more ethnic pros needed? Let's examine some demographics before we answer this question.

'Our population mix is changing faster than anyone expected, stated The Kiplinger Washington Letter, Vol 68, No. 18, May 3, 1991 Huge increases in Asians and Hispanics in the past 10 years 3.5 million more Asians, 8 million more Hispanics than in the last census By 2000 one of three kids will be Hispanic, Asian, black or American Indian. By 2015, Hispanics will replace blacks as the largest minority.'

It stands to reason that if an increase in minority participation in tennis is a goal of the USPTA and USTA, minority teaching pros should be in place to expedite this growth Another question is raised: Can ethnic pros (continued on page 19)

Who's teaching tennis?

A survey of teaching professionals in Sacramento, Calif., area clubs.

86%

50 pros at 23 clubs.

*88%

24 directors/head pros at 23 clubs.

14%

*72%

14 instructors at 11 recreation departments/districts.

|/j] African American j^3 Asian American |^] Hispanic 11 White 'Rounded up

ADDvantage April 1993

15

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Off-court focus

Screen committed to success M

.any tennis professionals consider teaching tennis a job. But Robert Screen, Ph.D. head coach of Hampton (Va.) University's men's tennis team, has a completely different attitude toward his coaching responsibilities and students.

The most important thing give to my students in terms of tennis is my total commitment, Screen said. "From me, the kids learn hard work and they learn commitment to something.

Screen's success as a tennis coach is because of this attitude. He began playing tennis as a young boy and said that, like Arthur Ashe, tennis was the only sport he could play. was a little scrawny kid, and tennis was the only thing I could play competitively,' Screen said.

Screen attended Hampton University, where he earned a bachelor's degree majoring in English and played on the varsity tennis team. He later returned to Hampton, after earning master's and doctorate degrees, to begin a program in speech pathology. He also became the assistant coach for the men's tennis team and accepted the coaching position in 1970 after the retirement of head coach Herman Neilson, Ph.D. He also chairs and founded the department of communicative sciences and disorders.

Becoming a tennis coach was certainly not in my plans, he said. 'But, this is my school, so that makes it an extra special thing for me.

Coaching is not something he does for the money, because there's no money in it, he said. Screen tells young teaching pros to become a tennis coach because it's something they love to do; to make a job part of their lives, and accept ownership in it.

'As long as you accept ownership in a job, as long as it's part of you, your thing, your family, your heart you will take on a different role,' Screen said. It's you, and when it's a part of you, you're going to be on top.

Screen's commitment and attitude toward coaching definitely is reflected in the performance of his 'Fighting Pirates. The Hampton University men's tennis team, Screen said, is the only predominantly black school to win the National Collegiate Athletic Association (NCAA) Division II National Championships (1976 and 1989). In 17 of the last 21 years,

Robert Screen, Ph.D. Hampton has finished in fourth place or better in Division These kids play with their hearts because they see what it means to me, he said.

That's hard to beat, that's the extra thing; they play with awesome pride, and that's why we're not afraid of anybody.'

With the success of his teams, one might wonder what coach ng tactics and philosophies make Screen a winner. He stresses the fundamentals of the game and teaches his students how to pick apart the game of an opponent who may have a better command of tennis skills.

He also emphasizes playing percentage tennis, much like Jack Kramer did, one of Screen's tennis idols.

"I love Jack Kramer,' Screen said.

'All of my players learn to play like he did. Screen also tries to teach his players a greater variety of strokes and serves.

Besides being involved n coaching tennis and teaching undergraduate and graduate level courses at Hampton Screen also finds time to write novels. He has published two, With My Face to the Rising Sun (Harcourt Brace Jovanovich, New York, 1978) and We Can't Run Away From Here (Vantage Press, New York, 1958).

He has an additional four novels that are being marketed to book publishers.

If the four novels are published, Screen would like to start a tennis camp for minority players with the income derived from them.

I want to help these kids and I want them to have a place to go and work out, the same type of concept Dr. (R. Walter "Whirlwind") Johnson had when he coached Arthur Ashe as a young boy,' Screen said. I would coach the minority players and get them started on the circuit with finances and be the support that is needed to get them out there.

Screen has other goals besides starting a minority tennis camp. In 1992, he was appointed to USPTA's Minority Affairs Committee (MAC), which was formed to encourage the involvement of minorities in USPTA and the tennis industry. One of his personal goals for the committee is getting more minorities involved in tennis.

'We must produce top minority coaches first, then the top players from these coaches, Screen said.

He also would like to see more minority players make the top 100 world rankings so they can reach minority students and give them the financial backing and support to start playing professional tennis.

That's my goal, that's my dream, that's my mission, Screen said. 'I've done that here at Hampton. <o>

ADDvantage April 1993

17

USPTA answers questions on its minority involvement Editor's note: USPTA has increased its minority involvement over the years and, in 1992, formed a Minority Affairs Committee to encourage minority involvement in the Association and the tennis industry. The following questions address the functions of the committee and its role in USPTA.

Q.

Is USPTA involved in minority issues and programs?

USPTA has been involved in many programs both its own and those of other organizations and has published editorials in its monthly magazine promoting minority issues. Among USPTA's efforts in the minority arena are: • Multicultural Coast-to-Coast clinics.

Begun in 1991 as part of Across America Tennis Day, the Coasf-to-Coast program successfully has reached potential players who have special needs, such as innercity and minority children, senior citizens, handicapped children and adults, and many more. These one-day clinics have a five-week, follow-up program designed to keep the players' interest. The scope of these programs is tremendous, as both extend across the nation.

• Professional Tennis Management (PTM) program at Hampton (Va.) University and Ferris State University in Grand Rapids, Mich. This USPTA approved, four-year, college curriculum offers a marketing degree with an emphasis in professional tennis management and currently is in place only at these two universities. Hampton is one of the premier educational institutions in the country and has a predominantly black enrollment. Additionally, Ferris State is very enthusiastic about recruiting more minority students to its PTM program • Minority network. A minority network has been established to foster programs, support existing minority members, and encourage a greater minority membership.

• USTA's NJTL and Schools programs.

USPTA actively has encouraged new National Junior Tennis League chapters and provides grants to chapters which have USPTA member participation. It also has supported the Schools Program since its inception, and provides grants to USPTA members who participate.

18

ADDvantage April 1993

Q.

Why did it get involved?

f\ A 1991 editorial by CEO Tim Heckler in ADDvantage magazine noted: "Injustice is a fact of life for many people. In our society, minorities face a variety of problems stemming from various types of bias.

As the world's largest organization of tennisteaching professionals, we have a responsibility to become seriously involved in this great cause.

'Being only fair is sometimes not fair enough. " Attracting minorities to tennis is good for the sport, and will bring more talent, players and teachers, as well as make the tennis industry more representative of American society. Arthur Ashe, who was a USPTA member, once pointed out that minorities represent a large untapped market for the tennis industry, and their economic impact should be accorded the respect due to them.

Q.

[• Has USPTA taken a stand to encourage minority participation and to discourage racial discrimination?

Yes. n 1989, the Executive Committee (USPTA's governing body) adopted a resolution that required USPTA club members to assure USPTA that they did not discriminate in their membership policies,

or their USPTA membership would be dropped.

And in February 1992, the national Board of Directors adopted a resolution that states the specific goal of encouraging and fostering minority participation in the tennisteaching profession.

Also, USPTA has issued an affirmative action statement called the USPTA Position on Promoting Leadership Roles for Minorities and Women, which has been added to its publications. The statement reads: "The United States Professional Tennis Association is committed to the policy that all people have equal access to its programs, facilities, employment and membership without regard to race, color, creed, religion, national origin, sex, age, disability, marital or veteran status. USPTA is an equal opportunity employer. Founded in 1927 USPTA increases interest and awareness in the sport of tennis and actively promotes new membership and programs for minorities and women.

And last, but certainly not least, several editorials have been written by USPTA officials over the past decade urging that minority issues be given the full attention they deserve.

What other affirmative action steps has USPTA taken?

USPTA pros met at the 1992 National Convention to discuss minority concerns.

f^. m USPTA has worked to strengthen the position of women tennis professionals in USPTA and in the tennis industry in general.

A strong USPTA women's network has been built, consisting of a national Women's Committee, with a committee liaison in each division.

Q.

Are minorities encouraged to join USPTA and are they represented in USPTA? f\ Emphatically yes. USPTA's membership includes Hispanics, African Americans, Asian Americans and Native Americans, and it actively is seeking more minority tennis pros to join. The exact number of minority members is not known, because USPTA does not ask applicants to indicate race on the membership application form. The Association has prided itself on the fact that all members are accepted on the basis of how they perform on a test of their tennis skills, which is conducted by their peers.

Although there are no plans to change the application form, the members of the USPTA minority network will ask existing members if they are interested in participating in USPTA minority programs. Those who respond will be placed on a mailing list and contacted for future projects.

Q,

'â&#x20AC;˘ Does USPTA have a minority network among its members?

Yes, this network consists of a Minority Affairs Committee (MAC) and a Minority Advisory Board at the national level, and a liaison in each of the 17 U.S. divisions.

Some divisions also have a divisional minority committee, or plan to establish one. Eventually, we hope to have a minority liaison in every major metropolitan area.

\Mm How can a member get involved in USPTA's minority programs and network?

By contacting his or her divisional liaison, a member of the Minority Affairs Committee, or the World Headquarters and volunteering to get involved. All members can be involved, not just minorities. Ask what programs are available in your division or at a national level and request to be added to the World Headquarters' minority contact list.

Additionally, volunteer to serve as a sponsor for minority tennis professionals who are applying for membership, or act as a mentor for a budding young tennis teacher.

Vjf â&#x20AC;˘ How can more minorities get elected to divisional and national offices in USPTA? Just as with all members, begin at the grassroots by getting involved in your division's activities all facets, not only minority issues. Volunteer to serve on committees, then run for divisional office, building up to a national position.

Q.

To join USPTA, an applicant must have a member as a sponsor. How can a minority tennis pro acquire a sponsor if he or she doesn't know a member?

When applicants have difficulty locating a sponsor, the USPTA Membership Department routinely sends a letter with the applicant's name to the president of the USPTA division where the applicant resides.

This is done for all applicants, as the problem of locating a sponsor is not limited to minority

Ethnic pros (continued from page 15) influence the growth of tennis?

Like any other student, the minority student learning the game of tennis will be influenced greatly by his or her environment.

The ethnic teaching pro affects that environment, especially if that pro is from the same ethnic culture.

Let's examine what happened in Sacramento, n 1989, 18 children took advantage of a free tennis program offered by the National Junior Tennis League of Sacramento, n 1990, the program was canceled at that same park due to small enrollment.

In 1991 the program was again canceled because of small enrollment. During the spring of 1992, approximately 10 children signed up for a special tennis program at the park. That summer, when an African American woman instructor was hired, the enrollment jumped to more than 100.

So, can ethnic pros bring more students to the game of tennis? The scenario just described illustrates what can happen when the right person is matched with the right situation.

The USPTA, an organization of 10,000 teaching professionals, has established a national committee to study ethnic minority concerns and to develop membership services to help all teaching professionals.

The USPTA Minority Affairs Committee is comprised of USPTA professionals who will tackle the issues and concerns described in this article. The committee will attempt to find

pros. Also, the applicant can request that the division's minority liaison be notified, as the minority network is designed to recruit and support minorities.

Q.

What plans does USPTA have for future involvement?

USPTA is working on ideas to boost the job market for minority professionals, to build the minority player base, and to increase the number of minority tennis professionals holding USPTA membership.

The minority network will work on ways to increase the involvement and enhance the image of minority pros.

Also planned is a program to place minority college students interested in the tennis-teaching profession in summer internships at clubs and facilities. Currently, such a program exists as part of the Hampton University PTM program Š

solutions to problems, make recommendations, and develop strategies to increase and nurture the number of ethnic teaching pros and participants in the game.

As we move toward the year 2000, we all need to look at the bigger picture. USPTA is doing that with plans to implement a mentor program for all tennis professionals, but particularly for minority and women pros; to increase the involvement of minority pros; and to establish a minority network among members.

It is this positive attitude and conviction that will maintain the integrity and professionalism of this organization. As a result of this, the game of tennis will be better for all involved.

Dexter Fong is the men's head tennis coach at Cosumnes River College and director of junior tennis at the Natomas Racquet Club in Sacramento, Calif.

He also is the coadministrator of the local USTA Area Training Center, director of the USTA National Junior TenDexter Fong nis League, founder of the community Tennis Improvement Association Inc., chairman of the NCTA Recreation Tennis Committee, treasurer of the USPTA Northern California Division, and a member of the USPTA Minority Affairs Committee.

Fong has a bachelor's and a master's degree in physical education. He received the 1988 USTA Community Service Award and the 1991 USPTA Northern California Division Pro of the Year.

ADDvantage April 1993

19

National Convention brings pros 'Back to Beaches, Backhands and Boca9 SPTA pros will pack their tennis racquets and head back to the beautiful Boca Raton Resort and Club for the 66th annual USPTA National Convention, Sept. 18-26. The resort was the site of the 1989 USPTA National Convention, so this year's convention has the appropriate theme of "Back to Beaches, Backhands and Boca."

The Boca Raton Resort and Club was chosen as the site for the 1993 convention for several reasons. First, the resort is one of the very few in the country that physically is able to accommodate all of the members and activities that comprise the National Convention. Consisting of more than 900 guest rooms and 34 tennis courts, the resort is large enough to host all convention attendees and the USPTA National Championships

USPTA National Convention Sept. 18-26, 1993

and USPTA TeamTennis Championships.

The Boca Raton Resort and Club also did a great job of hosting a successful 1989 event, ÂŽ and many USPTA members enjoyed the activities and service provided during the convention.

The resort's 223 acres are filled with tropical flowers, exotic birds, charming architecture Looking for that extra something to improve your tennis and a wide range of program...advance your career....play and teach better? activities to keep the CompuTennis has proven results! sports enthusiast occuSince the early 1980's, pied throughout the day.

CompuTennis has been used In addition to the 34 by the best players and coaches tennis courts, the resort to improve. It is used by TV and offers two 18-hole the media to help millions of fans championsh p golf better understand the game.

COMPUlâ&#x201A;ŹNNIS The Right Choice...

courses, five pools, an indoor basketball court, fitness centers, a 23-slip marina with full fishing and boating facilities, and a halfmile of private beach with windsurfing, snorkeling and parasailing as water sports activities.

USPTA also offers many educational activities at the convention, such as a Certification Training Course, Specialty Courses and on-court seminars to tennis professionals.

Seminars covering relevant topics, such as career management, business, managing a pro shop, new sport science discoveries and innovative tennis-teaching techniques are held daily. This year, a Spanish module, with at least one Specialty Course and various seminars, will be available for the Spanishspeaking convention attendees.

The manufacturers exhibit show from previous conventions has been changed to a buying show so that pros, as well as buyers, may place orders for merchandise.

The USPTA National Tennis Buying Show, to be held Sept. 22-23, will offer attendees the latest merchandise from tennis manufacturers and retailers.

An annual Awards Breakfast, the Battle of the Divisions, the USPTA National Championships, the USPTA TeamTennis Championships and many more activities are available for members to enjoy.

Start making plans to attend the 1993 USPTA National Convention at the Boca Raton Resort and Club in Boca Raton, Fla. Watch for registration information and forms that will appear in future editions of ADDvantage magazine. <o>

Our match charting computer software and hardware is adaptable to every player and pocketbook. Programs are continually upgraded, such as our new TOURNAMENT PLAYERS PACKAGE III which enables you to analyze your own players and to scout opponents.

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20

ADDvantage April 1993

The Cloister, built in 1926 with Spanish-influenced Mediterranean style design, offers classic palm trees and tropical gardens for guests to enjoy.

Don't let phone calk put business on hold fey Paula Scheb

E

I ach day, tennis professionals receive a constant stream of phone calls from club members, suppliers, salespeople and people inquiring about membership, billing or lessons. Rather than perceiving these calls as an interruption or nuisance, use them as an opportunity to reflect professionalism and business knowledge.

Telephone etiquette is an important skill for a tennis professional and his or her staff Research has shown that a caller forms an opinion about a person, and therefore the' club, within the first 15 seconds of the conversation.

The Wall Street Journal reports that only 30 percent of all business calls are completed on the first try. In our fast-paced society, time is a precious commodity The following are methods to conserve time during phone calls. «• • Schedule a portion of the day to make and return calls.

In other words, bunch the calls together, so less time will be wasted in trivial conversation.

• Outline the call beforehand by making a list of points to be covered and take notes for follow-up action.

• Have a concise message ready if the business call cannot be completed on the first attempt. Leave a detailed message stating the days and times available to receive a return call and the information you need.

Also, ask if anyone else can help you • If someone else at the club or pro shop answers the phone, have incoming calls screened by providing them with a 'talk to' list. This should include people whose calls always are taken and those not taken.

All other callers should be asked politely about the nature of the call and if someone else can help them.

Keep the staff informed about upcoming events, membership rules, regulations, dues and any items pertinent to the department. This sounds fairly obvious, but it's an often overlooked time saver.

Take the time to describe every detail to the staff, allow them to feel more involved and competent, and the club will run more efficiently. The bonus is that fewer calls are handled by the tennis professional. Also delegate calls to other staff members.

Use other 'phones' such as headphones, speaker phones, cordless phones and cellular phones. They are great time savers and allow other tasks to be accomplished while working through a list of calls.

Everyone dislikes being put on hold, so inform the caller before doing so, and check back periodically while finding information. If put on hold, do not waste time doodling or feeling frustrated, but have something to do that only takes a few minutes.

• Conversations that start with Hi, how are you?' ' Fine, how are you?' are meaningless beginnings that waste time. If someone starts a call that way, reply that you are fine and ask how you can help them. This makes an unspoken statement that time is very important and they will get to the purpose of the call.

Putting a timer on the conversation helps adhere to a time limit and also is an eyeopener. Add up the time spent on the phone and take into account the hourly wage made while on court to determine if the time was justified.

Immediately inform telemarketing representatives politely, but firmly, whether or not there is an interest in their product.

Remember, these people need direction (continued on page 24)

Creative marketing increases sales

by Mike O'Connell The days of putting merchandise in a pro shop and expecting customers to purchase it are long gone. Over the past five years, the number of pro shops carrying merchandise has dwindled significantly, and many are no longer in business.

There are many reasons for this trend, such as the economy, poor selection and the cost of goods, but the single biggest reason is the inability to effectively plan and the lack of marketing.

Here are some simple ideas to enhance sales through creative thinking.

• The club newsletter is a great place to run a monthly pro shop special.

Include a crossword puzzle in the newsletter, with the first member correctly solving the puzzle receiving a discount.

• Consider a membership privilege discount, which would entitle club members to certain discounts.

• Use shop displays and settle-on a basic theme, such as, "Tennis, the Game for a Lifetime," Wimbledon, or center the theme around special holidays and functions, such as Valentine's Day, St. Patrick's Day, Easter, the Fourth of July and Christmas.

• Have members spin a wheel of fortune to win discounts ranging from 10 percent to 50 percent.

• Develop a tennis merchandise bonus system: Every purchase of $10 or more earns points to be accumulated toward monthly prizes. A grand prize will be awarded to the member with the most points accrued at the end of the year.

• Notify members about the option of ordering merchandise that is not stocked regularly in the pro shop.

• Offer a racquet special, where members receive free stringing, a free grip or other specials with the purchase of a racquet. Also offer free merchandise with a tennis lesson. (continued on page 24)

ADDvantage April 1993

21

Industry action USPTA • The USPTA Eastern Division presented the following members with awards at a dinner on Jan. 30 where the late Arthur Ashe was the featured speaker. Gordon J. Kent, Professional of the Year- Timothy D. Smith, Coach of the Year- Robert L. Litwin, Male Player of the Year- Mary R. Mottola, Female Player of the Year- William J. Tyrrell, Major Contributor and the Bronxville Field Club, Club of the Year.

• USPTA professionals James McCready, Brian Yegidis and Paul Gatonguay have been named head professionals at Ivan Lendl's Tennis Center in Banksville, NY • USPTA's California Division presented 1992 awards during an annual awards banquet to: Hank Pfister, Pro of the YearBrad Parks, Male Open Player- Lisa Seemann, Female Open Player- Judy Louie, Senior Female Player- Geoff Martinez, Senior Male Player- Michelle Archuleta, Coach of the Year and Penn Manufacturing, Manufacturer's Award.

The Southern California Tennis Association also presented awards to USPTA pros Larry

Donaldson, USTA clinician, and Sheri Morris, Penn Manufacturing, for their work and involvement with the USTA Schools Program.

• Steve Smith, USPTA pro, has been appointed tennis director of the SegusoBassett Tennis Training Center in Boca Raton, Fla. His responsibilities include creation and supervision of all tennis programs and screening of all coaches for prospective

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membership in the Seguso-Bassett staff • USPTA professional Gary Breen has joined the staff of the Hyatt Dorado in Puerto Rico. Breen also is a Peter Burwash International tennis professional.

• A USPTA Specialty Course was held at the Ferris State University (Grand Rapids, Mich.) Racquet and Fitness Center, with USPTA pro Brett Hobden, co-developer of System 5, leading the day-long seminar.

Various teaching pros and students from Ferris State's Professional Tennis Management program were present for the course.

• USPTA professionals in the Coachella Valley, Calif area organized a Hit-a-thon that raised more than $15,000 for the Desert AIDS Project and the Arthur Ashe Foundation for the Defeat of AIDS. The Hit-athon was coordinated by USPTA pro Greg Cosgrove and approximately 50 percent of the local USPTA pros participated in the event.

Participants in the Hit-a-thon tried to rally as long as possible without hitting the ball into the net or out of bounds. Each pair had three balls to make as many hits as possible.

Dan Aubuchon and Ron Estrada, both USPTA pros, managed to rally more than 5,000 times with one tennis ball before stopping voluntarily Other USPTA pros participating in the event were John Austin, Bill Belser, Mike Casey, Jackie Cooper, Linda Woodhull Davis, Pat Dennehy, Mike Fedderly, Owen Gillen, Monica Haller, Vincent Horcasitas, Randy Houston, Larry Hunter, Larry Kast, Jim Leupold, Chris McGowan, Cynthia MacGregor, Bob Mitchell, Charlie Moore, Phil Moskal, John Prahl, Ned Reidy, David Rogers, Bill Rose, David Sallee, Carl Schroeder, Allen Shapter, Rob Smith, Jim Stevens, Stan Tamura, Jodi Ventress, Jim Wenger and Conrad Woods.

• Avis Murray and Eddie Davis, both USPTA professionals, recently coordinated the Norman Cupfender Wheelchair Exhibition and Fund-raiser at the Manchester Athletic Club in Manchester, Mass. The money will go toward purchasing a wheelchair for Cupfender, a longtime member of the club, who is an avid wheelchair tennis player.

• David C. Dantzer, USPTA pro, received a service award at the Southern California Tennis Association's annual awards dinner and meeting. Dantzer is the tennis director at the Santa Maria (Calif.) Country Club and is the men's tennis coach at Allan Hancock College in Santa Maria.

Eddie Davis, Norman Cupfender, Avis R. Murray and Rosa Cupfender (from left) at the fund-

raiser in Manchester, Mass.

• Russ Walkup, USPTA pro and assistant Hospital (205) 868-2063, or write to pro at the Chillicothe (Ohio) Racquet Club Lakeshore Tennis, 3800 Ridgeway Drive, has conducted a tennis program for inmates Birmingham, Ala. 35209. at the Chillicothe Correctional Facility for the • Color Me Tennis is an educational and past three years. The program was selected activity coloring book that contains drawings, by the Tennis ndustry Council as one of the word scrambles, dot-to-dots, a maze and top three programs conducted by volunteers tennis questions written for tots and beginner in the United States. This year, he also has classes. The coloring book also is available started a program for veterans at the Chilliwith a video that is filmed in a first-grade cothe Veterans Administration Medical setting. For more information, contact USPTA Facility. pro Jan Grover, 3904 Deerpath Road, Suffolk, Va. 23434 or call (804) 539-1677 • USPTA pro Andy Briant, former president of the Northern California Division, is the owner of Fashion Streaks in Sand City, Calif The company specializes in custom screen printing for tennis and golf operations, • Maurice L. Sockolov, USPTA pro, has pro shops and special events, and offers free art work and screen preparation to all current published an instruction book titled, Forty USPTA professionals. For more information, Love, A Professional Approach to the contact Fashion Streaks at (408) 393-0933.

Fundamentals of Tennis. This book is

Member Product Showcase

geared to all levels of play and stresses the importance of body balance in the formation of all strokes, Sockolov said. The book, priced at $24.95 plus tax, can be obtained by writing to Professional Tennis AcademyUSA, 1903 Colombard Way, Yountville, Calif 94599. Proceeds from book sales have been directed toward the development of a USTA National Junior Tennis League in Napa Valley, Calif • The 1993 Dr. Bal Moore/Lakeshore Wheelchair Tennis Academy will be held May 15-18 at the Lakeshore Tennis Club on the campus of the Lakeshore Rehabilitation Hospital in Birmingham, Ala. The school is designed for the serious wheelchair tournament player and discounts are available for USPTA professionals. The staff will include Moore, a USPTA Master Professional; Jim Moortgat, Scott Douglas and Frank Burns, all USPTA professionals; and Marc Kalkman. For more information and to register, contact Douglas at Lakeshore

Associations • The Tennis Industry Association (Tl A) has launched a poster campaign that urges tennis consumers to restring their racquets more often The posters have been distributed to retail outlets and are available through most string manufacturers and distributors and through TIA (formerly the ATIF) for $5. The poster campaign is funded by TIA's string manufacturers and distributors.

Manufacturers • Penn Racquet Sports has added a Davis Cup ball and a Jimmy Conners signature ball to its line of products. The SpinTrak blue and yellow ball is used by the Nick Bollettieri Tennis Academy's World Tennis Tours to help players understand topspin.

Penn also has announced that the Centre Court Ball will be used exclusively on the Grand Slam tour. A group of tennis greats, including Roy Emerson, Ken Rosewall, Fred Stolle, Owen Davidson, Marty Riessen, Bob Lutz, Sherwood Stewart, Ross Case, John Lloyd, Dick Stockton and Cliff Drysdale will play on the tour and appear as keynote speakers courtesy of Penn at national and sectional tennis events.

Penn has unveiled an improved package that is designed to provide key differentiation between all models within the Penn line by creating greater visibility of the product.

• Prince Sports Group, Inc. announced the promotion of Jeff Rothstein, a USPTA pro, to senior manager global logistical systems. The position was created to provide more efficient and effective control in the planning and maintenance of Prince's global product inventory and logistical systems. The Prince Sports Group is a division of Benetton Sportsystem.

• Head Sports Inc. presented a $25,000 donation to the Arthur Ashe Foundation for the Defeat of AIDS at a private recep tion at The Super Show in February.

• Reflect Inc. introduces Sun & Bug Stuff a new combination sunscreen and insect repellent; and Bug Stuff, an insect repellent.

For more information about either product, contact Reflect at (415) 453-8280.

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23

Phone calls (continued from page 21)

•

•

•

•

and do not want to waste their time if there is no interest in their product.

Smile before picking up the phone. The tone of voice and inflection is not only important when speaking with people face to face or when giving a lesson, but also important when speaking on the phone.

Sit up or stand tall when talking on the phone to improve the tone of voice.

Answer the phone in two rings. In our fast-paced society, people will not wait for the phone to be answered. When answering the phone, identify the place of business that was called, followed by a name. Please do not say, Jim speaking. It is much more professional to say, 'Good morning, Oasis Tennis Shop. This is Alice.

Don't be too busy to be polite, rather, explain it's an inopportune time to take a call, and suggest a time that is more convenient for both parties.

Don't let a bad mood leak negative emotions from one situation to another.

The caller was not involved with the problem, so don't take'it out on him or her.

If you are in a bad mood, take a deep breath and regain your composure before picking up the phone.

• Make it a point to return all phone calls within 48 hours. If a call is attempted, but not completed, note the date and time.

Returning phone calls is professional, not returning them is rude.

• Ask the person being called if they have the time to talk. Tell them the amount of time needed and stick with it.

If it is inconvenient, elicit a time to call back.

• Request the person's name with whom you are conducting business if they do not offer it. Not only does it establish a rapport with the individual, but it often is necessary for records if a follow-up call is needed.

• Recording phone conversations is an effective way to find out how the tennis professional and the staff sound to others.

Place the tape recorder (voice activated, if possible) by the phone. Periodically evaluate the conversations and note any improvements needed. Before doing this, however, be aware of the laws in your state governing phone recordings. Some states require that one or both parties be notified of the recording.

Begin by implementing one or two of these suggestions into the work week. You should notice that you and your staff sound more comfortable, confident and professional on the phone. ®

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Paula Scheb, a USPTA professional for 10 years, is the director of tennis at Cypress Lake Country Club in Fort Myers, Fla. She also is a partner in Total Tennis Training, a tennis professional and management company.

She is the vice president of the FlorPaula Scheb ida Division, a certified USPTA tester, and the Florida Professional Tennis Association's District 14 president.

Creative marketing (continued from page 21) • Host a pro shop special every month.

For instance, one month's special could be a $5 bill (paper money) that is good for any purchase more than $30. Also, sell merchandise coupon booklets.

• Hold a drawing for a $100 tennis outfit.

For every $20 spent in the shop, members get a ticket making them eligible for the drawing.

• While most clubs stitl give trophies to tournament winners, consider offering gift certificates to the pro shop. Certificates also can be awarded to league winners and runners-up and sold for special occasions, such as birthdays.

From these examples, tennis pros can see that there are no limits when it comes to marketing pro shop merchandise to club members. Work at merchandising and creative selling techniques, and maybe the cash register will sing again.

Mike O'Connell is the head professional at the Indiana University Tennis Pavilion, a USPTA Master Professional, and serves on advisory staffs for Prince Manufacturing Inc. and Nike Inc. He is past president of the USPTA Indiana District and was chosen as the Mike O'Connell USPTA Indiana Pro of the Year in 1982, 1983, 1984 and 1985. He also is a USTA Clinician.

O'Connell has published an article in Tennis magazine and was awarded Tennis Industry magazine's outstanding pro shop award in 1982. He was a player and coach in college and has coached two Air Force teams, winning two major championships. He also has traveled and played in Europe and won two German titles.

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