https://docs.google.com/spreadsheets/d/e/2PACX-1vQCWGIeMLhQpj_a2UGlFL6erW1tbH6SCFgqC1tKamOdVHab_2FqG3sGs_TkkPYeZy6xFVgcS_c18caL/pubhtml?gid=13&single=true
| Program Type | 5 Components of playing & learning tennis | ||||||||||||
| Age/Skill Level | Private Lessons | Grp. Lessons | Drill grps | Cardio, Social tennis | Teams & Leagues | Tournaments | Just Playin. | Technique | Movement | Judgement | Timing | Competition | |
| Junior | |||||||||||||
| 4 – 6yrs | x | x | x | x | x | x | |||||||
| 6 – 8 yrs | x | x | x | x | x | x | x | x | x | ||||
| 8 -10 yrs | x | x | x | x | x | x | x | x | x | x | x | x | |
| 10-12 yrs | x | x | x | x | x | x | x | x | x | x | x | x | |
| 12 -14yrs | x | x | x | x | x | x | x | x | x | x | x | x | |
| 14 – 18yrs | x | x | x | x | x | x | x | x | x | x | x | x | |
| Adult | x | ||||||||||||
| Beginners 2.0 – 2.5 | x | x | x | x | x | x | x | x | x | x | |||
| Beg/Intermediate 2.5 -3.0 | x | x | x | x | x | x | x | x | x | x | x | ||
| Intermediate 3.0 – 3.5 | x | x | x | x | x | x | x | x | x | x | x | ||
| Inter/Advanced 3.5 – 4.0 | x | x | x | x | x | x | x | x | x | x | |||
| Advanced 4.0 – 4.5 | x | x | x | x | x | x | x | ||||||
| Competitive 4.5 – 5.0 | x | x | x | x | x | x | x | ||||||
| Division 1 College Tennis 5.0 6.0 | x | x | x | x | x | x | |||||||
https://docs.google.com/spreadsheets/d/1a2R6kdHQjS0CTaw5LoYMmL-i8kUnZdRXh8ciciqDUZ0/edit?gid=13#gid=13&range=A1:N17
| Adult Levels | MYFS Goals | Technique | Movement | Judgement | timing | competition | Coaching points | Coaching points |
Beginner | Love Tennis | Basic technique of groundstrokes, serves and volley’s. | Simple movement exercises, ranging from very little movement to inside out. When running difficult movement exercises with beginners, they must be given plenty of time to complete the movement so learning can happen. | More Balls the better. | More Balls the better. rallying with the coach. | Usually in the wrap-up phase the coach can introduce a game for the players to finish trhe lesson with an entertaining exercise. | The warm up routine is important. It gives people who are nervous about failing in public some relief as there is no ball involved. | |
| Learn tennis | Using the ‘eye-coach’ or can easily demonstrate and teach the correct swing shape and contact position. | rallying with the coach. | Using the ‘eye-coach’ or can easily demonstrate and teach the correct in front contact point | Teaching the scoring system to beginners | The warm up is an excellent time to teach technique as the muscles will ‘feel’ the motion more and therefore memorize it more easily. | |||
| Play tennis | Shadow swinging removes all other components and therefore facilitates and accelerates learning | Hitting the fly-ball (exaggeration exercise), this puts the players judgement under duress and therefore extends the judgement efforts of the student. | Hitting the fly-ball (exaggeration exercise), this puts the players judgement under duress and therefore extends the judgement efforts of the student. | Simple rally games, | Shadow swinging is very valuable for beginners to learn any technique. | |||
| Drill sequence = Shadow swing, drop/simple feed, coach throw, coach feed simple, coach feed difficult, coach rally, | To begin a lesson, underhand feed to the players as they run accross the court (3 shot exercise). The slowness of the underhand feed helps the begginner with judgement and timing. You can build up to racquet feeding. | |||||||
| After feeding the basket of balls, have the students drop hit the balls over from the baseline. | ||||||||
| When the players are picking up the balls, the coach should speed feed to two players, and rotate thru the group. | During this phase, (ball pickup) the coach may choose to feed to groundstrokes or vollies or the shot du jour. | |||||||
Intermediate | Improve tennis | As technique improves it becomes more controlled and more violent. Violence under control. | as movement improves it becomes more efficient and more balanced and more early | As judgement improves it becomes more accurate and more early. | As timing of a stroke improves, it becomes more precise with less time. | It is difficult to replicate competitive situations in a practice environment | Compass point movement with shadow swinging is suitable for these players. | |
| Play tennis | Teaching how to vary the amount of spin on the groundstrokes | movement exercises. coordination between components. | Varying the pace, & depth of the feeds | Using the ‘eye-coach’ or can easily demonstrate and teach and correct bad habits | Rally games, points structure, | During the shadow swing, the coach can focus on more advanced elements of topspin etc. | ||
| Play competitively | More detailed Technique instruction on all strokes | Simple movement exercises, ranging from very little movement to inside out. When running difficult movement exercises with intermediate players, remember to go slow so they can succeed and have time to complete the movement so learning can happen. | rallying with the coach. | In a rally situation, the coach can be effective in adjusting timing by talking the player thru the swing timing. | 3 in a row drill for concentration | While doing the 3 shot accross warm up, the players should focus on topspin. The coach may choose to lob the feed as a topspin exaggeration exercise. | ||
| Return to tennis | Drill sequence = Coach feed simple, coach feed difficult, coach rally, player/player rally, player/player competition | Demonstrating the relationship between Movement & Judgement. ie. it’s better to be early than fast | Hitting the fly-ball (exaggeration exercise), this puts the players judgement under duress and therefore extends the judgement efforts of the student. | Hitting the fly-ball (exaggeration exercise), this puts the players judgement under duress and therefore extends the judgement efforts of the student. | Drills that use the scoring as the learning mechanism | Speed feeds are important to bring the lesson to a good energy level. | ||
| Efficiency of movement | Playing competitive tennis is the best teacher of this component. | When the players are picking up the balls, the coach should speed feed to two players, and rotate thru the group. | ||||||
| Hybrid drills are suitable for intermediate players, ie. feeding plus live ball | ||||||||
| Instruction in technique, movement. Plenty of repitition. | ||||||||
Advanced | Improve tennis | Fine tuning technique. | Quicker | Anticipation: Combination of experience (repetition) and judgement. | If there are timing issues with advanced players, the Fly-ball with speed will exaggerate the skill requirements and therefore create good learning at this level. | 3,4,5 drill for concentration | Advanced players will have their own warm up preferences. Mini tennis graduating to full length is most common. Ceding to this is probably best, unless the coach knows the players and wants to improve or speed up the warm up. | |
| Play competitively | Finding efficiencies in technique to improve performance under pressure and tiredness and pressure | More efficient. | Games with a strategic purpose or form | Most drills will be live ball, however the coach can be ready to feed in, so minimal time is wasted on switches and ball pick up. | ||||
| Prepare for college tennis | Adding power and spin thru improved technique | graceful: the elegant co-ordination between the timing and technique of movement. | Point play | Some hybrid drills with specific skill development can be suitable, ie. inside out followed by live ball. | ||||
| Return to tennis | Drill sequence = coach feed simple, coach feed difficult, coach rally, player/player rally, player/player competition | Movement patterns (strategy): Forward, backward, lateral, switching, | 3,4,5 drill for practing performance under pressure or in big points. | With advanced group lessons, most drills beyond the warm up may include scoring. Advanced players will spend the least time on technique and more on movement, strategy and competitivness. | ||||
| A lot of inside out: Learning the different ways to move inside out, right and wrong. | Drills that use the scoring as the learning mechanism | Accountability for errors is important as they can slide in unnoticed if allowed | ||||||
| Anticipation: Combination of experience (repetition) and judgement. | Confident drill selection with sound reasoning and suitablity is very important. Advanced players will dismiss a coach if they seem disorganised. | |||||||
| Split stepping, (reasons and method) | ||||||||
Competitive | Play competitively | Fine tuning technique. | Quicker | this component is one of the first to deplete with a lack of practice. If competitve players are returning to tennis following a long break, they will benefit from exercise for this component. ie lots of balls and varying pace and spin, rhythm hitting, | 3,4,5 drill for concentration | Competitive players will expect to be playing with no more than 4 on a court. | ||
| Return to tennis.- create the right environment for this. | Finding efficiencies in technique to improve performance under pressure and tired. | More efficient. | Games with a strategic purpose or form | Warm up is concise and effective and live. | ||||
| Prepare for college tennis | Adding power and spin thru improved technique | graceful: the elegant co-ordination between the timing and technique of movement. | Point play | Specific lesson plans will be understood by all and the drill selection will be relavent to the declared lesson purpose. | ||||
| Improve tennis | Drill sequence = coach rally, player/player rally, player/player competition | Movement patterns (strategy): Forward, backward, lateral, switching, | 3,4,5 drill for practing performance under pressure or in big points. | Maintaining a high energy is important so the players don’t become distracted and suffer concentration loss. | ||||
| Offer an opportunity to meet and practice with other competitive players | A lot of inside out: Learning the different ways to move inside out, right and wrong. | Drills that use the scoring as the learning mechanism, ie, 345 drill | A coaching focus will often involve elements of the competitive component. | |||||
| Anticipation: Combination of experience (repetition) and judgement. | ||||||||
| Split stepping, (reasons and method) | ||||||||
| Junior Ages/Levels | ||||||||
| Love Tennis | Funny metrics like, Say cover with your arm covering your mouth. the muffled sound is funny | Goofy movement games. Like Karoke | teaching tip,: conversations with the ball as the player tracks the ball. young kids like that. | conversations with the ball as the player tracks the ball | everyone wins a lollipop. Bribery works! | Hi energy is important. Its wise to start a lesson with up down bounces and other racquet face control skills. This allows the stragglers to arrive. These games can be easy and the coach can help any kid struggling. | Drop hit will be prevalent | |
| 4- 6yrs | Improve Ball/Racquet Skills. Demonstrate concepts of sending and receiving | Racquet/Ball skills, Bouncing, throwing, rolling, running and hitting. Start with balloons, all kids can bounce balloons. Almost no technique guidence. rolling the ball using the racquets. throwing and catching. | Running games, sidestep games, foot/movement dexterity games | Games, Balloons, sponge balls, Ball tracking games, sandwich the ball games | Games, Balloons, sponge balls, Ball tracking games, sandwich the ball games | Count your score, “do your age” type goals. Red hot coals, introduces the concept of a winner. This component can cause problems at the young ages and should have the lowest focus at this level | Be creative with teaching aids like balloons. Dont be distracted by the teaching aids. | Using teaching aids like dots and ‘Tennis eye’ in important |
| Learn to turn from one side to the other. with some racquet preparation. This can be done easily with ‘roley poley’ | Learn to Move from one side to the other | Silly games can be helpful to re-engage a group waning with the frustrations of difficulty. Be patient with their speed of learning. They must love it. | Safety is a big issue. Separation while playing is vital. Dots are very NB. | |||||
| Inside out exercises are possible at this age as long as the student is given enough time to execute the move. | Group action is by far better than individual | Ballooons are great for this group. | ||||||
| 6 – 8 yrs | Love Tennis | Attention to swing shape | Begin more complex movement exercises. Inside out exercises are possible at this age as long as the student is given enough time to execute the move. | Hitting the fly ball is a valuable teaching trick. Oftern coaches wil tell the student not to hit that fly ball, however its so valuable you should use it. Explain it! | Strong players at this age could consider playing competitions. Typically the competitions for this age group are sensitive to the fragility of this age. | Hi energy is important. Its wise to start a lesson with up down bounces and other racquet face control skills. This allows the stragglers to arrive. These games can be easy and the coach can help any kid struggling. | Safety is a big issue. Separation while playing is vital. Dots are very NB. | |
| Learn tennis | Attention to racquet control | introducing scoring games will depend on the character of the group. | Be creative with teaching aids like balloons. Dont be distracted by the teaching aids. | Using teaching aids like dots and ‘Tennis eye’ in important | ||||
| Play tennis | Shadow swinging is effective | |||||||
| Drop hit is effective | ||||||||
| 8 – 10yrs. | Attention to swing shape | Pay attention to the quality of the movement | Hitting the fly ball is a valuable teaching trick. Oftern coaches wil tell the student not to hit that fly ball, however its so valuable you should use it. Explain it! | |||||
| Beg | Learn & Love tennis | Attention to racquet control | Inside out exercises are possible at this age as long as the student is given enough time to execute the move. | scoring games are fun for these players. | ||||
| Int | Play tennis | |||||||
| Adv | Play competitively | Players at this age and level should begin to learn the elements of the competitive component and the routines that can prevent poor competitive traits forming. | Strong players at this age will be hitting with topspin. Possibly using lower compression balls. Dt=rills will be hybrid between feeding and live ball. Scoring in drills prepars them for competition. This also an age where you can form good habits around the competitive component. Routines etc learned this young can help avoid bigger problems later. | |||||
| 12 – 14 | Inside out exercises are possible at this age as long as the student is given enough time to execute the move. | Hitting the fly ball is a valuable teaching trick. Oftern coaches wil tell the student not to hit that fly ball, however its so valuable you should use it. Explain it! | ||||||
| Beg | Learn tennis | |||||||
| Int | Develop competitive skills | 345 drill | ||||||
| Adv | ||||||||
| 14 – 18yrs | Hitting the fly ball is a valuable teaching trick. Oftern coaches wil tell the student not to hit that fly ball, however its so valuable you should use it. Explain it! | 345 drill | ||||||
| Beg | Learn & Play tennis | |||||||
| Int | Play competitively | |||||||
| Adv | Prepare for college tennis | Inside out exercises are possible at this age as long as the student is given enough time to execute the move. | ||||||