COURSE FACILITATOR GUIDE · Securing a position at a facility (Interview, cover letter, resume) Customer Service Roles Teacher Trainer Coach Play Coordinator Professional Application

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COURSE MISSION: Provide tools for the different roles needed to be an effective Club Professional

COMPETENCIES:

On Court:

Drilling a Pattern of Shots

Playing Situations and training (Breaking down a Playing Situation)

Private lessons

Doubles Team coaching

Hitting Warm-up

Technical Development (5 Fundamentals, PAS Principles, power mechanics)

Footwork Development Off Court:

Communication: o With Clients o With Parents

Providing value for different types of setting (clubs & contracts)

Running Competitions

Securing a position at a facility (Interview, cover letter, resume)

Customer Service

Roles Teacher Trainer Coach Play Coordinator

Professional

Application Applied in Private lessons and Adult Clinics

Applied in Adult Drill sessions and junior academy

-Applied when coaching Club Doubles Teams -Applied when improving psychology of players

Applied when running competitions at the facility

Applied in off-court interactions at the Facility

Competencies -‘Tailored’ Private Lesson Process -5 Fundamentals -PAS Principles -Footwork -Mechanics (power) -Breaking Down a Playing Situation

-Drilling a Pattern of Shots -Effective Warm-up Routine -Physical Warm-up/ training

-Coaching for performance -Doubles Team Coaching

-Running competitions

-Customer Service -Lesson planning -Dealing with parents -Securing a position at a facility

Evidence/ Evaluation

-Private Lesson -Breaking Down a Playing Situation

-Leading a Warm-up -Training a Pattern of Shots

Not evaluated -Workbooks -Workbooks

CLUB PROFESSIONAL 1

COURSE FACILITATOR GUIDE

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CLUB PROFESSIONAL 1 v 10.0

ORIENTATION

TIME IMPLEMENTATION

6:30pm- 7:00

Introduction -Certification System overview -Course schedule -Ensure all Candidates have a copy of Workbook #1 (It is a good idea to print 2-4 extras for any who may have forgotten or were unable to print one off for themselves.) -Review Professionalism Agreement -Review TPA membership (highlight Auto-renewal)

7:00-7:15 CP1 Evaluation overview Off-court: -Workbooks & Due dates -MED evaluation process On-court: (Highlight the information in the ‘Summary of Results’ document) -Leading an Effective Warm-up evaluation -Dead-ball Feeding evaluations -Playing/Live-ball Feeding evaluations -Training a Pattern of Shots evaluation -Breaking down a Playing Situation evaluation -Personal video project -Private Lesson evaluation

7:15-7:30 GO ON COURT -Leading a Quality Warm-up evaluation review

7:30- 8:30

Dead ball Feeding evaluation review, demonstration & practice -Direction evaluation -Speed/trajectory evaluation

8:30-8:45 Break

8:45-9:00 Playing/Live-ball Feeding evaluation review, demonstration & practice -Controlling direction in a Rally evaluation -Serve & volley

9:00-9:30 Drilling a Pattern of Shots evaluation review, demonstration & demonstration

9:30-9:45 Breaking Down a Playing Situation evaluation review ‘Tailored’ Private lesson evaluation review

9:50- 10:00pm

Wrap-up

ORIENTATION NOTES: Goal: The goal of the Orientation is to give candidates an awareness of the CP1 competencies and experience some of the evaluations. This will allow them to practice the competencies required and to get a good picture of the commitment required for the course. They will also be tasked to complete Workbook #1 to be handed in on the first day of the course. Schedule: The Orientation should be scheduled 2-3 weeks prior to the first Course weekend Some Provinces may elect to allow candidates to withdraw after the Orientation Night. The process for this would be the following: Withdrawing from the course after Orientation Night: Candidates may choose to withdraw from the course at a, ‘final decision date’ set by the Provincial Association. This date should be 3-5 days after the Orientation. Candidate should be able to receive a full refund minus an administrative fee (recommended $50-$75.00).

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CLUB PROFESSIONAL 1 OVERVIEW v9.9

WEEKEND #1 WEEKEND #2 WEEKEND #3

TIME DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 DAY 6 DAY 7 DAY 8 DAY 9

9:00am 9:30am

INTRODUCTION

Article review

Article review

Article review

Article review

Article review

Share Stories of application

Article review (choose & present)

Hitting Warm-up

9:30- 10:00

INSTRUCTOR REVIEW & ENHANCEMENT “Giving an excellent Instructor lesson” -Instructor competencies review -Progressive Tennis review -Keys to effective coaching

Hitting Warm-up

OFF COURT (Professional Role) -Understanding facility success -Customer Service -Conflict resolution -MED (Comp Intro)

Hitting Warm-up

Hitting Warm-up

Hitting Warm-up

Hitting Warm-up

OFF COURT (Professional Role) -Running Competitions -Dealing with parents -Securing a position at a facility

FEEDING/PLAYING EVALUATIONS

(Dead ball) 10:00-10:30

SITUATION TRAINING TOOLS: Lesson Planning

INTRODUCTION TO SPINS

FOOTWORK TOOLS (Footwork presentations)

BREAKING DOWN A PLAYING SITUATION -Going through the whole 3-step process

RUNNIG PLAY ACTIVITIES (on court)

10:30- 11:00

CREATING OPEN PLAY SITUATIONS

11:00-11:30

OBSERVING & IMPROVING TECHNIQUE -Expanded Fundamentals

PSYCHOLOGY TOOLS (In Open play situations)

PHYSICAL DEVELOPMENT (ages & stages)

FEEDING/PLAYING EVALUATIONS

(Live ball) 11:30- 12:00

12:00-12:30pm

CP1 OVERVIEW -Roles -Core Principles

Cardio Tennis

12:30pm 1:30pm

Lunch Lunch Lunch

1:30- 2:00

CREATING AN EFFECTIVE TRAINING ENVIRONMENT: -Hitting Warm-up -CF observes Personal playing level

TAILORED PRIVATE LESSON TOOLS Interview -Presenting findings Improving a player technically: -Ball controls -PAS Principles -Feedback

UNDERSTANDING THE FEEDING LADDER

IMPROVING FEEDBACK (Feelings)

VIDEO PROJECT ANALYSIS

BREAKING DOWN A PLAYING SITUATION –Con’t

DOUBLES TEAM COACHING (any doubles topics on eval)

PLAY TENNIS RATING -Determining levels for competition and programs

TEACHING/ TRAINING EVALUATIONS

2:00- 2:30

MAKING ACTIVITIES FUN (Summer camps)

2:30- 3:00

DRILLING A PATTERN OF SHOTS

Mechanics -Adding Power (Serve & GS)

PRIVATE LESSON PRACTICE

DRILLING A PATTERN OF SHOTS

3:00- 3:30

BUFFER

3:30- 4:00

ENHANCED RED BALL TRAINING

BUFFER

4:00- 4:30

4:30-5:00pm

Review & Reflections + Homework







Course Reflections

Wrap-up

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COURSE DETAILS

WEEKEND #1: Day 1: Friday DAY & TIME

MODULE/GOAL KEY OBJECTIVES IMPLEMENTATION

Friday 9:00-9:30am

(30 Min.)

MODULE 0: Introduction

-Review course schedule and evaluation process -Sensitize candidates to professional standards of behavior -Hand in Workbook#1

Mini-lecture:

Review evaluation process (In case some were not at orientation)

Review Professionalism agreement

Hand-in Workbook #1

Friday 9:30-10:45pm

(1 Hr. 15 Min.)

INSTRUCTOR REVIEW & ENHANCEMENT “Giving and Excellent Instructor Lesson”

-Progressive Tennis (ROG) review: CF reviews the logic behind ROG tennis for Adults and Juniors -Instructor Competencies Review: CF reviews Instructor Competencies while candidates coach Orange Court lessons. -Introduce Keys to Effective Coaching: CF addresses effective coaching elements as candidates coach

Goals

Repetition (quality)

Court Management

Feedback

Measurement An effective Instructor solves problems (Use Court Management Tools) Note: CF gets a chance to observe candidates strengths and weaknesses

Mini-lecture:

ROG Tennis Coaching Simulations: -Split into small groups to practice coaching (Use “Double” Orange Court). Rotate simulation coaches -CF SETS-UP A ‘Feedback observer’ to evaluate the lessons performed by Candidates. Rotate roles . Use ‘Observation Sheet’ in Workbook #2 Page 15 -CF addresses and intervenes to highlight effective coaching elements as candidates coach. CF should provide a model example if required. - Topics:

Improving Consistency in a Groundstroke rally (Impact point)

Improving Consistency in a Crosscourt exchange (Hitting Zone)

Improving Consistency in a Groundstroke Rally (Set-up)

Improving direction control at net to move opponent off the court

10:45-11:00am Break Friday 11:00-12:00pm

(1 Hr.)

INSTRUCTOR REVIEW & ENHANCEMENT

Continued… Continued…

Friday 12:00-12:30pm

(30 Min.)

CP1 ROLES & CORE COACHING PRINCIPLES

-Your Roles as a Club Professional

Teacher

Trainer

Coach

Professional

Play Coordinator -Core Principles:

Match-play Performance Improvement

Based on Players’ needs (“Tailored”)

Tactics-first approach

Mini-lecture: -CF conveys message that an effective CP1 has many roles and coaches through principles. The course will provide tools for all the various roles.

12:30-1:30pm

(1 Hr.) Lunch

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Friday 1:30-3:00pm

(1 Hr. 30 Min.)

CREATING AN EFFECTIVE TRAINING ENVIRONMENT (Introduction to the “trainer” role)

-Leading an Effective Warm-up Routine:

Overall environment (intensity/athletic/ focused)

Goals/Measurement

Communication (Feedback)

Quality Repetition (volume)

Note: CF also gets to further observe candidates playing level

Coaching Simulations: -Split into small groups to practice training (Use “Double” Orange Court). Rotate simulation coaches Topics:

Groundstroke Mini-tennis

Groundstroke D-T-L

Groundstroke CC

Volley to GS

Lob to Overhead

Serve & Return +1

3:00-3:15pm Break Friday 3:15-4:30pm

(1 Hr. 15 Min.)

CREATING AN EFFECTIVE TRAINING ENVIRONMENT


Friday 4:30-5:00pm

(30 Min.)

REVIEW & REFLECTIONS + HOMEWORK

Review: (CF ensures Candidates leave with these learning’s) Understanding of evaluation process Professionalism standards Keys to effective coaching Roles and Principles needed as a CP1 Introduction to Role as a trainer (through implementing a quality warm-up routine) Article Review; Candidates review both articles from CP1 library: ‘Techniques Through Tactics” article

and “Open Skill” article. They will share about one of them. Review Ball Control Chapter in CP1 Manual

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WEEKEND #1: Day 2: Saturday DAY & TIME


Saturday 9:00-9:30am

(30 Min.)

Article review

Review articles from TPA site: ‘Teach Technique through Tactics’ article and “Open Skill”

-Candidates share key points that impacted them about one of the selected articles. (As if at a coaching staff meeting)


(30 Min.)

LEAD AN EFFECTIVE WARM-UP ROUTINE (Trainer role)

-Lead an Effective Warm-up Routine Practice -Candidates lead each other in a hitting warm-up routine. Focus on Leadership skills to capture and maintain the full engagement of the players

Coaching Simulations: -Split into small groups to practice leading a hitting warm-up (Use Full Court/Green Ball). -Mini-Tennis -Baseline Groundstrokes (DTL & CC) -Volley to Groundstrokes -Overhead to lob -Serve & Return +1


(30 Min.)

SITUATION TRAINING TOOLS

-Introduce Tactical tools needed for a Tactics-First approach -Review basic Strategies -Planning Tactically: (Planning through situations rather than strokes) -Introduce the Shot Cycle -Introduce 5 Game Situations

Mini-lecture & written exercise: -CF reviews tools to teach Strategy/Tactics -Candidates plan lessons and units based on situation training Practical Learning Activity: Plan the main themes of a 4 lesson series for 2.5 Adults. Show example and be-brief on the components that make it up.

10:30-10:45am Break: Ball Control Quiz: Direction (In-Course Workbook #2 ‘Demo & Explanation of Ball Control’ sheet) Saturday 10:45-12:30pm

(1 Hr. 45 Min.)

CREATING OPEN PLAY SITUATIONS (Teacher/Coach Roles)

-Introduce the ‘Hourglass’ concept -Review ‘Breaking down playing situation’ competency -Create Open Play situations for analysis and present findings (also relevant for Private Lesson process). -CF helps them understand how a shot connects to a pattern and affects where the players are, where the feed comes from, etc. Note: Play situation must be ‘real’ with point-play scoring but cannot turn into a drill (e.g. markers, telling players what they need to do, etc.) Candidates must ensure that their specific situation is realistic and provides enough volume to analyze.

Mini-lecture:

Hourglass Concept Coaching Simulations: -Candidates take turns being the coach and implementing open playing situations with 3-6 players. -At the end of each play situation, coach ‘presents findings’ to group. (Keep it brief) Topics: Note: Topics have a number of Shot Cycle pieces but not all. Candidate must ‘fill-in’ all the details to achieve goal. GREEN BALL: (Junior Competitive players)

Both Back: BH Crosscourt Exchange move opponent to sideline

Approach & at Net: Approach & Finish Both Back: Dominating from the Centre using

FH REGULAR BALL: (3.5 Adult recreational players)

Both Back: Re-direct D-T-L Passing: Passing CC When Returning (Attacking 2

nd Serve)

12:30-1:30pm

(1 Hr.) Lunch: Ball Control Quiz: Height (In-Course Workbook #2 ‘Demo & Explanation of Ball Control’ sheet)

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WEEKEND #1: Day 2: Saturday (pg.2)

DAY & TIME


Saturday 1:30-2:30pm

(1 Hr.)

‘TAILORED’ PRIVATE LESSON (Teacher Role)

-Introduce steps of a ‘Tailored’ private lesson CF introduces the steps of the unfolding of a private lesson. CF then focuses on conducting the Private Lesson Interview (to correctly identify needs of player) and Goal setting. Coach must interview to correctly determine which Situation requires work and ‘fill-in’ all the Shot Cycle components. Note: It is important the interview process end with a tangible goal that both players and coach agree on.

Mini-lecture:

‘Tailored’ private lesson steps

Give example of 3.5 player who wants to work, ‘on their BH’. What lesson would the typical coach give? How does that change if the player plays doubles only, plays only 2 x/wk. Plays Deuce side?

Coaching Simulations: -Split into pairs to practice private lesson interviews (Use Red courts). CF plants various player characteristics that coaches must discover in interview process: E.g.:

2.5 level

Singles only

Plays once a week

Wants to work on ‘volley’ (but really it is the volley hit right at them)

2:30-2:45am Break: Ball Control Quiz: Distance (In-Course Workbook #2 ‘Demo & Explanation of Ball Control’ sheet) Saturday 2:45-4:30pm

(1 Hr. 45 Min.)

TECHNICAL TOOLS (Teacher Role)

-Improving a player technically in a tactical-first approach Note: Help candidates understand that technique is simply a means to perform a tactic (Tactics-first). After the tactic is defined (what are they trying to do?), The next step is to ‘Coach the ball’ through PAS principles. Note: We will only deal with Ball Control/PAS in this section. Other Fundamentals & Mechanics will be covered in subsequent weekends. -Observe & Measure Ball Control Characteristics: CF helps candidates observe & measure Ball Control characteristics Height, Direction, Distance, Speed, Spin

Demonstration/Observation Learning Activity: -CF takes entire group and demonstrates key observation points for Ball Control (full court/Regular ball). Demonstration/Mini-lecture/Practice Activity: -CF chooses a player to observe and feeds them a low volley after an approach shot. Candidates are sensitized to observe and measure Ball Control. CF gives challenge to problem solve measuring Ball Control. “How can you see they have improved?”:

Direction/Distance = Markers

Height = Racquet ‘windows’ over net

Speed = 2nd

bounce

Spin = Height over net + landing point = Trajectory. 1

st landing point vs 2

nd landing point =

sidespin. -CF sensitizes candidates to timing of impact point observation(use workbook sheet) Coaching Simulations: -Split into pairs to practice technical interventions based on Ball Control in Private lesson situation (Use Red courts). Players use non-dominant hand. CF ‘plants’ various Ball Control issues for Direction, Height, Distance. -Practice ‘Presenting findings’ (Keep it brief)


(30 Min.)


Review: (CF ensures Candidates leave with these Leanings) Tactics-first approach - Tactical Planning Breaking down a playing situation competency (Hourglass) Private Lesson Process (highlight interview) Technical observation & intervention (Ball Control) Article Review; Candidates review both articles from CP1 library: ‘The Feeding Ladder” article and “Using

questions in coaching” article. They will share about one of them.

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WEEKEND #1: Day 3: Sunday DAY & TIME


Sunday 9:00-9:30am

(30 Min.)

Article review

Review articles from TPA site: ‘Feeding Ladder’ article and “Questions in Coaching”


Sunday 9:30-12:30pm

(3 Hrs.)

OFF-COURT TOOLS (Professional role)

OFF COURT -Understanding the business of a Tennis Professional CF helps candidates understand how they fit into the life of a tennis facility and how they can contribute to its success. -Customer Service Key concepts and the client communication required to produce a customer service environment -Conflict resolution CF gives tools to help candidates deal with challenging communication situations. -MED Comp-Intro

Lecture: -CF introduces key concepts and the communication required of a Tennis Professional in various situations (types of facilities, different contract types) to contribute to the facilities success. Practical Learning Activity: -Candidates work in pairs and practice communication in various situations. After each role play, candidates should give feedback to the simulation coach. Workbook #4 contains examples of: -Job description - Independent Contractor contract -CRA guidelines for Employee vs. Contractor Mini Lecture: Making Ethical Decisions (Comp-intro): -CF takes candidates through MED Comp Intro materials and outlines evaluation process.

12:30-1:30pm

(1 Hr.) Lunch: Ball Control Quiz: Spin (In-Course Workbook #2 ‘Demo & Explanation of Ball Control’ sheet)

Sunday 1:30-3:00pm

(1 Hr. 30 Min.)

TRAINING IN A TACTICS-FIRST APPROACH (Trainer Role)

Balancing Volume and Realism in Drills -Feeding Ladder: CF helps candidates understand how the Feeding Ladder provides a framework and tools to balance volume and realism. Open play situations required realism. However, to maximize volume, Dead-ball drills are most effective. All are harmonized in the ‘Hourglass’ concept. -Patterns of shots: CF helps candidates understand how points are often made up of a pattern of shots (which are just linked shot cycles) -Review Drilling a Pattern of Shots competency: CF reviews and practices

Mini-lecture:

The Feeding Ladder

How points are often made up of a pattern of shots

Coaching Simulations: -1 Simulation coach leads 4-6 players though a pattern of shots drill. Use the topics provided in the Evaluation Guide. Topic 1: - Approach shot (D-T-L)

-Volley (CC) -Overhead (D-T-L).

Topic 2: -Chase Drop shot (D-T-L)

-Overhead (D-T-L) -Finishing volley (CC angle)

Topic 3: -Groundstroke Rally (CC)

-Groundstroke forcing drive (D-T-L) - Intercept volley (CC)

3:00-3:15pm Break: Ball Control Quiz: Speed (In-Course Workbook #2 ‘Demo & Explanation of Ball Control’ sheet)

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Sunday 3:15-4:30pm

(1 Hr. 15 Min.)

TRAINING IN A TACTICS-FIRST APPROACH (Trainer Role) Continued…


Sunday 4:30-5:00pm

(30 Min.)


Review: (CF ensures Candidates leave with these learning’s) Understanding the business of a Tennis Professional Customer Service Communication Conflict Resolution Balancing Volume and Realism in drills Review Drilling a Pattern of Shots competency Complete Professionalism Reflection Sheets for Weekend #1 Candidates will receive an email from a, ‘Disgruntled Client’ between weekends and must email the CF a

response

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Friday 9:00-9:30am

(30 Min.)

Article review

Review email responses to ‘Disgruntled Client’ email

-CF shares best responses to ‘Disgruntled Client’ email. (As if at a coaching staff meeting)

Friday 9:30-10:00am

(30 Min.)


-Lead an Effective Warm-up Routine Practice Candidates lead each other in a hitting warm-up routine. Focus on Leadership skills to capture and maintain the full engagement of the players


Friday 10:00-11:00pm

(1Hr.)

INTRODUCTION TO SPIN (Teacher role)

-Introduce Candidates to the key characteristics & control of spin Key Spin elements:

PAS at Impact

Trajectory

Bounce Characteristics Controlling Spin Using PAS Principles

Demonstration/Mini-lecture/Practice Activity: -CF covers key elements of spin (How it is hit, how it flies, how it bounces) -CF takes group though Topspin development progressions -CF takes group through Underspin development progressions -CF takes group through sidespin development progressions on slice serve.

11:0-11:15am Break: Ball Control Quiz: Direction (In-Course Workbook #2 ‘Demo & Explanation of Ball Control’ sheet) Friday 11:15-12:30pm

(1 Hr. 15 Min.)

OBSERVING & IMPROVING TECHNIQUE (Teacher/Trainer Role)

-Observe & Improve Technical Elements: CF helps candidates better observe technical elements and practice activities to help improve player.

Mini-lecture: -CF introduces ‘expanded’ 5 fundamentals Practice Activity: -CF nominates 2 players to observe and sensitizes candidates observe & improve timing of impact point on groundstrokes. Observe each aspect of impact separately:

Impact Height (Vertical)

Impact From body (Lateral)

Impact back to front (Horizontal) (use workbook sheet) --CF sensitizes candidates observe & improve timing of impact point on volleys -CF sensitizes candidates to observe and improve hitting zone on groundstrokes. For practice: -Have players run their racquet along the net to get players to feel a longer hitting zone. -They can then perform a rally only in the alley. Key Goal: CF ensures that these fundamentals all lead to stability at impact.

12:30-1:30pm (1 Hr.)

Lunch: Ball Control Quiz: Height (In-Course Workbook #2 ‘Demo & Explanation of Ball Control’ sheet)

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WEEKEND #2: Day 4: Friday (pg. 2) DAY & TIME


Friday 1:30-2:30pm

( 1 Hr.)

IMPROVING FEEDBACK (Teacher/Trainer/Coach roles)

-Improving Feedback Quality/Quantity in Group Training: CF helps candidates improve the quantity and quality of feedback. ‘Relentless’ feedback (1-2 ‘touches’/min/player) -Introduction to ‘Feelings’: Candidates are introduced to Kinesthetic Feedback.

Coaching Simulations: -Candidates take turns leading a drill (cooperative groundstroke rally). CF designates ‘observer’ to measure quantity and type of feedback (in-Course Workbook sheet). Demonstration/Mini-lecture: -CF introduces the concept of Kinesthetic Feedback (Touch/Block/Punch/Hit/Jab/Follow-through/Counter) Show and let candidates experience:

Drop Volley (‘touch’ feel)

Put-away BH Volley (‘Punch’ feel) Return of fast 1

st Serve (‘Counter’ feel)

Friday 2:30-3:30pm

( 1 Hr.)

IMPROVING MECHANICS (Teacher roles)

-Improving Feedback Quality/Quantity in Group Training: CF helps candidates improve the quantity and quality of feedback. ‘Relentless’ feedback (1-2 ‘touches’/min/player)

Demonstration/Mini-lecture/Practice Activity: -CF Introduces two key Mechanics principles (Balance & Linkage) -CF sensitizes candidates to observation of Balance on all 3 stroke families. -CF sensitizes candidates to observation of Linkage for power generation (adding links to add power to Groundstrokes & Serve subtracting links to take power off). -Candidates pair up and improve’ power on 1

st serve’

by applying mechanics information just covered. 3:30-3:45am Break: Ball Control Quiz: Distance (In-Course Workbook #2 ‘Demo & Explanation of Ball Control’ sheet) Friday 3:45-4:30pm

( 45 Min.)

ENHANCED RED BALL TRAINING

-Improving development of 5 Fundamentals by attaching “Future connections” to practice: CF helps candidates to develop Red players to a higher level

Coaching Simulations: -CF makes small groups (3-4). The Simulation Coach takes players through Red Ball activities that develop the 5 Fundamentals” using the “Future Connections” introduced in the Red Ball DVD: -Throw Tennis -Floor Tennis -Rally Development -Serve Development

Friday 4:30-5:00pm

(30 Min.)


Review: (CF ensures Candidates leave with these learning’s) Introduction to Spin Measurements for Ball Control and Technical elements Improving Feedback (Kinesthetic) Power Mechanics Developing improved Fundamentals in RED tennis Article Review; Candidates review both articles from CP1 library: ‘Developing Footwork Situationally”

article and “Sensational Tennis” article. They will share about one of them.

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MODULE/GOAL KEY OBJECTIVES IIMPLEMENTATION


(30 Min.)

Article review

Review article from TPA site: “Developing Footwork Situationally” and “Sensational Tennis”



(30 Min.)




10:00-10:15am Break: Ball Control Quiz: Spin (In-Course Workbook #2 ‘Demo & Explanation of Ball Control’ sheet) Saturday 10:15-12:30am

(2 Hrs 15 Min.)

IMPROVING FOOTWORK (Teacher/Trainer Role)

-Introduction to Footwork Tools: CF helps candidates understand the framework for analyzing and improving footwork:

Footwork Cycle

Stances (set-up)

Footing

Key Principle: Balance Set-up and recovery includes:

Position (body & racquet)

Location (‘Where’ based on Phase)

Time (‘When’)

Footwok used (‘How’)

Demonstration/Mini-lecture: -CF reviews footwork tools Demonstration/Practice Activity: -CF pairs candidates up. Take turns presenting the footwork information from the Footwork & Court Coverage video (in-Course Workbook Sheet). Demonstration/Mini-lecture/Practice Activity: -CF chooses a player to observe and feeds them wide groundstrokes to right and left. Candidates are sensitized to observe set-up. -CF shows using Cue Words ‘SET” to improving set-up -CF sensitizes candidates to observing recovery (use workbook sheet) Coaching Simulations: -CF groups players into groups of 4-6. Candidates take turns running Dead Ball drills to improve footwork:

Side to side at baseline

Up & back at baseline

Approach shot (FH attack)

Approach shot (BH slice)

Overhead footwork 12:30-1:30pm (1 Hr.)

Lunch: Ball Control Quiz: Speed (In-Course Workbook #2 ‘Demo & Explanation of Ball Control’ sheet)


(1 Hr.)

VIDEO PROJECT ANALYSIS (Teacher role)

-Using video to observe players: Candidates view each other’s video project and identify private lesson improvement possibilities.

Video Observation Activity: -CF makes groups of 2-3 candidates. They view each other’s’ video project and list possible goals for private lessons. Candidates provide feedback like they had videotaped their players. Topics:

Rally Groundstroke

Deep 1st volleys

1st Serve to BH

Overhead

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WEEKEND #2: Day 5: Saturday (pg. 2)

DAY & TIME



(1 Hr.)


-Private lesson Process: Candidate practice taking players through a ‘Tailored’ private lesson process including:

Meet & Greet & Interview

Warm-up

Analysis (Present Findings)

Drill

Wrap-up

Coaching Simulations: -CF pairs candidates up and each take turns teaching a private lesson. -Start with any topic arising from findings from previous video analysis activity. CF ‘plants’ additional topics candidates must discover and teach:

Receiving a high BH CC groundstroke in a rally

In a CC rally, re-direct a BH D-T-L

Return of fast 1st serve to FH

Drop Volley CC -CF also covers solutions to other potential client requests:

“I want to do some groundstrokes, volleys, serve and a bit of overhead” (unrealistic lesson expectations.) “I just want to get better, you are the coach, you tell me?” (no situation identified)

Solution=Play to discover a key Situation 3:30-3:45am Break: Ball Control Quiz: Direction (In-Course Workbook #2 ‘Demo & Explanation of Ball Control’ sheet) Saturday 3:45-4:30pm

(45 Min.)




(30 Min.)


Review: (CF ensures Candidates leave with these learning’s) Footwork Tools Video Analysis Private lesson steps Article Review; Candidates review both articles from CP1 library: ‘The Shot Cycle”

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WEEKEND #2: Day 6: Sunday DAY & TIME


Sunday 9:00-9:30am

(30 Min.)

Article review

Review article from TPA site: ‘The Shot Cycle”

-Candidates share key points that impacted them about this selected article. (As if at a coaching staff meeting)

Sunday 9:30-10:00am

(30 Min.)




Sunday 10:00-12:30pm

(2 Hrs. 30 Min.)

BREAKING DOWN A PLAYING SITUATION (Teacher Role)

Breaking Down a Playing Situation Steps Candidates practice going through the entire ‘Hourglass’ process of:

Open Play

Dead-ball drill

Live ball Drill

Coaching Simulations -CF groups candidates into groups of 4-6. Candidates take turns taking players through the 3 steps of Breaking Down a Playing Situation. Use the topics provided in Evaluation Guide: Topic 1: Singles; Change Direction by using FH when receiving a ball in the Centre Lane Topic 2: Doubles: Overhead when receiving a lob return as the Servers Partner Topic 3: Doubles: 1

st volley in a Serve & Volley

pattern. 12:30-1:30pm (1 Hr.)

Lunch: Ball Control Quiz: Height (In-Course Workbook #2 ‘Demo & Explanation of Ball Control’ sheet)

Sunday 1:30-2:30pm

(1 Hrs.)

Continued

Sunday 2:30-3:30pm

(1 Hr.)

TRAINING A PATTERN OF SHOTS

Review Drilling a Pattern Of Shots competency and practice taking players through the steps

-CF Reviews Drilling a Pattern of Shots competency and evaluation Coaching Simulations: -CF groups players into groups of 4-6. Candidates take turns running the double column drills. Use the topics provided in the Evaluation Guide: Topic 1: - Approach shot (D-T-L)

-Volley (CC) -Overhead (D-T-L).

Topic 2: -Chase Drop shot (D-T-L) -Overhead (D-T-L) -Finishing volley (CC)

Topic 3: -Groundstroke Rally (CC) -Groundstroke forcing (D-T-L) - Intercept volley (CC)

3:30-3:45pm Break: Ball Control Quiz: Distance (In-Course Workbook #2 ‘Demo & Explanation of Ball Control’ sheet) Sunday 3:45-4:30pm

(45 Min.)

BUFFER

-CF uses this time for any activities candidates need additional work on.

Sunday 4:30-5:00pm

(30 Min.)


Review: (CF ensures Candidates leave with these learning’s) Breaking Down a Playing Situation competency Drilling a Pattern of Shots competency Homework: ‘Share stories of transformation’. Candidates will email CF prior to Day 7 with a story about

how they applied the course material and the impact on them and their students Article Review; Candidates review both articles from CP1 library: ‘Psychology”

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Friday 9:00-9:30am

(30 Min.)

Article review

Review article from TPA site: “Psychological Training Notes”

-Candidates share key points that impacted them about this selected article. (As if at a coaching staff meeting)

Friday 9:30-10:00am

(30 Min.)




Friday 10:00-10:45am

(45 Min.)

RUNNING PLAY ACTIVITIES (Play Coordinator role) (Coach role) (Teacher role)

-CF reviews short point-play formats (introduced in Instructor Course) that can be used in lessons or combined for ‘Game-days’ at camps, etc. CF shows how games can be used for development

-CF reviews Point-play Games:

Team Cones

Tag-Team Tennis

Stop tennis

Up & Down -Candidates take turns running games (use sheets from Learn To Play Program) -CF shows how to Organize games (Play Coordinator Role) and use the games for:

Learning to score, rules, etc. (Instructor role)

Psychological development (Coaching role)

Evaluation Programs or players (Teacher role)

Integrating skills into Match-play (Teacher role)

10;45-11:00am Break: Ball Control Quiz: Spin (In-Course Workbook #2 ‘Demo & Explanation of Ball Control’ sheet) Friday 11:00-12:30pm

(90 Min.)

PSYCHOLOGY TOOLS (Coach Role)

Introduce tools for Psychological training:

Goal Setting

Emotional control (arousal level, mistake management)

Mental control (task-relevant concentration, positive self-talk)

Match Management o Pre match Routines o In-between

point/game routines o Post-match reviews

Mini-lecture: -CF helps candidates understand that they are the ones who will implement the daily psychological development of players (not a sports psychologist). CF reviews the principles the coach must learn to apply them to everyday training. Coaching Simulations: -CF groups candidates into groups of 2-3. Simulation Coach must set-up an Open Play Situation (using the principles previously learned) and analyze the players on-court psychology (In Course Workbook sheet). CF may have to set players on Red or Double Orange Courts depending on space available. -CF shows activities to develop the various areas if problems arise.

12:30-1:30pm (1 Hr.)

Lunch: Ball Control Quiz: Speed (In-Course Workbook #2 ‘Demo & Explanation of Ball Control’ sheet)

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WEEKEND #3: Day 7: Friday (pg. 2) DAY & TIME


Friday 1:30-3:00pm

(1 Hr. 30 Min.)

DOUBLES TEAM COACHING (Coach role)

Introduce aspects involved in Doubles League Teams:

Running a Team

Running a Practice

Observing matches

Mini-lecture: -CF covers information to run Doubles League Teams -CF covers information in running a Doubles League Team practice Coaching Simulations: -CF groups candidates into groups of 5-6. -A Simulation coach is placed with a team of 2-4 players. The Coach runs a warm-up and then their team competes (Tie-breaker) against another team. The Coach must analyze the match and then conduct a practice based on the match observations. Practice should be tactically oriented. Players should use non-dominant hand. -CF designates coach of a group to focus on the following BDPS topics: Server’s Partner: Receiving a Lob Return Server: 1

st Volley in a Serve & Volley Pattern

3:00-3:15pm Break: Ball Control Quiz: Direction (In-Course Workbook #2 ‘Demo & Explanation of Ball Control’ sheet) Friday 3:15-4:30pm

(1 Hr. 15 Min.)

DOUBLES TEAM COACHING (Coach role)


Friday 4:30-5:00pm

(30 Min.)


Review: (CF ensures Candidates leave with these learning’s) Running Play Activities Psychological Tools Doubles Team coaching Article Review; Candidates review article chosen by the CF

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(30 Min.)

Article review

Review article chosen by the CF:

-Candidates share key points that impacted them about a selected article. (As if at a coaching staff meeting)


(1 Hr. 45 Min.)

OFF COURT

-Play Coordinator:

Competitive Formats -Professional:

Cover letter

Interview

Interactions with Parents

Mini-lecture: -CF covers information on different competitive formats and how they are used to address different motivations of players from fun to highly competitive. Mini-lecture: -CF covers information on securing a job through a resume/interview process. Practical Learning Activities: -Candidates work in pairs. Exercise 1: Read and rate each other`s Cover letter (Workbook 4) Exercise 2: Role play job Interview (Workbook 4) Mini-lecture: -CF covers interacting with parents. Practical Learning Activities: -Candidates work in pairs. -Role Play parent interaction scenarios. The goal is to work together as a team for the child. Mini-lecture: -CF covers information on integrating values into your coaching (Workbook 4)

11:15-11:30am Break: Ball Control Quiz: Speed (In-Course Workbook #2 ‘Demo & Explanation of Ball Control’ sheet) Saturday 11:30-12:30pm

(1 Hr.)

PHYSICAL DEVELOPMENT

-Keys in a physical warm-up -Cardio Tennis

Coaching Simulations: -CF groups candidates into groups of 4-6. Simulation Coach runs a physical warm-up. -In same groups, the Simulation coach runs a 10 minute section of a Cardio-tennis class

12:30-1:30pm (1 Hr.)

Lunch: Ball Control Quiz: Spin (In-Course Workbook #2 ‘Demo & Explanation of Ball Control’ sheet)


(30 Min.)

PLAY TENNIS RATING

-Rating Players Mini-lecture: -CF sensitizes candidates to the Play Tennis Rating System and its use for grouping programs, competitions, etc.


(45 Min.)

MAKING ACTIVITIES FUN

-Understanding the ‘Fun Factors’ allows a coach to make activities fun (while keeping the repetition).

Demonstration: -CF plays a simple game (e.g. ‘Popcorn’ self -rally) and takes it from boring to enjoyable through adding one Fun Factor at a time.

Activity

An Enthusiastic Instructor (Communication/Body Language)

Add Optimal Challenge

Add Competition (Team/Opposition/Self)

Add Movement (Related to exercise/Unrelated to exercise)

2:45-3:00pm Break: Ball Control Quiz: Speed (In-Course Workbook #2 ‘Demo & Explanation of Ball Control’ sheet)

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(1 Hr. 30 Min.)

BUFFER

-CF uses this time for any activities candidates need additional work on.


(30 Min.)

REVIEW & REFLECTIONS

Review: (CF ensures Candidates leave with these learning’s) Competitive Formats Landing a job Working with parents Physical Warm-up & training Play Tennis Rating Making activities fun Course Reflections

WEEKEND #3: Day 9: Sunday (EVALUATIONS) DAY & TIME


Sunday 9:00-9:30am

(30 Min.)




Sunday 9:30-11:00am

(90 Min.)

FEEDING/ PLAYING EVALUATIONS

-Dead Ball Feeding evaluations Feeding Direction

Feeding Trajectory/Speed

Topspin FH

Slice BH Sunday 11:30-12:30pm

(90 Min.)

FEEDING/ PLAYING EVALUATIONS

-Live-ball Feeding evaluations Direction Rally

Serve/Return/Volley

Private Lesson

Volley to GS

Lob to Overhead 12:30-1:30pm (1 Hr.)

Lunch

Sunday 1:30pm-4:30pm

(3 Hrs.)

TEACHING/ TRAINING EVALUATIONS

-Teaching/Training evaluations

Drilling a Pattern of Shots

Breaking Down a Playing Situation

Private Lesson

Sunday 4:30-5:00pm

(30 Min.)

COURSE REFLECTIONS

Key Points: Results will come in 2-3 weeks Process for not meeting standard on any evaluation

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ADDITIONAL NOTES: Ball Control Quizzes: Starting on Day 2, the CF will implement a quick quiz on Ball Control after every break and lunch. Use the, ‘Explanation and Demonstration of Ball Controls: Observer Checklist’ in the In-Course Workbook #2. Here is the process:

Step 1: The CF splits the group into pairs. Each pair chooses who will be the coach 1st and who will be the student.

Step 2: The student reads the questions to the coach who answers as best they can (with appropriate demonstrations).

Step 3: The CF then gets a candidate to read the questions to them and provides a ‘Gold standard’ answer with appropriate demonstrations.

Step 4: The student then rates their coach in comparison to the CF answers. They can give a “Gold” (Provided all the points and correct answers & demos just like the CF), “Silver” (Provided mostly the same answers with a few omissions), or ‘Bronze” (Missed a number of key points or gave incorrect answers or poor demos)

This process is repeated constantly throughout the course until all candidates can give ‘Gold’ answers because they understand Ball Control at a higher level.

Demonstration and Explanation of Ball Controls: Answer Sheet

TOPICS FEEDBACK

1. Direction: Demonstrate & Explain What directly determines the direction of the ball?

o Ball received angle Are there any reception elements that need to be considered?

o Angle of racquet face at impact What three (3) elements influence the direction of the ball?

o Wrist/elbow angle o Body position o Hit earlier/later

What is the hitting zone? o Distance the racquet travels towards target with correct angle

What are three (3) elements that contribute to a longer hitting zone? o Impact Point in middle of zone o Extended arm action/laid back wrist o Transfer weight forward o Rotation on FH & 2 handed BH/No rotation on 1 handed BH

What can a player do with their body to increase the length of their hitting zone? o Rotate on FH & 2 handed BH/No rotation on 1 handed BH

What would a player have to do to hit an ‘inside-out’ FH to the BH corner of an opponent’s court?

o Angle the racquet towards target and hit the ‘inside’ of ball

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2. Height: Demonstrate and Explain What directly determines the height of a shot?

o Racquet Angle at impact o Racquet Path at Impact o Racquet Speed at impact

What can a player do with their racquet to hit a lob higher over an opponent’s head? o Open racquet face more o Increase low to high path o Increase speed (if both previous factors are the same)

How does increasing the Racquet Speed affect the height of a shot? o It makes the racquet path have more influence on the ball

What is the ‘preferred’ solution for a ‘Flat’ ball that hits the net in a rally? o Increase low to high racquet path (not open face which causes possible issues and is harder to

control) 3. Distance: Demonstrate & Explain

What are the three (3) elements that directly determine the distance of the ball? o Height o Speed o Spin

What can a player do with their racquet to hit a ball deeper in a rally (flat ball)? o Increase low to high path o Open face o Increase speed (if previous factors are stabalized)

A player hits an angled volley that flies too far and goes out. If they want to keep the same angle, what are two (2) things they can do with their racquet to decrease the distance it flew?

o Decrease the speed o Hit with a more downward path (depending on height of impact over net)

What can a player do with their racquet to hit an effective Drop shot? o Decrease speed o Add Backspin (with path & angle)

4. Spin: Demonstrate and Explain Topspin

o What directly determines topspin? Path of racquet at impact Angle of racquet at impact Speed of racquet at impact

o Provide 2 ways how you can hit a topspin forehand higher over the net (only change 1 variable at a time)

Increase low to high path Increase speed (if path & angle are stabilized)

Underspin o What directly determines underspin?

Path of racquet at impact Angle of racquet at impact Speed of racquet at impact

o A player’s underspin backhand ‘floats’ too high over the net. What two (2) things can the player do with their racquet to lower the shot? (only change 1 variable at a time)

Level path (or more high to low) Increase speed of racquet (if path is stable)

Sidespin o Use PAS to present how to hit a slice serve?

Path across ‘outside’ of ball Angle racquet

o Provide 2 ways to increase / decrease sidespin on a serve? Increase/decrease speed of racquet

Increase side to side action of racquet path

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5. Speed: Demonstrate and Explain

What are the four (4) variables that directly determine the speed of the ball? o Speed of ball received o Centre the ball on strings o Size of backswing o Number of segments engaged in sequence

How does the racquet path affect the forward speed of the ball? o Coming across the ball more decreases forward speed (turns it into spin)

For 2.5 level players, the issue for groundstrokes is often how to maintain the same speed of ball from shot to shot. What are the important body segments to stabilize a medium speed ball?

o Use big ones, minimize small ones (Stabilize wrist/elbow)

Disgruntled client email: (to be sent to all candidates who will then send a response back to you between weekend #1 & #2) Dear Coach, I want to say how I am very disappointed in the lessons I recently received with you. Firstly, the group was not at the level I signed up for. There were some very weak players who, when I was paired with them, ruined my practice. I also felt that you should feed the ball to us more to give us individual practice. The coaching balls were also flat and had no bounce at all contributing to poor practice. I don’t think I learned anything from you class and would like a full refund for all the classes. Yours Truly, Anne Oyed

CANDIDATE EVALUATION OF COURSE & COURSE FACILITATOR FORM Explanation: This document is to be completed by course participants at the end of the course occurred or been completed during the course. Notice that on the first page of this evaluation, the last three questions refer specifically to the participant's reflection concerning the evaluation process. Note: This form is provided to the Candidates in their in-course Workbook. Confidentiality: Please ensure that you discuss the importance of the Course and Course Facilitator evaluation process with the participants prior to distributing the forms. For the purposes of confidentiality, one of two procedures may be followed:

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1. Choose a participant whose responsibility will be to collect all forms and place in a large envelope. Seal the envelope and have the participant sign across the seal. 2. Provide a letter size envelope only to participants who are concerned about confidentiality. Seal the envelope and have the participant sign across the seal. All other forms may be collected and added to other course forms. It is important to remind participants that they if they provide feedback for which they expect a response, they must provide their name on the evaluation form. Remember: Emailing the Technical Director/Coaching Coordinator of their Provincial Tennis Association is another method of ensuring confidentiality. All forms must be returned to the Technical Director/Coaching Coordinator of your Provincial Tennis Association along with other course materials.

Documents

COURSE FACILITATOR GUIDE · Securing a position at a facility (Interview, cover letter, resume) Customer Service Roles Teacher Trainer Coach Play Coordinator Professional Application