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LONG-TERM PARTICIPANT
DEVELOPMENT (LTPD)
TABLE OF CONTENTS:
INTRODUCTION TO LONG-TERM PARTICIPANT DEVELOPMENT (LTPD) .................. 5
WHY DOES SOUTH AFRICA NEED A LTPD MODEL? ................................................. 5
WHAT IS LTPD?.............................................................................................................. 5
WHY DOES TENNIS SOUTH AFRICA NEED A LTPD PLAN? ....................................... 7
HOW TO GET THERE .................................................................................................... 9
THE 10 KEY FACTORS ................................................................................................... 10
1.
FUNdamentals – DEVELOPING PHYSICAL LITERACY ..................................... 10
2.
EARLY OR LATE SPECIALISATION ................................................................... 11
3.
CHRONOLOGICAL AGE VERSUS DEVELOPMENTAL AGE............................. 12
4.
WINDOWS OF OPTIMAL TRAINABILITY ........................................................... 14
5.
MENTAL, COGNITIVE AND EMOTIONAL DEVELOPMENT .............................. 14
6.
PERIODISATION (Annual training, competition and recovery plan) .................... 15
7.
SYSTEM ALIGNMENT AND INTEGRATION....................................................... 16
8.
CALENDAR PLANNING FOR COMPETITION .................................................... 16
9.
SUCCESS TAKES TIME ..................................................................................... 17
10.
CONTINUOUS IMPROVEMENT (KAIZEN) ......................................................... 17
THE 10 S’s OF TRAINING AND PERFORMANCE .......................................................... 18
1. Stamina (Endurance) ................................................................................................. 20
2. Strength ..................................................................................................................... 21
3. Speed ........................................................................................................................ 21
4. Skills for Tennis ......................................................................................................... 22
5. Suppleness ................................................................................................................ 23
6. Structure / Stature...................................................................................................... 23
7. Psychology ................................................................................................................ 24
8. Sustenance ................................................................................................................ 25
9. Schooling ................................................................................................................... 25
10. Socio-Cultural .......................................................................................................... 26
THE 7 LTPD STAGES IDENTIFIED IN THE LTPD MODEL ............................................ 27
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INTRODUCTION ........................................................................................................... 27
STAGE 1 - ACTIVE START ....................................................................................................................30
STAGE 2 – FUNdamentals Boys 6-9 Girls 6-8/9 ...................................................................................31
STAGE 3 - LEARN TO TRAIN
Boys 9-12 Girls 8-11 ...........................................................................37
STAGE 4 - TRAIN TO TRAIN
Boys 12-16 Girls 11 – 15.....................................................................44
STAGE 5 – TRAIN TO COMPETE Males 16 – 22 +/- Females 15 – 21 +/- ..........................................58
STAGE 6 - TRAIN TO WIN
Males 22+/- Females 21 +/- ...................................................................75
STAGE 7- ACTIVE FOR LIFE .................................................................................................................85
OTHER IMPORTANT FACTORS FOR LTPD .................................................................. 94
1.
MONITORING GROWTH..................................................................................... 94
2.
PERIODISATION (Annual training, competition and recovery plan) .................. 102
3.
PLAYER RECOVERY AND REGENERATION .................................................. 105
2.1
FATIGUE ....................................................................................................................................106
2.2
ACTIVE REST ...........................................................................................................................112
2.3
REST ..........................................................................................................................................113
2.4
PASSIVE REST .........................................................................................................................114
2.5
PHYSICAL THERAPIES ............................................................................................................118
2.6
SUSTENANCE ...........................................................................................................................121
5.
LTPD AND THE FEMALE PARTICIPANT ......................................................... 127
6.
LTPD FOR PARTICIPANTS WITH PHYSICAL DISABILITIES .......................... 135
WHEELCHAIR TENNIS ........................................................................................................................135
STRATEGIC INITIATIVES – Plan to implement LTPD initiatives ............................... 140
1. THE ROLE OF CLUBS, SCHOOLS AND PRIVATE COACHES IN THE IMPLEMENTATION OF
LTPD .....................................................................................................................................................140
2.
COACH EDUCATION AND DEVELOPMENT - NEEDS ...............................................................141
3.
THE ANNUAL PROGRAMME, IMPLEMENTATION AND COMPETITION GUIDELINES ...........142
4.
THE ROLE OF TSA AND THE PROVINCIALTENNIS SPORTING BODIES................................143
GLOSSARY .................................................................................................................... 145
Selected Bibliography................................................................................................... 151
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TABLE OF FIGURES:
Figure 1: Schematically illustrated LTPD chart .................................................................. 13
Figure 2: Diagrams for females and males - “The sensitive periods in trainability are
referred to the windows of accelerated adaptation to training.” ......................................... 19
Figure 3: The Six Phases of Growth.................................................................................. 24
Figure 4: Growth Measurement ....................................................................................... 101
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INTRODUCTION TO LONG-TERM PARTICIPANT
DEVELOPMENT (LTPD)
WHY DOES SOUTH AFRICA NEED A LTPD MODEL?
The benefits of exercise to achieve long-term health are well documented, and tennis is a
sport which is not only fun to play, but good exercise for one’s mind and body. It is a
universal sport that can be played by both men and women from an early age of five or six
right through to one’s eighties, making it truly a game for life. Across the spectrum from
participation to performance level, tennis is under siege from many activities that are
encroaching on its natural domain. It is imperative that tennis maps out a long-term plan to
integrate all levels of tennis in South Africa, to achieve the concept of “Tennis for Life.”
WHAT IS LTPD?
LTPD stands for Long-term Participant Development, which includes all aspects of tennis,
from the administration and officiating to participating athletes. However, the “participant”
in this document is also referred to as the “player” or the “athlete.”
LTPD is based on the following:

that each participant’s stage of physiological, mental/cognitive, and emotional
development must be identified and taken into account when developing his/her
optimal training, competition and recovery programme.

that it is all inclusive, being equally applicable to people of all ages and abilities
whether they are participating at an elite level or recreational physical activity.
The framework will assist with:

Introducing tennis at the grassroots level.

Developing multi-sectoral and vital linkages between community recreation, schools
and clubs, by ensuring that tennis is meeting and addressing community needs.
This has proved to be a cutting edge approach to grow the game.

Focusing on shaping high performance tennis players and improving the structure
of competition.

Governance and overall structure for producing a greater number of highly trained
coaches to implement the LTPD programme.
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The LTPD model represents a paradigm shift, a philosophically different approach
to sport and physical activity:
1) It is a systematic approach:

to provide the guidelines and framework to help understand the needs of young
participants in a progressive, stage by stage pathway, to maximise potential and
increase the enjoyment of participants.

to ensure that South Africans have a clear understanding of the seven stages of
development.

to outline an optimal development plan based on growth, development and
maturation for all individuals participating in tennis.
2) It introduces Physical Literacy to everyone from a young age:
 Physical Literacy is defined as the mastery of fundamental movement skills and
fundamental sport skills. “A physically literate person moves with poise, economy
and confidence in a wide variety of physically challenging situations, is perceptive
in reading all aspects of the physical environment. He/she anticipates the
movement needs or possibilities, and responds appropriately with intelligence and
imagination." (Whitehead, 2001).
The aims of introducing Physical Literacy are:



to achieve lifelong engagement in physical activity.
to improve the health and well-being of society.
to provide a pathway to competitive ability and excellence – i.e. that the
participants who wish to excel in tennis get the optimal training, competition and
recovery in each stage of their athletic development.
3) It pays attention to the holistic development of the participant, identifying important
physical, tactical, technical, mental and emotional components.
4) Information on the key components of the tennis sport system are facets seamlessly
integrated into the model to help achieve the growth and promotion of aspects of tennis
from participation, coaching, officiating, competition and/or being a fan of tennis as well
as showcasing tennis events for public consumption.
5) Play and Stay Tennis (P&S) and Tennis 10s are terrific tools to introduce new
participants and young children in a systematic way using age/skill appropriate
modified balls, modified racquet and court sizes, with a goal to play, serve, rally and
score from the first lesson. Like many sports bodies, Tennis South Africa (TSA) has
always been strong at the club level from the intermediate to elite stages, but has been
much weaker at the introductory levels. There are many people who try tennis once or
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twice a year, but very few of them continue at the club level. By using the P&S and
Tennis 10s, TSA hopes to increase linkages between clubs, schools and community
recreation across the country, in order to increase participant numbers and revitalise
popularity of the game.
6) Tennis is a sport that can be played at all levels successfully by the physically
disabled, thus material relating to the wheelchair tennis game has been included.
WHY DOES TENNIS SOUTH AFRICA NEED A LTPD PLAN?
Shortcomings in our current tennis system that need to be addressed are:
1)
Adult training and competition programmes are imposed on children and
developing players resulting in young participants having unrefined and
undeveloped skills due to inappropriate training programmes. Training programmes
need to be more tailored to the growth, development and maturation of the child/
adolescent.
2)
Participants tend to over-compete and under-train and are not getting enough
quality training per year. Bad habits are developed by competing too much and by
not having enough quality training integrated into annual competition schedules.
3)
Preparation is focused on short-term outcomes and a ‘winning today’ mentality,
and not necessarily optimal long-term development. The development of critical
components which are necessary for long-term success are neglected.
4)
Parents are not educated by the coaches or the system about a correct approach to
their child’s development for tennis. Participants are pulled in different directions as
they vie for a parent’s or a coach’s attention.
5)
In many cases, the competition schedule (national and international) interferes with
long-term participant development. International tennis players are very focused on
chasing points as opposed to long-term preparation based on a properly periodised
plan, including the role of rest and regeneration. Players don’t participate in
matches that are best for their development (developmentally appropriate
competitions) but attend ones that will improve their ranking. Participants neglect
two key factors that impact performance - proper preparation and
recovery/regeneration.
6)
Coaches largely neglect the windows of optimal trainability. The basic components
of athletic preparation are not being implemented in a systemic manner (e.g. the
ABCs of athleticism – agility, balance, coordination and speed - and the ABCs of
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athletics – run, jumps and throws). A participant’s optimal long-term potential is not
reached.
7)
Training and competition planning is based on chronological age rather than
developmental age. Remedial programmes must be put in place to counteract the
weaknesses in participant preparation. A rating system running parallel to the
ranking system could solve this problem.
8)
There is little integration between the physical education programmes in schools,
clubs, the recreational community and elite competitive programmes. There is a
lack of talent identification, proper movement and motor skills education, and also a
lack of communication between the different people interacting with the same child
/adolescent.
9)
In many cases, the more experienced coaches work at the elite level and the least
experienced and trained coaches work at the beginner level where the quality of
trained coaches is essential.
10)
There is a lack of quality individualised programming for developing participants,
thereby weakening the pool as they move up in the system. Coaches dealing with
children and youth also lack knowledge on the growth, development and maturation
process of the children.
11)
There is not enough emphasis placed on developing general athleticism in young
participants. Too much emphasis is placed on very specific tennis skills early in the
participant’s development. As participants progress to higher levels, they lack the
coordination that is required. An athletic foundation is key for building more
advanced tennis skills.
12)
Lack of appropriate facilities (court size) and equipment (red, orange and green
balls used in P&S and Tennis 10s) for a beginner participant makes it difficult to
learn and enjoy the game. There is also a lack of facilities with wheelchair access.
Inappropriate equipment and facilities can increase the rate of drop out due to the
lack of success and enjoyment.
.
13)
Male training programmes are imposed on female tennis players. This is
inappropriate in light of the physiological and developmental differences between
the genders.
The LTPD Model not only provides the rational justification for enhancing the
current system but also provides some of the solutions as to the way forward in
starting to tackle some of the weaknesses identified.
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The remainder of this document is devoted to explaining the model and its potential for
enhancing the enjoyment of sport and physical activity. The principles which underpin the
LTPD are equally applicable to people of all ages and abilities whether they are
participating in elite sport or recreational physical activity.
HOW TO GET THERE
The philosophy behind LTPD is that it takes 8-12 years (10 000 hours) of training and
practice for a player to reach elite levels (Bloom, 1985; Ericsson et al., 1993; Ericsson and
Charness 1994, Gibbons, 2001), and that success comes from training, practising and
competing well over the long term rather than focusing on winning in the short term.
Development of talent must look beyond the short term and plan for the future. These are
great challenges for the sport of tennis.
There is no short cut to success in participant preparation!
The basic proposal is as follows:










For TSA to have their own National High Performance Centre and
Provincial/ Regional High Performance Centres.
To upgrade provincial structures.
To improve club centres by ensuring more coach involvement.
To provide a variety of playing surfaces.
To improve coach management and education.
To provide comprehensive facilities.
To implement a marketing strategy.
To implement a coach’s competency education system. (2011-2015)
To design a tournament structure inclusive of calendars taking LTPD into account
and periodisation for all levels.
To implement a new communication pathway plan.
The LTPD Model will enhance and provide some of the solutions as to the way forward in
starting to tackle some of the problems identified. Development of talent must look beyond
the short term and plan for the future.
To better understand the LTPD model, and its role in helping participants to achieve these
goals, we have identified 10 KEY FACTORS. These factors are outlined as follows:
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THE 10 KEY FACTORS
1. FUNdamentals – DEVELOPING PHYSICAL LITERACY

Physical Literacy can be defined as the mastery of fundamental movement skills.
Without having the basic movement skills, a child will have difficulty participating in
any sport.
“A physically literate person moves with poise, economy and confidence in a wide
variety of physically challenging situations and is perceptive of reading all aspects
of the physical environment. He/she anticipates the movement needs and
possibilities and responds appropriately with intelligence and imagination”
(Whitehead 2001)

There are three activities that are extremely important to all children for their
development of Physical Literacy:
o Athletics: Running, wheeling, jumping and throwing.
o Gymnastics: ABCs of athleticism (agility, balance, coordination and reaction
speed) as well as spring and object manipulation.
o Swimming: For water safety reasons, for balance in a buoyant environment and
as the foundation for all water based sports.
FUNdamentals Important for playing tennis are:

Agility, balance, coordination, running, jumping, striking a moving object (hand-eye
coordination), reaction-speed, rhythm, space-time orientation and wheeling for
wheelchair tennis as well as decision-making skills.

Playing only tennis cannot adequately build the necessary motor coordination
requirements. Children need a variety of complementary sports including
basketball, netball, soccer, cricket, baseball, swimming, hockey and any sports that
involve throwing and striking an object to build Physical Literacy.

Without a strong foundation in basic fundamental movement skills, an individual will
have limited options for athletic success in sport and in tennis. There will be fewer
choices for sporting activities and lifelong enjoyment of physical activity in a variety
of sport activities.
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
An individual who lacks agility, balance and coordination, the ability to move
laterally and has poor eye-hand coordination will have great difficulty learning and
enjoying tennis as a life-long sport.
2. EARLY OR LATE SPECIALISATION

Sports can be classified as either early or late specialisation sports.

Early specialisation sports include artistic and acrobatic sports like
gymnastics, figure skating and diving. These differ from late specialisation
sports due to the highly complex nature of the motor skills required. These
complex skills are more difficult to master if taught after maturation.

Although tennis requires an early initiation into the sport, it is a late
specialisation sport and it is critical that there is a progressive development
of all coordination abilities.

A vital period for the development of motor skill coordination in children is
between the ages of 8 and 12 (Balyi and Hamilton, 2003). Therefore, much is
to be gained from a child’s early participation in a variety of sports.

Many of the world’s most successful athletes participated as children in a
wide variety of sports and physical activities. The movement and sport skills
they developed as a result, such as agility, balance, conditioning, speed, core
body strength, stamina, suppleness, and eye-hand-foot coordination, has
helped them to attain a high level of achievement and success.

Early exposure to a wide variety of sport and physical activities will develop
some of the physical and movement attributes that are crucial to later
success in participation including: agility, balance, conditioning, speed, core
body strength, stamina, suppleness, and eye-hand-foot coordination.

If tennis players specialise too early, this could contribute to:
o Lack of development of basic movement and sport skills
o Overuse injuries
o Early burnout
o Premature retirement from training and competition.
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3. CHRONOLOGICAL AGE VERSUS DEVELOPMENTAL AGE

The third factor influencing LTPD is the recognition that chronological age differs
from developmental age.

Chronological age refers to the number of years and days elapsed since birth.

Developmental age refers to the child’s relative position and degree of physical,
mental, cognitive, and emotional maturity on a continuum that starts at birth and
culminates in full physical maturity.

Each child matures at different rates and at different ages. Not all children enter
adolescence at the same age, and it takes children different lengths of time to
complete the process. This process starts at about the age of 10-11 for girls, and
about two years later for boys from 12-14 and usually takes three to four years to
complete. However, there can be a variance of two to four years depending on the
individual.

This difference in developmental age can create advantages and disadvantages for
the individual athlete, which creates challenges and opportunities for the sport
system. Late maturing athletes have a longer period of time between the
FUNdamentals stage (age 6-8/9) where the focus is on movement and motor skills
and the onset of adolescence.

There is also an optimal time for the acquisition and consolidation of sport specific
skills. Early maturing athletes overshadow their late maturing peers, primarily
because they have a significant advantage being bigger, stronger, faster and more
skilled. Do tennis coaches give the early maturing player more coaching because
they are more likely to win? In training and in competition matches, the late
developer, being beaten by his/her early maturing peers, may be discouraged and
drop out.

However, the late maturing athlete will have a longer time during the focus years of
developing greater Physical Literacy and fundamental motor and sport skills and if
this longer skill development window period is maximised, this will become a huge
advantage.

Coaches should ensure that late maturing athletes focus on sport specific skill
development. Tennis programmes should be tailored to capitalise on the extended
time frame to develop tennis skills.

In the LTPD model, these time sensitive periods are identified to help coaches
design the correct level of training for the athlete’s stage of training.
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As individuals mature, there are several time-sensitive periods when there is accelerated
adaptation to training. The following tennis-specific model for Physical Literacy identifies
these periods and makes maximum use of them to introduce skill and fitness
development.
Figure 1: Schematically illustrated LTPD chart
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4.
WINDOWS OF OPTIMAL TRAINABILITY

When developing an annual training, competition and recovery plan for the athlete,
there are Five S’s of training that need to be considered: Stamina (Endurance),
Strength, Speed, Skill and Suppleness (Flexibility).

Each of these physical capacities is trainable throughout a player’s lifetime, but
there are critical periods during which training produces the greatest benefit to
each player’s long-term player development.

Simply put, athletes need to do the right training at the right stage of their growth
and maturation.

Scientific evidence shows that individuals vary considerably in the magnitude and
rate of response to different training stimuli at all stages. The sensitive periods in
trainability are referred to as “critical windows of accelerated adaptation to
training” and this is discussed in more detail later when considering the 10 key
factors influencing LTPD.
5.
MENTAL, COGNITIVE AND EMOTIONAL DEVELOPMENT

Instructors and coaches should recognise that individuals mature at different rates
and that the timetable for physical, mental, motor and emotional development
varies from athlete to athlete.

Instructors and coaches are encouraged to take a holistic approach to teaching and
training players. This means taking into account a wide variety of psycho-social and
emotional factors that influence the player day-to-day.

Cognitive, mental and emotional (affective) elements have a significant effect on
participants' performance, and must be prioritised in long-term participant
development.

Beyond these elements, instructors and coaches should also consider equipment
and environmental factors that impact participation, performance and safety.

Ethics, including fair play, respect of self and others, and perseverance should be
developed within all stages of long-term participant development.
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6.
PERIODISATION (Annual training, competition and recovery plan)

Periodisation is where the science of training meets the art of coaching. It provides the
framework for organising accurate and effective planning of training, competition and
recovery into a logical and scientific based schedule, so that optimum performance is
achieved at the required time.

Simply put, designing a yearly plan is about time management. It means planning the
right activities with the correct level of difficulty and in the right sequence to reach the
training and competition objectives for the individual player.

The plan must be broken down into workable units and proper sequencing of these
units and knowing which stage of development your athlete is in and how this fits in
with the competition calendar is critical for success.

In planning periodisation the coach and parent should have a clear idea of
establishing annual goals in all areas of technical/tactical/physical and psychological
training to develop the necessary tennis skills.

Researchers have found that in junior competitive tennis, there are high levels of nondevelopment as well as burnout, due to a combination of factors. However, one major
factor is excessive physical and mental volume without adequate periodisation and
recovery. (Mark Kovacs, Todd S. Ellenbecker, Ben Kibler, 2010).

Even some of the best athletes in the world struggle to find the fine line between
pushing themselves to the limit without overstepping to the point of overtraining and
negative performance.

Guidelines for this planning are suggested in a separate chapter on Periodisation (see
page 92).

The LTPD also provides clear guidelines for Periodisation, as inserted for stages 3 to 6
of development.
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7.
SYSTEM ALIGNMENT AND INTEGRATION

LTPD is a tool to motivate change toward an effective sport system and to enhance
the development of tennis in South Africa.

It recognises an existing inter-dependency between physical education at school,
school sports, recreational activities and competitive sport.

Enjoying a lifetime of physical activity and achieving athletic excellence are both
built on the foundation of physical fitness.

This requires system organisation, integration, collaboration and alignment.

It is important for LTPD that all stakeholders of the tennis community – players,
coaches, parents, administrators, spectators, sponsors, provincial and national
organisations – work together to implement the right programmes to support player
development.

With so many partners involved, integrating and aligning the system is a major
challenge, but it is essential to work together to implement the right programmes to
establish a system that produces optimal conditions for training and competition.

Each element in the system plays a crucial role in player development and must be
clear, seamless, and based upon a consistent set of principles.

All programmes and projects should be athlete-centred and coach-driven,
supporting the concepts of LTPD in a coherent well-aligned model.
8.
CALENDAR PLANNING FOR COMPETITION

The domestic competitive and event calendar must support and be aligned with
LTPD.

Different stages of development and different levels of participation have different
requirements for the type, frequency and level of competition.

At some stages of development, training and development take precedence over
competitions and short-term success.

During the later stages participants need to experience a variety of competitive
situations and perform well at international and other high level events.
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9.
SUCCESS TAKES TIME

The philosophy behind LTPD is that success takes time.

Several publications have suggested that to reach elite levels of tennis it takes an
average of three hours of training, six days a week for between 8-12 years (10 000
hours) of training and practice for a player to reach elite levels.

There are no shortcuts - success comes from training, practising and competing
well over the long-term rather than focusing on winning in the short term.

It takes well-planned programming followed over an extended time frame as
indicated in the LTPD 7 Stages of Development to develop tennis champions.

It is important to track and monitor progress. Short-term performance goals must
never be allowed to undermine long-term participant development.

Coach and parent education must include information on LTPD and proper
periodisation, recognising that shortcuts will be harmful.

These are great challenges for the sport of tennis in South Africa.
10.
CONTINUOUS IMPROVEMENT (KAIZEN)

LTPD is a dynamic framework that utilises continuous adjustments based on key
principles.

Kaizen is the new “buzzword” for continuous improvement.

LTPD is based on the best available and updated research in sport science and
best practices in athlete development around the world.

Kaizen ensures that:
o LTPD responds and reacts to new scientific and sport-specific innovations and
observations and is subject to continuous research in all its aspects.
o LTPD, as a continuously evolving vehicle for change, reflects all emerging
facets of physical education, sport and recreation to ensure systematic and
logical delivery of programmes to all ages
o LTPD promotes ongoing education and sensitization of all partners about the
interlocking relationship between physical education, school sport, community
recreation, life-long physical activity and high performance sport.
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o LTPD promotes integration between sport, physical education, recreation,
health and education.
THE 10 S’s OF TRAINING AND PERFORMANCE
Physical Literacy is of prime importance, so before giving guidelines for each of the 7
stages, it is necessary to explain the 10 S’s of training, which need to be integrated into
the development of a player’s annual training, competition and recovery plans.

Each of these capacities is trainable throughout a player’s lifetime, but there are
clearly critical, or “sensitive periods” in the development of each player’s capacity
during which training produces the greatest benefit to improvement.

The “windows of trainability” refer to periods of accelerated adaptation to training
during the “sensitive periods” of pre-puberty, puberty and early post-puberty. These
windows are fully open during the “sensitive periods of accelerated adaptation to
training” and only partially open outside of the “sensitive period”.

Given that each player is unique in genetic make-up, these sensitive periods vary
from individual to individual. While the sensitive periods follow general stages of
growth and maturation, scientific evidence shows that individuals vary considerably
in the magnitude and rate of their response to different training stimuli at all stages.

Some players may show potential for excellence by age 11, whereas others may
not indicate their promise until age 15 or 16. Consequently, a long-term approach to
athlete/player development is needed to ensure that players who respond slowly to
training stimuli are not “short-changed” in their development.
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for females and males - “The sensitive periods in trainability are
referred to the windows of accelerated adaptation to training.”
Figure 2: Diagrams
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
The original basic Five S’s of training and performance were introduced in the
South African Sport for Life (SAS4L): Long-term Participant Development
document. Building on the physical development, an additional Five S’s create a
complete, holistic, training, competition and recovery programme and a proper
lifestyle

Coaches and parents should support a holistic approach to participant development
recognising the importance of the 10 S’s and must be aware of and make best use
of these sensitive periods of trainability when planning programmes.

.The first Five S’s include physical capacities of stamina (endurance), strength,
speed, skill and suppleness (flexibility):
o To develop strength and stamina, developmental age (maturity level) of the
player will determine when these components are integrated into the
programme.
o However, for the development of speed, sport specific skills and suppleness,
chronological age (exact age) is the determining factor.
o Children often choose to play a sport after the optimal windows of trainability for
speed, skill, and suppleness have past. These children are therefore dependent
on schools, recreation programmes, and other sports to provide timely training
in these capacities.
o As mentioned, LTPD advocates that sporting bodies build relationships with
these organisations to promote and support appropriate training. If athletes miss
these training periods entirely, coaches will need to design individualised
programmes to remedy any shortcomings
1. Stamina (Endurance)

The sensitive period for training stamina occurs at the onset of the growth spurt or
Peak Height Velocity (PHV), commonly known as the adolescent growth spurt.
Athletes need increased focus on aerobic capacity training (continuous or aerobic
interval workloads) as they enter PHV, and they should be progressively introduced
to aerobic power training (anaerobic interval workloads) as their growth rate
decelerates.

However, sport-specific needs will determine “how much endurance is enough” in a
particular sport, thus minor or major emphasis of training the aerobic system will be
defined by sport-specific and individual specific needs.
P a g e | 20
2. Strength

Strength is understood as the ability to apply force to overcome resistance. It is an
essential component of physical skill development. Strength training, in harmony
with physical, tactical, technical and psychological skills, will give players more tools
to better express their game. In tennis, strength is utilised to generate speed,
explosive-power and more importantly explosive-strength endurance. It is
impossible to have great quickness, speed, power, anaerobic energy system
development, or flexibility without optimal STRENGTH.

The sensitive period of trainability for strength is determined by developmental age
(maturity age).

There are two critical windows of trainability for strength in girls: immediately after
PHV and after the onset of menarche.

Boys have one strength window, and it begins 12 to 18 months after PHV.

Speed strength and endurance strength can be developed prior to puberty using
body weight, lighter loads, medicine balls and swiss balls.
3. Speed

Speed is the ability to react to a stimulus (trajectory, speed and landing point of the
ball) in the shortest possible time, and to perform movements at the highest tempo
for a given resistance.

Speed is important to get to the ball because the quicker you can get to a ball, the
more time you have to prepare for your shot. The major emphasis is on reaction
speed.

There are two sensitive periods for trainability for speed:
o For girls, the first period occurs between the ages of 6 to 8 years and the
second period occurs between the ages of 11 and 13 years.
o For boys, the first period of sensitivity for speed training occurs between the
ages of 7 to 9 years and the second period occurs between the ages of 13
and 16 years.
P a g e | 21

During the first speed window, training should focus on developing agility and
quickness (duration of the intervals is less than five seconds).

During the second speed window, training should focus on developing the
anaerobic alactic power energy system (duration of the intervals is 10-15 seconds).

It is highly recommended that speed should be trained on a regular and frequent basis,
for example, at every training session as part of the warm up. Towards the end of the
warm up or immediately after the warm there is no Central Nervous System or
metabolic fatigue present, and so this is an optimal time to train speed.

The volume of training should be low and allow full recovery between exercises and
sets. Short acceleration with proper posture and elbow and knee drive, take-off speed
and segmental speed should be trained regularly outside of the window of optimal
trainability for speed.

Linear, lateral and multi-dimensional speed should be trained regularly. In addition,
proper blocks of training should be allocated to speed training during the periodised
annual training, competition and recovery programme according to seasonal and the
sport-specific requirements.
4. Skills for Tennis

Girls and boys both have one window for optimal skill training. For girls, the window
is between the ages of 8 and 11 years, while in boys it is between 9 and 12 years,
or more precisely before the onset of the adolescent growth spurt.

During this window, young athletes should be developing Physical Literacy. To
recap, Physical Literacy is the development of fundamental movement skills and
fundamental sports skills that permit a child to move confidently and with control,
in a wide range of physical activity and sport situation. It also includes the ability to
“read” what is going on around them in an activity setting and react appropriately to
those events. Physical Literacy is the foundation of life-long involvement in
physical activity and also for high performance participation.

One of the most important components in developing tennis skills is motor
coordination. The better the quality of coordination, the more directly, precisely, and
effortlessly the tennis skills will be achieved. The main indicators for coordination
are economy of movement and precision.
P a g e | 22
5. Suppleness

Flexibility characterises the range of movement in one or more joints. Flexibility
depends mainly on the ability to stretch or on the elasticity of the muscles.

Good flexibility provides the tennis player with a favourable basis for maximum
speed of movement, precise execution of movement and good economy of
movement.

The sensitive period of trainability for suppleness occurs between the ages of 6 and
10 years in both girls and boys. However, because of the rapid growth special
attention should also be paid to flexibility during the growth spurt (PHV).
A reminder for the abovementioned Five S’s: The windows are fully open during the
sensitive periods of accelerated adaptation to training and partially open outside of
the sensitive periods.
THE SECOND FIVE S’S
An additional five have been identified as important to building a complete and holistic
plan for the developing athlete including:Structure/stature; schooling; psychology, sustenance and socio-cultural.
6. Structure / Stature
(Refer to Section on Monitoring and Tracking Growth)

This component addresses the six stages of growth:
o
o
o
o
o
o

Phase 1: very rapid growth and very rapid deceleration;
Phase 2: steady growth;
Phase 3: rapid growth;
Phase 4: rapid deceleration;
Phase 5: slow deceleration;
Phase 6: cessation of growth in the human body linking them to the windows of
optimal trainability.
It recognises stature (the height of a person) before during and after maturation
guiding a coach or parent to the measurements needed to track growth.
P a g e | 23

The tracking of stature as a guide to developmental age allows planning to address
the sensitive periods of physical (endurance, strength, speed and flexibility) and
skill development.

Training plans should be adjusted based on the onset peak height velocity and
PHV (after growth decelerates). Diagnostics to identify individually relevant
sensitive periods of accelerated adaptation to training is essential to design and
implement optimal training, competition and recovery programmes.
25
Phase
Phase
Phase
Phase
Phase
Phase
1
2
3
4
5
6
Very Rapid Growth
20
Very rapid deceleration
CM
15
Rapid deceleration
Rapid growth
10
Slow deceleration
5
Cessation of growth
Steady growth
0
1
Age
Figure 3: The
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Six Phases of Growth
Adapted from The Role of Monitoring Growth in LTPD
7. Psychology

Playing tennis is a physical and mental challenge. The ability to maintain levels of
concentration, yet remain relaxed with the confidence to succeed, is a skill essential
to long-term performance in any sport.

This skill also has the potential to transcend sport and affect our everyday lives.

To develop the mental toughness for success at high levels, training programmes
are required which address the specific gender and LTPD stage of players.

The training programmes should include key mental components identified by sport
psychologists: concentration, confidence, motivation and handling pressure.
P a g e | 24

As a player progresses through the LTPD stages, the mental training aspect will
evolve from having fun and respecting opponents, to visualisation and selfawareness; to goal setting, relaxation, and positive self-talk.

To master the mental challenge of sport, these basic skills are then tested in
increasingly difficult competitive environments. Ultimately, the planning for highlevel competition will have a large impact on successful performances.

The mental training programme is critical at all stages of LTPD. Dealing with
success and failure will determine the player’s continuation in the game and
physical activity.
8. Sustenance

Sustenance recognises a broad range of components with the central theme of
replenishing the body. This is to prepare the player for the volume and intensity
required to optimise training, competing and living life to its fullest.

Areas addressed are: nutrition, hydration, rest, sleep, and regeneration, all of which
need to be applied differently to training (life) plans.

Variations in sustenance will depend on the athlete’s developmental age. As the
player advances through the stages, he/she becomes a full-time athlete placing a
high degree of importance for proper sustenance on the his/her activities away
from the tennis court.

For proper sustenance and recovery management, the coach and/or parent must
monitor recovery through the identification of fatigue. Fatigue can come in many
forms including: metabolic; neurological; psychological; environmental and travel.
While overtraining or over-competition can lead to burn-out, not addressing
sustenance properly can lead to the same result.
9. Schooling

In designing an effective training programme, the demands of school must
be considered. This is not only limited to the demands placed by school sports or
physical education classes. This includes integrating school academic loads,
duties, school related stresses, and timing of exams.

When possible, training camps and competition tours should complement, not
conflict, with the timing of major schools academic events.
P a g e | 25

The everyday stresses of life, such as schooling, exams, peer groups, family, and
boyfriend or girlfriend relationships, as well as increased training volume and
intensities – referred to as over-stress – should be monitored carefully.

A good balance should be established between all factors. Players, coaches and
parents should work together to manage this aspect of life.
10. Socio-Cultural

The socio-cultural aspects of sport are significant and must be managed with
proper planning. Socialisation via sport will ensure that general societal values and
norms will be internalised via sport participation.

This occurs at the community level and, as a participant progresses through the
LTPD stages, can lead to international exposure. Exposure to various cultures
provides the broadening of perspectives, including ethnicity awareness and national
diversity. Within the travel schedule, recovery can include education related to the
competition location, including history, geography, architecture, cuisine, literature,
music, and visual arts. Proper planning can allow sport to offer much more than
simply commuting between hotel room and the tennis matches.

South Africa offers a unique microcosm of cultures. The vast majority of its
population has not been exposed to sport in general and tennis in particular. While
theoretically everyone has access to sport, in practice due to physical and financial
constraints many do not. Managing socialisation within such disparities can be
challenging, but at the same time promotes exchange of cuisine, literature, music,
and visual arts. Sport socialisation also must address sport sub-culture. Coaches
and parents must guard against group dynamics which create a culture of abuse or
bullying. Ethics training should be integrated into training and competition plans at
all stages of LTPD.

Overall socio-cultural activity is not a negative distraction or an interference with
competition activities. It is a positive contribution to the development of the player
as a person.
P a g e | 26
THE 7 LTPD STAGES IDENTIFIED IN THE LTPD MODEL
INTRODUCTION

We hope that the 10 Key influencing factors and the 10 S’s of training and
performance will assist to give a clearer understanding for Long-term Participant
Development.

As mentioned, TSA has done much research together with ITF coaching research
and expertise technical committees and collaboration with SASCOC and the
Canadian LTAD model to create a stage-by-stage approach that focuses on
developing the necessary competencies for long-term player development in both
the high performance and recreational level (tennis for life).

The stages of LTPD are based on the concept that tennis is a late specialisation
sport, but will give parents clear guidelines of how the game is introduced to young
players taking into account both chronological and developmental age through the
use of Play & Stay and Tennis10’s.

The ITF has legislated that all participants 10 and under use the graded system
of red, orange and green balls and the scaled-down court size. (P & S).This will
impact hugely on introducing tennis to young players in a fun, competitive way,
where they are able to serve, rally and score from the first lesson.

Then through the stages, as players mature, there are several time-sensitive
periods when there is accelerated adaptation to training.

The following 7 stage tennis specific model identifies these periods and makes
maximum use of them to introduce the necessary skills and Physical Literacy.
P a g e | 27
THE 7 LTPD STAGES IDENTIFIED IN THE LTPD MODEL
STAGE 1
ACTIVE START
Boys 0 – 4/6
Girls 0 – 4/5
STAGE 2
FUNdamentals
Boys 6 – 9
Girls 6 – 8/9
STAGE 3
LEARN TO TRAIN
Boys 9 –12
Girls 8 - 11
Boys 12 - 16
Girls 11 - 15
(Major model of learning window)
STAGE 4
TRAIN TO TRAIN
(Large majority having growth spurt)
(Stages 1 - 4 are based largely on growth and development principles, physiology and biology)
STAGE 5
TRAIN TO COMPETE
Males16 – 22 +/-
Females 15 - 21 +/-
STAGE 6
TRAIN TO WIN
Males 22+/-
Females 21+/-
STAGE 7
ACTIVE FOR LIFE
Male +-16
onwards
Female +- 15 onwards
P a g e | 28
P a g e | 29
STAGE 1 - ACTIVE START
Boys 0–4/6 Girls 0–4/5 years
MAIN FOCUS AND OBJECTIVES

From ages 0-6 years the overall focus in this stage is to promote the love of physical activity while laying the foundation for future enjoyment of
sport.

Children need to be introduced to relatively unstructured, free play in a safe, but challenging environment so that they can learn a variety of
fundamental motor skills, emphasising agility, balance and coordination.

Introduce and promote fundamental movement skills like walking, running, skipping, hopping, jumping, catching and throwing.

Activities to include:
o Running with stops and starts and changing direction.
o Catching with a wide variety of soft objects and balls of different sizes.
o Throwing games using right and left hand with objects that can fit into child’s hand.
o Jumping games with 1 and 2 foot jumps to see how high or far they can jump.

Physical activity creates neural connections across multiple pathways in the brain, particularly when activities integrating rhythm are used. (Council
of Physical Education for Children, 2000).

P&S tennis with appropriate size ball, racquet and court size for 4-5 year olds will facilitate eye hand coordination when striking the ball and
promote early success and self-confidence.

Children should be encouraged to participate in fun, enjoyable physical activity daily. (e.g. swimming, tricycle and bicycle and skating.)
P a g e | 30
STAGE 2 – FUNdamentals Boys 6-9 Girls 6-8/9
Learning the FUNdamentals through Tennis Play & Stay (P&S)
MAIN FOCUS AND OBJECTIVES

This is a critical stage for the development of PHYSICAL LITERACY, and it is during this time that the foundations of many advanced skills are
laid down.

Concentrate on developing the ABCs – of Agility, Balance, Coordination and Speed/Strength, plus rhythmic activities.

Further develop fundamental movement skills.

Build fundamental motor skills.

Explore the window of optimal trainability for hand and foot speed

Introduce the basics of flexibility and suppleness, stamina and strength.

Develop basic tennis technical and tactical skills.

Acquire psychological skills. (Ability to focus, emotional control, positive attitude, commitment and effort.)

Introduce decision making

Introduce the rules of the game and tennis etiquette.

Children need to participate in a wide range of sports and activities that develop these basic skills and this is best achieved through a
combination of fun, positive and varied activities of unstructured play in a safe and challenging environment.
P a g e | 31
PHYSICAL DEVELOPMENT
BASIC CHARACTERISTICS
PERFORMANCE CAPABILITIES &
LIMITATIONS
GUIDELINES FOR THE COACH







Larger muscle groups are more developed
than smaller ones.
The size of the heart is increasing in relation
to the rest of the body. The cardiovascular
system is still developing.
Ligamentous structures are becoming
stronger, but the ends of the bones are still
cartilaginous and continue to ossify.
Basic motor patterns become more refined
towards the end of this phase and the
balance mechanism in the inner ear is
gradually maturing.
During this phase, girls develop
coordination skills faster than boys but the
developmental differences between boys
and girls are negligible.
P a g e | 32




Children are more skilful in gross
movements involving large muscle
groups than in precisely coordinated
movements involving the interaction of
many smaller muscles.
Endurance capacity of the young
participants is more than adequate for
most activities.
The young person’s body is very
susceptible to injury through excessive
stress or heavy pressure.
The foundation and skill competencies
achieved will be a good indicator in
regard to the child’s likelihood of
possessing the abilities to progress
recreationally or competitively.
Sex differences are not of any great
consequence at this stage in
development.






Coaches should have certified knowledge of
growth and development of the children+
Fundamental movement skills should be
practised and mastered before sport specific
skills are introduced.
Keep lessons well-structured and fun.
Develop the participant’s physical
capacities and fundamental movement
skills.
Play games that allow children to practise
general motor skills should be part of each
session.
Tennis participation two to three times a
week, other sports three to four times a
week.
Create varied and fun practices that ensure
immediate success.
Focus on the participant and the
performance, not results/outcomes.
BASIC TRAINING SKILLS NECESSARY - to include the following Five S’s of Training and Performance
STAMINA
At this stage, the trainability of
the aerobic system is good.
Aerobic training should be in
the form of games with an
aerobic component on and off
court.

They should be able
to run 10-15 minutes
and skip rope for 1-2
minutes.
P a g e | 33
STRENGTH
SPEED
Strength gains before puberty
Peak Speed Velocity includes
are possible and occur
linear, lateral, multi
through improvements in
directional speed.
motor coordination.
The first of two windows of

Exercise and increased
muscle activation will also time are identified in the
scientific literature as
increase strength.
potential periods

Strength training can be
foraaccelerated
introduced at
very early adaptation to speed training:
training age, using the

Females: 6-8 years
participant’s own body
weight, along with
basketball and up to 250

Males: 7-9 years
gram medicine and physio
ball exercises for fun
which seem to work best.

At this age the volume

The new bouncing
and duration of training
medicine balls also
is very low but the CNS
contribute to motor
and to some extent, the
coordination - however no
anaerobic alactic energy
sloppy catching and
system should be
throwing should be
challenged (activity is
allowed.
less than 5 seconds).

Physio ball exercises

They should be able to
contribute to core
react quickly to a signal,
stabilisation and upper
having good linear
and lower body strength
running techniques.
development and help to
develop balance.

Musculoskeletal
evaluation should begin at
a very early training age,
when participants are at
or approaching junior elite
levels.
SKILL
SUPPLENESS
The primary importance of
this stage is to develop
Physical Literacy, including
the ABC’s of athleticism Agility, Balance,
Coordination and Speed.
The introduction to the basics of
flexibility training should be
done through enjoyable games.

Flexibility is a key training
and performance factor.

The ABC of athletics Run, Jump, Throw.


Introduction to these
activities is crucially
important for future
athletic development.
Optimal individual and
sport-specific flexibility
should be established at a
very early training age.

Flexibility training should
be done five to six times
per week if flexibility needs
to be improved.

Two to three sessions of
flexibility training each
week or flexibility training
every other day will
maintain current flexibility
levels.

Stretching should not be
done on rest days.

Extensive static stretching
should be removed from
warm up protocols and only
include dynamic stretching.
These basic fundamental
movement skills should be
mastered during this stage.
TECHNICAL/STRATEGICAL/TACTICAL GUIDELINES FOR THE COACH
TECHNICAL
STRATEGICAL / TACTICAL

Introduce all strokes.


Ensure correct grips.


Emphasize set up before ball bounces.

Ensure proper contact point for all strokes in front and
waist height.

Emphasise proper footwork, balance and weight transfer.

Good overall biomechanics


P a g e | 34
Self-rally; then co-operative; then co-operative competitive; and then
competitive play.
Introduce to 5 singles and 2 doubles game situations
o When serving and returning
o When both back on the baseline
o When approaching and passing the net player
o Doubles serving and returning
Basic tactics include:
o Consistency with the use of quality, medium speed and arch to
out rally opponent.
o Moving opponent, including hitting deep and onto b/h side
o Maintain good court position and recovery
o Using their strengths
o Exploiting opponent’s weaknesses
Game based play to be regularly used.
o Learning to keep score and keep the basic rules of tennis.
o Introduce competition and match play in a meaningful way.
o Introduce participants to rallying, attacking, counter-attacking,
defending
o Emphasise the benefits of consistency and depth
MENTAL/COGNITIVE DEVELOPMENT
BASIC CHARACTERISTICS




Attention span is short and children are
action orientated. Memory is developing
progressively.
Children in this phase have limited
reasoning ability. Later on during the
phase there is growing capacity for
more abstract thought.
The repetition of activities is greatly
enjoyed. Young participants improve
their abilities through experience.
Imagination is blossoming.
EMOTIONAL DEVELOPMENT:




The children’s self-concept is
developing through experience and
comments from others.
Children at this stage like to be the
centre of focus and attention.
The influence of peers becomes a
driving force behind all activities, but
they look for recognition from significant
others, such as parents, coaches and
teachers.
The child begins to understand the
needs for rules and structure.
P a g e | 35
PERFORMANCE CAPABILITIES AND
LIMITATIONS








Young participants cannot sit and
listen for long periods of time.
Children are generally leaderorientated: they love to be led!
Young participants do not learn the
skills correctly by trial and error.
Experimentation and creativity
should be encouraged.
Children perceive these
experiences as a form of selfevaluation: “I am a good person if I
do well – I’m a bad person if I do
poorly.”
When a situation becomes
threatening they quickly lose
confidence.
Acceptance into a peer group often
depends upon one’s abilities in
physical skills and activities.
Children can understand and play
simple games with simple rules and
will tend to question rules and
expect thoughtful answers.
GUIDELINES FOR THE COACH










Acquisition of mental fundamentals:
motivation, self-confidence, self-esteem,
positive feel, act and react.
Coach to avoid problems that create selfdoubt and anxiety.
Winning/losing: positive attitude to winning,
losing and skill development.
Coaches must encourage a positive
perception of the activities and of the
children themselves. They must create a
non-judgmental and unthreatening
atmosphere where equal praise is given for
all forms of effort and no obvious “schoolassociated” learning is present.
It is important that the children have a
positive early experience of tennis if they are
to develop a future love for the game.
Emphasise 100% effort and love of the
game.
Promote personal best.
Follow the ‘chase every ball’ philosophy.
Goals should be simple and largely
immediate, fostering enjoyment, game play
and learning
Positive reinforcement/instruction as role
model.
TRAINING AND IMPLEMENTATION GUIDELINES
Programme Links: TSA P&S
Tennis10s: Competition for players 10 & under.
Implementers:
Primary school, mass participation programmes, registered coaches, registered academies, local clubs
and organisations.
Training/practice week to include:




5-6 year olds –
4 hours/ sessions general training
2 hours/sessions tennis specific training
No official competition weeks at this stage
7-8/9 year olds –
4.5 sessions general training to include Agility, Balance, Coordination, Speed
 2.5 hours/sessions tennis specific training sessions
 7-12 tournaments per year
P a g e | 36
STAGE 3 - LEARN TO TRAIN Boys 9-12 Girls 8-11
Becoming a well-rounded athlete and building the full court tennis skills required to be a player.
MAIN FOCUS AND OBJECTIVES
From ages 8 -11 in girls and 9-12 in boys, to the onset of the growth spurt, is the major SKILL LEARNING window and the focus is on:

Continuing to build on Physical Literacy competencies learnt during in the FUNdamental stage, but they should now be taken to a higher
level.

This is the time to develop and refine all fundamental major motor and movement skills to becoming a well-rounded athlete.

Continuing to participate in a variety of sports to develop the versatility required for tennis.

Players to move from P&S through continued development of tactical/technical tennis skills required, using the orange and green balls and
court sizes up to age 10+.

From 11yrs children players should be moving on to and building the full court skills and using regular balls.

However, training programmes should be customised, based on developmental age for the windows of optimal trainability (speed,
suppleness or flexibility).

Late developers (those who will enter puberty later than their peers) will have an advantage when it comes to learning skills as this Learn
to Train stage lasts longer for them.

Learning to develop and cope with basic competitive skills required for match play.

Continue to develop decision making skills.

Starting to develop perception skills.

Developing basic psychological skills.
P a g e | 37
PHYSICAL DEVELOPMENT
BASIC CHARACTERISTICS
PERFORMANCE CAPABILITIES & LIMITATIONS






Most important periods of motor
development.
The skeletal system of the
participant is still developing.
Acquire fundamental movement
skills.
Physical Literacy skills taken to a
higher level.
Stamina, strength, speed, and
suppleness should be further
improved.







P a g e | 38
Training programmes are customised based on
developmental age and optimal windows of trainability
(speed, suppleness or flexibility).
This phase is likely to pattern a youngster’s future attitude
toward training and how being fit helps both achieve high
performance on the tennis court and leads to a healthier
lifestyle.
Speed, agility and coordination are still improving rapidly
during this phase.
The oxygen transportation system is still developing and
aerobic endurance is continuing to increase.
Balance and coordination are fully trainable. Train
participants to maintain balance by doing several tasks at
the same time.
Flexibility – introduce dynamic stretching; keep children
working on flexibility, speed, endurance and strength.
For strength activities they should use their own body weight
only.
Prevent injuries by strengthening deep major muscle
groups.
GUIDELINES FOR COACH




Training sessions must be well
planned and structured to ensure that
the preparatory period is long enough
to develop solid foundations.
Practise other sports to help develop
agility and balance.
This is a period of accelerated
adaptation of coordination and fine
motor control.
Therefore, this is the ideal time to
further develop and consolidate the
biggest range of tennis skills, as it is
important that these skills are learnt
before their growth spurt.
PHYSICAL TRAINING SKILLS NECESSARY to include the Five S’s of Training and Performance
STAMINA &
ENDURANCE
To be able to
run 15 – 25
minutes
STRENGTH

Skipping 1-3
minutes



P a g e | 39
SPEED & AGILITY
Strength-endurance
exercises using
body weight along
Be able to react quickly
to multiple signals.
with basketball and up
to 500 gram medicine
and physio ball
exercises for fun which
seem to work best.
The new bouncing
medicine balls also
contribute to motor
coordination - however
no sloppy catching
and throwing should
be allowed.
Physio ball exercises
contribute to core
stabilisation and upper
and lower body
strength development
and help to develop
balance.
Have good multidirectional running skills.
Core stability is
introduced.
SKILLS for DECISION
MAKING
Develop reaction speed,
time space analysis and
coordination under difficult
situations.
Coordination in the way of
timed contests.
SUPPLENESS
COORDINATION
Work on the
basics of flexibility
using global
postures.
Skipping with
different kinds of
footwork
Different kinds of
throws
Maintain balance in
different situations
Perform multiple
tasks at the same
time.
TECHNICAL/STRATEGICAL/TACTICALGUIDELINES FOR THE COACH
TECHNICAL
Further develop and consolidate all fundamental tennis
competencies. Technical skills at this stage must be consistent
with tactical priorities.
Some of the key fundamentals include:



STRATEGICAL/TACTICAL

o
o
Groundstrokes
o Eastern and semi western grip on forehand.
o Identify an ideal contact point for all strokes and to
contact with good timing.
o Techniques for hitting topspin and underspin/slice.
o Ensure early preparation with increased amplitude.
o Ensure effective and efficient ground stroke
technique.
o Learn to hit on the rise.
o Learn to adapt strokes to emergency situations.
o Ensure no major weaknesses in grips and basic
strokes.
o Ensure technique in basic strokes will allow for the
future development of efficient power.
o Ensure continued development of fine strokes.
o Ensure player has correct movement patterns for
footwork and recovery on all shots.
Serves
o Continental grip on service – use adequate
pronation – hand above the wrist.
o Balance and toss, synchronization of the arms,
followed by a proper throwing action.
o Use of the legs once the above has been mastered.
Volleys
o Continental grip
o Establish solid impact point
o Hand above the wrist
P a g e | 40
o
o
o
o
o
o
o
Continue to work and expand on the five game situations.
When Serving
Develop high percentage of first serves and learn to serve to opponent’s
weakness with more precision.
Create problems for the opponent with the serve
When returning
Return serves with consistency and quality shots.
Enhance anticipatory skills.
Learn how to neutralise with return an opponent’s first serve.
Learn how to control points off a second serve, looking for moving
around backhand to hit ‘inside outs’ and ‘inside ins’ using three zones
And stepping in to hit early to take time away from the opponent.
When Rallying from the Baseline
Develop maintaining position on the baseline, but learn to recognise and
use opportunities to attack balls early by stepping inside the court and
using a sequence of two or more shots.
Learn to add or reduce speed of balls with variety of volleys.(put away,
angle, drop)
When approaching the Net
When Passing the Net Player
Continue expanding on tactics and introduce awareness and familiarity
with different styles of play.
o Learning the ability to play with a high level of consistency, sustaining a
quality rally via the use of big targets.
o Together with consistency, learn to be able to vary tempo, pace, depth,
rhythm and spin to be able to take control of the point.
o Learn to play percentage tennis playing the right shot at the right time
o
o

o
o
Develop a feel in the hand
Footwork – step out first step with correct foot.
Overhead
Proper set-up and impact point
Throwing action and pronation.
o
o
o
o
o
o
o
o
o
o
(I.e. rally, attack or defend) – decision making
Develop attack from mid and three quarter court including shoulder
height balls, using a 1-2 shot sequence.
Learn how to control the centre by using the off-forehand.
Learn how to play wider angles and with a higher trajectory, using
heavier spin and also be able to deal with these tactics being used
against him/her.
Learn to play with consistency, on the run, aiming for large targets.
Learn how to decrease or increase the speed of the ball with a variety of
spins and angles.
Learn to stay in the point and neutralize with good defensive skills.
Develop concept of counter attack.
Develop how to defend against various styles of play.
Learn how to be aware of strengths and weaknesses and neutralise
opponent’s strengths and exploit and defy opponent’s weaknesses.
Learn to combine all aspects of their game and strengths to gain a
competitive advantage.
MENTAL/COGNITIVE DEVELOPMENT
BASIC CHARACTERISTICS
GUIDELINES FOR THE COACH










Develop basic psychological skills (ability to focus, emotional
control, effort/determination, positive attitude).
Continue to develop decision-making skills.
Develop basic competitive skills through learning to cope with basic
competitive environments.
EMOTIONAL DEVELOPMENT:
 Develop and understand the passion for competition.
 Demonstrate a calm and positive attitude.
 Learn how to manage mistakes in a constructive way (Mindset
Reference).
 Work hard and consistently to want to improve.
P a g e | 41
Communication should be verbal and concrete.
Emphasise 100% effort and love of the game at all times.
Foster leisure and enjoyment in learning new things.
Use cooperative games and drills to practise with purpose/intensity.
Create a task oriented motivational climate/learning environment.
Use open and two way communication.
Use mental training in on-court practices to promote concentration,
motivation and emotional control.
TRAINING AND IMPLEMENTATION GUIDELINES
Programme Links: TSA P&S
Tennis10s: Competition for players 10 & under
TSA Competition Structure
Primary School League and Competitions.
Implementers: Primary school, development programmes, talent identification programmes, registered coaches, registered academies, local clubs
and organisations.
Amount of activity

Between 4-5 hours tennis; 5-7 hours/week other sports

The Five S’s of Training and Performance during the Learning to Train Stage are the following:
Since this is the major Skill learning stage, motor development should be emphasised and Stamina, Strength, Speed and Suppleness
should be further improved by well-sequenced training.

Although there is less interference between the various training adaptations during the first two stages of training, a well laid out training,
competition and recovery programme should optimise the various training effects.
Competition guidelines




(More time spent on training rather than competition.)
20:80 – 30:70% competition to training ratio is recommended by experts during the Learning to Train stage.
Participants undertaking this type of preparation will be better prepared for competition in both the short and long-term, than participants
who focus solely on competition and winning.
At this stage, participants should train in competitive situations daily, in the form of practice matches or competitive games and drills.
Double periodization, which provides for two peak performance periods, is the optimal framework of participant preparation during this
stage.
P a g e | 42
MONTHS
MICROCYCLE
Mondays
School Holidays
Competitions
Surface
Importance: Very Important/Less Important
Junior(J)/Senior(S)
PeakScale
5
4
3
2
1
Training Weeks
Preraration (P )/PreCompetition( PC )/Competition( C )
Rest(R)/Active Rest(A)
Testing Fitness/Mental Testing
TOURNAMENT
JAN SATA TOURN
JAN SATA TOURN
SCHOOL LEAGUE
SCHOOL LEAGUE
DEC SATA TOURN
DEC SATA TOURN
Jan
Feb
March
1
2
3
4
5
6
7
8
9
01
X
8
X
15
X
22
29
5
12
19
26
5
12
1
H
V
J
2
H
V
J
3
H
L
J
3
H
L
J
3
H
L
J
3
H
L
J
3
H
L
J
3
H
L
J
5
5
April
May
June
July
August
September
19
26
X
2
X
9
16
23
30
7
14
21
28
4
11
18
25
X
2
X
9
X
16
23
30
6
13
20
27
2
9
4
H
L
J
4
H
L
J
4
H
L
J
4
H
L
J
4
H
L
J
4
H
L
J
4
H
L
J
November
December
16
23
1
X
8
X
15
22
29
5
12
19
26
3
51
52
10
X
17
X
24
X
5
H
V
J
6
H
V
J
5
5
4
3
3
3
3
3
3
2
1
C
1
X
PC C
C
R
R
C
C
C
C
C
1
X
P
1
R
X
1
1 1 1 1 1 1 1 1 1 1 1
X X X X X X X X X X X
P P P P P P P P P P P
A
1
R
1
R
1
3 3 3 3 3 3 3
2
1
1 1
X X
X X
P PC C C C C C C C P P
A
X
NO:
1
2
3
4
5
6
STAGE 3 LEARN TO TRAIN PERIODISATION CHART (Please refer to attachment at the end of the document for full table)
P a g e | 43
October
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50
1
R
X
1
A
3
2
1 1 1 1 1
X X X X X X X X
P P P P P PC PC PC C
3
C
X
PC
STAGE 4 - TRAIN TO TRAIN
Large majority having growth spurt.
Boys 12-16 Girls 11 – 15
Putting it all together and learning to perform.
MAIN FOCUS & OBJECTIVES

This stage of LTPD, 11 - 15 for girls and 12 -16 for boys, is a critical stage of development for the tennis player, as it sets the foundation for
learning to be a competitive junior and to determine if a participant has an opportunity to compete at a high international level in the
future.

This is the stage where "you make or break a player" by doing the right things at the right time of the participant’s development.

Many of the most important physical attributes will be shaped over the next four years, as it is the critical period of physical and skill
development – it is all about “Building the Engine”.

The large majority of participants will reach puberty during this stage. The onset of PHV (Peak Height Velocity – commonly known as the
adolescent growth spurt) should be used as a reference point to design programmes for the pubertal participant.

It is therefore crucial to monitor a player’s growth through frequent anthropometric measurements in order to optimise the development of
flexibility, speed, strength and aerobic endurance in all the physical skills.

Whilst it remains important that participants continue to play other sports (at the beginning of the stage), such as cricket, rugby, football, table
tennis, field hockey, netball and basketball for variety and cross training, the balance during this phase is now firmly towards tennis.

Consolidate learned skills from practice to be able to apply in competitive situations.

Consolidate a specific game style emphasising the execution of these skills in a game situation.
P a g e | 44

Develop necessary decision-making skills to practise and compete effectively.

Use the sport sciences in areas of physical preparation and psychological routines to produce the ideal performance state.

Balance the increase in training demands with lifestyle issues.

Introduce the concept of recovery and pre-habilitation through sleep, good hygiene, sport massage, hydro-therapy, nutrition, effective
warm-up and in all aspects of preparation.
KEY FACTORS FOR PARTICIPANTS

Participants are encouraged to become responsible and
autonomous i.e. to become increasingly competent in the
selection and care of tennis equipment/entering
tournaments/checking schedules/keeping a record of their goals
and match reports and looking after their own money and
passports.

With results becoming more important, it is essential that players
continue to focus on performance goals in competition.

Players are encouraged to discuss goals and aspirations with
coach and parents.

Players to love training, playing and competing.


KEY FACTORS FOR THE COACH

The development of an individualised annual training and
competition plan is essential.

The coach's role becomes even greater as he/she takes on
increased leadership in the overall planning of a participant's
developing career. However, the coach should also encourage
the player to develop decision-making and self-responsibility for
aspects of their training and competition.

Using a consistent, individualised, quality daily training
programme, with consideration of international standards, the
programme should be based on their long-term development and
their developmental age.

As travelling and competing becomes more prevalent, the priority
remains on the overall development of the participant. The
emphasis on the participant’s long-term development over shortterm results must continue to be maintained.

Players still need to focus more time on skill training and physical
development over competition. Too much competition wastes
valuable training time and conversely, not enough inhibits the
practice of technical/tactical and decision-making skills.

Decisions and choices of competition must include age
appropriate number of matches and practice matches per week.
Consolidate learned skills from practice and apply in competitive
situations.
Participants should also use the sport sciences in the areas of
physical preparation and psychological routines to produce and
improve their knowledge base of ancillary capacities. These
should include
o Integrated pre- competition routines with: the night before bag
preparation, time management, mental preparation, warm-up
and dynamic stretching and CNS eye/hand/foot speed work
and reactor preparedness.
P a g e | 45
o
Post competition recovery with cool down, stretching,
hydration and nutrition recovery, rest and regeneration,
massage, hydro-therapy, nutrition, taper and peak.

Practise good hygiene by showering and changing clothes after
every training session or match.

Balance the increase in training demands with lifestyle issues.

Strengthen the concept of respect for coaches, officials and other
participants.

Develop a strong relationship and commitment with other
participants beyond the tennis court. Values and attitudes are
being created and reinforced by the group.

Participate in complementary sport that is enjoyable.

Be an ambassador for Provincial/ National Associations while
playing in South Africa, as well as abroad.
P a g e | 46
Select appropriate level of competition based on individual
participant and long-term objectives.

The annual competitive plan should strive for a 2:1/3:1 win-loss
ratio to provide confidence and development. A participant
should be able to maintain, in tournament play, an average of 2/3
wins for every loss.

Evaluation of this plan should include a regular review of the
participant’s win-loss ratio.

Training sessions must be well planned and structured to ensure
that the preparatory period is long enough to develop solid
foundations.

Meet regularly with fitness coach to ensure well balanced and
coordinated training programmes.

Raise the performance capacity of players.

Prepare players to perform at specified, identified competitions,
reaching a peak performance at the priority competition of the
year.

Pursue professional development that includes new, updated
learning about technical and tactical information and appropriate
training for consolidating this stage, where strength and stamina
should be emphasised.
PHYSICAL DEVELOPMENT
BASIC CHARACTERISTICS
PERFORMANCE CAPABILITIES &
LIMITATIONS
GUIDELINES FOR THE COACH

It is important that both participants and
coaches place a positive emphasis on the
link between physical conditioning and
tennis success.

Early in this phase, girls are faster and
stronger than boys. This situation is
reversed later on in the phase.

Physical skills taken to a higher level i.e.
stamina, strength, speed, and suppleness
should be further improved.


Speed, agility and coordination are still
improving rapidly during this phase, so are
therefore fully trainable.

According to SA stats, girls begin their
growth spurt between ages 12.5-14 and
boys between 12.5-15.


During growth spurts, adaptation is
influenced by sudden changes of body
proportions.
A change in the centre of gravity, length of
limbs and core strength will determine the
content of training.
On-going testing and evaluation of the
individual participant’s physical
development is critical. This should be
incorporated into the programme three
times per year.

Careful monitoring of the growth of the
participant is critical during this phase,
using simple height and weight
measurements, as well as a visual
assessment, to ensure that the most
appropriate training is introduced at the
most appropriate time.

Monitor participant’s growth spurt through
frequent, three monthly anthropometric
measurements in order to identify early,
average and late maturers and optimise
the development of flexibility, speed,
strength and aerobic endurance in all the
physical skills (i.e. take advantage of the
windows of optimal trainability).

The 11-15 year-old female and 12-16 yearold male participants should be grouped
during training according to developmental
maturation rather than chronological age,
since young adolescents may be four to
five years apart within each chronological

During this phase the various parts of the
body do not grow at the same rate. The
growth rate of the legs and arms will reach
a peak prior to that of the trunk.

Significant proportional changes occur in
bone, muscle and fat tissue.

Girls attain a maximum rate of growth at
average age 11, boys at average age 14.

Smaller muscle groups are becoming more
developed.

Prior to the onset of puberty, children
mainly improve in the economy of
movement. That is to say that the oxygen
cost of activity decreases without an
increase in VO2max.
P a g e | 47

The oxygen transportation system is still
developing and aerobic endurance is
continuing to increase.

Most of the aerobic training for this age
group should be in the form of non-weight
bearing activity to help reduce “growing
pains” and to prevent overuse injuries.


Note that both aerobic and strength
trainability are dependent on the
maturation levels of the participant. For
this reason, the timing of training
emphasis differs depending on whether
the participants are early, average or late
maturers.
While maintaining or further developing
levels of skill, speed, strength, and
flexibility, this is the window of opportunity
to train physiological skills of stamina,
speed and strength for girls and stamina
and speed for boys.

The onset of Peak Height Velocity (PHV)
contributes to accelerated adaptation in the
aerobic system. This has been termed
Peak Aerobic Velocity (PAV).

However, the child’s VO2max increases
significantly after the onset of PHV and the
rate of increase peaks between 12-15
years of age for females and 14-16 years
for males.

A significant increase in red blood cells
occurs.
age group.

Use the sport sciences in the areas of
physical preparation. Meet on a regular
basis with fitness coaches to ensure a
well-balanced training programme.
PHYSICAL TRAINING SKILLS NECESSARY to include the Five S’s of Training and Performance
STAMINA &
ENDURANCE
Short-term strength training
at this time does not seem
to interfere with endurance
activities.
Aerobic training should be
a priority after the onset of
PHV and the ABC’s should
be maintained and
expanded as in track and
field events of learning how
to run, using more knee
drive, getting off the mark
quicker.
P a g e | 48
STRENGTH
There are sensitive
periods of accelerated
adaptation to strength
training during the
Training to Train stage:
SPEED & AGILITY
At this stage both male and
females should take
advantage of the second
speed window of
accelerated adaptation in
speed training.
COORDINATION SKILLS
SUPPLENESS


Emphasise flexibility
training given the
rapid growth of
bones, tendons,
ligaments, and
muscles.

Flexibility – dynamic
stretching techniques to focus
on the shoulders
and hips (with
separate upper and
lower body).
Two sensitive periods
(windows) for females:


The first occurs
immediately after
PHV, and
The second
Although Central Nervous
System (CNS) (quick speed
reactor training) is still very
important, anaerobic, alactic
system should be introduced
to females during the first part
of this stage and to males

Due to the rapid
growth of participants
during adolescence,
including changes in
the centre of gravity,
arms, trunk and legs,
fundamental and
specific coordination,
movement and
technical skills should
be revisited.
Coaches should be
patient with the
participants during




Girls should be
able to run for 2030 mins;
Skip rope for 2-5
mins without
stopping
Boys should be
able to run for 3045 mins.
Skip rope fpr 5-10
mins
begins with the
onset of
menarche.
For males, there is one
window:
 it begins 12 to 18
months after
PHV, when
growth
decelerates.


For strength
training, swiss
balls, medi balls
can be used to
assist with core
strength and
controlling their
centre of gravity.
They can also do
strength
exercises by
using their own
body weight with
chin ups and sit
ups.
Peak Weight Velocity
(PWV) or body mass gain
will occur after PHV.
The rule of thumb is to
start free weight training
earlier with those
participants who have
onset of PWV earlier and
P a g e | 49
during the second part of the
stage.
The appropriate load in terms
of intensity, frequency and
duration should be ensured
and linear, lateral and multidirectional movement speed
should be trained by proper
sequencing of speed work with
other training activities.
Contrary to former practices,
speed work should be done all
year round regardless of the
different phases and objectives
of the annual cycle.
It should be done at the end of
the warm-up at the beginning
of the session, when there is
no metabolic or nervous
system fatigue present and the
volume should be very low.
This speed work should be in
the form of or CNS work. Since
there is not any accumulated
metabolic or CNS fatigue at
the end of the speed work,
there is no interference with
the remaining time of the
session.
Speed and agility
 be able to run fast in
specific situations.
and immediately after
their growth period.
The body does not
grow in proportion.

Different parts of the
body grows at
different rates. This
may temporarily have
an adverse effect of a
participant’s
movement and
technical skills.

Flexibility should be
monitored carefully
in this stage.

Static stretching
and Proprioceptive
Neuromuscular
Facilitation (PNF)
should be
complemented by
active isolated
stretching when
required. (Active
isolated stretching
refers to a dynamic
stretch with an
isolated muscle or
muscle group).

The scheduling of
a stretching
session that is
separate from
other training
activities is
recommended
during this and the
next stage of
player preparation.

Dynamic mobility
and pre-habilitation
routines should
replace static
stretching in warmups.
later for those who have a
late onset of PWV.


Coaches should therefore
monitor players for the
onset of PHV and the
peak of PHV (when
growth decelerates) to
accurately indicate the
proper time to implement
free weight programmes.
The onset of PHV will
therefore determine the
extent and frequency of
weight training.
Proper free weight lifting
techniques should be
introduced to:
 prevent injuries
by strengthening
major muscle
groups muscles.
 enhance optimal
adaptation to
strength training
later.
 Strength training
should be
performed two or
three times per
week and should
not exceed 30
minutes per
session.
 Consolidation
basic muscular
P a g e | 50

Master multidirectional movement.
Have the ability to
accelerate and
decelerate rapidly
and change of
direction.

strength
movements.
Introduce
exercises for
explosive strength
with resistance.
TECHNICAL/ STRATEGICAL/TACTICALGUIDELINES FOR THE COACH
TECHNICAL
STATEGICAL/TACTICAL
The technical skills worked on at this stage must effectively support the
tactical priorities.
During this stage, as players go through puberty, the use of
power becomes much more pronounced when executing all
strokes.
Continue to develop and refine technical/tactical tennis skills and ancillary
capacities. The key fundamentals include:
Serving
Groundstrokes
 Greater loading with the legs for ground reaction force
 Increased upper body rotation
 Greater racquet head speed
 Greater emphasis on set up and timing skills becomes important
as ball tempo and court coverage demands increase.
 Exhibit a full repertoire of adaptation skills necessary to
counterattack and defend.

Develop ability to attack with at least one powerful groundstroke
from all over the court including three quarter court balls at
shoulder height.
 Develop variety of spins on all strokes.
Volley




Increases in reception skill challenges
Developing quicker hands
Greater use of legs
Mastery of swing drive volley
P a g e | 51

Develop tactical skills to serve effectively. i.e. via the use of
spin, precision placement or power.

Developing an effective second serve is critical at this stage.

Develop serve and volley combinations.

Develop serve and immediate attack with a powerful
groundstroke.
Develop an effective spin second service.

Return of serves

Develop ability to effectively neutralize a difficult first serve.

Take advantage of all opportunities when presented with a
second serve.

On returns develop defensive, neutralizing or counter
attacking skills to stay in the point or neutralize attacking
Serves
 Continue to develop a potentially powerful serve with
 Increased use of ground and rotational forces to generate more
ball speed and spin
 Developing the skills needed to serve topspin and slice serves
Returns
 Increased adaptation skills between first and second serves.
Footwork
 The full repertoire of footwork should be well executed by the end
of this stage.
 Develop footwork and stroke efficiency and effectiveness to
counter attack wide balls and powerful serves.
Competition/game style
 Place continued emphasis on technique which is relevant to game
style.
 Tennis training skills can be more specific and should incorporate
learning to cope with the physical and mental challenges of
competition.
 Consolidate learned skills from practice and apply in competitive
situations.
 Train participants in daily competitive situations in the form of
practice matches or competitive games and drills.
P a g e | 52
opportunities, by having increased ability to cover the court.

Develop aggressive counter-attack on return of serve.

Take advantage of all opportunities to return a second service
aggressively.

Baseline
Developing the ability to play percentage tennis, playing the
right shot at the right time (i.e. rally, attack or defend) at a
higher tempo.

Require extremely high level of consistency, great countering
ability and exceptional shot variety.

The ability to have proper positioning, forward, back, and
lateral.

The ability to play wider angles and hit heavier, higher topspin
plus the ability to deal with both these tactics.

Developing the ability to used change of rhythm and spins to
take charge of the point.


Develop 1-2 weapon shots e.g. serve and dominating f/h
Develop the ability to hit 3 shot sequences/combinations
around their strengths.

Developing the ability to recognise and take advantage of all
attacking opportunities – relative to their game style.

Consolidate a specific game style emphasising the execution
of skills in a game situation.

Develop tactical use of power.

Increase pressure on opponent through increased tempo as
well as develop the ability to change the pace to take control
of the point.

Further develop anticipation from an understanding of the
court geometry and the opponent’s options in various
positions on the court.

Anticipate as a result of the technical limits of the opponent.

Introduce more advanced shot selection.

Encourage an individual style of play.

Play the ball on the rise and inside the court.

Develop one or two effective weapons. e.g. big serve and
dominant forehand.

Develop the capacity to recognise and utilise every
opportunity attack (taking into account their own style of play).
Transition game
 Develop the approach shot for the transition game.


Develop the tactical skills required to play effectively at the
net (positioning, anticipation, good choice of shots).
Develop closing the net volleys and solid attacking
overheads.
Passing opponent at the net.
P a g e | 53

Develop the skills requires to effectively counter attack when
opponent is coming to the net

Develop the skills needed for effective passing shots, using a
two-ball combination pass.

Develop the use of an aggressive counter-attacking topspin
lob.


racquet
Assist players to develop an awareness of their opponent’s
strengths, weaknesses and tendencies and how to neutralize
and exploit them.
Develop the ability to combine all aspects of their game style
and strengths to gain a competitive advantage.
MENTAL/COGNITIVE DEVELOPMENT
BASIC CHARACTERISTICS
PERFORMANCE CAPABILITIES &
LIMITATIONS
GUIDELINES FOR THE COACH

Abstract thinking becomes more firmly
established.

Decision-making through more complex
technical training/practice should be
introduced.

Mental preparation strategies: rituals for
serve/return, match preparation, etc.

Young participants develop a new form of
egocentric thought. Much emphasis is
placed on self-identity.


This may result in a strong fear of failure.
Develop self-confidence/self-esteem:
walking powerfully, self-talk.

Individual specific direction and structure
in the learning process is required.

Basic concentration skills: focusing.


A variety of methods to measure success
are important to maintain motivation.
Introduction to basic stress/mistake
management strategies: straighten strings,
3 R’s (rehearse, review, reset) and /or
others.

With results becoming more important, it is
essential that participants continue to
focus on performance goals in
competition.

Learn to practise with intensity.

Learn to tolerate frustration, win or lose.

Winning/Losing: put winning and losing
into a healthy perspective.

Coaches need to be positive role models
by helping shape the correct values and
beliefs.

Young participants are eager to perfect
their skills.
EMOTIONAL DEVELOPMENT:




There is a tremendous influence on
behaviour from peer groups.
During this phase participants are capable
of co-operating and accepting some
responsibility.

Tension generally exists between adults
and adolescents.
Communication channels should be kept
open by adults as all teenagers need help
P a g e | 54

Increase the degree of concentration and
involvement in training with psychological
routines to produce the ideal performance
state.
Retain the participant’s enthusiasm and
pleasure to play during training and
even though they do not recognise the
need or seem grateful for the help.


Deprivation of these qualities often leads to
exaggerated and/or unacceptable
behaviour.


Feelings of confusion or anxiety may exist
as a result.

It is important at this developmental level
that young participants are able to display
tenderness, admiration and appreciation.



Physical, mental and emotional maturity
does not necessarily develop at the same
rate.
competition, despite the ups and downs.

The development of a participant’s identity
as a tennis player serves as motivation for
training and competition.
Encourage positive attitudes when faced
with challenges and help form coping
strategies for winning and losing.

Communication should be verbal and
concrete.
Demonstrate creativity in a situation of
competition.

Use open and two way communication.

Use cooperative games and drills to
practise with purpose/intensity.

Create a task oriented motivational
climate/learning environment.

Emphasise 100% effort and love of the
game at all times.

Foster leisure and enjoyment in learning
new things.

Use mental training in on-court practices.

Develop a mentality of how to use a good
shot under pressure, regardless of the
situation.

Appreciate the pressure of competition.

Be aware of the importance of various
situations and know how to deal with
them.
Social activities are important events for
this age group.

Learn to not always seek an apology, i.e.
to develop a competitive mentality.
There is a desire to have friends of the
opposite sex.

Develop a good understanding of the most
important factors that affect the ability to
produce an optimal performance.

Develop the ability to control levels of
stimulation through breathing and
relaxation techniques of channelling
emotions.

Acquire the ability to control the match
through an understanding of the pace of
the game and using routines and rituals.
P a g e | 55
TRAINING AND IMPLEMENTATION GUIDELINES
Associated Programme Links: South African specific schools tennis programme, private and provincial programmes, talent identification,
development programmes.
Implementers: Primary and high school, registered academies, registered coaches, local clubs and organisations, provincial/national
organisations.
Developmental Age:
Year 5 & 6 – Males 12-14, Females 11-13
Amount of activity per week: 12-14 hours tennis technical/tactical and specific competitive situations, 5-8 hours other sport sessions, two hours
ABC’S, flexibility, strength and endurance.
Developmental Age:
Year 7 – Males 14-16, Females 14-15
Amount of activity per week: 18-22 hours tennis, three hours other sport sessions, 6-10 hours ABC’S, flexibility, strength and endurance.
Tennis Skills – 18-22 Hours technical/tactical and specific competitive situations.
Competition guidelines
 A 30:70 – 50:50% male/female competition to training ratio (including competition specific training) is recommended by experts during the
Training to Train Stage.
 Again, participants undertaking this type of preparation will be better prepared for competition in both the short and long-term, than
participants who focus solely on winning.
 As with the Learning to Train Stage, during this stage, participants train in competitive situations daily, in the form of practice matches or
competitive games and drills.
 The optimal framework of participant preparation during this stage is double periodization with two to three phases.
 Therefore, optimise training and competition ratios and follow a 30:70 - 50:50% training to competition ratio (competition includes actual
competition and competition specific training).
STAGE 4 TRAIN TO TRAIN - PERIODISATION CHART:
(Please refer to attachment at the end of the document for full table)
P a g e | 56
MONTHS
MICROCYCLE
Mondays
School Holidays
Competitions
Surface
Importance: Very Important/Less Important
Junior(J)/Senior(S)
PeakScale
5
4
3
2
1
Training Weeks
Preraration (P )/PreCompetition( PC )/Competition( C )
Rest(R)/Active Rest(A)
Testing Fitness/Mental Testing
TOURNAMENT
JAN SATA TOURN
JAN SATA TOURN
SCHOOL LEAGUE
JUN/JUL TOURN
JUN/JUL TOURN
JUN/JUL TOURN
SCHOOL LEAGUE
DEC SATA TOURN
DEC SATA TOURN
P a g e | 57
Jan
Feb
March
1
2
3
4
5
6
7
8
9
01
X
8
X
15
X
22
29
5
12
19
26
5
12
1
H
V
J
2
H
V
J
3
H
L
J
3
H
L
J
3
H
L
J
3
H
L
J
3
H
L
J
3
H
L
J
5
5
3
3
3
3
3
3
April
May
June
July
August
September
October
November
December
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50
19
26
X
2
X
9
16
23
30
7
14
21
28
4
11
18
25
X
2
X
9
X
4
5
6
V
V
V
5
5
5
16
23
30
6
13
20
27
2
9
7
H
L
J
7
H
L
J
7
H
L
J
7
H
L
J
7
H
L
J
7
H
L
J
7
H
L
J
3
3
3
3
3
3
3
16
23
1
X
8
X
15
22
29
5
12
19
26
4
1
C
X
PC C
C
R
R
C
C
C
C
C
1
X
P
1
R
X
NO:
1
2
3
4
5
6
7
8
9
2
1
1
1 1 1 1 1 1 1 1
X X X X X X X X X X X
P P P P P P P P P PC PC C
52
17
X
24
X
8
H
V
J
9
H
V
J
5
5
2
2
1
C
C
X
AR PC C
4
3
C
C
C
C
C
C
1 1
X X
P P
A
1
R
X
51
10
X
4
3
2
3
X
1
A
1 1 1 1 1
X X X X X X X X
P P P P P PC PC PC C
C
X
PC
At the end of this stage, males at +/-15 and females at +/-16, participants will make the choice of either following the high performance
competitive pathway, or the recreational stream for “TENNIS FOR LIFE” tennis involvement.
STAGE 5 – TRAIN TO COMPETE Males 16 – 22 +/- Females 15 – 21 +/Beginning to put it all together.
At this stage, participants can either choose to:
specialise and pursue a potential career as a ‘professional player’ in a competitive stream,
or they can continue participating at a recreational level and thereby enter the Active for Life stage. (See stage 7).
THE COMPETITIVE STREAM
MAIN FOCUS AND OBJECTIVES

The participant now makes a conscious decision to pursue a potential career as a ‘professional player’.

All aspects of preparation will now focus on consistent quality performances in training and in competition.

The participant’s lifestyle demonstrates that of an individual who is a ‘24/7’ athlete and is learning to manage the variables that will contribute to their overall
performance.

To achieve excellence at this stage, a player needs to have at least one element of his/her game that is exceptional and at a world class level. e.g. a particular stroke,
movement or fitness level.

The development of perception skills is fundamental to long term success, so players, parents and coaches should work on these skills on and off court.

Participant to become a responsible and autonomous athlete.

High volume and high intensity training and competition begins to occur year-round according to good planning and periodisation.
P a g e | 58

Continue to develop and refine technical skills and improve in the implementation of these skills under a variety of competition conditions and to have a great tactical
knowledge in competitively intense situations.

Develop an ability to understand key principles related to training, competition and recovery, demonstrating quality and consistency in the warm-up, stretch down and
recovery with nutrition, hydration and rest.

Develop flexibility, speed, strength and aerobic endurance in all the physical skills - based on priorities according to diagnosis and testing of all the physical skills.

Refine the daily implementation of sport medicine and science knowledge, e.g. nutrition, strength and conditioning, sport psychology, exercise physiology.

Learn to cope with the challenges of different competitive situations such as different surfaces, altitudes, hot, cold, dry, windy or humid weather as well as different game
styles.

Introduce and consolidate psychological routines to produce the ideal performance state.

Ensure that pre-habilitation exercises for wrists, shoulders, hips and abdominals are managed effectively.

Use recovery techniques such as oxygenation, sport massage, relaxation, meditation and hydrotherapies.

Incorporate a regular medical and physiotherapy follow-up if and where necessary.

Demonstrate good knowledge of the selection and care of equipment including racquets, shoes and strings.

Adopt a positive lifestyle such as no tobacco, no alcohol, no drugs and respect good sleeping habits and practise good hygiene.
GUIDELINES FOR PARTICIPANTS
GUIDELINES FOR THE COACH

Develop the ability to understand key principles related to being
a responsible and independent participant by demonstrating
some self-reliance in areas such warm-ups and cool-downs,
time management, attention to good nutrition, hydration and
recovery, being ready for training and competition and
responsibility for equipment and which includes:

The coach’s role becomes even greater as he/she takes on
increased leadership in the overall development of a
participant's career and must lead and work with an integrated
support team.

Meeting specific athlete dietary requirements and follows
individualised pre-, during and post-match nutrition and
hydration strategies.

Integrate the performance factors to enable the participant to
perform consistently at identified major domestic and
international events.
 Understanding and implementing specific carbohydrate loading
P a g e | 59
strategies.

Ability to make educated food choices when travelling.

Pursue professional development that includes new learning
about technical, tactical, recovery and competition preparation
information and appropriate training for “Training to Compete”
stage.

Ability to implement strategies to recover physically (i.e. hot-cold
treatments) from intense training and competitions and plane
travel.

Handling of jet lag and coping with extended travel and different
diets as well as competing under adverse and changing
conditions.

Continue to encourage decision-making and self-responsibility
with players for aspects of tennis training and competition.
Coping with expected and unexpected circumstances
associated with competition, travel and tournaments. Able to
prepare for different environments (i.e. heat, cold, altitude, rain,
etc.,) and adapt to unexpected weather changes during match
play.

Consolidate specific game style which at this age it is still a
developing and/or acquiring skill.

Performing more sophisticated self-monitoring, especially of
training workloads (i.e. heart rate, RPE scales).

Recruit and work with an expanded group of experts to help
prepare the participant for training and competition.

Keeping daily training and well-being diaries.

Discuss goals and aspirations with the coach and parents.

While competing on the road, the emphasis on long-term
development over short-term results continues to be
maintained.

With results becoming more important, it is essential that
participants continue to focus on performance goals in
competition and to raise performance capacity.

An individualised physical development programme should be
used ‘cashing in’ on the windows of trainability.

Be responsible for schoolwork and academic achievement.


Understand that education remains a priority but
consider/pursue distance education options.
Monitoring improvements through a full battery of fitness tests,
including all appropriate laboratory or diagnostic tests three
times a year, with the support of an integrated support team.


Display competent computer/internet use for leisure and
education.
Remedial programmes should be introduced if shortcomings
have been identified.


Be aware of advantages and disadvantages of university
scholarships.
A consistent individualised quality daily training programme
which takes into account international standards, the
participant’s present abilities and the long-term goals is
essential.

May be presented with additional opportunities to refine a

The development of an individualised annual plan is essential,

P a g e | 60
utilising single, double, and triple periodisation as the optimal
framework of preparation.
second/third language.

Participants should be aware of and be able to control their
optimal performance state:

Individualised use of on-court and off-court performance
routines before, during and/or after practice and matches.

Understands and able to use or neutralise momentum.

Able to control breathing patterns.

Automates mistake management.

Other psychological competencies required:

Self-discipline.

Formulates, follows and reviews match plans.

Able to independently detect and correct performance mistakes.

Demonstrates positive attitude toward learning and general
optimism.

Capable of maintaining intensity of training without supervision.

May show adaptive perfectionist tendencies but be able to
accept results and move on.

Able to effectively manage time.

Maintains a success file.

Be coachable, optimistic and competitive.

As a developing professional player, who represents South
Africa, it is important that one become aware of the
responsibilities with respect to team support, community,
corporate and media affairs and look to extend your services in
these areas of services whenever possible.

Be an ambassador of your provincial/national associations and
P a g e | 61

The annual competitive plan should strive for a 2/3:1 win-loss
ratio. Evaluation of this plan should include reviewing the
participant’s win-loss ratio.

Competitions should be selected based on an age appropriate
number of matches per year with the emphasis on the
participant’s continued development, participating in two to
three practice matches per week.

Change the training-to-competition and competition-specific
training ratio to 50:50 - 30:70. Devote 30-50% of available time
to the development of technical and tactical skills and
improving fitness and 50-70% of training to competition and
competition-specific training.

Understand the basics to implement concept of peaking and
tapering for minor and major competition.

The foundation of optimal individual taper procedure should be
laid down.

Provide training and competition opportunities to foster
independence, social interaction, decision-making, planning,
goal setting and responsibility.

During this phase an important transition takes place. It will be
important for coaches to consider appropriate training and
practice regimes to ensure that participants retain a balanced
lifestyle during this significant time.

Ensure that the player participates in frequent massage and
physiotherapeutic treatment and has annual physiotherapy
screenings and regular medical check-ups.

Be available to offer guidance and direction.
the sport of tennis while in South Africa and abroad.

Include variety in your life during “downtime” such as keeping in
touch with friends and pursuing a hobby.
PHYSICAL DEVELOPMENT
BASIC CHARACTERISTICS
PERFORMANCE CAPABILITIES &
LIMITATIONS

The circulatory and respiratory systems
reach maturity.


Increases in height and weight gradually
slow down and stabilisation occurs in the
muscular system.
By age 17, girls generally have reached
adult proportions, whereas boys do not
generally reach such proportions until
several years later.

Proportionally, girls gain more weight than
boys during this phase.

Skeletal maturation continues in males and
females.

Muscles have grown to their mature size
but muscular strength continues to
increase reaching its peak in the late
twenties.
Connective tissues are still strengthening.
These systems are generally capable of
giving maximum output.

GUIDELINES FOR THE COACH

Diagnostic testing to be used in
designing an optimal training
programme.

The windows of optimal trainability
should be emphasised to ensure the
strength component is being
maximised.

Remedial programmes introduced for
weak areas.

High intensity individual and sport
specific training is provided year
round.
Fitness programmes, recovery
programmes, psychological
preparation and technical
development are now tailored to a
greater degree.

PHYSICAL TRAINING SKILLS NECESSARY to include the FIVE S’S OF TRAINING AND PERFORMANCE

Since, in principle, participants are now fully trainable in all of the Five S’s of training and performance, diagnostic tests will identify individual needs and not maturation
levels.

The strengths and weaknesses of the participants (physical, technical-tactical, mental and ancillary capacities) will help decision-making regarding training priorities.
P a g e | 62

Optimal sequencing of training activities within micro and meso cycles is essential to minimise interference between the Five S’s.
STAMINA &
ENDURANCE
Should be able to
achieve level 12 on
the bleep test.(3’30
1000m; 1’10 400m)
Pre-habilitation to
strengthen deep
muscle.
Aerobic endurance.
Able to complete both
specific on-court and
off-court endurance
training sessions
aimed at elevating
lactate threshold and
VO2 max.
Able to use heart rate
monitors and RPE
scales to monitor
workload.
Anaerobic endurance.
Able to tolerate lactate
P a g e | 63
STRENGTH
To further develop
strength.
To develop explosivestrength.
Able to perform all single
and multi-joint lifts with
appropriate resistances
and correct form.
Able to perform closed
and open chain exercises
using both machines and
free weights, therabands,
swiss balls, balance
boards.
Maintain sound core (i.e.
abdominal and lower back
muscle) strength and
shoulder/scapula control.
Possesses or working to
develop acceptable
bilateral and antagonist:
SPEED & AGILITY
Sensitive to
improvements post
PHV.
To move and run at high
speed in specific
situations.
To master multidirectional
movements.(linear –
especially forward,
lateral and
multidirectional)
To have the capacity to
accelerate, decelerate
and change direction
quickly.
Capable of maintaining
movement form when
using speed-resisted
and -assisted training
methods.
COORDINATION
SKILLS
To take advantage of
physical qualities on
court transferring from
general to specific.
Ability to maintain
balance on unstable
surfaces with external
load.
Shows integrated and
near optimal dynamic
balance.
Displays excellent
rhythm (or timing) in all
striking and movement
tasks.
Able to simultaneously
coordinate most
locomotor and
fundamental movement
skills.
FLEXIBILITY/
SUPPLENESS
FOOTWORK
To master stretching
techniques with an
individualised stretching
programme on a daily
basis.
Able to more
quickly cover and
recover from all
balls, especially
inside-out shots.
Able to implement - at
appropriate times dynamic mobility
exercises, active and
passive static stretching
techniques, and PNF
stretching. Understands
neural desensitisation
exercises and able to
perform as instructed.
Uses feet to allow
weapon to be
consistently used
from 66-75% of the
baseline.
Able to perform selfadministered stretching
sessions or participate
in yoga or pilates
sessions, where
appropriate.
Visibly improving
movement and
positioning through
approach and to
volley.
Able to move and
jump backward
efficiently and
effectively to both
overhead and
backhand
through repetitious
high-intensity efforts
on- and off-court.
Able to use heart rate
monitors and RPE
scales to monitor
workload.
Multi-sports
experience/cross
training adds variety to
training while also
having specific
physical transfer to
performance. May be
prescribed to facilitate
recovery.
strength ratios.
smashes.
Able to complete RM tests
and work to RM ranges or
%RM.
POWER
Visibly improve jumps and
hops for distance and
height.
Generate higher velocities
and larger distance in
sidearm and overarm
medicine ball throws.
Correct form in performing
loaded plyometric
exercises.
INTERFERENCE:

Interference can occur when two or more fitness components are trained in the same micro-cycle in the same annual phase of training.

When interference occurs, the improvement in any of these components is reduced below what it would have been if trained alone.

Aerobic training can interfere with strength training, while strength training does not seem to interfere with the development of aerobic endurance.

Participants who have been training for longer may be less susceptible to the negative effects of parallel or concurrent training, and longer concurrent meso-cycles (6-8
weeks) are likely to be associated with inferior adaptations.

There is no published research on the interference between strength and speed, or on endurance and speed, or on strength and skill or on endurance, strength, speed,
skill and flexibility.

Empirical experiences, however, suggest that interference and mal-adaptations can occur unless training of various performance factors is carefully sequenced.
P a g e | 64

The content of the various blocks of training will be dependent on the time available for preparation before the competition. The content and the length of blocks are
planned backwards from the tournament or competition series.
TECHNICAL/STRAGETICAL/TACTICAL GUIDELINES FOR THE COACH
TECHNICAL
Basic Characteristics
STRATEGICAL/TACTICAL

Able to formulate and implement advanced singles tactics in all
five game situations at a higher precision and tempo.
Perception skills linked to preparation and action
Serve

Able to perceive cues related to opponent’s court position,
racquet preparation/swing and body alignment.

Able to use serve as weapon to provide free points.

Responds earlier to differential ball speeds and spins.

Able to adapt serve (and second shot) strategies - varying
placement, spin and speed - to enhance unpredictability.

Takes a larger number of balls on the rise, off both sides
and on returns.
Return of serve



Able to better hold shot and play behind moving opponent
(especially from inside-out / inside-in forehand set-up).
Able to perceive and more quickly respond to high speed
serves.
Able to adjust shot in response to surprise approach to the
net (i.e. serve and volley or poach in).
Hitting positions

Able to hit with increasing velocity off all supports (i.e. two
feet, back foot, front foot, outside foot, inside foot).

Optimises use of lower body in stroke production.

Maintains balanced, neutral shoulder-head alignment.
P a g e | 65

Able to anticipate returns based on server's body cues.

Implements and adjusts different two-shot combinations (i.e. big
X).

Proficient at attacking first and second serves from hitting inside
the baseline.

Use a variety of targets in the 3 zones.
Baseline play

Makes better decisions regarding when to change rally/shot
direction.

Proficient at disguising drop shots.
Approach the net
Swing and ball control

Able generate appropriate racquet head speed and
trajectory to create shorter cross-court and inside-out
angles from on, behind, and in front of the baseline.

Able to vary approach shots with slice and/or drive.

Able to optimise net coverage through understanding of court
geometry and opponent's position.

Able to win point with first volley or with a combination of volleyssmashes.

Able to hit heavy topspin and slice shots and serves, as
well as flatten out strokes at high speed.


Able to create more acute angles by hitting through as well
as around (i.e. angled groundstroke) and across (i.e. high
backhand, inside-out forehand) the ball with increasing
topspin and speed.
Increasingly proficient at surprising opponents with 'sneak in'
after powerful serves and groundstrokes.

Correctly decides when and where to hit or chip and charge.

Able to control half-volleys to all court widths and lengths
and drop shots to all court widths.

Makes better decisions regarding when and where to pass with a
drive, lob or angled dink.

Able to hold court position and stance, hitting half-volley
groundstrokes.

Proficient at disguising intent on passing shots.

Able to generate higher racquet and ball speeds off of balls
with no pace.

Effectively implements a variety of two-ball pass combinations.
Passing the net player
Doubles

Able to add velocity and adaptability to varying court
surfaces and situations.

Makes appropriate decisions regarding first volley after serve
and return.

Possesses at least one weapon to dominate the point.

Able to use different serving and returning formations to good
effect.

Able to implement poach (per reaction, anticipation and
command) as part of any serving or returning formation.

Able to use signals.

Plays percentages.
Uses acceptable grips

Forehand: semi-western to western.

One-handed backhand: eastern backhand. Two-handed
backhand: bottom hand in eastern backhand to eastern
forehand, top hand eastern forehand to semi-western
forehand.

Serve and volleys: continental. (High forehand and
backhand volley may shift to eastern forehand: eastern
P a g e | 66
Basic Characteristics

Able to implement and adapt his/her preferred game plans on all
backhand respectively).
surfaces.

Develops and implements effective 'plan Bs'.

Plays percentages but selects appropriate times to take
educated risks.

Develop a philosophy of making the opponent earn the point.
Further develop an aggressive second serve.

Chooses appropriate times to vary rhythm or lift tempo.
Return of Serve

Correctly decides to play behind or at opponents.
Serve

Possesses a powerful serve. Developed ability for all three
trunk rotations to contribute positively to stroke velocity.
Optimal use of legs. Able to hit serves with increased slice
and 'kick'.

Generates increasing racquet head speeds and improved
differentiation/use of block and drive returns.

Improving use of individual strengths. e.g. able to serve and
immediately attack with his/her preferred groundstroke or volley.

Better able to adjust body position to deal with body
serves.

Able to take time away from the opponent with quick recognition,
proper positioning and hitting the ball early.

Forehand: Optimal use of lower body and trunk rotations.


Capable of loading on outside or back leg to drive
forward/upward into the stroke.
Able to change rhythm with precision through the use of angles,
slice and high topspin and the necessary skills to deal with this
tactic.


Exhibits balance and control in leaving the ground.
Able to play aggressively down the middle in order to earn a
weak ball before opening up the court.

Adjusts preparation to the situation with a variety of
footwork options.

Plays sequences of shots to achieve more specific desired
outcomes.

Vigorous technique allowing for consistent contact points
when hitting balls on the rise.

Consistent, aggressive baseline play with big targets.


Two-handed Backhand - able to use a shorter, higher
preparation depending on grip.
Better able to attack, counter-attack and defend against all styles
of play.


Ability to hit through the court.
Employs preparation and stance appropriate to the
situation.

Able to dictate play, winning or losing on their terms.
Displays consistent stroke pattern and loads increasingly

Actively analyses opponents during match play and exploits

P a g e | 67
on the back or outside leg to drive forward and upward.

One-handed backhand: Fully integrated use of legs and
optimal use of hip and shoulder rotation.

Higher (amplified) backswing with improved leverage
during the forward swing.

Preparation appropriate to situation. Able to hit open
stance backhand returns, passing shots, and higher balls.
weaknesses.

Exploit court geometry.

Able to play in all weather conditions.
Post-match

Performs increasingly insightful match analysis.

Completes a tactical log book, 'scouting' opponents and
developing tactics to counter all game styles.

Able to interpret most important and player-specific match
statistics (i.e. percentage of errors made when attempting to hit a
forcing shot, winning percentage on second serves).

Proficient at using video-based simulation training to facilitate
decision-making.

Understands value and need for deliberate practice of all skills.
Baseline play

Continue to develop technique which allows participant to
increase tempo and counter-attack effectively.

Develop increased court coverage through quicker
movement and positioning.

Approaching the net.

Approach Shots:

Able to drive and slice approach shots from varying court
locations.

Able to play drive volleys at higher speeds while
maintaining precision
Volley

Greater net coverage

Able to volley for depth and angle, inside-out and
crosscourt.

Able to cope with balls of different height and coordinate
grip changes/footwork accordingly.
P a g e | 68

Manipulates centre of gravity and base of support to
maximise net coverage.

Ensures contact point is out in front and to the side with the
weight transferring forward.

Exhibits good use of non-racquet arm to support a compact
swing.

Uses one-handed backhand volley.
Smash

Wins points.

Able to smash with higher velocities and to position.

Able to smash from all court positions.

Exhibits increasing control and generates higher racquet
velocities with backhand smash.
Backhand slices

to position at different speeds and with different trajectories
(i.e. able to cup, block, knife, etc.).

Passing the net player

Develop topspin lob on the run, off both forehand and
backhand.
MENTAL/COGNITIVE DEVELOPMENT
BASIC CHARACTERISTICS
P a g e | 69
PERFORMANCE CAPABILITIES &
GUIDELINES FOR THE COACH
LIMITATIONS







Generally, by age 16 the brain has
usually reached its adult size but
continues to mature neurologically for
several more years.

Self-concept is still very much
influenced by success and failure.

Foster self-reliance, independence and
responsibility in training and match play.

Coping techniques are useful.

Practices should demand strong work
ethics of the participants.
Critical thinking is well developed
during this phase.

Participants can cope with multiple
strategies and tactics, particularly near
the end of this phase.

Fully develop awareness and control of
individual IPS (Ideal Performance State).

Introduce and consolidate psychological
routines to produce the ideal performance
state. e.g.
Independent decision-making and
leadership skills are becoming more
developed.
Learn coping skills associated with the
game. (e.g. rankings, travel issues,
social issues, school issues, being
judged, filtering out bombardments of
advice.)

The capacity of self-analysis and
correction is developing.

Become aware that at some point in
the future they will need to deliver.

o
Have a comprehensive understanding
of the critical factors that affect ideal
performance state.
o
Seek out competitive situations during
training on a consistent basis.
o
Emphasise 100% effort and love of
the game at all times.
o
Develop ownership of career.
EMOTIONAL AND SOCIAL DEVELOPMENT:

Displays continued respect for
volunteers, officials, coaches and
other players.

Respects and does not underestimate opponent's ability.

Participants are searching for a stable,
balanced self-image and developing a
strong professional presence on court.
 Aware of posture and need to make
P a g e | 70
o
o

Individualises use of concentration
strategies in practice and in match
play.
Able to sustain concentration in
match play over the course of
consecutive tournaments.
Adjusts and individualises use of
rituals and routines between points
and games.
Proficient at maintaining or shifting
concentration when confronted with
distractions (i.e. disputes with
umpires, noisy crowd or practice
environment, poorly-behaved
opponents).
Able to work in the 'here and now'.
Use imagery and breathing as well
as other arousal control techniques
to improve concentration and focus
on-court.
Assist participant to be able to use
advanced emotional control strategies
both on and off court to be able to:
o
Display positive thinking and self-
eye contact with tournament officials
and volunteers.

Shows sportsperson-like conduct.

Proficient at giving post-match
speeches, thanking people and
speaking positively about opponents

Able to speak to and look at
interviewers.


o
o
o
Capable of developing some rapport
with reporters, and reveal personality
during interviews.
o
Appreciative of the resources required
to achieve optimal performance as
well as the benefits received from
tennis.
o

Appreciate what the game has given
you and be willing to give back to the
game and to the development of
young players.

Enjoys responsibility and spirit of team
competitions and doubles play.

Able to deal with social problems (i.e.
peer pressure, illicit substances, etc.).

Possesses a support network.

Peer group influence is still a powerful
force.

Activities and interaction with the
opposite sex are important during this
phase.

Achieves appropriate balance
between school, sport and social
P a g e | 71
esteem.
Experience and enjoy improvement
in technical, tactical, physical,
psychological or competitive
performance.
Willingness to try in game play
what has been practised with a
view to achieving their
performance, and long-term
outcome goals.
Subconsciously maintains positive
body language on-court. Uses
power walk.
Proficient at using cognitive
reframing techniques (i.e. changing
negative self- talk to positive selftalk).
Displays positivity and
assertiveness in sustaining a lead.

Automate effective mental skill response
on-court with learning from wins as well
as from losses.

Improve his/her ability to train and work
as part of a group or team and to deal
with team dynamics.
activities.

Respects cultural diversity.
TRAINING AND IMPLEMENTATION GUIDELINES
Chronological/Developmental Age:
Year 8 – Males 16-19, Females 15-18
Associated Programme Links:
National squads, ITF junior tournaments, and national open tournaments, professional entry level touring teams for ITF/WTA/ATP Futures/Challengers.
Implementers: High schools, registered academies, registered coaches, local clubs and organisations, provincial/national organisations.
Amount of activity per week:
18-22 hours technical/tactical and specific competitive situations, tennis plus two hours other sport sessions, 6-10 hours ABC’S, flexibility and strength.
Chronological Age/Developmental age :
Year 9 – Male 19 - 22, Female 18 - 21
Associated Programme Links:
National squad, professional entry level touring teams for ITF/ATP/WTA Futures/Challengers/tour events; Fed Cup; Davis Cup; Olympics
Implementers:
TSA, provincial/national organisations, registered coaches, local clubs and organisations, registered academies.
P a g e | 72
Amount of activity per week:
Total of 22-24 hours technical/tactical and specific competitive situations hours, tennis (season dependent), including 5-9 hours ABC’S, flexibility, endurance and strength
(inclusive) – 34 hours per week is very demanding.
Competition guidelines



The competition to training ratio and competition-specific training ratio now changes to 50:50 – 70:30.
30-50% of training is devoted to the development of technical and tactical skills and fitness improvements, and 50-70% is devoted to competitions and competitionspecific training.
Multiple periodisation is the optimal framework of participant preparation during this stage.
P a g e | 73
STAGE 5 TRAIN TO COMPETE – PERIODISATION CHART: (Please refer to attachment at the end of the document for full table)
MONTHS
MICROCYCLE
Mondays
Holidays
Competitions
Event & Location
Surface
Importance: Very Important/Less Important
PeakScale
5
4
3
2
1
Training Weeks
Prep/PreComp/Comp/R/AR
Rest(R)/Active Rest(A)
Mondays
MONTHS
TOURNAMENT
ADELAIDE
AUCLAND
AUS OPEN
MILAN
MEMPHIS
SAN JOSE
DELRAY BEACH
INDIAN WELLS
NASDAQ
DAVIS CUP
ROME
HAMBURG
FRENCH OPEN
QUEENS
NOTTINGHAM
WIMBLEDON
LOS ANGELES
MONTREAL
CINCINATTI
WASHINGTON
LONG ISLAND
US OPEN
DAVIS CUP
MOSCOW
VIENNA
MADRID
BASEL
PARIS
ATP WORLD MASTERS
P a g e | 74
Jan
Feb
March
April
1
2
3
4
5
6
7
8
9
01
X
8
15
22
29
5
12
19
26
5
12
19
26
2
C
1
H
L
C
2
H
L
C
3
H
V
C
3
H
V
C
4
H
V
C
5
H
L
C
6
H
L
C
7
H
L
C
8
H
V
C
9
H
V
C
9
H
V
C
10
H
V
5
5
5
5
5
4
4
4
3
May
9
16
X
23
30
3
7
14
21
C C
11 12
C C
L L
28
4
11
18
July
4
3
3
3
4
25
2
C C C C C C
13 13 14 15 16 16
C C G G G G
V V V V V V
5
4
3
June
August
September
October
November
4
4
4
9
16
X
23
30
6
13
20
27
2
C C C C C C C
17 18 19 20 21 22 22
H H H H H H H
V V L L L V V
5
5
4
4
3
4
9
16
23
C
23
H
L
1
15
5
5
4
3
22
29
5
C C C C C
24 25 26 27 28
H H H H H
L L V V V
4
3
8
3
5
12
19
26
3
X
10
3
3
January
51
52
1
17
24
1
4
4
C
29
H
V
5
5
4
3
2
2
2
2
1
1
1
X X X
X X X
X
X
X
X
X
X
X
C C C AR PC PC PC C C C C C AR P P P P PC PC C C C C C C AR PC PC C C C C C C P C PC PC C C C C PC C AR
AR
AR
AR
AR
1 8 15 22 29 5 12 19 26 5 12 19 26 2 9 16 23 30 7 14 21 28 4 11 18 25 2 9 16 23 30 6 13 20 27 2 10 17 24 1 8 15 22 29 5 12 19
Jan
Feb
March
April
May
June
July
Aug
Sep
Oct
Nov
NO:
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
X
PC C
December
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50
2
X X X X X
P P P P
PC
26
3
10 17
Dec
24
Jan
STAGE 6 - TRAIN TO WIN
Males 22+/- Females 21 +/-
Putting it all together
MAIN FOCUS AND OBJECTIVES

This stage is characterised by a complex and harmonious blend of the performance factors that contribute to the participant’s ability to perform in competition.

Elite participants with identified talent enter a stage where they may pursue the most intense training suitable for international winning performances.

This is the final stage of athletic preparation.

The participant’s physical, technical, tactical, mental and ancillary capacities are now fully established and the focus is on refining these skills in training to the
optimisation of performance.

The pursuit of professional development includes competition preparation and information and appropriate training and recovery for “learning to be professional”.

World-class participants require world-class training methods, equipment and facilities that meet the demands of the sport and the participant.

The challenge in this stage is keeping variety in the training to ensure that the participant continues to be interested and enthusiastic about all aspects of tennis.

Keep up to date on new research on sport science and medicine related to being a ‘24/7’ athlete.

Participants should look at refining the daily implementation of sport medicine and science knowledge e.g. nutrition, strength and conditioning, sport psychology,
exercise physiology.

Maintain a positive lifestyle – no tobacco, alcohol, drugs and good sleep habits and good hygiene.

Ensure good pre-habilitation exercises for wrists, shoulders, hips and abdominals to maximise performance.

Continue to use recovery techniques such as oxygenation stage, sport massage, relaxation, meditation and hydrotherapies.

Maintain the use of regular medical follow-up and physiotherapy follow-up where necessary.
P a g e | 75
GUIDELINES FOR PARTICIPANTS
GUIDELINES FOR THE COACH

The participant should be a responsible and autonomous player, being
accountable or his/her performances and to take full responsibility of
his/her career.

The coach’s role becomes more advisory, as the player’s takes on
increased ownership in the overall development of their own career.


At this stage the full-time professional tennis player is committed to
tennis and producing consistent performances on demand.
Pursue professional development that includes new learning about
technical/tactical/recovery and competition preparation information and
appropriate training and working together with an integrated support
team.

Emphasise 100% effort and love of the game at all times.

Model all aspects of training and performance to help the participant
reach identified goals at major international events.

The participants may still need to further develop and refine technical
skills, implement their game style and integrate learned skills in high
intensity competitive situations.

The participants need to gain all advantages by continuing to improve
flexibility, speed, strength and aerobic endurance – in all the physical
skills. These improved skills should then be implemented in competitive
situations.

The daily implementation of sport medicine and science knowledge
needs to be refined e.g. nutrition, strength and conditioning, sport
psychology, exercise physiology based on current results of monitoring
and evaluation.

An individualised annual plan, as well as a consistent individualised,
quality daily training programme is essential. These programmes must
take into account international standards, the participant’s present
abilities and long-term goals.

Participants train to peak for major competitions, so they must ensure
that training is characterised by high intensity and relatively high
volume.

Utilise triple, or multiple periodisation as the optimal framework of
preparation.

Change the training to competition ratio 70:30 to 80:20, with the
competition percentage including actual competition and competitionspecific training activities.


The participants are ready to assume responsibility and accept the
consequences of their actions. Coaches are virtually enlisted as
advisors to participant.
The development of an individualised annual plan is essential, making
the adjustments required to move from the junior professional to
managing issues related to senior competition:
o Individually responsible for strength and conditioning program when
travelling.
o Able to follow individualised linear and undulating periodisation to
maximise (i.e. in preparatory phases) and maintain (i.e. during
lengthy competition phases) improvements.
o Adept at peaking and tapering.
o Accustomed to performing physical training on match days.
o Communicate with coach and develop the ability to understand key
principles related to their training, competition, recovery and
equipment.
o Demonstrate the ability to cope with the pressure related to the
competition (i.e. judgment of others, rankings, travel, social issues).
o Learn to cope with the challenges of different competitive situations
(surfaces, altitude, game styles).
o Introduce and consolidate psychological routines to produce the
ideal performance state.
o Develop the capacity to confront and overcome adversity from injury
situations during training.
o Ensure quality and consistency in diet, warm-up and recovery
activities.
o Regularly implement strategies to facilitate physical recovery (i.e.
hot-cold treatments).
P a g e | 76
o Demonstrate the ability to select and care for their equipment
including racquets, shoes and strings.
o Maintains workload monitoring (i.e. heart rate, RPE scales) and
keeps daily training and well-being diaries.
o Increasingly able to deal with injuries and their consequences.

Makes and reviews major decision on career (tennis) and
education:
o
o
o
o
o

Fit in on going education when possible using distance
education or other ways of obtaining degrees or diplomas.
Undergoes media training.
Displays competent computer/internet use for leisure and
education, as well as to assist skill analysis, maintain diaries,
and perform video-based tactical or anticipation training.
Participates in education/self-improvement/mentoring
options tabled by the professional tours.
Refines second language and/or attempts to improve lingual
skills.
Be an ambassador of the provincial/national associations and the
sport of tennis while in South Africa and abroad.

As a developing professional tennis player, who represents TSA, it is
important that the participant becomes aware of his/her responsibilities
with respect to community, corporate and media affairs and look to
extend his/her services in these areas services whenever possible.

With the training and competition environment becoming more complex
and intense, the participant must manage distractions to ensure solid
performances.

With results becoming more important, it is essential that participants
continue to focus on performance goals in competition.

While the primary focus for participants reaching this stage is peak
performance, there are other life activities that may enhance the
participant’s performance or could distract the participant. These life
activities may include marriage, having family or financial distractions, or
dealing with aging parents. Major changes in interests, hobbies and
physical activities occur during this phase.
P a g e | 77

The annual competitive plan should strive for a 2/3:1 win-loss ratio,
according to the confidence and needs of the participant. Evaluation of
this plan should include reviewing the participant’s win-loss ratio.

Competitions should be selected based on an age appropriate number
of matches per year with the emphasis on the participant’s continued
development, participating in two to three practice matches per week.

Tennis and fitness coaches must meet on a regular basis to ensure a
well-balanced training programme.

While competing on the road, the emphasis on long-term development
over short-term results continues to be maintained.

These issues may need to be considered when developing the training
and competition schedule.
PHYSICAL DEVELOPMENT
BASIC CHARACTERISTICS


Physiologically the body reaches maturity
during this phase.
Final skeletal maturation occurs at age 1920 for females and approximately three
years later for males.
PERFORMANCE CAPABILITIES &
LIMITATIONS
 Develop further speed, strength and
aerobic endurance and maintain flexibility.
 Priority is placed on explosive force and
endurance of the explosive force.
 Mastering multi-directional movement. Be
able to accelerate, decelerate and change
direction quickly.
 Add variety to training while also having
specific physical transfer to performance.
This may be prescribed to facilitate
recovery.
GUIDELINES FOR THE COACH









Optimisation of performance.
Training is characterised by high intensity
and relatively high volume.
Frequent breaks to prevent physical and
mental burnout are required.
Perform a full battery of fitness tests,
including all appropriate laboratory or
diagnostic tests, at least twice annually
Diagnostic testing will determine the
design of the training programme.
Non-weight bearing activities are
recommended.
Participant’s tactical/technical training will
be determined by strengths and
weaknesses.
Individual predisposition of the participant
will determine the length of the preparation
period.
Intensity and frequency are two key
factors in the preparation of elite
participants.
PHYSICAL TRAINING SKILLS NECESSARY to include the FIVE S’S OF TRAINING AND PERFORMANCE
.

Crucial stage for physical preparation

Physical qualities and motor skills are the key for tennis efficiency in competition

Diagnostics will determine which of the Five S’s will receive priority and which ones will be maintained or boosted.
 Due to the reduced training volumes during tournaments, qualities and capacities that have been established should be maintained.
P a g e | 78

The participant’s strengths and weaknesses, as well as the amount of time available before the next tournament, will determine the content of training. It should be noted
that participants (and coaches) are often very reluctant to take time out of competition to retrain some factors when maintenance has failed and detraining has taken
place.

Block loading can be used to retrain these weaknesses: not taking time out to fix problem areas will contribute to a plateau and to poor performance. This leads to a
“catch 22” situation where participants cannot improve performance because of lack of fitness or technical weakness, but there is no time to improve fitness or technical
skills.

The individual predisposition of the participant will determine the length of the preparation period. Implementing longer, lower intensity periods is not beneficial for elite
participants. Intensity and frequency are the two key factors in the preparation of elite participants. After this period of preparation, form and fitness can be maintained
for a relatively long time.

Recovery protocols and short rest periods or prophylactic breaks should be implemented between the 10-15 week periods.
STAMINA &
ENDURANCE
Aerobic endurance
Completes both
specific on-court and
off-court endurance
training sessions
aimed at elevating
lactate threshold and
VO2 max.
Uses heart rate
monitors and RPE
scales to monitor
workload.
Tolerates lactate
through repetitious
high-intensity efforts
on- and off-court.
Uses heart rate
monitors and RPE
scales to monitor
P a g e | 79
STRENGTH
Visibly working toward
maximising upper- and
lower-body rates of
force development and
peak and average
power outputs.
Capable of safely
performing contrast or
complex training
sessions (i.e. loaded
repetition followed
unloaded repetition) and
integrating it as
appropriate with oncourt training sessions
when on the road.
Maintains correct form in
performing loaded
(through drop height or
weight) plyometric
exercise.
SPEED & AGILITY
Sensitive to
improvements post
PHV.
Able to move
efficiently at higher
speeds in linear
(particularly forward),
lateral and multidirectional (i.e.
agility) fashions.
Dynamic balance
optimal.
Able to run to set
movement patterns
at higher speeds oncourt (i.e. in practise
and in match play).
Capable of
maintaining
movement form and
COORDINATION
SKILLS
Displays excellent
balance and rhythm.
Maintains coordinative
proficiency through
scheduling appropriate
warm-up activities and
cross training
initiatives.
Able to reprogram (or
belatedly adjust)
movement patterns
having anticipated
incorrectly.
FLEXIBILITY/
SUPPLENESS
FOOTWORK
Undertakes an
individualised stretching
program as needed on a
daily basis.
Proficient footwork to
and from all court
positions, and to
execute all strokes.
Able to implement - at
appropriate times dynamic mobility
exercises, active and
passive static stretching
techniques, and PNF
stretching. Able to
perform neural
desensitisation
exercises.
Uses feet to optimise
weapon use.
Participates in yoga or
pilates sessions when
appropriate and/or as
desired.
Exhibits appropriate
levels of muscle and
workload.
Strength training every
seven to ten days and
training the aerobic
system two to three
times per week can
achieve this.
Recovery runs (30
minutes
70
%
maximum heart rate)
after
the
match/practice of the
day help to remove
the by-products of
training or match play
and can contribute to
the maintenance of
the aerobic system.
This can become a
very important part of
a participant’s routine.
Non-weight
bearing
activities
such
as
stationary biking, road
or mountain biking,
swimming or water
running
can
be
substituted
for
running.
Providing
variety is important to
break the monotony of
training routines.
Level 12.3 on beepa
3’20” (1000 m)
1’05” (400 m0
Capacity to play 4 sets
P a g e | 80
Familiar with analysis
tools that provide for
quantitative
determination of power
expression.
benefit from using
speed-resisted and assisted training
methods.
Able to integrate
improvements into
stroke production.
Able to complete a
variety of speed and
agility exercises as
part of a warm-up.
Be able to achieve:1.2 x
body weight on bench
press
Be able to run very
fast in specific
situations
5,5 of body weight on
leg press
To master multidirectional
movements
60 cm on vertical jump
Priority should be placed
on explosive strength
and explosive strengthendurance.
Pre-habilitation.
To have capacity to
accelerate,
decelerate and
change direction
quickly
To have specific arm
speed for serves and
strokes
connective tissue
flexibility, and joint laxity,
such that power
development in both
stroke and movement
production can be
maximised.
To master stretching
techniques with
emphasis on shoulders
and hips; lower and
upper body dissociation.
TECHNICAL/STRATEGICAL/TACTICAL GUIDELINES FOR THE COACH
TECHNICAL
STRATEGICAL/TACTICAL

Continue to develop and refine skills so that technical
excellence can be achieved.


Develop further technical skills of :
o Topspin lob on the run, off both forehand and backhand.
o Aggressive second serve.
o Greater net coverage.
o Effective increased tempo and counter-attack.
o Increased court coverage through quicker movement and
positioning.
o Ability to develop high racquet velocities (horiztonal and
vertical) but able to vary rhythm and manipulate tempo
from all court positions and on all surfaces.
o Ability to direct all strokes to all court locations.


All technical skills are strongly developed, so that no
mechanical flaws exist to jeopardise performance under stress.

Able to adapt and improvise irrespective of situation or surface








Participant able to independently formulate, implement, evaluate
and - if necessary - adapt advanced singles tactics in all five game
situations.
Able to effectively adapt tactics to all court surfaces, weather
conditions, opponents and situations (i.e. in presence of unexpected
physical impairment/cramps).
Impose their own game style with increased pace and consistency
Optimises use of own weapons, being able to attack whenever
possible.
Developing counter attack on wide balls.
Generally tries to implement their preferred game-plans on all
surfaces.
Develop a philosophy of making the opponent earn the point.
Develop Proficient detecting and anticipating preferred plays (i.e.
tendencies) by their opponents on big points.
Better able to anticipate opponent's shot tendencies from tactical
(based on court position, racquet preparation and body alignment) as
well as technical (based on technical limitations) standpoints
(particularly baseline play and on return of serve).
Maintains scouting diary.
MENTAL/COGNITIVE DEVELOPMENT
BASIC CHARACTERISTICS
P a g e | 81
PERFORMANCE CAPABILITIES &
LIMITATIONS
GUIDELINES FOR THE PLAYER

Neurologically the brain matures about 1920 years of age.
The player at this stage should be
independent and responsible, showing the
following characteristics;










Self-disciplined.
Able to effectively manage time.
Able to maximise resources.
Methodical/Routine-oriented.
Able to tolerate pain.
Self-aware and continues emphasise
self-improvement.
Productive training attitude and
approach.
Competitive
Respects and does not under-estimate
opponent's ability.
There is a complete understanding and
acceptance of the need for rules,
regulations and structure.




Participants are capable of self-analysing
and correcting and refining skills.
Participants can analyse and
conceptualise all facets of tennis.
Well-developed information processing
skills improve the participant’s ability to
visualise verbal instructions.
The young participant must perceive the
rules and structure as being clearly
defined and fair.
Develop the psychological skills needed to
"deliver".










There is a need to be self-directed and
independent.
Self-actualisation and self-expression are
important.
Major decisions on career, lifestyle and
education are important at some point in
this phase.
Able to balance career, relationships,
continued education.
Interactions with the opposite sex continue
to be a strong priority with lasting
relationships developing.
Displays continued respect for and deals
appropriately with volunteers, officials,
P a g e | 82
Able to plan and prepare. Sets and
achieves SMARTER goals. (Goal
Dedication and Drive).
Intrinsically motivated and is able to
maintain ambition and persistence under
pressure and adversity.
Individualised use of all post-match
strategies to optimise practice, match and
tournament performance.
EMOTIONAL/ SOCIAL DEVELOPMENT:

Automated, individualised and effective
psychological performance enhancement
routines (i.e. for concentration, emotional
control, motivation, and control of thoughts
to bring about optimal performance state).
All strategies should be tailored to the
participant’s individual needs and
characteristics:
o Use imagery to rehearse motor skills
and/ or tactics.
o Use of emotional control strategies
both on and off court.
o Use of a variety of concentration skills
in preparation and during
competition/training.





Possesses general and sports confidence,
being positive, optimistic and realistic.
Able to cope with all forms of pressure and
adversity inherent to professional tennis
Able to review mental performance (i.e.
monitor lapses in concentration and link to
performance outcomes).
Able to independently formulate, follow
and review match plans, as well as detect
and correct performance mistakes.
Able to accept results and moves on.







coaches and other players.
Proficient in giving post-match speeches
and interviews.
Increasingly proficient at dealing with the
media.
Possesses good morals and
sportsmanship.
Appreciative of the resources required to
achieve optimal performance and
endeavours to 'give back'.
Good teammate.
Deals with agents and support network
with honesty and integrity.
Respects cultural diversity.
TRAINING AND IMPLEMENTATION GUIDELINES
Chronological Age:
Year 10+: Males 22 years and older. Females 21 years and older.
Associated Programme Links: ATP/WTA Challengers and tour events; Fed Cup; Davis Cup; Olympics.
Implementers: TSA squads and privately contracted coaches.
Amount of activity per week: 25 hours technical/tactical skills and specific competitive situations, one hour other sport sessions, 6-10 hours flexibility, strength, speed and
endurance.
Competition guidelines

In this stage 70:30 – 80:20% competition to training ratio including competition specific training activities.

Multiple peak periodisation, as per periodisation chart is the optimal framework of participant preparation during this stage.

Frequent prophylactic or preventive breaks should be implemented to avoid participant burnout.
P a g e | 83
STAGE 6 TRAIN TO WIN PERIODISATION CHART: (Please refer to attachment at the end of the document for full table)
MONTHS
MICROCYCLE
Mondays
Holidays
Competitions
Event & Location
Surface
Importance: Very Important/Less Important
Junior(J)/Senior(S)
PeakScale
5
4
3
2
1
Training Weeks
Prep/PreComp/Comp/R/AR
Rest(R)/Active Rest(A)
Testing Fitness/Mental
Priority: High(H)/Medium(M)/Low(L)
Technical
H
M
L
Tactical
H
M
L
Physical
H
M
L
Mental
H
M
L
Mondays
MONTHS
Jnr Australian Open Warm Up ITF
Jnr Australian Open ITF
SA Open ATP 500
RVTA GR2 ITF South Africa
RVTA GR2 ITF South Africa
AJC Warm Up GR 2 ITF
AJC GR1 ITF
Soweto Open Challener ATP
SA Futures 1
SA Futeres 2
Jnr Wimbledon Warm Up ITF
Jnr Wimbledon Warm Up ITF
SA Futures 3
SA Futures 4
Jnr US Open Warm Up ITF
Jnr US Open ITF
SA Jnr Nationals
Eddie Herr US Jnr ITF
Orange Bowl USJnr ITF
P a g e | 84
Jan
Feb
March
1
2
3
4
5
6
7
8
9
01
8
15
22
29
5
12
19
26
1
H
L
J
2
H
V
J
3
H
L
S
5
4
4
3
April
5
12
4
H
V
J
5
H
V
J
5
5
4
19
26
2
9
6
h/c
V
J
7
h/c
V
J
8
H
L
S
5
5
4
30
7
14
9
H
V
S
10
H
V
S
5
5
21
C
C
June
28
4
July
C
C
C
25
2
H
M
M
X X X
P P PC C
H
M
L
L
L
C
H
H
H
M
L
H
H
M
L
L
L
H
H
H
M
R
R
M
M
M
L
L
L
H
H
H
M
8 15 22 29
Jan
5
M
L
12 19 26
Feb
M
L
L
H
H
L
L
H
H
L
L
H
H
L
L
H
H
H
H
H
12 19 26
March
2
9
April
M
L L
16 23 30
M
L
H
H
M
L
7 14 21 28
May
L
4
6
13
20
13 14
H H
V V
S S
September
5
2
9
16
October
23
5
1
November
L
H
H
L
L
L
H
H
H
H
M
2
M
L L
9 16 23 30
July
H
H
December
26
3
C
10
10-May
51
52
1
17
24
1
1
1
1
18 19
H H
L V
J J
4
3
2
X X X
P P P C
2
1 1 1 1 1 1
X X X X X X X X
P P P P P P PC PC C
H
H
H
H
H
H
H
C
R
R P
R R
P
H
L
H
H
L
H
H
H
M
L
L
L
H
H
H
L
L
L
L
L
L
L
L
H
H
H
H
H
H
H
H
H
M
L L L
2 10 17 24
Sep
1
L
8
L L L
15 22 29
Oct
L
5
L
L
H
H
M
L
H
M
L
13 20 27
Aug
M
L
M
L
H
M
L
M
6
19
5
H
L
M
L
12
M
L
M
M
X
PC C
H
M
5
F/M
M
L
29
4
2
C
22
3
2
C
15
5
4
3
X X X
AR P P PC C
AR
F/M
8
17
H
L
J
1
M
11 18 25
June
27
15 16
H H
L V
J J
4
H
M
L
30
5
H
M
L
M
L
M
5
H
L
M
H
M
August
23
3
2
1
X X X X
P P PC PC C
M
L
L
H
H
M
L
16
4
F/M
M
9
3
1
X
PC C
18
5
4
3
1
X X X
AR P PC C
AR
11
11 12
G G
V V
J J
2
H
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
23
4
F/M
L
1
16
3
2
1
X X X
P PC PC C
May
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50
M
M M
L
12 19 26
Nov
L
L
H
H
L
3
10 17
Dec
24
STAGE 7- ACTIVE FOR LIFE
Participating and enjoying tennis for life from 15/16 upwards to 90+/
According to LTPD, if children have been correctly introduced to activity and sport through the first four stages Active Start, FUNdamentals, Learning to Train and Train to Train - they will have the necessary movement and
sport physical literacy skills and confidence to remain Active for Life playing tennis. Participants will also be able
to move from one sport to another with ease.

At the end of STAGE 4 - TRAIN TO TRAIN (i.e. boys 16 and girls 15) participants can either choose to specialise
and pursue a potential career as a ‘professional player’ and move through to STAGE 5 TRAIN TO COMPETE, or
they can continue participating in several different ways until 90+ at both recreational and competitive levels in
the ACTIVE FOR LIFE STAGE 7.
 This stage therefore includes three type of participants:
o New participants
o The recreational participant
o A competitive participant (or former High Performance)
 There are additional opportunities for participation critical to keeping valued tennis enthusiasts engaged in the
sport for life:
o Coaching
o Officiating
o Event and sport management
P a g e | 85
GENERAL OBJECTIVES
Involvement, participation and enjoyment of “Active For Life”, is very important for the overall picture of LTPD as there are so many benefits that
are unique to tennis :
 Recognised as a healthy lifestyle activity that provides a complete mental, physical and social experience.
 Unique contribution tennis can make to the development of healthy communities by addressing the needs of all segments of the population
(i.e. youth, seniors, new immigrants).
 Able to access and enjoy the game at the frequency and skill level they desire.
 Participants are comfortable entering the tennis community regardless of race, age, sex, or ethnic/religious background.
 Participants may consider tennis as a second or complementary sport if they already have a primary sport.
 One of the few sports where able-bodied and wheelchair players can play together.
 Remarkably affordable at the recreational level compared to many other leisure activities.
 Great family activity allowing parents and children to learn and participate together.
 Both a team and an individual sport.
 Low-impact, non-contact sport that offers a number of essential physical benefits, including cardiovascular exercise, mobility, strength, and
coordination.
 Can be as strenuous as one chooses and can contribute to an overall sense of well-being.
 Allows for a high degree of personal customisation based on an individual’s personal needs and interests (social, physical, competitive).
P a g e | 86
TENNIS PATHWAYS
New Participant:

Entering at any age, ideally speaking from 15/16 years, after they’ve had the correct grounding.

The emphasis is on making tennis fun and enjoyable for the participant.

A welcoming environment will attract new participants of all ages.

P & S tennis helps to meet the individual needs of the recreational player providing regular learning and playing opportunities.

These key ingredients attract and ensure that individual needs are accessible and contribute to player retention.

Players can move from entry level to the ability to play and compete on a regular basis if the player wishes to progress.

An important element in the success of the tennis pathway is to ensure that pathway programmes are accessible and well-aligned.

Accessibility and alignment will create a seamless pathway for the participant to continually enjoy, improve and advance.

Participants should be aware of the next pathway option and continually be encouraged to take advantage of appropriate options based on their
ability and desire.
P a g e | 87
Recreational Participant:

Key strengths of the tennis pathway are the opportunities for both structured and unstructured play that exist in this stage.

Well-trained coaches, instructors or support from a club committee are available to help implement pathway programmes at clubs across the
country.

Most club facilities offer skill development opportunities for first time tennis participants, where participants can feel comfortable entering the
tennis community regardless of race, age, sex, or ethnic/religious background.

The emphasis for this participant is to provide a balance of opportunities to both learn and compete.

The recreational participant can determine his/her desired level of involvement both on the court and off the court in other volunteer positions.

Also, a wide range of competition opportunities are key to attracting the Active for Life players.

Life long social players with weekly doubles/singles games, involvement in leagues and club championships.

League play is one of the most effective retention programmes offered by clubs. Whether offered internally by the club or organised by an
external association, this type of programming can provide an opportunity for members at all levels of proficiency to play and compete on a
regular basis.

The progression of a league system from the local to provincial to national levels increases the chance for players to engage in a team
environment.

It also provides opportunities to promote and showcase tennis at the national level.

Determines his/her desired level of involvement on court and for off court voluntary positions.
P a g e | 88
Competitive/Former High Performance Participant:

Participant makes the transition from training to be a professional, but still enjoys competing regularly to life-long physical activity.

A positive experience in sport is the key to retaining participants after they leave the competitive stream.

Participants should be encouraged to participate in lifelong competitive sport through age group competition such as Masters Games or
Veterans tennis.

Participants enjoy challenging competition and maintaining a healthy and active lifestyle to accommodate high intensity training and
regular match play.

Leadership opportunities within the tennis community should be available and encouraged at this level.
Guidelines for instructors, volunteers, parents and players
 Introduction to tennis should offer a welcoming and fun environment to all participants.
 Programming focuses on games-based approach with a variety of opportunities for competition to cater to all levels.
 Competencies should match challenge level to ensure positive experience and feeling of immediate satisfaction and achievement.
 Access to play and competition opportunities are equitable and inclusive.
 Social and personal development aspects of tennis are promoted within all activities.
 P & S tennis is a primary teaching tool for all introductory activities regardless of the age for new participants who are learning to play the
game.
 It is a game-based methodology of teaching the game, and features appropriate sized equipment and courts based on the age and skill
level of the participant.
 This approach enables new participants to progress to a serve, rally and score situation, allowing them to quickly enjoy the game.
 This accomplishment results in a new player’s continued desire to play tennis regularly.
P a g e | 89
 Volunteer or career opportunities exist within coaching, officiating, sport management or event organisation as part of the complete tennis
experience.
 Clubs and tennis facilities offer scheduling support, childcare opportunities and family tennis activities to accommodate busy schedules.
AGE
PHYSICAL
PSYCHO-SOCIAL
TECHNICAL/STRATEGICAL/TACTI
CAL
ORGANISED
COMPETITION
PATHWAY
15/16 18


New Participant:
Compete at any level based
on individual skills, with
frequency of competition of
personal choice.


Build physical and
cardiovascular endurance and
muscular strength.
Enhance agility, flexibility,
coordination and balance.
Contribution to the
development of three energy
systems (aerobic, anaerobic
lactic, anaerobic a-lactic)




Initiating the development of
social networks and personal
relationships.
Sense of belonging through
group activities.
Development of essential
mental skills (i.e.
concentration, focus,
emotional control, motivation).
Development of essential life
skills (i.e. goal setting, time
management, critical thinking,
discipline, management of
success/failure).
Development of self-esteem
and self-confidence.

P & S Tennis as key learning tool
Recreational Participant:

Teaching and reinforcing
fundamental tennis skills (i.e. grip,
depth, ball control, pass
principles, movement, zones of
play).
Competitive Participant:


Maintenance and enhancements
based on personal aspirations.
Compete at any level based on
individual skills, with frequency of
competition a matter of personal
choice.
New and Recreational
Participants:

Junior local and
provincial tournaments.

Junior ladders and
leagues

Family and community
events

High School team play

Individual unstructured
play
Competitive Participant:

P a g e | 90
Regular unstructured
singles/doubles match
play.

AGE

19 - 34




Help individuals achieve final
stages of physical maturation
in late teens and early
twenties to meet all fitness
and health indicators for
respective age and gender
categories (i.e. weight, BMI,
cardio, blood pressure etc.).
Maintain fitness to support an
active, healthy lifestyle.
Maintain overall fitness, core
strength, flexibility and
balance.
An extensive range of fitness
requirements based on an
individual’s personal goals
and the level and number of
competitions.
To meet the minimum fitness
standards of 30 min per day,
five days per week through a
variation of tennis and
complementary physical
activities (i.e. yoga, Pilates,
spinning, jogging, hockey,
etc.).





Helps establish a personal
identity as an active,
achievement-oriented
individual.
Build social relationships and
networks.
Enhancement of essential
mental skills (i.e.
concentration, focus,
emotional control, motivation).
Exploration of career
opportunities within the tennis
infrastructure (i.e. coaching,
officiating, event
management, media, sport
administration).
Ability to use healthy coping
mechanisms when dealing
with life issues.
Enhancing sense of personal
competencies thereby increasing
self-esteem
New Participant:

P & S tennis as key learning tool.
Recreational Participant:

Teaching and reinforcing
fundamental tennis skills i.e. grip,
depth, ball control, pass
principles, movement, zones of
play.
Competitive Participant:
 Maintenance and enhancements
based on personal aspirations.

Compete at any level based on
individual skills, with frequency of
competition a matter of personal
choice.
Compete at any level based
on individual skills with
frequency of competition of
personal choice.
New and Recreational
Participant:


Self-rating tournaments.
Ladders, house
leagues, drop-ins.
 Local and provincial
leagues.
 Family and community
events.
 South African University
team play.
Competitive Participant:





P a g e | 91
Local, Provincial junior,
National tournaments
Regular unstructured
singles/doubles match
play.
Local, provincial and
national open level
tournaments.
City, provincial and
national leagues.
International friendship
matches.
American university
scholarships.
AGE

35+



To meet all fitness and health
indicators for respective age
and gender categories (i.e.
weight, BMI, cardio, blood
pressure etc.)
Maintain fitness to support an
active, healthy lifestyle.



Maintain overall fitness, core
strength, flexibility and
balance.
An extensive range of fitness
requirements based on an
individual’s personal goals
and the level and amount of
competitions.





To meet the minimum fitness
standards of 30min/day, five
days/week through a variation
of tennis and complementary
physical activities (i.e. yoga,
Pilates, jogging, hockey etc.)
Competing,
training
and
recovery programmes should
fit the needs of the players for
whom they are intended. e.g.
veteran
players
need
programmes that take into
account how aging affects
strength,
flexibility
and
endurance.


Opportunities for social
interaction and engagement.
Maintenance of essential
mental skills (i.e.
concentration, focus,
emotional control,
motivation).
Personal satisfaction of
setting and meeting individual
challenges and goals.
Ability to use healthy coping
mechanisms when dealing
with life issues.
Enhancing sense of personal
competencies thereby
increasing self-esteem.
Opportunity to coach/mentor
juniors, or give back to the
sport (officiating, sport admin,
volunteer board, etc.),
achieving an overall sense of
belonging and purpose.
Maintenance and
enhancements based on
personal aspirations.
Compete at any level based
on individual skills, with
frequency of competition a
matter of personal choice.
Teaching and reinforcing fundamental
tennis skills (i.e. grip, depth, ball control,
pass principles, movement, zones of
play).
New and Recreational
Participant:
New and Recreational Participant:

 Self-rating tournaments.
 Ladders, house leagues.
 Local and city leagues.
 Family and community events.
Competitive Participant:





Participants should:





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Regular unstructured singles/
doubles match play.
Local, provincial, national and
international Masters level
tournaments.
City, provincial and national
leagues.
International friendship matches.
Play more frequently.
Participate in
competitions/tournaments that help
develop their game, not earn them
the most points.
Select competitions that are fair and
challenging, using a 3:1 win lossratio to determine the suitability of
the competition.
Include doubles in practice and
competition.
Participate in the recommended
number of matches per year based
on the LTPD stages of development.



Junior local and
provincial tournaments.
Junior ladders, junior
leagues.
Family and community
events.
High school team play.
Individual unstructured
play.
Competitive Participant:



Regular unstructured
singles/doubles match
play.
Local and provincial
junior tournaments, city,
provincial and national
leagues.
International friendship
matches.



P a g e | 93
Ensure adequate time for skill
training and individual development
based on stage, not age.
Play on clay court surfaces.
Play P & S tennis in the early stages
as a way to develop skills in a
competitive environment
OTHER IMPORTANT FACTORS FOR LTPD
1. MONITORING GROWTH
1.1 GROWTH AND DEVELOPMENT in the biological and physiological context
Introduction:

After getting started in tennis, some young beginner participants will practice
tennis socially, combining their involvement in tennis with participation in other
sports. Coaches should encourage these participants to do so; to keep playing
tennis for life, even if they have little desire to play at a competitive level. They
are the club members, officials and fans of the future, and are very important to
the sport!

Other beginner participants will keenly pursue the development of their game,
undergoing specific phases of progression where the primary objective is to be
successful on court within the context of having fun and learning.

Irrespective of age and playing skill, these participants ultimately hope to
develop and to advance from beginner to intermediate; from intermediate to
advanced; from advanced to professional. It therefore follows that coaches can
look to facilitate this progression by providing training and competition pathways
that help bring a participant’s hard work and commitment to life, enhancing their
chances of fulfilling their potential.

In order to do this, coaches need to have an appreciation of the primary
characteristics of growth and development as well as the periods of time in
which it is most favourable to develop various skills and capacities.

They should also understand the different approaches to developing skill and
expertise and the necessary balance needed between multi-skill development
and specialisation.

In so doing, they will be well positioned to action appropriate plans that consider
the needs of participants as individuals.

Children are unique at each stage of their development. The associated
physiological, physical, psychological and social changes do not unfold in a
seamless and entirely progressive manner. Nevertheless, coaches need to
understand the implications of these changes if they are to help their
participants enjoy the game and develop their skills to maximum potential.
P a g e | 94
Growth and maturation in the biological and physiological context

Childhood is a period of relatively steady growth and maturation but rapid motor
development. (See definition of growth and maturation in glossary CS4L or
SAS4L).

Throughout early and late childhood, fundamental motor skill performance
improves with age.

In general, gender differences are small, but boys favour tasks that are
characterised by speed and power (running, jumping and throwing), and girls
favour tasks that require balance (hopping).

Puberty marks a stage of growth and development that is punctuated by
physiological change. With its onset, gender-based systemic differences
increase, growth accelerates and individuals of both genders undergo sexual
maturation.

Although the time-course of events and the duration of puberty is subject to
sizeable individual variation, according to South African data, girls typically
reach pubescence between 10 and 11 years of age, while boys experience
puberty a couple of years little later (i.e. 12–14 years old). Menarche, which
refers to the first menses experienced by girls, occurs at an average age of 13.2
years.

For the average girl, growth velocity (or the speed at which she is growing)
begins to increase sharply at ≈10 years of age, reaching a peak of ≈10.5 cm per
year by the age of 11 before decelerating towards zero as epiphyseal fusion
occurs around the age of fifteen.

Conversely, for the average male, the pubertal growth spurt commences near to
the age of 12, reaches its peak of 12 cm per year at 14, before petering to a
plateau by the age of 17. As evidenced by the use of “average” and
“approximate”, these are guidelines, and variation should be expected: some
girls may attain adult stature as early as 14 years (early maturer), while some
boys may not attain adult stature until their early 20s (late maturer).

To reiterate, an important concept in participant development is the distinction
between chronological and developmental age.
o Chronological age can be defined as the number of years a person has
lived, whereas
o Developmental age reflects skeletal and biological maturity.
P a g e | 95

From a performance-oriented participant development perspective, the
developmental age of participants is considered more relevant than their
chronological age.

Coaches need to understand that training and competition programmes should
be adapted to the participant’s developmental age as children of the same
chronological age may actually differ by several years in terms of their biological
maturation.

To this end, peak height velocity (as a biological maturation landmark) rather
than chronological age has been used to characterise changes in size, body
composition and performance relative to the adolescent spurt in height.
1.2 PSYCHO-SOCIAL DEVELOPMENT

Psycho-social issues are at the core of growth and development. Indeed,
developmental psychology describes the mental characteristics of individuals as
they mature from child to adult.

Applied tennis research has tried to identify the psychological skills that need to be
fostered as part of this development process.

Largely based on past observations of elite participants, the characteristics of these
participants at different ages often provide templates for future participant
development.

Children like to have fun. Playing games is the typical way in which children fulfil
this need.

In this way if children enjoy their introduction to tennis, they are more likely to
develop a love for the sport.

There is a need to tailor learning in tennis to the individual as much as possible by
using simple, high activity games with few rules.

Skills such as good behaviour and sportsmanship can be consequentially and
simultaneously developed.

From approximately the age of eight, children enter a period of “explicit operations”
in which they develop an increased capacity to concentrate and follow rules,
greater feelings of belonging to a group and heightened independence.

Logic is increasingly used and in their quest to understand their environment, they
become more inquisitive, ask more questions and respond better to problem
solving challenges.
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
Discipline at these ages should be established by setting limits, establishing rules,
and linking consequence with the appropriateness of their behaviour.

Throughout, children will begin to learn to deal with social and group relationships
by generally enjoying the company of playmates of the same gender and
participating in inclusive and rewarding activities.

Similarly, their emotional loyalty to their role models, parents, older siblings and
even coach is pronounced.

Puberty represents a critical period from a psychological standpoint. As
aforementioned, hormonal changes alter both the physical and the emotional
balance of individuals and present a further emotional challenge, as adolescents
search for their own personalities.

There will be moments of enlightenment, where the integration of concrete ideas
and abstract thought lead to heightened problem-solving capabilities, and
throughout these periods, individuals enjoy collecting, classifying, combining and
operating with things.

They also appear to possess endless energy, enthusiasm, and a vast capacity to
learn.

Socially, the peer group takes centre stage.

From a motivational perspective, participants of this age are likely to transition from
participation driven by external demands/motivators to the desire to compete and
improve independent of others.

As part of this, training and competition plays a crucial game development role and
participants further learn to apply fundamental psychological skills such as
emotional control, positive thinking and attention control, mainly through the use of
routines.

If this transition does not occur, participants typically leave the sport to assert
themselves elsewhere.

Post-pubescent individuals begin to adopt more formal thought and logical
operations.

Moral reasoning also progresses from just following the rules to understanding
acceptable behaviour.
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
Social development becomes strongly affected by the culture of group, thus
affecting the individual participant’s self-identity.

Emotions are at all times high as the personality conflict experienced by the
adolescent causes a continuous shift of moods, behaviours and attitudes.

Consequently, self-development, which is one of the bases of success in life, sport
and tennis, becomes increasingly important and should be encouraged.

A process, not unlike many others, that demands participants to first identify where
they are at, before planning to get to where they want!
1.3 LTPD GROWTH TRACKING
 Participants who progress through the LTPD experience training and competition in
programmes consider their developmental and training ages and create training
plans specific to their developmental needs.
 Identifying early and late maturers can be done by measurements which track the
participant’s growth.
 Whether the participant is an early or late mature is not the issue. The issue is the
potential short-term and long-term treatment of such participants.
 Appropriate training and competitive schedules can be set up for the individual
needs of the early, average and late maturing participant.
 These measurements are needed to identify the windows of trainability.
 Although growth and development is a natural process, the tempo can vary greatly.
For example, “A child with a chronological age of 12 years may possess a
developmental age of between 9 and 15 years”. This difference is huge and often
these participants are trained in the same way to participate in age group
competitions, which early maturers, especially males, have a huge advantage in
performance and the selection process.
 It is for this reason that the developmental age of the participant should be
identified and monitored by coaches.
1.4 GROWTH MEASUREMENT
Tables for plotting annual and quarterly growth
Coaches and parents can use stature measurements (height) before, during, and after
maturation as a guide for tracking the developmental age of children. Tracking allows
coaches to address the sensitive periods of physical development for endurance, strength,
P a g e | 98
speed and flexibility and skill development. The age of a participant can be examined from
seven different perspectives:
Chronological age, Relative age, Biological age, Skeletal age, Developmental age,
Training age and Sport-specific training age
How to Measure Growth Spurt (GS) (as discussed in point 6 Structure/Stature of the 10
S’s of training and performance)
Adapted from The Role of Monitoring Growth in Canadian LTAD
P a g e | 99
Phase 1: Age 0 to 6
Very rapid growth and very rapid deceleration. Measure standing height and weight on
birthday.
Phase 2: Age 6 to the Onset of GS
• Steady growth until the onset of GS.
• Measure standing height and weight every three months.
• If measurement takes place outside of home, replace birthday with an annual starting
point of measurements.
Phase 3: From the onset of GS to peak of GP
• Rapid growth until peak is reached.
• Measure standing height, sitting heights, and arm span every three months.
Phase 4: Peak of GS to Slow Deceleration
• Rapid deceleration.
• Measure standing height, sitting heights, and arm span every 3 months.
Phase 5: From Slow Deceleration to Cessation
• Slow deceleration of growth until cessation of growth.
• Measure standing height every 3 months.
Phase 6: Cessation
• Cessation of growth.
• Measure height and weight on birthday.
Standing Height Measurement
Participant stands erect, barefoot with heels, buttocks and shoulders pressed against the
stadiometer. Heels together and arms hanging freely by the side – palms facing thighs.
Participant looks straight ahead, takes a deep breath and stand as tall as possible for the
measurement to be taken.
Sitting Height measurement
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Participant sits on base of stadiometer with knees slightly bent, hands resting on knees.
Buttocks and shoulders rest lightly against the stadiometer. Ensure there is no gap
between the buttocks and stadiometer. Once the sitting height is calculated, it can be
subtracted from the stature figure to derive the leg length height.
Arm Length measurement
Mount a tape measure on the wall about shoulder height. Ensure starting point of tape
measure is fixed to a corner of a wall. This is where the participant’s fingers must be fixed.
The student stands erect with their stomach and toes facing the wall, feet together and
head turned to right. The arms are extended laterally at shoulder level horizontal with
palms facing forwards and fingers stretched.
The tip of the middle finger is aligned with the beginning of the tape measure and arms are
outstretched along the tape measure. Use a ruler held vertically to the tape measure to
record total arm span to the nearest 0.1 cm.
Phases of Measurement
Year
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
HT
5.0 4.8 5.0 4.8 5.0 4.8 8.6 12.0 7.7 3.3 2.3 1.9 1.3 0.9 0.5
(CM)
Figure 4: Growth
P a g e | 101
Measurement
2. PERIODISATION (Annual training, competition and recovery plan)
As mentioned earlier, PERIODISATION provides the framework for organising accurate
and effective planning of training, competition and recovery into a logical and scientific
based schedule, so that optimum performance is achieved at the required time.

These skills need to be learnt in a game-based approach in preparation for the player
to perform in competitions. The player will then have a clearer understanding of what is
needed to deal with when competing and the relative importance and purpose of each
competition.
Some frequently asked questions are:




How many matches per year is it appropriate to schedule for a junior participant?
(Participants are grouped into 12 & under, 14 & under, 16 & under and 18 & under
age groups.)
How many weeks in a row should participants compete in tournaments before
taking a break? (taking into consideration travelling time).
How much time should be allowed between individual matches to allow for
adequate recovery - to achieve high level performance while also reducing the risk
of injury?
How much time should be allowed between training sessions?
Creating a blueprint for success of designing an annual, cyclical periodisation plan
involves accurate and effective planning of progressive training loads, the correct level of
age appropriate competition and recovery to improve a participant’s performance.
In order to design an annual plan, the coach needs to know:
 The principles of long-term participant development.
 Coach and parent education must include information on LTPD and proper
periodisation recognising that shortcuts will be harmful to the participant’s long-term
preparation.
 Knowing the final picture one is trying to achieve.
 Knowing which stage of development the participant is in and to enter the
appropriate level of competition.
 The actual training state of the participant at the start of the yearly plan.
 How the sport specific athletic form is developed.
 The requirements (demands) of the sport during competition.
 The demands of the sport during the preparation phase.
P a g e | 102





Knowing the competition calendar and the relative importance or purpose of each
competition.
Having a clear understanding of the conditions the participant and the coach will
have to deal with when competing (e.g. what is required to compete successfully at
the Nationals).
Establish the annual goals in all areas of development (technical/tactical/
physical/psychological and decision-making).
The contextual reality that the coach and participant have to cope with.
It also requires sustained commitment, willpower and motivation by the participant
over a long period, in order to reach the top.
Suggested guidelines of periodisation are given for each of the age-specific 7 stages of
the LTPD model.
The plan is comprised of four successive periods: preparatory, pre-competition,
competition and transition.
PERIODISATION PLANNING
Common periodisation terms
Common tennis terms
1.PREPARATION PHASE
General Preparation Period ( GPP )
PREPARATION PHASE
2.PRE COMPETITION PERIOD
Pre Competition Period (PCP)
Pre Competition 1 Phase
Specific Preparation Period (PCP)
3.COMPETITION PERIOD (CP)
Pre Competition 2 Phase
Competition Phase
4.TRANSITION PERIOD ( T )
Active Rest ( R )
Rest (R)
1.Preparation phase, which includes the General Preparation Period (GPP)



In the preparation phase, the participant will focus on general athletic fitness items
such as aerobic endurance, strength and muscular endurance.
The volume of tennis practice will begin at a moderate level and progress to
moderately high.
More of the effort is devoted to conditioning to improve performance.
P a g e | 103





Resistance training may consist of a hypertrophy phase progressing to a strength
phase with moderately heavy resistance.
The hypertrophy phase is important if maximal strength is to be developed in
subsequent phases.
Metabolic training will gradually shift from longer runs in the beginning to interval
runs of a higher intensity toward the end of this phase.
This is the time one can work on technique modifications with one’s coach.
Length of phase should be a minimum of four weeks.
2. Pre competition Period, which includes Pre-competition phase (PCP) - Specific
Preparation period (SPP)








In the pre-competitive phase 1, the participant will gradually increase on-court
practice time and decrease the overall volume of off-court training.
The resistance training programme will begin with a strength phase and progress to
a power phase.
The resistance is higher in the strength phase, and moderate in the power phase
with the speed of movement explosive.
One goal of this phase is to use the strength gained in the preparation phase to
increase power production.
Strength is the ability of a muscle to produce force, and power is the force
production per unit of time.
Additionally for phase 2, where not only is the overall power output important, but
the rate of force development also becomes a factor in athletic performance.
Here short sprints and agility training are performed to increase on-court quickness.
Length of this phase should be at least four weeks.
3. Competitive phase (CP) - peaking for competition






The main goal of this phase is to peak for one of the major events of the year.
Most of the training time is spent playing tennis; however, there is still some offcourt training being performed to maintain the gains made in earlier phases.
In general, the competitive phase will involve maintenance of strength and power
gained in the earlier phases, with a focus on continued speed, power and agility
training.
Extensive aerobic training is avoided during this period in tennis player due to the
potential decrease in strength and power.
Resistance training during the competitive phase will be mostly for power.
Maintained for approximately three weeks.
4.Transition phase, which includes Active Rest (AR) and Rest (R)

During the active rest phase, the participant will remain active to avoid detraining
but will not play tennis.
P a g e | 104




The active rest phase is a good time to begin longer distance runs at a low
intensity.
Cross training activities are recommended.
Participants should remain in shape but are allowed a mental and physical break
from playing tennis.
Length of phase one to four weeks, with a minimum of two weeks complete rest
from tennis at the start of the off-season when there are no tournaments scheduled.
3. PLAYER RECOVERY AND REGENERATION
With reference to: a comprehensive review of the literature from a United States Tennis
Association sport science committee project

In the last two decades, physical training and competitive opportunities have increased
dramatically in junior and professional tennis. These have arisen due to a multitude of
factors, but much of it has stemmed from an increase in knowledge and understanding
of scientifically-based training programmes, focused on improving performance.

As this focus on performance has increased, the area of improving performance and
limiting injury through improved recovery needs to receive far greater focus.

Even some of the best athletes in the world struggle to find the fine line between
pushing themselves to the limit without overstepping to the point of overtraining and
negative performance.

Recovery is a multi-faceted paradigm focusing on recovery from training session to
session, day to day and week to week. Recovery is also vitally important during
training as well as in competition between matches and between days during multi-day
tournaments.

By incorporating fatigue and recovery enhancing strategies, participants can minimise
the performance decrement of fatigue and maximise the rate of recovery.

Most successful strategies require optimal periodised training, sleep, hydration and
nutritional practices that can address the specific needs of the individual.

This is why periodisation is so important. (Please refer to periodisation guidelines for
each stage.)

Researchers have found that in junior competitive tennis, there are high levels of
P a g e | 105
burnout due to a combination of factors, but one major factor is excessive physical and
mental volume without adequate recovery. (Reference: Adapted from Recovery in
Training and Competition, and, Recovery and Regeneration for LTAD, viewed at
www.canadiansportforlife/resources.ca)

Competitive participants usually compete in between 15-30 tournaments per year,
which results in 50-150 competitive singles matches and the possibility of more than 50
doubles matches per year.

Recovery is often overlooked, or worse, taken for granted. Time alone may provide
recovery, but most of the time tennis players do not have enough time to recover
sufficiently.

Fatigue is a natural response to training and stress and as such it is an essential part
of the adaptive process. However, sport scientists have struggled to provide a single
definition of fatigue because of the broad range of physiological, cognitive, and
emotional states integral to individual performances.

Despite debate about what constitutes fatigue, the negative impact of it on a
participant’s ability to train and perform optimally and consistently, is evident to both
participant and coach.

There is increased awareness that the rate of recovery from fatigue is a gauge of a
participant’s response to stress.

Recognition of participant fatigue and how it is managed in both training and
performance contexts, is the basis of recovery.

The way that fatigue is expressed reflects the type of training undertaken, the
performance environment and lifestyle issues affecting the participant.

Selection of appropriate recovery strategies to address specific types of fatigue will
depend on the recovery knowledge of participant and coach, and on the availability
and cost of the strategies identified.
2.1
FATIGUE
MAIN CAUSES OF FATIGUE
Fatigue can be identified with a sensation of tiredness associated with decrements of
muscular and nervous system performance and function. In tennis this fatigue presents
itself as: a decrease in stroke accuracy and stroke mechanics, a decrease in serve
velocity, slower movement around the court, an increase in errors, poor shot selection,
increased mental frustration and mental errors (Recovery in tennis, USTA:
P a g e | 106
http://assets.usta.com).
TYPES OF FATIGUE
Metabolic Fatigue (energy stores)
• Long training sessions e.g. of one hour or more.
• Playing several matches a day e.g. singles and doubles.
• Cumulative fatigue from training or competing over many days e.g. tournaments
Neurological Fatigue (Peripheral Nervous System - PNS) (Muscles)

After short high intensity sessions, e.g. weights, plyometrics, complex skill
execution, etc.

After long training sessions of one hour or more, or after matches greater than two
hours.

Several matches over consecutive days.
Neurological Fatigue (Central Nervous System - CNS) (Brain)

Low blood glucose levels.

High pressured training session – especially involving rapid decision-making and
reactions.

Poor motivation (e.g. monotony of training, emotional factors, injury etc.).
Psychological Fatigue (emotional, social, cultural)

Personality conflicts.

Competition pressures, event venue, residential conditions, parents, coach, media,
etc.

Other lifestyle stresses – home, school exams, personal relationships.
Environmental and travel fatigue

Weather (e.g. wind, heat, sun).

Disruption of normal routines.
P a g e | 107

Sedentary and restricted body movement on long journeys.

Adapting to different climates and time zones and coping with jet lag.
RECOGNISING FATIGUE

Participant fatigues sooner than normal.

Lethargy in body language.

Walking slowly in the session.

Participant struggles to complete a session or event.

Slower response to chasing balls.

Slow feet production.

Reduced acceleration responses, reduced power.

Poor technique and coordination.

Abnormal number of technical mistakes.

Reduced power in shots and strokes.

Lack of drive.

Loses concentration quickly.

Slower at processing visual cues.

Slower at decision-making.

Slower anticipation timing e.g. speed and placement of opponents serve or return.
RECOVERY TECHNIQUES

Numerous recovery modalities are available but few have been subjected to
rigorous scientific examination. Coaches and participants often depend on
anecdotal information from fellow coaches and other participants for details about
recovery techniques and their use.
THE ROLES AND BENEFITS OF RECOVERY
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
The main role of recovery is to help participants adapt faster to training.

This is done by minimising the effects of training and performance fatigue in order
to enable the participant to “bounce back” and be ready for the next session or
match.

The ensuing benefits from detecting and addressing participant fatigue include a
reduction in illnesses and injuries.

The conditions of overtraining, overuse and burnout are common problems for high
performance participants and can occur either independently or collectively when
undertaking high volumes of training.

Regular monitoring of participant’s stress responses can help to detect problems
early, thereby reducing the incidence and impact of such problems.

A holistic approach to managing fatigue through the use of recognised recovery.

An additional benefit for participants using recovery monitoring and management
strategies is the enhancement of their self-awareness and self-management skills.

Training hard and recovering well requires careful planning and management and
participants who develop these competencies acquire skills that transfer to life
outside the sporting environment.

These attributes are invaluable for the post competitive career period when
participants transit into other vocations and lifestyles.
MONITORING ADAPTIVE RESPONSES TO TRAINING AND STRESS

Participants will adapt to training and stress in different ways and at different rates
depending on their developmental age, training experience and performance level.

For these reasons it is essential to monitor individual responses to work and stress,
both within and outside the training and competition environment. There are three
perspectives to monitoring a participant’s adaptation. These are through the
participant’s own recorded perceptions; the coach’s observations at training and in
competition; and sport scientist and sport medical screening and testing
assessments.

Each person involved in this process has a different role but the collective
information from all parties provides a holistic view of adaptation throughout a
participant’s long-term involvement in tennis.

Of the three views, the most important is that of the participant who is responsible
for self-assessment on a daily basis.
P a g e | 109

The coach is the next most important individual as the coach is able to monitor the
participant at training and often in competition. The coach’s records of participant
performance and behaviour are an invaluable source of empirical information.

Sport science and sport medicine evaluations and reviews occur less frequently
and are more intermittent depending on the needs of the participant. These are
often expensive as they require greater expertise than the personal observations
conducted by participant and coach.
SUGGESTIONS FOR MONITORING AND RECORDING LEVELS OF STRESS IN EACH
OF THE LTPD STAGES:
Daily Records of:
• Resting HR
• Energy / fatigue
• Self-esteem
• Quality of sleep
• Muscle Soreness
• Body weight
• External stresses
• Illness or injury
• Menstrual cycle
• Toilet checks 2-6 months
• Musculoskeletal checks
• Sports science
Responsibilities of the participant:

A responsible participant will monitor training adaptations through regular
recordings in a training diary or log book.

An essential skill for all participants is to maintain a daily record of their fatigue
levels and responses to stress as this enables them to learn how to recognise their
current adaptive state.

Recordings about the quality of sleep and a daily rating of fatigue levels are two
essential variables that should be recorded daily.

Some participants may also like to record morning resting heart rate and body
weight, with the latter being a useful way of monitoring the effectiveness of any
rehydration strategies following a match day, or long training session.

These four variables take no more than two minutes a day to record and may be
the first warning that the participant is not adapting well to training and other
stresses.
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
Stated simply, feeling tired after a training session or match is a normal response
but feeling fatigued all the time is a sign that the body has not adapted well to
stress. An elevated resting heart rate recorded first thing in the morning (i.e. 10
beats above normal) is often an indication that any training undertaken should be
minimal on that day.

Although many factors influence heart rate, variability in regular recordings can be a
useful physiological measure when used in conjunction with the other indicators of
excessive stress.

An elevated morning resting heart rate profile is more evident in developing
participants who are adapting to heavy training or competition, whereas more
seasoned participants with extensive training bases may experience a depressed
morning heart rate following such workloads.

Body weight is best recorded each morning before eating and after going to the
toilet but some adolescent females may misinterpret this strategy as a measure of
“fat” so this variable should be used very selectively in these cases.

Rapid weight loss or rapid weight gain is not advisable. Unexplained weight loss is
not necessarily a measure of decreased fat stores but may be an indication of poor
hydration or excessive stress (see chapter on Nutrition).

In reality many participants are likely to be inconsistent with recording morning
resting heart rates.

Research to identify effective indicators to warn of any possible onset of illness
have indicated that a comprehensive set of variables, not just resting heart rate,
should be monitored.

The frustration for many coaches is the lack of consistency with which many
participants record these variables.

Some participants will forget to record information consistently while others are
unreliable at maintaining records of any kind.

There are alternative strategies to deal with non-compliance. A simple and quick
self-assessment method for the coach is to present a monitoring sheet to the
participant when they arrive at training.
Responsibilities of the Coach

Each coach has a wealth of knowledge about adaptive responses based on many
years of observation about tennis performance and fatigue.

Frequently this knowledge is implicit in nature and based more on mental notes
rather than formalised recorded criteria.
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
It is important for each coach to identify what it is that he/she observes that is
indicative of excessive stress and fatigue.

The selected variables can be categorised into signs and symptoms about physical
appearance, behavioural actions and interactions, performance measures and the
coach’s sixth sense.

A quick assessment of these criteria at every coaching session enables the coach
to identify non-adaptive stress responses at an early stage and then address these
before they become a major issue for the participant.
Responsibilities of the medical or sport science specialist

Pre-season medical, musculoskeletal, vision and psychological screenings are
essential. These should be addressed before any training is undertaken in order to
detect any muscle imbalances, medical and psychological issues, and evaluate the
health status and any previous illnesses and injuries.

While some areas require only an annual review, other assessments should be
more frequent.

Conditioning and performance tests are often performed every four to six weeks,
and musculoskeletal assessments tend to be biannual.

This regular planned screening and testing is designed to track any changes and
developments in the participant, and address potential medical, personal and health
problems at an early stage.

Feedback from participant, coach, and specialist perspectives should be reviewed
regularly and integrated to provide an ongoing holistic assessment of the
adaptation, health and well-being of the participant.
2.2
ACTIVE REST

Active rest is much underestimated by tennis players and participants in general.

While active rest can be incorporated throughout training sessions, typically it is at
the end of a training session, in particular a heavy session, or following a
competition or heavy training week, that represent the ideal times to introduce
active recovery activities.

Activities are selected to fulfil two main tasks: either to help recover the
physiological state of the tennis player (e.g. light walking or cycle to recover the
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lactate system), or they can focus on muscular-skeletal recovery (e.g. stretching
and exercises to promote postural efficiency).

Cool down (post training and post-match) (off court) (before bed). Recover the
tennis player to a normal functioning state e.g. normal joint ROM, normal resting
length for muscles.

Continue to recover. Several hours after playing – the body is warm, and can relax
after the stretches. Light active movements, and a few light (short) static stretches.
e.g. light movements involving all major joints, and a few light (10 second) static
stretches of key joints and muscles.

Light swim or movements in water. Pool work incorporating different movement
patterns or swimming, particularly backstroke, breaststroke, and side stroke
techniques are ideal for tennis players as these are effective modes of active
recovery for participants and should be excellent forms of active stretching.
Backstroke actions will extend the spine, stretch the rotator cuff and provide some
conditioning work for the external rotators of the shoulder. These pool activities also
have the added benefit of strengthening hip extensors and rotators and are
excellent for working core stabilizers. In addition low impact pool sessions provide
enjoyment and variety within tennis programmes and offset the high impact loads
from court-based work. Most clubs at which participants train or hotels at which
they stay during competition are equipped with a pool facility.

Light static stretch in shower, etc. or longer held static stretches 30 – 120 seconds,
of major joints and muscles.

Improving flexibility (separate sessions) NB: Participant must be fresh. Long-held
static stretches, assisted stretching, PNF, Pilates, eccentric loading to stretch and
strengthen key muscles e.g. hamstrings, etc.

Often cross-training can be used as a form of active rest provided the work
intensities are modest (light aerobic) and the exercises undertaken are different to
those normally performed in training.
2.3
REST

Rest days are essential.

At least one day per week should be a non-training day.

This allows participants time for physical recovery as well as time to develop
interests outside their sport, to help them lead a more balanced lifestyle.
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
The challenge for some participants is to understand that having a rest day does
not preclude movement or light aerobic activity, and they should avoid sitting down
and watching TV or videos for long periods. Light activities such as walking the
family pet, exploring the local museum, art gallery, sightseeing, socialising, a little
shopping, or short game of golf, are suitable activities for a rest day.

By being active rather than sedentary the participant is recovering normal
movement function to prevent joints and muscles from stiffening up by being
inactive.
2.4
PASSIVE REST
SLEEP

As simple as it sounds, sleep is the most important form of passive rest.

Typically 7 - 9 nine hours of sleep per night provides invaluable adaptation time for
participants to adjust to any physical and emotional stressors they experience
during the day.

Just how much sleep a participant requires depends on the individual and the
current volume of stress. Many sleep studies have been made that isolate people
for weeks from all time cues, alarms, or clocks. These studies show that under
normal stress conditions, people naturally sleep about one third of the time - about
8 hours out of every 24.

However, participants in training generally require 8 to 10 hours of sleep each
night. During that 8-10 recovery phase of sleeping, researchers have discovered
that individuals pass through four to six distinct ultradian cycles of sleep every 90 to
120 minutes. Each cycle has five stages.

Stages One and Two are periods of light sleep during which muscles relax, body
temperature and blood pressure fall, and brain waves pulse between four and eight
cycles per second. This type of sleep consumes nearly half of one’s total sleeping
time.

Stages Three and Four are periods of deep sleep. Here metabolic rate and
muscle tension reach their lowest levels, and brain waves decline to less than four
cycles per second. Sleep researchers have linked feeling deeply rested upon
awakening with successful entry into Stages Three and Four of the sleep cycle.

Stage Five is called REM (Rapid Eye Movement) sleep. Breathing quickens, blood
pressure and heart rate become irregular, and brain waves accelerate from 13 to
35 cycles per second. Most dreaming occurs during REM.
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
Participants should always try to wake up within one hour of their normal wake up
time, irrespective of how late the night. After a late night, however, participants can
sleep for one hour during the day, preferably after lunch.

Apart from breathing, satisfying thirst, and eating, sleep clearly is the most
important recovery activity in our lives. It’s also the body’s largest circadian rhythm.
Disruptions of this critical recovery rhythm can have serious health performance
consequences.

Due to overtraining and disruption to the sleep cycle, tennis players often suffer
from what sleep experts call chronic sleep deprivation.

The relationship between competitive stress and sleep is essentially circular.
Excessive stress causes sleep mechanisms to fail; the failure of sleep mechanisms
produces more stress.

It would be logical to think that the more sleep you need, the easier sleep comes.
This is not the case, unfortunately.

Sleep is actually a very sensitive indicator of stress and recovery balance.
Ironically, excessive stress often blocks the very thing needed most.

Occasionally participants will have difficulty getting to sleep due to the excitement
of the day’s events or the anticipation of those to come, therefore it is important for
participants to develop habits to promote a good night’s sleep.
HOW TO DEVELOP GOOD SLEEPING HABITS
Things to do:
1.
Reduce thinking and worrying in bed – learn to switch off!
2.
Practise relaxation techniques before going to bed. (Relaxing music, muscle
relaxation, breathing exercises, visualisation).
3.
Lie down to sleep ONLY when you are sleepy.
4.
If you don't fall asleep within 30 minutes after turning out the light get up and do
some relaxation work (see Point 1).
5.
If you wake up in the night and can't go back to sleep follow Point 3.
6.
Go to bed and get up at the same time each day as often as possible regardless of
the depth of sleep.
7.
Develop sleep rituals and follow them.
8.
Exercise daily but not too close to bedtime.
9.
Eliminate long naps during the day (10 to 15 minutes is okay).
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10.
Eat a high carbohydrate snack before bedtime.
Things to avoid (evening):
1.
Caffeine (e.g. coffee, tea, coke, chocolate).
2.
Nicotine.
3.
Alcohol.
4.
High protein meals.
5.
Computer and TV screens.
6.
Don’t look at your clock if you awaken during the night.
7.
Keep your bedroom at a cool temperature, well ventilated and dark wherever
possible.
8.
Employ specific recovery strategies such as nutrition, tensing and relaxing muscle
groups, sleep images, etc. to assist in your efforts to gain control over the sleep
cycle.
9.
Resist the temptation to become angry, frustrated or upset when you can’t sleep.
Negative emotions simply increase arousal and decrease the likelihood of sleep.
Simply relax and enjoy the quiet time. Other forms of passive rest readily available
to all participants are:

Music, reading – between training sessions, before bed.

Meditation – personal preference.

Flotation – after training sessions, on rest days. (Flotation tanks provide an
environment with minimal stimulation by reproducing weightlessness, no sight, no
sound unless the participant relaxes to music or to an affirmation tape)
NAPPING
Take Unlazy Naps
Of further interest in the context of recovery and sleep for tennis players, is the urge to
nap. Although often thought of as a sign of laziness, the desire for an afternoon nap is
actually a natural biological rhythm.
According to sleep researchers, the need to sleep typically occurs twice within a 24-hour
cycle. About half the people in the world, mostly in warm climates, take an afternoon
siesta each day. Sleep researchers have discovered the urge to nap in the afternoon is
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nearly universal even in people who have had a full night’s sleep. Not everyone has the
free floating schedule to nap, but when you get the chance, bear in mind:

The ideal nap time for most people is about eight hours after waking and eight
hours before night time sleep. That’s when body temperature reaches its low point
usually between 2.00 and 3.00pm.

Naps are not miniature versions of a full night’s sleep. A mid-afternoon nap is
primarily deep sleep, which is most refreshing.

Naps help reduce fatigue, increase alertness and improve certain aspects of job
performance.

It may not be necessary to sleep during your nap: a study at Texas A&M University
found that merely lying down and resting could be as restorative as napping.

An afternoon nap as short as ten minutes can provide substantial physiological and
psychological recovery, particularly if it is synchronised to the body’s natural urge to
rest. Increased energy, concentration, alertness, and motivation have been
associated with afternoon naps.

Current data suggest that naps generally should not last longer than 30-60 minutes;
longer won’t increase the benefits and is more likely to result in the intense
grogginess.

Awakening from a nap feeling groggy and tired usually indicates a continuing sleep
deficiency.
How Sleep Cycles Get Off Track
Exam pressures, late night parties, and early morning phone calls usually have only a
temporary effect. Many other factors affect natural sleep cycles for longer periods.
Many people think caffeine doesn’t bother them or that it’s only found in coffee. Tea, soft
drinks, and chocolate all contain enough caffeine to deny sound sleep to people who have
become very sensitive to this stimulant.
More participants are more sensitive to caffeine than will admit it, for fear of having to give
up a favourite beverage or snack. Anyone who is emotionally tough - or who aspires to be
- will have no difficulty choosing a good night’s sleep over the momentary pleasure of
caffeine intake.
If you’re not sleeping as well as you think you should, look for simple solutions first. You
can’t be sure that caffeine isn’t the culprit even if you don’t take any after noontime unless
you test carefully for it.
First, identify every source of caffeine in your regular diet and then make sure you avoid
all of it for three days. It can take that long to flush all the residual caffeine out of your
system. If you’re very sensitive to caffeine, it doesn’t take much to shatter sleep.
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Caffeine works as a stimulant that interferes with several processes contributing to healthy
sleep. Sensitivity to it grows slowly over time until it abruptly becomes critical. Many
people who in the past could drink their fill of coffee anytime and still get a refreshing
night’s sleep suddenly can’t anymore. Sometimes just a morning wake-up or two of coffee
- or caffeine-laden soft drinks in the afternoon - can keep them restless long into the night.
Other common sleep enemies include alcohol; irregular sleep hours; the timing of meals;
exercise intensity; duration and timing; and the volume of overall stress.
Alcohol works as a central nervous system depressant to suppress part of REM sleep.
This is one reason why “sleeping it off” produces a hangover - the drinker was
unconscious without gaining the enormous benefit of REM sleep.
Consistency of sleep hours is an important element in the healthy regulation of sleep.
Constantly changing the times of going to bed and getting up is highly disruptive to natural
sleep rhythms.
The consumption of large meals just prior to sleep is also disruptive. This is primarily
because of the natural stress associated with the digestion of food.
When overall stress is high, particularly if much of it is emotional stress - fear, guilt, dread,
frustration, anger, and so on - these negative emotions can overpower the body’s natural
need for sleep, known as “sleep inertia.”
Don’t forget another energizer - exercise. It not only has a stimulating effect but is also
conducive to a good night’s sleep.
2.5
PHYSICAL THERAPIES
1. Hydrotherapies
A wide range of physical therapies are available to tennis players. While hydrotherapies
and sports massage are the two most frequently used in sport, hydrotherapies are
considerably underused and undervalued among the tennis fraternity.
Showers, spa, baths, float tanks and saunas (dry baths), provide ideal environments in
which to stretch and perform self-massage.
Contrasting hot and cold showers (which have recently been found to be as effective as
an active recovery in recovering lactates), or using a warm spa with a cold plunge pool
provides an increase in peripheral circulation, and neural stimulation.
Similarly, pressure from jets and shower nozzles enhance muscle relaxation by stimulating
light contractions in muscles. Collectively this promotes both physiological and
neurological recovery.
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However, as sweating tends to go unnoticed in wet environments, coaches should remind
participants of the need to be rehydrated before, during, and after treatments. It is also
important that treatment times are monitored carefully as there is a tendency for
participants to linger in the warm environment and offset the benefits of the treatment
through dehydration and neural fatigue. Participants should feel relaxed but stimulated
afterwards, not sleepy and lethargic.
2. Sports Massage
The second most frequently used recovery modality is sports massage. It has two major
physiological benefits. Firstly, it increases blood flow to enhance the delivery of oxygen
and nutrients to tired muscles while also promoting the removal of metabolic by-products
such as lactic acid.
Secondly, the warming and stretching of soft tissues provides temporary flexibility gains.
There are also psychological benefits as tired and tight muscles relax there is a
corresponding improvement in mood states. Participants feel less fatigued and more
relaxed.
Perhaps the greatest benefit from a sports massage, however, is the biofeedback
participant’s gain as they become more aware of their bodies. Tuning-in to the way the
body and its muscles and tendons have been stressed better helps the participant identify
and manage the stressed and fatigued areas.
While most tournaments have physiotherapists and/or masseuses on-site, they are more
often than not, in very high demand. Participants should be encouraged to learn selfmassage techniques that are easy to administer, particularly for the lower legs, chest,
neck, shoulders and forearms.
3. Sports Massage Treatments

Within training sessions: massage is given during training sessions to help
accommodate for high training loads and to increase the participant's training
potential.

Preparatory Massage: as part of a warm-up* phase can be given 15-20 minutes
before competition. Techniques can be varied so that the massage can either relax
an over-stimulated participant or arouse an apathetic one. Sometimes the
massage is localised to an injured area in an effort to prepare it before activity.

Restorative Massage: is given in the post loading part of a training session or
competition. The techniques used aim to reduce muscle tension and fatigue and
lower stress levels. The length and number of massage treatments varies
depending on the type and intensity of the activity, and the state of the individual
participants. Elite performers should have at least two full body massages per
week.
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Sports massage treatments can be administered during three phases of training:
(a)
Within training sessions: massage is given during training sessions to help
accommodate for high training loads and to increase the participant's training
potential.
(b)
Preparatory Massage: as part of a warm-up* phase can be given 15-20 minutes
before competition. Techniques can be varied so that the massage can either relax
an over-stimulated participant or arouse an apathetic one. Sometimes the
massage is localized to an injured area in an effort to prepare it before activity.
(c)
Restorative Massage: is given in the post loading part of a training session or
competition. The techniques used aim to reduce muscle tension and fatigue and
lower stress levels. The length and number of massage treatments varies
depending on the type and intensity of the activity, and the state of the individual
participants. Elite performers should have at least two full body massages per
week.
(* Note: Massage is an adjunct only to a sport specific warm-up and should never replace
an active warm-up, which prepares the body both physiologically and neurologically for
specific sports activities.)
4. Acupuncture and Acupressure
Acupressure is often performed in addition to sports massage. Conversely, acupuncture
requires the practitioner to have more extensive qualifications and consequently is less
accessible and more expensive. Both techniques focus on balancing energy fields via
specific points located on fourteen meridians, which pass through the body and have been
claimed to influence a wide variety of conditions including oxygen uptake, respiration and
the immune system.
Although a recent study from China has demonstrated that muscles relax more after
acupuncture than muscles which receive no acupuncture treatments (which would in turn
have a positive effect on the aforementioned conditions) there have been few other
scientific endeavours to substantiate the effectiveness of acupuncture.
5. Hyperbaric Oxygenation (HBO)
Hyperbaric Oxygenation Therapy (HBO) is a means for increasing the availability of
oxygen to the body. This is achieved by inhaling gas with high oxygen content in an
environment with increased atmospheric pressure. This enables oxygen molecules to
reach damaged and fatigued body parts more easily than under normal atmospheric
pressures, which have much lower oxygen content.
Although HBO has been used as an aid to accelerate training adaptations in the former
Soviet Union and more recently applied to sporting situations in Australia with the intent of
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accelerating the repair process for injuries, it is still in its infancy and its effectiveness in
facilitating training adaptation and injury repair is under scientific review. HBO is unlikely to
be readily available to tennis players for some time.
2.6
SUSTENANCE
2.6.1 HYDRATION ASPECTS OF RECOVERY
INTRODUCTION
(with reference to USTA – http://usta.com)

The type, timing and sequencing of fluid and fuel intake are essential
considerations for participants to be able to train and perform consistently well.

Optimised hydration and nutrition planning and managing these are of paramount
importance for participant recovery practices.

As little as 2% of loss of body weight due to dehydration, can have a major negative
effect on muscle strength and power.

Match hydration has three major purposes:
o To replace fluid volume to an equal or slightly greater extent than the volume
lost while sweating.
o Drinking liquid carbohydrates aids glucose uptake to the muscles.
o It replaces electrolytes lost during sweating.
Fluids/Hydration

Pre-hydration and post-hydration are important components in maximising
performance and recovery.

Estimating urine specific gravity by the use of dip sticks is an easy way to know
hydration status.

If dip sticks are not available, check urine colour that it is pale yellow. If urine is dark
yellow – DRINK MORE!

The recommended pre-hydration guidelines are to consume +/- 500 mls of fluid
(ideally water or carbohydrate solution) approximately 2-3 hours prior to activity in
order to allow the fluid to process through the digestive system and be absorbed by
the tissues of the body.
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
Fluid will be needed for warm-up and pre-match activities so 500 mls should be
ingested 10-20 minutes prior to activity.

In order to help combat fluid loss during tennis play, participants should drink +/500 mls of fluid every 10-20 minutes during activity.

Before and after matches, body weighing can estimate the amount of fluid loss and
identify the need for replacement.

Post-activity a carbohydrate based fluid, such as a sports drink which also contains
moderate levels of sodium, should be consumed within one hour following the
cessation of activity.

Sodium conserves fluid volume and increases the participant’s desire to drink. The
carbohydrate in the beverage replaces glycogen stores and improves the rate of
sodium and water absorption in the intestinal tract.

The importance of the addition of sodium to fluid consumed during and especially
after training or competition has been shown to be vital for improved rehydration.
Sodium’s Role in Hydration and Rehydration

Many published reports emphasise the importance of adequate sodium
replacement and rehydration in participants, including tennis players. It is
suggested that normal dietary intake may not be adequate for many competitive
participants, when daily sweat losses are high and there is an ongoing expansion of
the extracellular volume, such as that which may occur during the early stages of
training or during heat acclimatisation.

The need for sodium replacement is due in part from sodium’s role as the major ion
in the extracellular fluid, and to replace the obligatory losses in sweat.

If sufficient sodium and water are ingested, some of the sodium remains in the
vascular space, which results in plasma osmolality and sodium concentrations that
do not decline, as may occur if plain water alone is ingested. As a result, plasma
levels of vasopressin (anti-diuretic hormone) and aldosterone are maintained, and
an inappropriate diuresis (due to the body continuing to be in a net negative fluid
balance) is prevented.

Some coaches and parents are concerned about the addition of extra sodium to the
diet of participants.

Common sports drinks typically contain sodium in the range of 10-25 mmol·l-1 5,
which is lower than most sweat sodium levels in participants (20-80 mmol·l-1).
Therefore, a need exists to continue to educate coaches and parents on the
importance of increasing sodium content in a participant’s diet (both solid and liquid
nutrition) when training or competing in hot and humid conditions.
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Potassium

Potassium is the major ion in the intracellular fluid, whereas sodium is the major ion
in the extracellular fluid.

Potassium is thought to be important in achieving rehydration by aiding the
retention of water in the intracellular space. However, a study of rats that were
dehydrated by 9% revealed that rats drank substantially more and achieved
superior rehydration with a sodium-enhanced drinks when compared to a
potassium enhanced drink or free water. A similar result was found when a
comparison of these drinks was performed in individuals.

Although potassium may be important in enhancing rehydration by aiding
intracellular rehydration, more data is needed before conclusive evidence is able to
show the benefits of potassium supplementation for rehydration.

It has previously been speculated that potassium may be a beneficial electrolyte for
participants in general since it is a major action in the intracellular space, and
potassium supplementation could enhance the replacement of intracellular water
after exercise and thus promote rehydration.
2.6.2 NUTRITIONAL ASPECTS OF RECOVERY
The major goals of nutrition recovery for tennis players include:

Replenishment of glycogen stores (i.e. muscle and liver energy)

Restoration of fluid and electrolyte balance.

Manufacturing of new muscle protein, red blood cells and other cellular
components.

Restoration of the immune system.
Nutrient Timing

The day before competition, meals comprised primarily of carbohydrate should be
consumed; however, it is important to include a small amount of protein as well.

The consumption of carbohydrate will help replenish any fuel stores which were
depleted during practice and help “preload” the glycogen stores of the body for the
next day, whereas the protein which will be broken down into amino acids, will aid
in the repair of muscle tissue.
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
On the day of competition, a meal rich in carbohydrate is recommended where two
grams of carbohydrate per kilogram of body weight has been found to increase
performance.

This meal should be consumed no later than two hours prior to competition,
however this time recommendation can varying depending on the amount of
carbohydrate being consumed. The two hour time frame is suggested to allow the
food to be properly digested and to limit the possibility of following the cessation of
activity.

Consumption of moderate to high amounts of fat and protein during pre-competition
meals is not recommended because both are more difficult to digest in comparison
to carbohydrate and participants can experience gastric irritation (upset stomach)
as a result of eating these types of macronutrients.

The timing of carbohydrate ingestion during practices and matches should be in
small amounts but with a regular supply, therefore at each change over during a
tennis match.

Tennis players need to carry an emergency fuel supply in case matches are
delayed and/or very long in length.
Start your recovery immediately:

30-60 minutes immediately after exercise is seen to be the critical time to ingest
nutrients with the aim of facilitating recovery as muscles are most receptive to
glycogen storage within this time.

Then repeat two hours later or refuel again at your next meal.

If glycogen stores are not replenished following a match or in between matches
performance can be negatively affected.
Types of food

Tennis players should focus on whole foods if possible; however, a beverage with
high levels of carbohydrate is a suggested alternative for those participants who are
attempting to recover in between matches or who have a low appetite for solid food
following activity.

While carbohydrate consumption is critical following the final match of any day, post
competition meals should include the three major macronutrients (carbohydrates,
fats, and protein) in order to restore fuel stores, regulate tissue function, and rebuild
muscle tissue.

Nutrition strategies in training should be oriented towards more protein and less
carbohydrate, to maximise muscle and tissue repair and restoration.
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
Carbohydrates from the foods we eat are broken down and converted to glucose.
Glucose is the main source of fuel for our cells.

When the body doesn't need to use the glucose for energy, it is stored in the liver
and muscles as glycogen. The close association between fatigue and low muscle
glycogen and blood glucose levels in prolonged exercise is well established.

When glycogen stores are low the supply of ATP from glycogen is reduced.

Prolonged matches in tennis have shown a decline in blood glucose levels after
several hours of play.

Carbohydrate intake during such play is associated with better maintenance of
optimal concentration of glucose in the blood.

Carbohydrate is a substrate that is used by contracting skeletal muscle and central
nervous system function. The study of carbohydrate metabolism for tennis has
been limited. Lees (2003) summarised the small number of studies on tennis in
which the effect of carbohydrate supplementation during play improved alertness,
concentration and coordination and reduced errors through play.

The American College of Sport Medicine’s position statement recommends that
participants should consume 30-60 g/h of carbohydrates during exercise.

The carbohydrate can be in the form of glucose, sucrose, maltodextrins and
fructose.

Fructose should be limited because of the possibility of gastric discomfort.
Sport products rich in carbohydrates include:
(Food Source Grammes of Carbohydrates)
 Sport Drink - 16 oz 30g
 Sport Gel – 1 pack 20-38g
 Sport Bar - 1 25 – 55g
 Sport beans / shots – 1 oz 25g
 Banana
Add a dash of Protein to recovery foods:

Consume 6-20g of protein immediately post-exercise so to promote adaptation to
training and recovery from matches.

Your recovery food should consist of 30+g of carbohydrates and 6-20g protein.
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 Examples of nutritious carbohydrate-protein recovery snacks include:
o
1 glass of liquid meal supplements/ 1 glass chocolate milk
o
1 glass smoothie
o
1 sport bar
o
2 cups of cereal with 1 cup of milk
o
1 bowl of fruit salad and 8 oz of yogurt
o
1 meat or peanut butter sandwich

A participant should take a travel nutrition kit with a measuring cup/shaker and
spoon and a selection of the following foods: Often when traveling foods available
are unfamiliar and inaccessible which can lead to suboptimal fueling, decreased
performance and other complications.

In preparation for tournaments overseas, it is important to be proactive with travel
and competition nutrition plans.
o Carbohydrates: ready rice, pasta, noodles, couscous, instant mashed
potatoes, instant oatmeal.
o Proteins; tuna, salmon, chicken (canned or pouch) tofu, soy or whey protein
powder.
o Crackers, granola, dried fruits, nuts, pumpkinseeds, sunflower seeds, cereal
-omega-3 rich or natural peanut butter.
o Instant breakfast powder –non-fat dry milk powder.
o Upon arrival visit the local supermarket to obtain supplemental foods.

Some participants would benefit from seeking professional help from a certified
sport dietician who will provide individual specific advice and a nutrition plan.
Summary
Recovery is an essential ingredient of a balanced training programme and fundamental for
long-term success in tennis.
On its own, hard work does not correspond to the best results. Tennis players need time
to adapt to the work undertaken.
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With the provision of appropriate rest, hydration, nutrition and physical therapy, tennis
players will be better positioned to recover and optimise their physiological and
neurological condition.
Coaches should subsequently direct and encourage tennis players to try different recovery
strategies in an effort to determine what is of best service to the personality and body of
each individual - water therapies, sports massage and acupuncture.
5.
LTPD AND THE FEMALE PARTICIPANT
Although reference is made throughout the document about the differences between the
development of male and female participants, coaches should keep in mind the following
factors that is key in the LTPD for female participants.
Anthropometrical Aspects:
Weight distribution differences between males and females
Male
Female
Bones
20%
15%
Muscles
40%
36%
Fat Tissue
20%
30%
Internal Organs
12%
12%
Blood
8%
7%
Reference: ITF Advanced Coaches Manual (1998), p286 -294.
Biological Aspects:
With the Respiratory and Circulatory System, we can conclude the following:

The heart and blood flow show different characteristics for male and female.

Lower levels of oxygen occur in the circulatory system of females.
Developmental Aspects:
In babies, the bones of males are heavier than those of females and the growing
proportion remains similar until puberty. Females reach puberty earlier than males and
therefore their bodies mature earlier than males. This is very important to keep in mind
when identifying talent and planning (LTPD).
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Female Development Stage
Characteristics
Overall growth period is shorter
Puberty is reached earlier; final body structure is
attained earlier.
Second period of growth is The maximum annual growth in height is 9 to 10cm
shorter
for males and 7.7cm for females.
Faster sexual maturity
The duration between the second stage of body
development and the second period of growth is only
6 months in females and nearer to 13 months in
males.
Reference: ITF Advanced Coaches Manual (1998), p286 -294.
During puberty, the differences between both sexes are clearly distinguished due to the
physical proportions. Specific characteristics of the female body include certain
anatomical differences as well as some functional differences in many body systems and
organs. The differences are summarised in the table below:
Aspect
Characteristics
Blood circulation
Up to 8 years the heart is similar in size for both genders.
Between 8 and 13 it is bigger in females but afterwards it is
considerably smaller. The efficiency of the heart in the postpuberty period is lower in females. Females will therefore have
a higher frequency of beats than males.
Respiratory system
The respiratory system of females is fully developed before
those of males. In females, 14 to 15 years compared to 18
years in males.
Metabolism
The body weight in kg is lower in females then in males due to
higher quantity of fat deposits.
Oxygen consumption Is lower in females
Oxygen in muscles
Muscles of males use oxygen in a more efficient way than those
of females.
Motor development
Up to ages 3 to 4¾ the motor development is very similar. From
ages 4 to 6 differences become more evident. When running,
throwing or jumping the female results are lower. The same
occurs with agility and power. From 8 years old, males display
considerably better performances in power, speed, endurance,
agility and reflexes. During puberty (12 to 15) these differences
increase.
Reference: ITF Advanced Coaches Manual (1998), p286 -294.
From the table above the following conclusions can be made:

Performance in females is lower than those of males due to the specific functional
and anatomical differences which can be noted from the age of 7/8 years old
onwards.
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
Females achieve their maximum physical performance at around 15/16 years old
while males achieve it around 18/20 years old.

Due to the female’s lower physical capacity, the effort that she will have to put in, in
order to perform the same task as a male, will be bigger. Thus females have to
work harder than males to do the same given task.
Psychological Aspects
Motivation and Interests.
Differences in motivation and the interest shown in physical activity and sport are evident
between both genders from early childhood. These differences are shown in the table
below.
Aspect
Males
Females
Intensity of games and
activities preferred:
Types of games and
activities preferred:
Active games, competition.
Passive or quiet games,
with less muscular activity.
Jumping, balancing,
rhythmic exercises.
Volume of physical activity
during puberty:
Goals of practice:
Throwing and running
games. Speed and power
games.
Higher
Lower
They want to impress with
their physical strength,
ability and intelligence.
They want to show their
femininity and the
characteristics of their own
personality.
Reference: ITF Advanced Coaches Manual (1998), p286 -294.
Other psychological variables:
In the table below other psychological variables that illustrate the differences between
males and females are summarised:
Aspect
Male
Female
Anxiety:
Male participants suffer
from anxiety states less
frequently than female
participants. Males react
with less sensitivity,
impatience and often, in a
Female participants suffer
from anxiety states more
frequently than male
participants. Females react
with more sensitivity,
impatience and often, in a
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Intellectually:
Aggressiveness:
less nervous way.
There are no differences
between male and female.
More physical.
more nervous way.
More verbal, acute and
intellectual.
Decision-making:
More confident
Less confident (when
young). They often look for
external help when in
difficulty.
Mental stability:
Less susceptible
More susceptible
psychologically and less
psychologically. More
variable.
variable, tending to
depression and to states of
nervous excitement.
Confidence:
More self-confident.
Less self-confidence, more
insecure. More worries
about their health. Worried
about losing femininity.
Individualism:
Less individualistic
More individualistic.
Dependency:
More independent, less
Less independent, more
influenced.
influenced, more sensible,
more adaptable.
Reference: ITF Advanced Coaches Manual (1998), p286 -294.
Females have a higher desire to learn during practices, they are more disciplined and
have more ability to mix with and be part of the group. They display more of a need for
their coach and other persons and are more open and more grateful for advice. In
addition, research has shown that sportswomen are more diligent and meticulous than
sportsmen.
The above information is only a guide. When dealing with top level participants one should
remember that the physical and mental differences between males and females may be
less apparent.
Coaches guidelines - Social Aspects
As we have stated above, the coach’s attitude, knowledge and understanding of the
participant’s social abilities are highly relevant from the point of view of the participant’s
behaviour in game and competitive situations.
 The coach needs to take into account that in general, males are “motivated” from a
very early age to “play” or to participate in “games”. This is a socially well-accepted
fact that promotes their motor development.
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 Girls, on the other hand, are not equally encouraged to develop their motor skills
through similar games or activities at an early age. This, all coaches must
understand, has a direct influence on the future performance of every female tennis
player.
 Coaches should recognise the existence of this stereotypical attitude and try to
compensate for it by endeavouring to develop at a very early stage the girls’ motor
abilities and their capacity to acquire new skills.
 Coaches should be ready to recognise, through observation and analysis, which
specific motor skill area needs to be developed, and to plan the necessary
remedial drills or activities. A prompt identification of girls’ basic motor abilities,
which are relatively easy to establish at an early age, will go a long way to enabling
the coach to find the necessary solutions and to help the participants increase their
performance level.
 From a very early age, coaches should constantly engage participants in
coordination enhancing drills or exercises. The results will be harvested later on in
their careers. Coaches should gather a wide selection of such drills, since the
development of the participant’s motor patterns requires permanent reinforcement.
Puberty and the menstrual cycle
Aspect regarding puberty and menstrual cycle can be summarised as follows:

In the great majority of girls, the first visible signs of puberty appear at 11 ½ years
old while in high level sportswomen these appear six months later.

During the first menstruation it is normal that some irregularities could appear, but
this nor the discomfort felt should be an excuse to give up tennis.

During the menstrual cycle many girls have physical and mental discomfort and
they show lack of interest in performing any physical effort. However, the reaction
to the menstrual cycle is very individual. Approximately 85% of sportswomen are
not affected by it during the practices and well trained women experience less
variations in their performance as a result of the menstrual cycle. During the first
two days of menstruation, the intensity of practice should be reduced both for junior
and professional tennis players.
Reference: ITF Advanced Coaches Manual (1998), p286 -294.
Conclusion:
It is very important that both coach and participant overcome the inhibitions with regard to
puberty and the menstrual cycle. Only if this is achieved will the coach understand the
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individual problems of each participant. It is normal that young participants may have
some feelings of shame, but the coach has to approach the problem with a natural and
easy manner in order to gain the confidence of the participant. In fact, this issue should be
dealt with the same naturalness as, for example, a stomach problem.
Ideas for teaching female participants

In this area of training, all improvements achieved by participants are directly
related to the teaching philosophy professed by the coach.

It is crucial that coaches understand that participant performance is not the product
of physical qualities alone, but the combined result of the participant’s motor
abilities together with the right training approach, the appropriate motivation and
practice, the necessary explanations of the different movement patterns and the
required feedback from the participant.

Moreover, coaches should help participants understand the basic principles for the
strategic use of the serve and constantly look for ways to positively reinforce the
effect of training and to encourage participants to develop and improve their
strokes.

Coaches should take into account that, in this kind of situation, praise and criticism
can be a decisive factor. They should convey the right information, to enable the
participant to be clearly aware of the progression of her stroke, without giving her
too many technical details, which could have a negative effect. They should also
avoid constant criticism or exaggerated praise.

The tone and the manner in which coaches provide criticism or praise can be of
paramount importance for the stroke’s development and its future performance.
The main emphasis of any practice session should be placed on the effort and
dedication shown by the participant with view to developing new skills in connection
with a stroke. This is what should be rewarded and reinforced.
Conclusion:
It is important for coaches to understand the different factors that may influence the
development of female tennis players, such as: social factors, factors related to their
introduction to sports, their physiology, their personality, their “interpretation” of technique,
as well as all the differences highlighted during joint training sessions with male tennis
players. The knowledge of all these factors will allow coaches to develop women tennis
players’ own identities and help them reach their maximum tennis potential.
Specific aspects
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Research has shown that females are as easy to work with as their male counterparts but
at the same time it is impossible to achieve the same results in tennis that males have
achieved.
Reference: ITF Advanced Coaches Manual (1998), p286 -294.
If the problem is considered in this light, it may seem that there are no significant
differences with regard to the training principles between males and females. However, a
deeper knowledge of the differences between males and females (e.g. the differences in
development during the various growing stages) shows us that these gender differences
should be respected during the training process.
When working on strength training with female tennis players, the coach should take in
account that:

Women improve fitness, athletic performance and reduce injuries through strength
training, as do men.

Physiological responses of males and females to the use of weight-training and
resistance exercise are similar.

Women should train for strength using the same exercises and techniques men
use. Coaches should tailor the training to the needs of the individual participant.

There is no significant difference between the sexes in the ability to generate force
per unit of cross-sectional muscle. Men display greater absolute strength than
women largely because they have a greater body size and a higher lean body mass
to fat ratio.

Women do experience muscle hypertrophy (enlargement) in response to resistance
exercise, but the absolute degree of hypertrophy is smaller in women than in men.
Principles for talent search and detection
Introduction
It has been demonstrated that females who practice sports at competitive level have a
body structure slimmer and with less fat deposits than the general average. However, it is
erroneous to think that females become more masculine with the practice of sport.
Nevertheless, it can be noticed that females that have a physical structure with masculine
traits have more tendencies to be effective in the practice of sport. This is an important
factor for the talent search, detection and development.
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It is important to notice that females that have a physical structure with masculine traits not
only have more talent in different fields of sport which determine their performance, but
also have a faster progression and achieve a higher level of performance.
In order to search, discover and select a talented male participant it is important to know
that those boys who started before the competitive stage are physically more advanced,
while on the contrary, those girls who have a delayed physical development should be
selected.
Girls who have an early physical development are bigger and heavier, they have
inadequate proportions for sport and they do not have a good combination of ability and
physical strength.
Girls who have a good physical structure but who are slightly delayed in their physical
development justify the hopes to achieve good results in sport.
Research has shown (ITF Advanced Coaches Manual, 1998; p286 -294) that at top level
sports the percentage of women who have a “typical” body structure is lower than that for
males. These results can be transferred to tennis when we observe the body structures of
today’s female champions: Kim Clijsters, Venus and Serena Williams, Maria Sharapova
etc. Almost all of them have a slim figure and a “masculine” body structure. It is difficult to
find among them a typical feminine structure with more fat reserves. It doesn’t mean that
they look bad, just the opposite!
It is of utmost importance for coaches to keep these factors in mind when developing
female participants. It will have an influence on technical, tactical, physical and
psychological development.
Reference: ITF Advanced Coaches Manual (1998), p286 -294.
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6.
LTPD FOR PARTICIPANTS WITH PHYSICAL DISABILITIES
WHEELCHAIR TENNIS
GENERAL

Participants playing wheelchair tennis need to develop Physical Literacy skills
which have the same level of importance as able-bodied participants.

Wheelchair participants generally fall into two categories:
o Amputees (acquired)
o Those playing with spinal cord injuries (congenital)

Whether a participant has a congenital or acquired disability, the participant must
have fundamental wheelchair mobility skills, and developed eye-hand coordination,
before specialising in wheelchair tennis.

Specialisation may occur later for people with acquired disabilities, and may be
influenced by previous sport participation.

All the same, training methods of tennis apply to wheelchair tennis and the
wheelchair participant must learn these skills and adapt them where required.

Stroke production, nutrition, cross training, mental toughness, periodisation,
technical and tactical skills are all part of the complete wheelchair tennis participant.
The only major differences between wheelchair participants and their able bodied
counterparts are:

the wheelchair participants play from a seated position.

they have no lateral movement.

the ball is allowed to bounce twice should they require it.

they have less preparation time, as they have to propel the wheelchair using their
hands and arms, minimising the amount of time they have to prepare with their
racquet.

many participants have limited or no trunk control or balance and will need to use
straps. This limited function will result in difficulties with reaching for low, wide or
overhead shots.

other differences and implications with medical and safety factors to consider is:
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o that participants with prostheses have to contend with the fit being rapidly
affected by dehydration or periods of rest resulting in a loss of muscle mass.
(Possibly enforced by injury or temporary lay-off).
o With spinal cord lesions, there will be a lack of skin sensation below the
lesion, so skin care is very important. Great care must be taken with heat
and cold, sunburn and avoidance of pressure sores.
o There may be a loss of autonomic control that includes bodily functions such
as sweating, bowel and bladder functions. Since they are unable to sweat
efficiently, their body cooling system becomes defective and so their thermoregulation is ineffective. They have a tendency to become dehydrated or are
susceptible to getting urinary tract infections because of not drinking enough.
o Great care should be taken with setting training zones for fitness for spinal
injury participants, as their maximum heart rate may be as low as 110-130
bpm.
o They are also more vulnerable to Deep Vein Thrombosis when sitting for
prolonged periods during long flights.
o Injuries to the upper body will not only impact the participant’s ability to play,
but also the ability to be mobile for everyday living.
o There may be an emotional adjustment period after an acquired injury.
Guidelines for coaches

Wheelchair tennis participants have the same goals as able-bodied participants. They
want to have a sport that creates a healthy lifestyle, offers a competitive arena and
enhances a social circle to people with similar interests.

Participants who have sustained injuries are often adventurous because they were
dynamic, outgoing, sporty types who liked taking risks and post injury, their personality
usually remains unchanged.

Every participant is different, so avoid making assumptions.

Physical disability MAY coexist with an intellectual disability, but normally does not.

Maximise their potential and minimise their disability.

Always be aware of the risk factors.

Treat participants as participants, not as patients.

Offer help, but don’t insist on it – allow them to be autonomous. Wheelchair users will
ask when they require help.
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
If you are not sure what to do - ask the participant!
THE 7 STAGES of WHEELCHAIR LTPD

In the absence of evidence to the contrary, the windows of trainability are the same
as for able-bodied participants.

For acquired injuries ages do not necessarily apply, but participants follow the
same progressive stages.
STAGE 1 ACTIVE START
Boys 0 – 4/6 Girls 0 – 4/5 years

Experience a variety of wheelchair sport activities.

Promote wheelchair tennis as an option.

The coach must create a welcoming environment.

Encourage parents to let their children explore their physical abilities i.e. focus and
develop what they CAN do, and not what they can’t do.

The coach should also have an understanding of the physical limitations,
requirements and complications of various physical disabilities i.e. spinal cord
injuries vs. amputees.

Coaches should think “out of the box” when requiring solutions for new and
challenging situations i.e. pupil unable to grip a racquet – strap/tape the racquet to
the pupil’s hand!
STAGE 2 FUNdamentals
Boys 6 – 9 Girls 6 – 8/9

People with acquired and congenital disabilities must re-learn the fundamentals.

Get child into tennis chair and ensure it’s a positive experience.

All footwork skills are replaced by mobility skills.

Have straps and tape available to ensure the optimal positioning in the tennis
chair.

Practice all movement skills whilst holding the racquet.
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
Focus on mobility. Wheelchair tennis is 70% mobility because it is an acquired skill,
i.e. getting to the ball, positioning the chair before striking the ball and recovery
after the stroke.

Make sure that the facility is wheelchair-friendly. Playing surface is hard and flat
and easily reached for a wheelchair and that bathrooms and toilets are accessible.

A wheelchair participant has no lateral movement. To counter this all movement in
a wheelchair is carried out in circular and figure 8 patterns.

Wheelchair tennis participants may let the ball bounce twice.

Quad participants may need to tape the racquet to their hand.
STAGE 3 LEARN TO TRAIN
Boys 9 –12 Girls 8 - 11 (Major skill learning window)

Ensure tennis and gym facilities including showers are wheelchair accessible.

Practice transferring into and out of the tennis chair.

Make sure the tennis chair fits the participant.

Wheelchair participants must be taught the correct movement patterns and drills
and how to apply them in a match situation.

Particular attention must be given to drills focusing on power, speed and reaction
drills, all of which are carried out whilst holding the racquet.

Emphasis must be placed on the participant’s performance and acquired
wheelchair skills, and not the outcome of the match.
STAGE 4 TRAIN TO TRAIN
Boys 12 - 16 Girls 11 - 15 (Large majority will be going through the growth spurt)
 Develop a slice and pronated topspin backhand if possible.
 Due to the excess stress of moving the tennis chair, the number of tournaments in
which the participant takes part should be reduced.
 All the advanced ground strokes must be honed. Both the topspin and slice
forehand as well as the slice and inverted topspin backhand (only where participant
is capable) must be perfected.
 Mobility skills incorporating the correct recovery techniques are essential.
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 Anticipation and explosive techniques are vital to the wheelchair game.
 Participants must know how to maintain and adjust their chair to achieve optimum
performance.
STAGE 5 TRAIN TO COMPETE
Males 16 – 22+/- Females 15 - 21 +/ Ensure appropriate rest and recovery especially for upper body injury prevention.
 All footwork skills are replaced by mobility skills.
 Due to the excess stress of moving the tennis chair, the number of tournaments in
which the participant takes part should be reduced.
 Know proper chair maintenance.
 Re-evaluate tennis chair to determine if it still meets the participant’s needs.
 Tactical skills are vital in wheelchair tennis.
 Participant must be able place the ball in strategic areas of the court with ease and
accuracy.
STAGE 6 TRAIN TO WIN
Males 22 +/-
Females 21+/-
 Due to the excess stress of moving the tennis chair, the number of tournaments
must be reduced.
 Acquire a customised chair.
 Manage medication/physical issues while travelling.
STAGE 7 ACTIVE FOR LIFE
 Clubs should make facilities accessible and welcoming.
 Clubs should encourage integration of wheelchair tennis participants teaming up
with able bodied participants.
 P &S and Tennis10s is an excellent way to introduce tennis integration.
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STRATEGIC INITIATIVES – Plan to implement LTPD
initiatives
Clubs play a lesser role in South African tennis than their counterparts in Europe and the
USA. School tennis and private coaching operate independently from clubs, which in turn
causes dysfunction in the national set up.
INITIATIVES TO IMPLEMENT:
1. THE ROLE OF CLUBS, SCHOOLS AND PRIVATE COACHES IN THE
IMPLEMENTATION OF LTPD
Clubs can play an important part in delivering any new system alongside schools and
independent coaches. The three entities should see each other as partners in this venture.
It is proposed that:
 a club strategy be developed by TSA in conjunction with provincial bodies that
looks at obtaining more registered clubs, more active participants, better high
performance participants, better facilities, and better management of facilities.
 clubs, as part of the national tennis club accreditation scheme, are to be initially
used as the “front line” in the development process. In conjunction with provincial
boards they will be responsible for delivering the Fundamentals, Learning to Train
and Training to Train phases of LTPD (from ages 6-15). As the system rolls out it is
envisaged that additional clubs be added to deliver the system as a result of
gaining Accredited Club status.
 that the clubs be used as an additional local venues at which participants can seek
practice and training under expert tuition, as an increase in number of hours of
activity for the talented tennis player is expected.
 as part of the tailored package of benefits available to such clubs, they will be
appropriately resourced and financed and have sufficient appropriately qualified
coaches and volunteers to deliver the programme.
 a close working relationship with local schools and their provincial body be
developed to ensure effective delivery of the system.
 club coaches to be given access to LTPD training and support programmes (as part
of Accredited Club status) offered by provincial bodies and the TSA Coach
Education Department.
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 TSA and provincial bodies working with accredited clubs display appropriate
marketing tools to help in participant development in South Africa.
2. COACH EDUCATION AND DEVELOPMENT - NEEDS
 The role of the coach will be central to any successful introduction of a new sports
system. The coach has the ability to motivate performers and either unlock and
nurture, or conversely, stifle future potential. Any changes to the existing system
will roll out over a number of years and LTPD will progress in parallel to changes to
the Coach Education and Development system as and when the opportunity
arises. The role and responsibility of the TSA Coach Education Department in
regard to LTPD are as follows:
 Adoption of ITF Coaches education syllabus on all four levels (P&S, Instructor,
Level 1, Level 2).
 Competencies for each level course information provided on TSA website.
 To ensure more coaches registered.
 To organise more regional coaches’ workshops.
 To organise one national coaches’ workshop.
 To design and deliver Coach Development Workshops on LTPD with special
emphasis on the delivery of the Fundamentals, Learning to Train and Training to
Train stages.
 To monitor progress, evaluate success and review periodically.
 To bring existing coaches up to date with the principles of delivering the LTPD
sports system for tennis.
 To develop and deliver further training and development packages to support the
LTPD system.
 To develop a compulsory Movement Skills for Tennis Workshops for all tennis
coaches in support of the LTPD system.
 To develop an effective Coach Mentoring scheme.
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3. THE ANNUAL PROGRAMME, IMPLEMENTATION AND COMPETITION
GUIDELINES

Training programmes and the implementation of training guidelines have been
included in each of the 7 LTPD stages, stating the amount of development work
that should be done with individuals, when that work should take place and what it
should consist of. The programmes and guidelines are designed to assist schools,
tennis coaches, private academies, clubs and provincial associations to position
themselves for full future implementation of the LTPD principles and help plan
development activities over the long-term. Within these annual programmes, the
following points should be noted:
o All children should have the opportunity to be part of the Fundamentals stage of
LTPD.
o The priority should be on the long-term development of individuals as opposed
to short-term team success.
o To ensure that LTPD principles are incorporated into all levels of coaching.
o A degree of flexibility may need to be applied to parts of the Annual Programme
where conflicts with educational requirements take place.
o The majority of participants will not possess the necessary talent, desire or
inclination to reach elite levels within the game. For these participants,
programmes should be designed around a “Core” LTPD programme which
provides for basic LTPD principles to be applied. For those potential top
participants, an “Extended” LTPD programme has been provided as shown in
each of the Annual Programme and Implementation Guidelines.
COMPETITION GUIDELINES
 Providing definitive guidelines on levels of competition for tennis is difficult. Every
participant’s situation and circumstances differ. However, it is true to say that overcompeting for the most talented young participants is a problem. Overplaying when
combined with insufficient fitness levels, poor footwear, physiological imbalances
and poor technique will inevitably lead to a higher risk of injury. It can also lead to
early burn-out and exit from the sport. If a sports system is to be truly “player
centred” then this weakness in the system needs to be addressed.
 A future competition review will provide guidelines on appropriate play/practice/ rest
ratios. The guidelines are clearly of primary importance to the most talented
participants who are in greatest demand but will also benefit the less abled
participant. This sensitive issue will require agreement, co-operation and
consensus on calendar planning from different coaches, parents, participants and
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others involved in a talented participant’s development. It would seem appropriate
to make this decision the responsibility of the national association in consultation
with provincial bodies.
 An unbalanced competition calendar and unbalanced play to practice ratio will
interfere with practice and training opportunities, which in turn will affect participant
skill and ability levels in later years.
4. THE ROLE OF TSA AND THE PROVINCIALTENNIS SPORTING BODIES
In its role as National Governing Body for tennis TSA would take on the implementation of
many of the structural and framework changes required and devolve the implementation to
its affiliates, the provincial sporting bodies. Policy decided at a national level would then be
delivered locally and in line with local needs.
In regard to LTPD, specific roles and responsibilities of TSA would include the following:
 to ensure that any relevant current and future programmes and initiatives affecting
the performer’s development are consistent with the aims of the LTDP sports
system for tennis.
 through the Coach Education Department and the Development Department, the
design and delivery of any changes and amendments needed to the current
system of INSET courses, Teacher Training, the Coach Education system and
Coach Development.
 existing ethics, equity, child welfare, facilities, disabilities, volunteer, ACE and other
strategies are aligned and integrated into the new system.
 to ensure that competition rules and guidelines are designed to be consistent with
LTPD principles.
 to ensure that appropriate funding levels support the LTPD sports system and are
targeted towards the young performer’s Growth and Development key stages at
school, club, district and provincial level.
 to put in place effective detection, identification, selection and development criteria
for Talent Identification for use by schools, clubs, districts, provincial boards and
national squads using the Minimum Quality Standards. This would include a
system of objective measurement to monitor competencies achieved.
 to ensure that new initiatives and programmes introduced by outside bodies and
agencies are appropriately introduced into and are consistent with the LTPD sports
system.
 to be responsible for setting up and overseeing an effective monitoring system to
evaluate the LTPD process.
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Provincial associations would be responsible for the local delivery of the LTPD sports
system. The roles and responsibilities would include the following:
 a dedicated performance programme that will ensure the long-term development of
the key 6-15 years age group of performers.
 responsibility for implementing a nationally consistent Fundamentals programme for
the 6-9 years age group.
 responsibility for delivering an effective district and provincial programme with
appropriate levels of practice, training and competition as set down by the
provincial association.
 responsibility for mentoring, planning and developing the programme for the most
talented performers whose chosen sport is tennis.
 to ensure that adequate funding is targeted within development plans to develop
the key 6-15 years performers. The Minimum Quality Standards will provide
guidance as to which areas of development should be prioritised.
 to ensure that a robust system of detecting new talent from primary school visits is
in place and that those detected are introduced to appropriate local accredited
clubs for focused ongoing development using club/school cluster groups.
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GLOSSARY
Adaptation - A response to a stimulus or a series of stimuli that induces functional and/or
morphological changes in the organism. Naturally, the level or degree of adaptation is
dependent upon the genetic endowment of an individual. However, the general trends or
patterns of adaptation are identified by physiological research, and guidelines are clearly
delineated of the various adaptation processes, such as adaptation to muscular
endurance or maximum strength.
Age 




Chronological Age: the number of years and days elapsed since birth.
Developmental Age: refers to the degree of physical, mental, cognitive, and
emotional maturity. Physical developmental age can be determined by skeletal
maturity or bone age after which mental, cognitive, and emotional maturity is
incorporated.
Training Age: refers to the number of years in training, sampling different sports.
Sport-specific Training Age: refers to the number of years since an athlete
decided to specialise in one particular sport
Relative age – The differences in age among children born in the same calendar
year Skeletal age – The maturity of the skeleton determined by the degree of
ossification of the bone structure. It is a measure of age that takes into
consideration how far certain bones have progressed toward maturity, not in size,
but with respect to shape and position to one another.
Ancillary capacities - the knowledge and experience base of an participant, including
warm-up and cool-down procedures, stretching, nutrition, hydration, rest, recovery,
restoration, regeneration, mental preparation, and taper and peak.
Childhood - A time period from the end of infancy (the first birthday) to the onset of
puberty which is characterised by relatively steady progress in growth and maturation and
rapid progress in neuromuscular or motor development. This time period is often divided
into early childhood (which includes preschool children aged one to five years), and late
childhood (which includes children aged six through to the onset of puberty).
Competition - The period of time when all components of an athlete's training are
successfully integrated to achieve excellence in the form of a rivalry between opposing
competitor/s in an official tournament. Competition does not refer to practice matches or
competition situations. It is when a participant is competing in a tournament that is
scheduled on the annual plan with a 2 to 5 peaks (refer to annual periodisation chart).
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Development -The passage toward, or percentage of maturity achieved, of various traits
including social, emotional, intellectual, physical and motor qualities.
Energy Systems
In order to determine how energy is produced in our muscles we have to consider some
important factors:
"Is air, in the form of oxygen, required?" If it is, we say the energy system is aerobic.
If not, it is anaerobic.
"Is lactic acid produced?" If it is, we say the system is lactic. If not, and no air is required,
it is alactic.
So, there are three energy systems operating in the bodies of our participants. One of
these is aerobic, with oxygen and two are anaerobic, without oxygen:
 Aerobic System
The muscle energy system which requires oxygen.
 Anaerobic Alactic System
The stored, start-up system which does not require oxygen and does not produce
lactic acid.

Anaerobic Lactic System
The system which does not require oxygen but produces lactic acid.
The athlete's body is capable of using one or any combination of the three energy
systems. Different events demand different types and amounts of muscle activity.
Consequently, different energy systems predominate in the various events.
Improving performance is often the result of carefully designed training
programmes that aim to increase the capability of specific energy systems and
muscles.
The Aerobic-Anaerobic Split
The aerobic-anaerobic split refers to how much the aerobic and anaerobic energy systems
are involved in a particular activity. Marathon runners, for example, produce most of their
energy aerobically, while sprinters, jumpers and throwers depend more on anaerobic
sources. The aerobic-anaerobic split is determined by identifying how long and how hard
our participants work without rest.
There are two important work times that mark a shift in emphasis from one of the three
energy systems to another:
10 seconds--After 10 seconds of intense muscular activity the energy system
providing the majority of the energy shifts from the anaerobic alactic to the
anaerobic lactic system.
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1 minute---After about 1 minute of intense activity the shift is away from the
anaerobic lactic system to the aerobic system.
The Endurance Energy System
The aerobic system requires oxygen. This system is used in lower intensity exercise and
is the basic system which provides the energy for most activity from birth to death. As
such it is also important in recovery from exercise of all intensities. It is very efficient and
does not produce fatigue producing waste products. The heart and lungs are important in
aerobic activity as oxygen and fuel are carried to the muscles in the blood.
The aerobic system resists fatigue. It takes longer to overload than either of the anaerobic
systems. Training the aerobic energy system must be a minimum of 20 minutes duration.
The work load for aerobic training can be either continuous or broken up into intervals of
harder and easier running. Correct aerobic training will improve aerobic energy production
in the muscle and also improve the support of the heart and lungs, the oxygen transport
system.
Anaerobic Alactic Energy
The 'First 10 Seconds' Energy
The anaerobic alactic system is the one referred to as the stored or start up energy
system. This system provides the majority of energy when our participants do bursts of
high speed or high resistance movements lasting up to 10 seconds. The stores of energy
in the muscle which are used up in the intense burst of activity return to normal levels
within 2 - 3 minutes of rest.
The anaerobic alactic energy system is developed by alternating periods of work and rest.
The work time should be very intense, but not exceed 10 seconds, as this is the limit of the
energy system. The rest periods should be 1½ to 3 minutes, depending on the duration of
intense activity, to allow the muscle energy stores to build up again. If a participant shows
the effects of fatigue, allow more rest time or decrease the work time.
Anaerobic Lactic Energy - The '10 Seconds to One Minute' Energy System
This energy system is capable of high levels of intensity, but this intensity prevents the
removal of waste products because not enough oxygen is available. The system operates
without oxygen. As a result lactic acid accumulates within muscle cells and blood. This is a
major cause of fatigue, which eventually slows the participant. The more intense the
exercise rate, the faster the rate of lactic acid accumulation to high fatigue causing levels.
For example, the 400 metre sprinter will accumulate high levels of lactic acid after 35-40
seconds. The 800 metre runner runs more slowly and accumulates lactic acid at a slower
rate, reaching high levels after about 70-85 seconds. Getting rid of lactic acid after
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activity is a much slower process than the replacement of energy stores in the anaerobic
alactic system. It may take more than one hour for lactic acid levels to return to their preexercise level. Light activity such as walking or jogging following intense efforts speeds up
the removal of lactic acid. The first ten minutes of active recovery produces the greatest
reduction in lactic acid levels. The anaerobic lactic energy system is developed by
intense work loads of 10 seconds to two minutes duration. Rest periods will depend on the
duration of the work and should be three to ten minutes to allow removal of most of the
lactic acid produced.
Growth and Maturation - The terms “growth” and “maturation” are often used together
and sometimes synonymously. However, each refers to specific biological activities.
Growth refers to “observable, step-by-step, measurable changes in body size such as
height, weight, and percentage of body fat. Maturation refers to “qualitative system
changes, both structural and functional in nature, in the organism’s progress toward
maturity; for example, the change of cartilage to bone in the skeleton.”
Inside ins and inside outs – If a tennis player runs around his/her backhand to hit a
forehand in a reverse cross-court direction, this is referred to as an “inside out forehand”
However, if the player runs around the backhand to hit a forehand down the line, this is
referred to as an “inside in” shot.
Kaizen - Japanese for "improvement", or "change for the better" refers to philosophy or
practices that focus upon continuous improvement.
Participant - One can participate in recreation and/or physical activities and in sport as a
recreational or competitive athlete.
Peak Height Velocity (PHV) - The maximum rate of growth in stature during growth spurt.
The age of maximum velocity of growth is called the age at PHV.
Periodisation - is structuring of short-term and long-term training, competition and
recovery periods to provide optimum performances at a given date.

Single peak refers to one preparatory and one competition period within the year

Double peak refers to two preparatory and two competition periods within the year

Multiple peak refers to competing all year round while maintaining physical and
technical skills
Physical Literacy - is the mastery of fundamental movement skills and fundamental sport
skills. A physically literate person moves with poise, economy and confidence in a wide
variety of physically challenging situations, is perceptive in reading all aspects of the
physical environment, anticipates movement needs or possibilities and responds
appropriately with intelligence and imagination.
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Puberty - The phase of growth that begins with onset of hormonal changes in the
reproductive system and ends with sexual maturity.
Readiness - refers to the level of growth, maturity, and development that enables a child
to perform tasks and meet demands through training and competition. Readiness and
optimal periods of trainability during growth and development of young athletes are also
referred to as the correct time for the programming of certain stimuli to achieve optimum
adaptation with regard to motor skills, muscular and/or aerobic power.
Specialisation - refers to athletes who are limiting their athletic participation to one sport
which is practised, trained for, and competed in throughout the year
Trainability - refers to the genetic endowment of athletes as they respond individually to
specific stimuli and adapt to it accordingly. Malina and Bouchard (1991) defined trainability
as “the responsiveness of developing individuals at different stages of growth and
maturation to the training stimulus.”
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