Introduction

In modern day coaching one of the primary roles of the coach is to organise players to play tennis. In the case of starter players this
means getting them to serve, rally and score from the first lesson. The coaches’ ability to teach technique is not as important in starter
tennis as their ability to communicate, to entertain and to organise the lesson. It is important that the coach uses the appropriate
ball, racket and court size to set up activities and practices that ensure players are serving, rallying and scoring and having fun. In
many cases this will involve coaches introducing tennis to children and adults using one of the slower red orange and green balls on a
reduced court with smaller rackets for young children.

The first lesson should be both active and entertaining for the players and whilst teaching technique remains important, the ITF
recommends that coaches focus first on getting players playing the game and give the necessary and relevant technical and tactical
instructions to help the players to play the game even better.

This manual has been produced by the ITF Development Department, and is designed for coaches and teachers who are involved
in introducing adults and children to tennis. It provides practical coaching information on how to effectively work with groups of
starter players. A key objective of the International Tennis Federation and its “Marketing of the Game” project is to increase tennis
participation and it is hoped that this information will help coaches worldwide to increase tennis participation in their respective
countries.

This manual has been written for those who are or who would like to work with groups of starter players. Such players could be in Mini
Tennis, junior or adult groups. The course and this manual is suitable for:
• Existing coaches who would like more ideas on how to organise and teach starter players using a game-based approach
• Teachers, assistants and volunteers who have little or no experience in coaching, but who would like to know how to
introduce tennis to starter players in a stimulating way so that players are able to learn how to serve, rally and score

The manual has been designed to support the syllabus of the ITF ‘Play Tennis’ course and provides information on:
• Group organisation - How to set up creative and stimulating game-based practices which will help starter and recreational
players to improve their ability whilst playing the game
• Communication skills
• Adapting exercises/tasks to ensure success
• Organising and running different types of competitions for starter players including how to use the ITF’s International Tennis
Number (ITN) and its on-court assessment to assess players as a means of encouraging them to play and compete more
often at an appropriate level

The ITF Play Tennis course has been designed as a course which National Associations can use to help introduce ideas on how to use a
game-based approach with starter players. It could be used in different ways:
• As an introductory course for those who would like to go on to attend an ITF or national Level 1 coaches course
• As a short course for teachers, assistants and volunteers who wish to gain ideas on how to introduce tennis to starter players
• As a short course for coaches who wish to gain ideas on how to use a game-based approach to help run stimulating lessons
for starter players

We hope that the course and this accompanying manual will assist ITF member nations to educate more coaches and to provide these
coaches with the skills necessary to effectively introduce and retain more players in this great game of tennis.

Serve, Rally and Score…and enjoy this “Play Tennis” manual.


 Contents

Section 1 – The skills of the coach

• Introduction
o The role of the coach
o Learning and coaching
o Learning laws
• Essential coaching skills
o Communication
o Verbal communication
o Non-verbal communication
o Different communication styles
o Varying communication styles for different players
o Effective questioning
o Organising groups of players
o Feeding when working with groups of starter players
o Organising odd numbers

Section 2 – Creating a positive learning environment

• Game-based coaching
o Creating a stimulating environment
o Keys to success with starter players
o Optimal challenge
o Adapting equipment and the lesson to suit the player
o The basic game situations
o Basic tennis tactics for starter players
o Differentiation

Section 3 – Basic techniques and tactics

• The game-based approach
• Basic tactics to help players improve
• Basic techniques to help players improve
o Serving
o Returning
o Forehand groundstrokes
o Backhand groundstrokes
o Volleys
o Reception skills

Section 4 – Cooperative and competitive practices

• Cooperative and competitive games and practices
• Competition formats
• The International Tennis Number (ITN)

Section 5
• 5.1 – Communication checklist
• 5.2 - Sample lesson plan
• 5.3 - Game based practices for the three game situations
• 5.4 - Ball and court specifications
• 5.5 - Competition formats for starter players
• 5.6 - Course Participants Evaluation Checklist

References


Section 1 – THE SKILLS OF THE COACH

In this section, you will learn about:

• Why people play tennis
• The role of the coach
• Verbal and visual communication skills
• Varying communication styles for different players
• Different communication styles
• Effective questioning
• Organising groups of players, including ideas for rotations of different group sizes
• Feeding when working with groups of starter players

Why do people play tennis? (FFT, 2004)

1.1. Introduction

Tennis is one of the most popular sports worldwide. There are many reasons why people
enjoy tennis:
• competition - many players enjoy tennis as a competitive sport, where they can
enter tournaments to play matches. As soon as they can serve, rally and score
they are ready to compete
• social - many players see tennis as a great way of meeting other people in a
social environment.
• health and fitness - The need to exercise is becoming increasingly important
to many people, and many people see tennis as a great way to stay fit and
healthy. Once players can serve and rally, tennis provides an excellent workout
for all ages.
• game improvement - many players want to improve their game, and will attend
coaching lessons to help them to play more effectively
• tennis is great for all ages – people see tennis as a sport they can play
whatever their age

Tennis continues to grow. However, in some of the major tennis-playing nations, the numbers of people who play tennis regularly is
falling. There are many reasons for this:
• tennis is competing with many other new and exciting pastimes, many of which are easy to
achieve success in
• many people find tennis a difficult game to learn, often because the balls used make the game
too fast for the basic skills of a starter player. Players at starter level often find it difficult to
control the ball, and therefore lack the consistency to develop rallying skills
• some coaches take a very technical approach to teaching tennis. This makes the game less
interesting to learn, with players often standing around instead of playing. It also makes it less
relevant to starter players who would rather learn to rally at a level that suits them, rather than
to try to learn techniques which they may never master
• increasing numbers of people lead busy lives, where the time required to play tennis has to be
squeezed into a hectic lifestyle. More work is needed to modify the way in which tennis is
organised and promoted in order to suit busy lifestyles
• people who wish to develop their fitness and to lead a healthy lifestyle are often attracted to
other activities and sports.

It is therefore clear that all players have their own needs and reasons for choosing to play tennis. However, it is vital that all coaches
are aware of these needs. The ITF recognises that more needs to be done by coaches to make tennis attractive and accessible for all
potential players, and that tennis has to adapt to suit the customer in the market both in terms of how it is introduced and in how new
players are retained.

1.2. The role of the coach

In modern day coaching the job of the coach is to get the players to play tennis (serve, rally and score) as soon as possible. Once they
are playing, relevant tactical and technical instruction can be given to help them to play the game better.

The coach has a key role to play in ensuring that all players continue to enjoy playing tennis, and to try to encourage more players to
take up tennis as a sport. The coach is often responsible for setting up and running programmes for players.


The coach could therefore be required to perform a number of different roles, including:
• coaching players
• designing, advertising and promoting the programme, courses and events
• organising tournaments
• customer care - liaising with players or club members
• budgeting - managing the finances in a club

However, the role of coaching players is the primary responsibility of the coach, and here too, a wide range of skills is required.
Successful coaches who keep players in the game and are able to encourage new players to take up tennis are:

• animators and entertainers, who can generate a sense of excitement and

enjoyment in every tennis lesson
• good communicators, who can explain tasks and demonstrate specific aspects
of the game in a simple, relevant and interesting way to players
• organisers, who can set up activities and practices, ensuring that everyone is
active and that they understand what to do and how to do it. This will involve
working with groups of players, where the ability to rotate players efficiently
and to give them different tasks and challenges (often by using slower balls
and smaller courts) becomes a key skill
• teachers, who understand how people learn, how to create a positive learning
environment through a variety of different methods, and how to ensure that
everyone feels a sense of achievement through playing tennis
• motivators/stimulators, who can give encouragement and stimulate players to
continue to enjoy playing and learning

These skills used effectively will ensure that tennis is introduced more effectively and that starter players are ‘playing tennis’…..
serving, rallying and scoring from the first lesson.

1.3. Learning and coaching

Learning is the process of change of behaviour or increase in knowledge. In a more intense form, it is also the memorisation
of information (Rogers, 2000). In a tennis context, this may mean memorising information (eg the rules of the game) but more
importantly the memorisation of actions (eg technique of a low to high swing).

Coaches need to understand:

• how people learn
• how to communicate and create an environment where people can learn more easily
• how to vary communication to suit the different players and the different ways in which people learn

1.4. Learning ‘laws’ (Elderton, 2001)

i) There are three ‘Learning laws’ that every coach should know:

• students learn in different ways. Every individual learns in a unique way. We all take in, order and remember information
differently.
• students learn at different speeds. Every individual also processes information at different speeds. Some assimilate new
information quickly. Others understand right away but take time to coordinate movement. Understanding that all learners go through
three different stages will help you speed students through the process to using their skills successfully in matchplay.
• students require a desire to learn. Each individual has their own reasons for participating in tennis. Sometimes, like in the case of
junior lessons, a child may not even want to be there. Regardless of age, a coach should not expect commitment from the beginning.
First, an environment must be created to stimulate and entice a student to participate. Next, the coach adds emotional and intellectual
reason to stir up motivation. At some point, motivation must switch from external (from the coach, parents etc) to internal (the player
wants to participate on their own). Commitment is the final step and can only come from the individual.


ii) How the Learning ’Laws’ could be applied to coaching starter players
Learning ‘Laws’ Implications for the coach Practical application for groups of starter players
1. students learn in different 1. communicate visually in 1. use abundant demonstrations
ways different ways 2. use different coaching styles
2. communicate verbally in 3. give clear instructions, using variations in tone, volume and
different ways emphasis
4. let people learn by doing. Aim to maximise activity time, and
reduce time spent talking, explaining and demonstrating.

2. students learn at different 1. recognise when players are 1. know how to stimulate players – use faster balls, larger
speeds ready to progress or regress courts or modified rules to help them do this
– optimal challenge 2. differentiate activities (different balls, court sizes or rules) so
2. coach needs to know how to that each player is playing at a level suited to their ability
differentiate tasks
3. students require a desire 1. stimulate players 1. know how to help players achieve success – use slower balls,
to learn 2. motivate players smaller courts or modified rules to help them do this
3. players may start to show 2. teach tactics – help players to learn how to play the game
greater commitment 3. teach players how to serve, rally and score, ideally in the first
lesson
4. teach appropriate simple techniques to help players to play
the game better

Figure 1- The ‘Learning Laws’ and starter players

Essential coaching skills

1.5 Communication

It has already been stated that coaches should be good communicators, who can set up and explain tasks and demonstrate specific
aspects of the game in a simple, relevant and interesting way to players. Good communication requires an understanding of the
Learning ‘Laws’ shown in the previous section. It is also important for coaches to recognise that effective communication between
coach and player addresses 3 integrated issues: what, why and how – what the player is to do, why they should do so, and how they
should do it (Young, 2006).

People learn by seeing (visual), hearing (auditory) and feeling/doing (kinaesthetic). However, every person learns using different
amounts of these three qualities. When coaches are giving instructions, effective coaching will involve:
• many demonstrations, showing actions, tasks or drills
• some explanation, using clear words
• many opportunities to practice the skill

Every human being is different, and the extent to which each person relies on hearing, seeing and doing will vary. This means that
whilst one person may learn best by being told what to do, another may need to see what to do first. However, it is clear that all players
need to practice in order to improve, rather than just watching or listening.

Communication skills are a fundamental skill for all coaches. The

6% ability to teach, organise, animate and stimulate rely entirely on
11% the ability of the coach to communicate. Communication can be:
• verbal, where information and feedback is given by speaking,
Visual where players learn by being told or by answering questions
• non-verbal, where information and feedback is given by use of
Auditory demonstrations, body language, signals and gestures

Kinaesthetic
83%

Figure 2 - How people learn (ITF, 1998)


It is important for coaches to learn how to communicate effectively, so that the task is clearly received and understood. This can be
done by:
• finding a position where everyone can see and hear. It is also preferable to find a position where there are no distractions behind
the speaker, so that the audience can focus on what is being said or shown
• waiting until the audience is concentrating and ready to listen or watch. This is called engaging the audience.
• keeping the explanation or demonstration brief, so that everyone is able to concentrate
• asking questions to test understanding

It is often advisable to further test understanding by getting one of the students to demonstrate the the task or instruction.

1.6. Verbal communication

A large amount of the verbal information which we receive every day is forgotten. It is important that coaches ensure that information
given to players is not only simple, but also of high quality, and therefore easier to remember. Players are more likely to take in
information if the coach sounds interesting and interested. This can be achieved by:
• making sure that everyone is paying attention, and ready to receive information.
• varying volume and tone, to emphasise key words or phrases
• speaking slowly and clearly, leaving occasional pauses
• using words which players understand. This means simplifying language if speaking
to young children, and avoiding slang or technical terms which people may not
understand
• asking questions, which make the audience think about the information being given

1.7. Non-verbal communication – demonstrations and body language

People generally remember more of what they see. Demonstrations of tasks and instructions are vital for starter players, who can then
watch and imitate the coach.

Non-verbal communication is therefore an important skill for coaches. Visual

communication includes:
• demonstrations, which can be used to show people how to perform a particular
skill, such as playing a forehand groundstroke, or how to perform a particular drill or
practice.
• body language, which gives an indication of how we feel. Positive body language is
an important way of motivating players and creating enjoyment in coaching sessions.

Examples of good body language include:

• smiling and showing enjoyment for coaching and for tennis
• hand signals or gestures to show that a player has achieved a task
• a relaxed but alert posture, looking energetic, interested and animated

1.8. Different communication styles

Coaches will communicate in of 2 main ways:

• direct (often known as command style), where the coach makes the decisions and gives all the instructions. Whilst this is often
well suited to working with young children, it allows little opportunity for players to think independently
• discovery (also known as cooperative) style, where the coach and player work together to help the player learn

There is no ‘best way’ of communicating. However, to be more effective, coaches need to communicate in different ways. They will use
different styles interchangeably, switching frequently a direct to discovery style and back again.


 Direct style Discovery style
• coach gives instructions and players listen to the coach • coach may give players a tactical problem to solve.
• coach tells players how a goal will be achieved • coach and players discuss how a goal may be achieved
• skills or activities may be demonstrated • there is no demonstration of the skill, but the coach may
• the skills will be practiced in a drill situation first and then demonstrate the task
perhaps in a game • the skills are learnt in game situations
• coach gives feedback to players during and after the drill • coach may ask questions to help players solve problems
Advantages: Advantages:
• clear and quick when setting up activities or practices, • encourages players to solve problems within the game
dealing with large numbers or to highlight safety issues • helps players make simple tactical decisions
• Simple to use with players who lack experience to solve • good for longer-term learning
problems
Disadvantages:
Disadvantages: • can make players feel uncomfortable if they are not used to
• does not encourage the player to think or reflect making decisions or answering questions
• makes it harder for the coach to know what the player knows • may take longer to get to the solution

Figure 3 - Directed and discovery styles

Remember too that good coaches combine different verbal communication styles with demonstrations so that players can also see
what to do.

Section 5.1 shows a checklist that can be used to evaluate both verbal non-verbal and communication skills.

1.9. Varying communication styles for different types of players

Coaches need to be able to vary their methods of communication according to the knowledge, understanding and maturity of the
players. In other words, coaches could vary their communication in the following examples:

Group Likely style Issues

A large group of young children largely directed with some • limited understanding
in Mini Tennis discovery • large group - so little time for discussion
• may need direct style to maintain authority
• some simple discovery could be used – learning to play
the game
A small group of starter juniors combined directed and discovery • limited understanding
• small group so more time for discussion
• may need direct style to compensate for lack of experience
• some simple discovery could be used for problem-solving
tasks – learning to play the game
A group of starter adults combined directed and discovery • limited understanding
• discussion is important for customer care
• may need direct style to compensate for lack of experience
• adults may expect more direct style
• some simple discovery could be used for problem-solving
tasks – learning to play the game

Figure 4 - Varying communication styles


1.10. Effective questioning

The ability to ask questions is an important skill for coaches using a discovery style. There are two types of questions:
• closed questions, prompting a ‘yes’ or ‘no’ answer
o eg. “was the serve in?”
• open questions, which require thought and/or description
o eg. “where did the serve land?”

Open questions are important because they make the respondent process information and reflect before answering. Open questions
are also useful for checking understanding. Effective questioning helps to build independence in the student and to build self-
confidence.

Open questions do not allow simple “yes” or “no” answers, which often do
not require much thought or reflection. Open questions start with:
• Why? – why did the you miss the shot?
• How? – how could you improve consistency?
• When? – when could you play a lob?
• What/which? – what are your options when your opponent
approaches the net?

Closed questions usually start with:

• Did? – did the ball land in the service box?
• Are/is? – are there/is there a time when you would approach the
net?

10
1.11. Organising groups of players

Good coaches have to be good organisers. This means that they are able to work effectively with groups of people, so that everyone
is active and understands what they are to do, and how to do it. They can organise large groups of players quickly and efficiently.
Coaches need to be able to organise in different situations:
• organising groups activities such as a warm up or large group activity
• organising large groups into smaller groups, so that players can work more effectively on a court
• rotating players so that everyone fulfils a different role. Examples of how to rotate a group of 6 players are shown in Fig. 4
• organising a group of players for a tournament, where players take it in turns to play and umpire matches

1. Circular rotation – all players move

round one space round the court

2. Triangular rotation – all players move

round one space at both ends of the
court

3. Straight line rotation - 4 players rally

with players rotating at one end

Figure 5 - Methods of rotating a group of 6 players using half courts. Courts could be full size, 18x9m courts, 12x6m or simply using the
service boxes. Slower balls can be used to correspond to the abilities of the players.

11
1.12 Rotating players in a group

Rotations can be organised in different ways:

• Timed – for example, players could play and then rotate every 1 minute, when the coach gives the instruction.
• Task-based – players could rotate when the task set by the coach has been achieved. For example, the task might be for the
server and his partner to complete 3 rallies where the players, serve and play out the rally. When the server has served 3
times, the players rotate and the roles are reversed
• Winners and losers – for example, when scoring during the rallies:
o players could rotate when they win the point
o players could rotate when they lose the point
o players could rotate when a player gets to 2 points

Coaches need to be able to organise players quickly, so that everyone is kept busy and challenged. Organisation can be improved by:
• being able to organise and re-organise quickly, so that activity levels are maintained.
• planning in advance. This may mean:
o having a simple session plan which shows all the practices and progressions which will take place in the lesson. A
session plan template is given in Section 5.2
o simply taking time to think first before instructions are given
• having strong communication skills, which make it easier to explain and demonstrate how the practice is to be organised.

This can be done by:

o organising the group to perform the task, which ideally involves playing the game, and then
o speaking individually to players and adapting the practices according to individual needs and abilities of players
• being able to recognise if a practice or drill is not working, and being able to re-organise it quickly. For example, two players
who find it difficult to start and then maintain consistency in a rally could quickly be given a smaller court and a slower/
softer ball by the coach to help them be more successful

1.13. Feeding when working with groups of starter players

Ideally, coaches should use the correct balls, smaller courts and rackets which will enable starter players to rally with each other.

However, in exceptional circumstances when the player cannot rally, the following progression can be used for feeding:

• hand feeds – a simple drop or throw with the coach standing near, in front
Organisation skills are very important in and slightly to the side of the player. This is useful for complete beginners
good feeding practices. or when working on a correct contact point
• Players should be rotated frequently • single basket feeds – the coach hits the ball, but does not return that shot.
so that every players has a chance to This can be done from the opposite service line or baseline
play with the coach, and so that • rally feeds - the coach hits the ball, and plays the rally with the player. This
players play with different people. can be done from the opposite service line or baseline. When feeding from
• Players must know where to stand the service line, it is likely that the coach will volley the ball. The feeder
when they are waiting, so that should be aware that this can make the task more challenging for the player
accidents are avoided. because there is less time to prepare for the next shot.
• live ball feeds – the coach feeds the ball in for the players to then rally with
one another, and to ensure less interruption in the activity

Feeding is an important skill for coaches to master. When working with starter players, the coach should consider the following:
• feed the ball sympathetically so that the player has time to receive the ball
• feed the ball using an appropriate trajectory so that the player has a chance of hitting at a comfortable height
• keep spin to a minimum. Starter players may find it hard to judge the bounce and trajectory of a spinning ball
• give time between each feed, so that the player has time to recover and prepare for the next shot

Good feeding allows the coach to simulate the game situation. For example, if the players are learning to rally from the baseline, the
feed can be given from the baseline. However, sometimes the coach may want to stand closer to the player (at the service line) to see
more clearly and to speak more easily with the player.

12
Figure 6 - Example of live ball feeds with 6 players
The coach feeds a live ball feed to
each player from this position, and
the players play the rally

Players rally. The pairs rotate at the

end of the rally and the coach feeds
the next ball

1.14. Organising odd numbers

There may occasionally be odd numbers in a group. This creates certain challenges which coaches must be able to overcome. It is
important to remember that everyone should be kept busy with purposeful activity during lessons. With odd numbers this means
rotating players in different ways. Assuming a group of 5 or 7 players on one court, players could be organised in the ways shown in
Figs. 6 and 7.

Information on how to organise a group of mixed abilities is given in Section 2.

1. Straight line rotation - 5 players rally

with 2 rotating at one end, either after one
point or if the player loses the point, for a
maximum of 2 points

2. Triangular rotation at one end–players

move round one space at one end of the
court. Players rotate after one minute.

Figure 7: Methods of rotating a group of 5 players using half courts. Courts could be full size, 18x9m courts, 12x6m or simply using the
service boxes. Slower balls can be used to correspond to the abilities of the players.

13
 3. Triangular and straight rotations
combined –players move round one
space at one end of the court, and
take alternate turns at the other end.
Players rotate after one minute.

Figure 8: Methods of rotating a group of 7 players using half courts.

Courts could be full size, 18x9m courts, 12x6m or simply using the service boxes. Slower balls can be used to correspond to the
abilities of the players

Note: for ideas on how to lay out 11m and 18m courts, refer to Section 5.4

Remember that excellent inter-personal skills, communication, organisation and enthusiasm are important factors for starter players.
They should not be overlooked. Remember too that players should ideally be given the opportunity to serve, rally and score in their
first lesson. Ideas on how to do this are given in Section 2.

14
Section 2 – CREATING A POSITIVE LEARNING ENVIRONMENT

In this section, you will learn about:

• Game-based coaching
• Creating a stimulating environment
• Optimal challenge
• Adapting the lesson tools to suit the player
• 10-step tennis
• The basic game situations
• Basic tennis tactics
• Differentiation

Game-based coaching

In modern day coaching an important job of the coach is to get the players to play tennis (serve, rally and score) as soon as possible.
Once they are playing relevant tactical and technical instruction can be given to help them to play the game better.

It is sometimes easy to forget that to many people, tennis is a game in which they like to play and compete with friends at a club. For
most students it is more important for them to play the game than to learn a range of techniques which they might find hard to learn
and use effectively when playing the game. Coaches can, however, ensure that tactics and techniques are learnt whilst players hit lots
of balls and play the game. By adopting a game-based approach coaches can use the different game situations and the basic tactics of
the singles game to help players to learn how to play the game better, whilst learning basic techniques and tactics which are relevant
and which help them to be more successful. The different game situations are shown later in this section.

2.1. Creating a stimulating environment

Section 1 emphasised that a key role of the coach is to stimulate and motivate players to play the game. Players will be stimulated by
sessions containing enjoyment, continuous activity, variety of practices and a feeling of improvement and the ability to succeed. The
absence of these factors in sessions are key reasons which players often give for not continuing to play tennis.

It is therefore imperative that coaches understand that all

players are different in their abilities and needs. These
differences may be caused by:
• playing experience
• age
• physical characteristics such as coordination,
movement, agility and strength
As a consequence, starter players may find tennis a difficult
game to play, because of the speed of the ball. Children may
have additional challenges caused by their lack of size in
relation to the size of the court which they need to cover, the
height of the bounce of the ball and their lack of strength in
being able to control the racket.

2.2. Keys to success with starter players

Starter players often find playing on a full court with a normal ball very difficult, due to the size of the court, speed of the ball, height
of the bounce and lack of consistent technique to control the ball. Because of these factors, coaches should aim to change the playing
environment for starter players in order to help them achieve the objective of being able to play a game (serve, rally and score) as soon
as possible. This objective is recognised as a fundamental objective of the game-based approach. Critical factors in helping to simplify
the game are:
• The type of ball used
• The size of the court
• The teaching approach which is used
• The rules, which can be adapted to provide the optimal challenge
• Choosing a cooperative or competitive element to the practice

15
 If starter players cannot serve, rally and score, a softer ball can be used. This allows players more time to receive the ball, and makes
the technique easier because the bounce is lower. The ITF endorses a 3-step progression which uses different court sizes and slower
balls.

i) The ball and the size of the court

The playing environment can also be modified by changing the size of the court. Shorter courts mean that players do not need so much
strength to hit the ball, and can therefore rally with more control. Narrower courts mean that the distance to be covered is reduced,
which can allow the player to reach more balls and to be more balanced when playing the shot.
Red/Stage 3 - ideal for Mini Tennis Red
• Sponge and low compression 11 metre (36ft)
balls, used on a 11m(36ft) court courts with red ball.
• Recommended racket size: 41- Court width
48cms (16-19 inches) 5-6m (16-19ft)
• Starter children aged 5 to 8 and
adult introduction

Orange/Stage 2 – 50% slower and Orange

ideal for starter players, of all ages 18 metre courts
• Low compression balls for starter with orange ball.
players of all ages, used on an 18m Court width
(60ft) court 6.5-8.23m (21
• Recommended racket size: 53- 27 ft)
58cms (21-23 inches)
• Starter adults and children aged
7-11

Green/Stage 1 – 25% slower and Green

ideal for an introduction to the full Full court with
court green or normal
• low compression balls for starter ball
players of all ages, used on a full
sized court
• Recommended racket size: 63-
68cms (25-27 inches)
• Starter adults and children aged
8-15

Figure 9: Different balls and court sizes

The ITF recognises that in some parts of the world it is not always possible to have a range of different balls which allow starter players
to progress from one ball to another. However, it is important that coaches working with starter players use at least one type of slower
ball as a means of introducing starter players to the game.

When players can serve, rally and score using this slower
ball on a smaller court, then they can be moved to a bigger court, and eventually to a normal ball.

ii) The teaching approach which is used

“If the ball type was changed, net height
It is important that starter players are taught how to play a simple game from the
and court size would also have to be altered
very start. This involves using the game-based approach. The Play Tennis course
otherwise the [player] may not be able to
demonstrates how players can be taught to serve, rally and score from their first
get the ball over the net or reach the back of
lesson. During this time, the technique used by the players is less important
the court”(Mitchell and Stanbridge, 2000)
than the tactical objectives.

16
2.3. Optimal challenge

Coaches will generally find that players lose motivation if a task or game is either too simple or too difficult. If the task is too easy,
players are likely to get bored. If the task is too difficult they are likely to get frustrated. One of the reasons why many starter players do
not pursue further tennis opportunities is because they perceive tennis as a difficult game to play. The task of the coach is to find the
level of optimal challenge, which ensures that the task is neither too easy nor too difficult for the player.

It is important to realise that success in being able to play the game will result in greater self-confidence in starter players. This will
encourage them and make it easier for them to arrange to play with other players outside of coaching sessions, which in turn will
accelerate their learning.

A coach will recognise when players have exceeded their level of optimal challenge because:
• they are able to maintain consistency too easily
• they are not being required to move very much
• they are able to win too many points against the opponent

Coaches might use the following methods to adapt or change the practice and change the level of optimal challenge:
• increasing or reducing the court size
• changing to a faster or slower ball
• changing the rules of the practice to require more or less
movement
• changing the scoring to make the practice more motivating
• feeding a more challenging or easier ball
• pairing them with a better or weaker player
• making the practice a cooperative one rather than a
competitive one

2.4. Adapting equipment and the lesson to suit the player

It is important that coaches are able to adapt the playing environment to suit the abilities and needs of the player. This can mean
changing:
• the ball, to make the game slower and to reduce the height of the bounce
• the court (length and/or width), to reduce the area to be covered, and to allow players to maintain control by not having to try to hit
the ball too hard
the rules, in order to simplify the game or practice.

17
 10-step tennis (Tennant, 2005) The 10-step rally for starter players

Figure 10 - 10-step tennis (Tennant, 2005)

2.5. Progressions from the 10-step rally (Tennant, 2005)

When players can serve, rally and score together in a small court using a slower ball, the court can be made larger. The same ball could
be used, or a slightly faster ball could be used.

18
 10-step tennis (Tennant, 2005)
From the 10-step rally to the bigger court

As the court gets bigger (longer and wider) the players need to hit the ball a little harder and a little higher over the net. The will also
have to move more to play each shot. The following progressions can then be used.

1. players play in a small court measuring 3 metres square. Coach may introduce a gentle overarm serve to introduce
the feel of a different contact point.
a. Small court requires gentle controlled hitting. Contact point will be in front of the body. The swing will be
short and should allow good clearance over the net.

3 metres

2. players play in 1 service box each.

a. Small court requires slightly bigger swing than for a 3 metre court hitting. Contact point will be in front of
the body. The swing will be longer than in 1 and should allow good clearance over the net

Service box

3. players play in half an 18m court.

a. 18 metre court requires bigger swing than for service box hitting. Contact point will be in front of the
body. The swing will be longer than in 2 and should allow good clearance over the net

18 metres

4. players play in half a full length court

a. Full court requires bigger swing than for 18m court hitting. Contact point will be in front of the body. The
swing will be longer than in 3 and should allow good clearance over the net.

Full court

19
2.6. The basic game situations

It is generally agreed that there are five game situations in singles. However, to simplify the game for starter players, this can be
reduced to three.

Observation of 2 players playing a game of singles will show that at any one time, the two players are either:
• serving or returning,
• playing groundstrokes, or
• approaching or at the net, or passing or lobbing the opponent

These 3 situations are known as game situations, and can be played on a court of any dimension, using a variety of different balls.

The 3 game situations are important for coaches, because they define the role of the each player at any one time in a match, and
therefore make it easier for coaches to identify areas where players are either successful or unsuccessful. In order for players to
develop a strong all round game, which allows them to serve and rally with another player, it is important that coaches are able to set
up practices which encourage players to play in the different game situations.

Ideas for practices in each of the three game situations are given in Appendices 3 and 4.

2.7. Basic tennis tactics for starter players

Tennis is a tactical game. In addition to the 3 game situations, players will use different tactics to try to win more points. The basic
tactics for singles are:
• consistency. This means getting the ball over the net and in the court more often than the opponent
• moving the opponent. This means hitting the ball into court (or into the service box if serving) and then into space to make the
opponent move
• maintaining good court position. This means making sure that the opponent is not able to hit the ball into space to make you move
• playing to strengths. Players are more likely to maintain consistency and accuracy if they can use the shots they can play best. For
starter players, the forehand is more likely to be a strength that the backhand.
• exploiting the opponents’ weakness. Players can win more points by forcing errors from the opponent by making them hit using
their weaker side. In many cases with starter players this will be the backhand.

2.8. Differentiation

Differentiation is the ability to adapt the task to the level of the player, ensuring a level of optimal challenge for every player in the
group. It involves being able to work with players of different abilities within the same group, so that:
• everyone is working at a level of challenge that is appropriate for their level of play
• everyone is participating in the same activity, but playing with a different level of difficulty

Clearly it is advisable to try to organise groups so that players are of similar standard, but this is not always possible. Coaches working
with starter players must therefore be able to run differentiated activities.

A typical group of juniors or adults may have a mix of players where:

• some have experience of tennis, and who can therefore already rally
• some have experience of other sports, but not tennis. These players may be good athletes, and may have experience of other
sports. Such players may, for example, have good ball sense
• some players have no experience of tennis or any other sport, and so lack coordination and ball sense
• some players have disabilities

It is very important that the coach is able to organise activities and practices for players of all abilities in the first session.

Whilst the traditional approach used to involve learning in-depth techniques with limited levels of activity, it is recognised today that
it is possible to introduce a basic serve and rally with simple scoring in the first session. The advantage of this approach is that players
can immediately start to learn how to play the game, and can play outside of the lesson, thus accelerating improvement of their level
of play.

Such an approach will require the coach to understand how to differentiate to make the game fit the player.

20
Differentiation can be achieved by:
• using different types of balls. Low compression balls travel more slowly, giving the player more time to react and move, and have
a lower bounce. For younger players, a low compression ball is also less heavy to hit. Starter players will find that they can achieve
longer and more consistent rallies using slower balls
• using different court sizes. Smaller courts with lower nets allow players to hit using more control and less power, which helps
achieve a longer and more consistent rally. For younger players, a smaller court also means less court area to cover whilst playing.
• modifying the practice. The adaptation of practices is the responsibility of the coach. These adaptations will be based on
observations made by the coach on the ability of the players to play the game. Allowing players to serve underarm, for example,
will allow starter players a better chance of starting the rally. Making rallies cooperative rather than competitive could also allow
players to develop better rallying skills.
• changing the scoring used, and the rules of the practice or game
• changing to a cooperative rather than a competitive practice

Figure 11 – Examples of differentiated activity:

• Lesson objective – consistency
of serving and returning
• Court 1 – 2 serving for accuracy and 2 returning
for depth, using full court and normal balls
• Court 2 - 2 serving for consistency and
2 returning for consistency, using full
court and green or orange balls
• Court 3 - 2 serving for consistency
and 2 returning for consistency, using
service boxes and orange balls

1 2 3

Remember that excellent inter-personal skills, communication,

organisation and enthusiasm are important factors for starter
The ITF recognises that availability and cost of slower players, and they should not be overlooked. Remember too that
balls varies around the world. The ITF is dedicated players should ideally be given the opportunity to serve, rally and
to helping to increase availability and reduce cost. score in their first lesson.
However, it is important to point out that where
possible, coaches should try to use what ever means
and equipment are available to them to help make
the game easier for starter players. This could involve
differentiation by use of:
• Slower balls
• Smaller courts
• Smaller rackets
• Different rules and practices
The ideal combination, however, would be a
combination of all four.

21
Section 3 – BASIC TACTICS AND TECHNIQUES

In this section, you will learn about:

• Basic tactics to help players improve
• Basic techniques to help players improve

3.1. Serve, rally and score - The game-based approach

This manual has already suggested that a very technical approach to teaching is not
best suited to starter players, many of whom simply want to play. A more game- The game-based approach is about
based approach to coaching is therefore suggested as a suitable alternative to the getting players to play the game:
traditional technical approach as a means of teaching starter players. This game- • basing the activity around the 3
based approach means: game situations
• basing the activity around the 3 game situations: • setting up a range of rally-based
o serving or returning, activities
o playing groundstrokes, or • using different court sizes and
o approaching or at the net, or passing or lobbing the opponent slower balls to help players rally at their
• setting up a range of rally-based activities which ensure that players appropriate level
spend their time hitting balls rather than spending time listening to the • Giving tactical and technical advice
coach giving technical advice, or in very repetitive practices as players play
• using different court and racket sizes and slower balls to help players rally
at their own level Technique is still very important but
• Giving advice as players play. This may mean simply walking round the should only be taught to implement
group helping and encouraging players through giving simple technical tactics (ie to play the game more
and tactical instruction to help them play better. effectively)
• Bearing in mind that game improvement is not just about technique.
A player may benefit just as much from being told to hit the ball higher
over the net when playing a forehand, which could increase consistency and keep the opponent at the back of the court

3.2. Basic tactics to help players improve

To many starter players, the ability to play a basic game of tennis is what will keep them interested in the game. Whilst the temptation
is often to make technical corrections to players, making simple suggestions on where and when to hit can be more useful than how to
hit.

“The tactics of the game dictate the technique of the

game. In other words, one needs to know what to do
before being taught how to do it” Elderton (2001)

Section 2 of this manual introduced the basic tactics for singles:

• consistency
• moving the opponent
• maintaining good court position.
• playing to strengths
• playing to the opponents’ weakness.

Simple tactical observation could involve some simple questions that may help starter players to play the game more effectively
without making major technical changes.

22
 Tactical objectives (serving) Can players………..?
Consistency • hit higher over the net to give better net clearance?
Moving the opponent • hit wide and down the middle to keep the opponent guessing?
Maintaining good court position • recover to a central position, or are they leaving large spaces for the opponent to hit into?
• approach the net after the serve?
Using strengths • use a consistent, accurate or fast serve to attack the opponent?
Exploiting opponents weaknesses • find opponents weaknesses?
• serve accurately and consistently to the opponents weaker side?

Tactical objectives (groundstrokes) Can players………..?

Consistency • hit higher over the net to give better net clearance?
• hit deeper to push the opponent back?
Moving the opponent • hit to the sides to make the opponent move more?
• hit deep to make the opponent move more?
Maintaining good court position • recover to a central position, or are they leaving large spaces for the opponent to
hit into?
• move inside the baseline if they play an attacking shot?
Using strengths • move to play forehands from the backhand side if this is the stronger side?
Exploiting opponents weaknesses • find out their opponents’ weakness? This could be a particular stroke, but it could
also be mobility or fitness!

Figure 12 – Tactical observation questions to help players play more effectively

Coaches can do much to improve the ability of starter players to play the game by making simple tactical suggestions such as these
to help them understand and play the game better. It is also worth noting that if players become used to having to consider such
questions when the coach asks them in a lesson, players will also start asking themselves the same questions when playing matches!

3.3. Basic techniques to help players improve (LTA 2004)

Good basic technique is important for starter players, because it will help them to play the game.

Good basic technique will include:

• early preparation, which involves moving to the ball and taking the racket back early to allow the ball to be hit in front of the
body
• consistent contact points, which are to the side and in front of the body, at a comfortable height
• good balance, so that control of the stroke can be maintained
• avoiding extreme grips. Starter players may use ‘incorrect’ grips to help them achieve early success. For example, it may be
advantageous for a starter player to serve using an eastern forehand grip to begin with
• receiving skills which will help players anticipate and judge the flight of the ball more effectively

23
It is important to understand that game-based coaching does not mean that technique is being neglected. Game-based coaching is
simply a way of ensuring that techniques which are taught are relevant and appropriate to the player’s ability, and that the techniques
learnt can be used in simple practices to help players play the game better.

There are two types of techniques in tennis. These are:

• reception skills and
• hitting skills

Reception skills

There are general principles which are fundamental to all sound techniques and for all strokes.

• The player should be able to recognise the flight and direction of the
incoming ball as early as possible.
• The player should be able to move quickly to the ball and prepare to play
the shot.
• The player should be well balanced throughout the stroke
• The racket should have the correct momentum and racket head speed for
the stroke.
• The player should be able to recover to a good position on the court in
anticipation of the opponent’s next shot
Reception skills are very important because:
• they help the player to judge where the ball is going, and therefore to move
into position in time to play the shot
• they allow the player to prepare early by taking the racket back,
• they give the player the chance to play the shot on balance
• they allow the player to contact the ball in front of the body using the
appropriate action

24
Figure 13 – The process of receiving and sending in a rally

Wait in ready position

Opponent hits the ball

Recover or maintain good Read flight of

position on the court on-coming ball:
• Recover to baseline • Height
• Approach the net • Speed
Wait in ready position • Depth
• Width
• Spin

Be balanced and in Start to move towards

position and contact the where the ball is
ball in front anticipated
Hit the ball • Left
• Return • Right
• Groundstroke • Back
• Volley • Forwards
• Passing shot or lob • Stay

Prepare racket using action

suitable for game situation
• Long swing
• Short swing
• Punch

25
Hitting skills

Players need to learn the hitting skills necessary to be able to play and control the different strokes which occur in each game
situation. This will involve the use of different actions depending on where the stroke is played from.

Serving

At starter level, the serve is a key game situation, since it is the beginning of the rally. Although the initial and basic goal should be to
put the serve in to start the point, the player should gradually think of the serve as a potential weapon in order to put the pressure on
the opponent from the first moment.

• correct stance to give the player balance and a sound base for the throwing action. This is usually sideways to the baseline with
shoulder-width apart. The right foot is almost parallel to the baseline. The left foot points towards the right net post
• the rhythm of the action should be simple and smooth. The movement of the racket and ball placement arms should be
synchronised in one movement for a starter player.
• throwing action of the racket head up to the ball.
• the placement of the ball should be high enough to allow the player to contact the ball with the racket arm at full stretch.

It is important to note that complete beginners, and especially young children, may prefer to start with an underarm serve before
progressing to the overarm serve. An underarm serve involves dropping the ball, and hitting using a swinging action to make contact
before the bounce.

Returning

The return of serve is a neglected practice part of the game. The receiver has to play the serve back in order to be in the rally. That
is why the main goal of the return should be to keep the ball in play. However, eventually the play may start to put some pressure
on the server with an attacking return. At starter level, the techniques of the return will be those of the forehand and backhand
groundstrokes.

26
Forehand groundstrokes

• ready position - the racket is held in front of the body half-way between the forehand and the backhand side in an eastern grip. The
left hand cradles the throat of the racket.
• the path of the backswing can vary, but its primary purpose should be to initiate momentum for the forward swing
• the backswing and the forward swing should be a simple action
• the movement pattern and footwork should help the player maintain balance throughout the action including the follow through
• the contact point should be to the side and in front of the body
• return to a ready position ready for to play the next shot

Backhand groundstrokes (double-handed)

• ready position
• the shoulder rotation should be used to take the racket back
• the movement pattern and footwork should allow the player to maintain balance and be in the correct position to hit the ball
• the contact point should be to the side and in front of the body - the distance will vary according to the grips
• the racket should follow through and allow recovery for movement to the next stroke.

27
Backhand groundstrokes (single-handed)

• ready position
• the shoulders should be rotated and the non hitting hand used to take the racket back
• the backswing and the forward swing should be a simple action
• the movement pattern and footwork should allow the player to maintain balance
• the contact point should be to the side and in front of the body
• the racket should follow through to a high point across the body and allow recovery for the next stroke.

Volleys (forehand)

• the correct starting position for the volley should be a ready

position, with the elbows up so that the player will move forwards
to meet the incoming ball
• the contact point should be in front and to the side of the body
• the follow through should be very short and firm and allow the
player to recover quickly.

Volleys (backhand)

• the correct starting position for the volley should be with the
racket in front of the body, with the elbows up so that the player
will move forwards to meet the incoming ball
• the shoulders should be turned, using the non hitting hand to
keep the racket head firm
• the contact point should be in front and to the side of the body
from a short takeback
• the follow through should be short and very firm and allow the
player to recover quickly.

28
It is important to remember that starter players may lack experience and the specific reception, movement, coordination and technical
skills to play the game to a high level. It should be remembered that players come to play the game, and that techniques should
therefore be taught using a game-based approach, where only techniques that can help players play better are taught.

Good basic technique is important for starter players, because it will help them to play the game. Good basic technique will
include:
• early preparation,
• consistent contact points,
• good balance,
• avoiding extreme grips.
• receiving skills which will help players anticipate and judge the flight of the ball more effectively so as to get in position to
play the shot

Common challenges for starter players Possible solutions

Wait in ready position • Ensure players are alert mentally and ready physically
Opponent hits the ball
Read flight of on-coming ball • Use a slower (softer) ball to give more time to ‘track’ the ball
• Starter players may find ‘tracking’ the speed, height, depth • Begin in a smaller court so that distance and the area to be
and bounce of the ball difficult covered are reduced
Start to move towards where the ball is anticipated Teach players to move as soon as they know where the ball is
• Left going:
• Right • Movement in different directions might involve larger steps
• Back to cover distance, and smaller steps to adjust when near the ball
• Forwards
• Stay
Prepare racket using action suitable for game situation Starter players do not need much detailed technique.However,
• Long swing check that:
• Short swing • The players understand good contact points
• Punch • An appropriate action for the part of court they are hitting the
ball from
• No extreme grips are being used
Be balanced and in position Balance is important because it helps the player control the
Hit the ball shot.
• Return • Help players to move into position early with the racket back
• Groundstroke ready to play the shot
• Volley
• Passing shot or lob
Recover or maintain good position on the court • Teach players where to position themselves after their shot.
• Recover to baseline The idea of ‘hit and move’ is important in learning to play a rally
• Approach the net
• Wait in ready position
In all cases, a slower ball used in a smaller court can help starter players serve and rally more effectively

Figure 14 – Common challenges and solutions for starter players

A reminder!
Section 1 of this manual detailed the importance of making tennis lessons interesting and stimulating, where
players can feel a sense of achievement from having played the game.
Coaches should therefore remember that excellent inter-personal skills, communication, organisation and enthusiasm are important
factors for starter players. They should not be overlooked. Remember too that players should ideally be given the opportunity to serve,
rally and score in their first lesson.

29
Section 4 – COOPERATIVE AND COMPETITIVE PRACTICES

In this section, you will learn about:

• Cooperative and competitive games and practices
• Competition formats
• The International Tennis Number (ITN)

4.1. Cooperative and competitive games and practices

Tennis is a competitive game. This means that it is very important that all players learn how to play the game through the different
game situations that have been covered in this manual. It is especially important that starter players are encouraged to learn to play
matches and to compete at a level that suits their game.

It is the responsibility of the coach to decide what type of practice is best for the
players. These practices can either be:
• Cooperative, where the objective of the exercise is to practice a particular “Without competition, players would have
game situation in a way that helps each player to develop their game skills no reason to have coaching or practice. They
without being concerned about winning and losing. This approach is practice to improve their level of play”
especially useful with starter players who may lack confidence and may be (ITF, 1999)
reluctant to compete because of the risk of losing
• Competitive, where the objective is to practice a particular game situation to
try to win points against another player.
• A combination of the two, where for example, two players could play a rally of 4 cooperative shots before the players compete to
play out the point.

Game situation Cooperative Cooperative/competitive Competitive

Serving and returning 2 players playing together Serve and return are 2 players playing tiebreaks
to see how many serves and cooperative, and the point is together and seeing how they
returns they can play into ‘live’ on the third shot of the can use the serve and the
court rally return to win points against
their opponent.
Groundstrokes 2 players rallying to see how 2 players rallying 2 players rallying
many groundstrokes they can groundstrokes. When the ball groundstrokes to try to win the
play into a target area lands in the target area, the point.
player can use variations of
groundstrokes to win the point
Approaching and passing 2 players rallying where one 2 players rallying where 2 players rallying where
player approaches the net one player approaches the players can win points with
after a designated number of net when the ball is hit to a volleys, lobs or passing shots
strokes deep target. The point then
becomes ‘live’

Figure 15 – cooperative to competitive practices

Coaches may use the same practice, but will simply add scoring to change the practice from a cooperative to a competitive one.

Examples of game-based cooperative, cooperative/competitive and competitive practices for the 3 game situations are shown in
Section 5.3.

30
4.2 Competition formats

Tennis competition can be great fun. Players of all abilities can compete and formats and scoring systems exist that suit all lifestyles.
The ITF encourages coaches to ensure that all starter players compete (serve, rally and score) from the first lesson and that starter
players that cannot play on a full court with a normal ball play competition using the slower red orange and green balls on smaller
courts.

Playing competition offers the chance for starter players to meet other players of
similar abilities and to mix in a fun and friendly atmosphere. For starter players Visit the new ITF Competition Formats
the ITF recommends formats that involve players playing more than one match website at www.tennisplayandstay.com
(round robin/feed in events/compass draws etc.). The ITF does not recommend
single elimination formats for starter players.

The rules of tennis now allow many new and alternative scoring systems

These changes introduced since 2000 allow clubs and coaches to tailor the competition to the needs and lifestyles of the players
including time constraints.

For more information on competition formats and scoring systems, go to the ITF competition website on: www.tennisplayandstay.com

o No-Ad scoring method: at deuce, one deciding point is played to determine the winner of the game. The receiver decides to
which service court the last point is to be played.
o Short sets: the first player/team who wins four games wins that set, provided there is a margin of two games over the
opponents(s). If the score reaches four games all, a tiebreak game shall be played
o Deciding Tie break game (7 points): when the score in a match is one set all, or two sets all in a best of five sets matches,
one tie-break game shall be played to decide the match. This tiebreak game replaces the final deciding set. The player
who wins seven points shall win this match tiebreak and the match provided that there is a margin of two points over the
opponent(s)
o Deciding match tiebreak (10 points) – when the score in a match is one set all, or two sets in a best of five sets match, one
tie break game shall be played to decide the match. This tiebreak game replaces the final deciding set. The player who wins
ten points shall win this match tiebreak and the match provided that there is a margin of two points over the opponent(s)

Figure 16 - Alternative scoring systems

Section 5.5 shows three simple formats that can be used with starter players. The ITF Competition Formats Manual (ITF 1999) also gives
ideas on different types of competition.

4.3. International Tennis Number (ITN) (ITF 2002)

The ITN is an International Tennis Number that represents a players general level of play. In time it is hoped that every tennis player
worldwide will have an ITN.

Under this system players are rated from ITN 1 to ITN 10. ITN 1 represents a high level player
(holding an ATP/WTA ranking or of an equivalent playing standard) and ITN 10 is a player who is new
to the game. ITN 10.3, 10.2 and 10.1 are for starter players who cannot play (serve, rally and score)
with a normal ball. A description of standards has been developed to describe each of the ten rating
categories.

The objectives of the ITN are to:

• Encourage more playing of tennis
• Unite tennis under a common rating language
• Encourage national associations to implement a tennis rating system in their own country
• Promote a variety of tennis competition formats which are linked to the tennis rating system
• Give more options for finding compatible playing partners and therefore more enjoyable
competitive play
• Facilitate the movement of all levels of players between countries

31
All starter players should be encouraged to undergo an ITN On Court Assessment to determine their ITN.

To facilitate the rating of players the ITF have developed a Description

of Standards and an objective On Court Assessment both of which
can be used to rate players in the absence of competition results.

The ‘ITN Description of Standards’ describes each of the ten rating

categories. A concise summary of this Description of Standards is
shown below. The intention is that it should be easy to understand
and useful for both the player and / or the assessor (coach /
administrator).

The following is an extract from the ITN Description of Standards and

gives a concise summary of the 10 ITN rating categories. The Play
Tennis course is designed for coaches working with players of ITN
10.3-9

ITN 1 This player has had intensive training for national tournament competition at the junior and senior levels and has extensive
professional tournament experience. Holds or is capable of holding an ATP / WTA ranking and their major source of income is through
tournament prize money.
ITN 2 This player has power and / or consistency as a major weapon. Can vary strategies and styles of play in a competitive
situation. Is usually a nationally ranked player.
ITN 3 This player has good shot anticipation and frequently has an outstanding shot or attribute around which a game may be
structured. Can regularly hit winners and force errors off short balls. Can put away volleys and smashes and has a variety of serves to
rely on.
ITN 4 This player can use power and spins and has begun to handle pace. Has sound footwork, can control depth of shots, and
can vary game plan according to opponents. Can hit first serves with power and can impart spin on second serves.
ITN 5 This player has dependable strokes, including directional control and depth on both groundstrokes and on moderate shots.
Has the ability to use lobs, overheads, approach shots and volleys with some success.
ITN 6 This player exhibits more aggressive net play, has improved court coverage, improved shot control and is developing
teamwork in doubles.
ITN 7 This player is fairly consistent when hitting medium paced shots, but is not yet comfortable with all strokes. Lacks control
over depth, direction and power.
ITN 8 This player is able to judge / control where the ball is going and can sustain a short rally.
ITN 9 This player needs on court experience and strokes can be completed with some success.

Players are rated from ITN 1 (ATP or WTA standard or equivalent) to 10 (starter players). Below ITN 10 there are 3 further
categories for players aged 10 and older:
• 10.1 for players using green balls on the full size court
• 10.2 for players using orange balls on the 18 metre court
• 10.3 for players using red balls on the 12 metre court

The importance of the ITN 10 category

When implementing the ITN, National Associations will realise that they have a large number of starter players in the entry levels of
the system. The future of tennis will depend so much on this category and the effectiveness of taking starter adults and children from
10.3 to 10 when they can start playing tennis competitively. Experience has shown us that the best way for children and adult beginner
players to learn tennis is through a modified version of tennis / Mini Tennis (tennis played on a smaller than normal court with slower
balls). Mini Tennis not only helps to introduce people to the game effectively but also ensures that starter players get to rally and play
the game of tennis as soon as possible which makes learning tennis easier and more enjoyable.

ITN and players under 10

Players under 10 would normally develop their game using balls, racket and courts adapted to their size. Once they reach the age of 10
they would get an appropriate ITN.

An ITN on-court assessment has been developed which can be used as an objective way of initially rating recreational players.

For more information on ratings and the ITN, go to www.itftennis.com/ITN

32
The ITN on court assessment

An on court assessment has been specifically developed for the ITN, which will be an important tool for the ongoing success of the
ITN. The ITN On Court Assessment measures certain key strokes of consistency, accuracy (1st bounce) and power (2nd bounce). It also
includes a mobility element. The various components of the assessment and the maximum points available for each part are outlined
below:

1 2 3 4

1) Groundstroke Depth Assessment: 10 alternate forehand and backhand ground strokes

2) Volley Depth Assessment: 8 alternate forehand and backhand volleys
3) Groundstroke Accuracy Assessment: 6 alternate forehand and backhand down the line and 6 alternate forehand and backhand
cross court.
4) Serve Assessment:12 serves in total, 3 serves in each target area; 2nd serve (used if first serve is missed) to score up to 50% of first
serve score
5) Mobility assessment: measures the time it takes a player to pick up five tennis balls and return them individually to a specified
zone.
• Scoring Accuracy: Points are awarded for each shot based on where the ball lands within the singles court.
• Scoring Power: 1 Bonus point is awarded when the second bounce lands between the baseline and the Bonus Line. Double points
are awarded when the second bounce lands beyond the Bonus Line.
• Scoring Consistency: 1 extra point is awarded for every shot that is not an error.

The ITN On Court Assessment is:

• An objective on-court assessment based on a set number of tasks.
• An objective means of rating starter players (ITN 10.3 - ITN 9).
• A tool to measure control, accuracy and power in a set of tasks.
• An objective assessment tool to differentiate between players of similar ability.
• A tool to enable players to benchmark their tennis level against themselves and others around the world.
• A tool to enable players to track their own development and improvement in an objective manner.
• A reward and recognition tool.
• A tool to encourage participation in tennis at all age groups and standards.
• A tool to motivate players to improve / take lessons
• A tool that will enable assessors to generate income from conducting assessments.
• A tool to help promote the ITN

33
Because tennis is a sport which demands technical ability, tactical ability, physical ability, determination and has match pressure,
it is unlikely any test / assessment will ever 100% successfully predict a player’s competitive level. The best way to test a player’s
competitive level is through competitive play. However in the absence of meaningful competitive results, the ITN On Court Assessment
will be a reasonably accurate method of estimating a recreational player’s initial rating because the tactics of a recreational player are
all assessed in the ITN On Court Assessment:
• Consistency
• Depth
• Moving your opponent / exploiting opponent’s weakness

The ITN On Court Assessment is not:

• An exact indication of how the player will perform under match conditions
• An assessment of the player’s technical ability
• An assessment of the player’s style
• A replacement for competition.

ITN Conversion Chart

AUS

BEL

CAN

FR

GBR

IT

MOR

NED

ESP

SWE

SW

USA
ITN

A INTL 1st série Cat. 1

N1 A INTL Promo 2.1 N1
1.1 No 1- Above
1 B-15/4 7.0 -30 2.2 1st série Cat 1 N2 7.0
1.2 150 600p
(23 bis- -15 2.3
35bis) -4/6
B-15/4
2.4
(50 bis- -2/6 -30
N2 2.5
65bis) 6.5 0 2.1 -15 No 151 401- 6.5
2 N3 2.6 Cat 2 N3
B-15/2 6.0 1/6 2.2 -4/6 - 300 600p 6.0
N4
(100bis)

B-15/1 2.7 -2/6

N5 2/6 3rd cat.
B-15 3.1 2.8 0 301-
3 5.5 3/6 Cat 3 Group N4 5.5
B-4/6 3.2 3.1 2/6 400p
10

B-2/6 4/6 3.2 4/6

N6 3rd cat.
B-0 5/6 4.1 3.3 15 201-
4 N7 5.0 Cat 4 Group 9 R1R1 5.0
B+2/6 15 4.2 3.4 15/1 300p

N8 15/1 3.5 15/2 3rd cat.

5.1
5 N9 B+4/6 4.5 15/2 4.1 15/4 Cat 5 Group 8 61-200p R2 4.5
5.2

N10 15/3 4.2 3rd cat.

6.1
6 N11 C+15 4.0 15/4 4.3 30 Cat 6 Group 7 51-60p R3 4.0
6.2

N12 15/5 4.4 3rd cat.

7.1
7 C+15/2 3.5 30 4.5 30/1 Cat 6 Group 6 50p R4 3.5
7.2
& 5

N13 30/1 3rd cat.

8.1
8 C+15/4 3.0 30/2 NC 30/2 Cat 7 Group 4 NR R5 3.0
8.2
& 3

N14 30/3
9.1 3rd cat.
9 N15 C+30 2.5 30/4 NC NR Cat 8 NR R6 2.5
9.2 Group 2

C+30/2
N16 3rd cat.
10 C+30/4 2.0 30/5 10 NC NR Cat 9 NR R7 2.0
N17 Group 1

N18
10.1 to 1.5 1.5
N19 NR NR NR NR NR NR NR NR NR
10.5 1.0 1.0
N20
Figure 17 - ITN Conversion Chart (ITF 2002)

More information and a wide range of downloadable resources on the ITN can be found at www.ITFTennis.com/ITN

34
Section 5

• 5.1 – Communication checklist

• 5.2 - Sample lesson plan
• 5.3 - Game based practices for the three game situations
• 5.4 - Ball and court specifications
• 5.5 - Competition formats for starter players
• 5.6 - Course Participants Evaluation Checklist

35
5.1 – Communication checklist (Adapted from ITF, 1998)

Aspect Item Value

+ -
Verbal Coach uses players’ names 5 4 3 2 1
Coach uses simple and direct messages 5 4 3 2 1
Coach focuses on one thing at a time 5 4 3 2 1
Coach uses open questions 5 4 3 2 1
Coach uses positive feedback 5 4 3 2 1
Coach varies the tone, volume, rhythm of the voice 5 4 3 2 1
Coach uses appropriate styles of coaching for various situations 5 4 3 2 1
Non verbal Non-verbal message is compatible with verbal message 5 4 3 2 1
Coach listens to the student 5 4 3 2 1
Coach uses demonstrations to enhance the verbal message 5 4 3 2 1
Coach smiles often 5 4 3 2 1
Coach uses body gestures appropriately (hands, arms) to enhance the message 5 4 3 2 1
Coach maintains good body posture at all times 5 4 3 2 1

Overall evaluation
Aspect Points Excellent (>50)
Verbal Good (40-49)
Fair (30-39)
Non verbal Bad (20-29)
Total Very bad (<20)

Aspect Item Value

+ -
Verbal Coach uses players’ names 5 4 3 2 1
Coach uses simple and direct messages 5 4 3 2 1
Coach focuses on one thing at a time 5 4 3 2 1
Coach uses open questions 5 4 3 2 1
Coach uses positive feedback 5 4 3 2 1
Coach varies the tone, volume, rhythm of the voice 5 4 3 2 1
Coach uses appropriate styles of coaching for various situations 5 4 3 2 1
Non verbal Non-verbal message is compatible with verbal message 5 4 3 2 1
Coach listens to the student 5 4 3 2 1
Coach uses demonstrations to enhance the verbal message 5 4 3 2 1
Coach smiles often 5 4 3 2 1
Coach uses body gestures appropriately (hands, arms) to enhance the message 5 4 3 2 1
Coach maintains good body posture at all times 5 4 3 2 1

Overall evaluation
Aspect Points Excellent (>50)
Verbal Good (40-49)
Fair (30-39)
Non verbal Bad (20-29)
Total Very bad (<20)

36
5.2 - Session plan template

SESSION PLANNER FOR STARTER PLAYERS

Date Venue

Time Length of session

Number in group Ability of players

Equipment needed:
• red/orange/green balls
• targets/throw down lines
• small rackets

Game situation for the session (tick one of the following) Tactical objective for the session Basic techniques
• Serving and returning (tick one of the following) • Reception skills
• Rallying from the baseline • Consistency • Correct and consistent contact
• Approaching and passing • Moving the opponent point
• Recovery/Maintaining court • No extreme grips
position • Balanced when hitting the ball
• Using a strength • Appropriate action (throw,
• Playing to the opponent’s swing, punch)
weakness

Warm up/recap from last session

Time allocated:

Main content Player tasks/differentiation of tasks Rotations and organisation

(Time allocated )

Cool down/summary

(Time allocated )
Evaluation

Objective for next session Tactical objective for the session (tick one of the following)
Game situation for the session (tick one of the following) • Consistency
• Serving and returning • Moving the opponent
• Rallying from the baseline • Recovery/Maintaining court position
• Approaching and passing • Using a strength
• Exploiting the opponent’s weakness

37
5.3 - Game based practices for the 3 game situations

This manual has emphasised the importance of coaching in a manner which allows starter plays to hit lots of balls in an active
session. In the first lesson the players should be given a chance to serve, rally and score. A game-based approach using the
appropriate ball and court can allow this to happen.

The 10-step tennis progressions in Section 2 (Figure 7) show how starter players can develop rally skills in a short space of time, using
small courts and softer slower balls. Once players can serve, rally and score in a short court, the ITF ‘Play Tennis’ course introduces six
simple game-based practices so that starter players can learn to play the game in an active and stimulating way, whilst at the same
time learning the basic tactics of the game. These are shown on the following pages.

There are six basic practices, covering the three game situations. However, ideas are also given to show how practices can be modified
to make them cooperative or competitive. Further ideas on how to modify the practices using the following criteria are covered in the
course:
• Tactics – starter players need to develop consistency. This is important because it will allow them to maintain the rally.
However, progressions to the practices can be used to help players learn different tactical options such as moving the
opponent, and playing to opponents weaknesses. Figure 8 shows how players can improve their tactical understanding
without necessarily changing techniques.
• Numbers – the diagrams showing the practices show 6 players on one court. Numbers of players and courts will vary, and
coaches should be able to adapt the practices given the number of players and courts available, without losing the activity
levels which stimulate players
• Differentiation and optimal challenge - the diagrams showing the practices show the practice on a full size court. However,
the course has emphasized the importance of changing the court size and the ball to simplify the game if necessary. Other
ideas such as changing the rules and scoring can also be used. It is important to understand that these practices can be run
on any court size using any ball. However, starter players may initially find that they are able to play a better game on a
smaller court with a slower ball.
• Cooperative, cooperative/competitive and competitive practices – practices may often start with players playing in
a cooperative way, which will help them rally. However, coaches can change a practice to make it more or competitive or more
cooperative. Ideas for doing this are provided.

If coaches are able to set up simple practices such as these, understanding when and how to change the practices to meet the needs
of players, and to run sessions with enthusiasm and energy, starter players will find tennis a stimulating game to play.

38
Game Based Practices for the 3 game situations

Game situation: Serving and returning (Red or orange balls and courts) Practice 1
Tactical objective: Consistency

Objective: to develop consistency when

serving and returning

Description: Players play in half courts.

R S S Server serves (this could be underarm
or overarm), and returner returns. The
objective of the practice is to serve and
R S S
return consistently and to play out the
rally, keeping score. Servers rotate after
each rally. Servers and returners rotate
after 3 minutes.
S – Servers R – Returners

Progressions and variation

R S S
Tactics Stage 1 – consistency
Stage 2 – servers moving the opponent, returners moving the opponent, with both players
R maintaining good court position
S S
Stage 3 – using own strengths and playing to opponents weakness
Numbers 7 players – 4 servers who rotate, and 3 returners who rotate
8 players – 4 servers who rotate, and 4 returners who rotate
Numbers Differentiation and • Use a slower or faster ball
optimal challenge • Use a smaller or larger court
• Use tactics above to challenge players more
Cooperative to competitive Cooperative
• Team scores – if players get a serve and return in, they score 1 point
• play for 2 minutes then all rotate
R Cooperative/competitive
1 3
F • cooperative on the serve and return, and then competitive until the end of the point
Competitive
R • competitive on the serve and 4 either player can win the point from the start
2 return where
• first server to score 3 points becomes the returner

39
Game situation: Groundstrokes (Red or orange balls and courts)
Tactical objective: Consistency
Practice 2

Objective: to play a consistent

groundstroke rally
R S S
Description: Players play in half courts.
Players serve (this could be underarm
R S S or overarm), and players play the rally
using groundstrokes. Players count to see
how many rallies of 10 they can complete
without error in the given time. The 2
servers then rotate with the 2 waiting
S – Servers R – Returners servers at the end of the rally. Servers
also then rotate with returners after 3
minutes.

R S S

R S S
Progressions and variation
Tactics Stage 1 – consistency
Stage 2 – servers moving the opponent, returners moving the opponent, with both players
maintaining good court position
Stage 3 – using own strengths and playing to opponents weakness
Numbers 7 players –3 players at one end rotate, and 4 players at the other end rotate
8 players – 4 players rotate at each end
Differentiation and optimal • Use a slower or faster ball
R
challenge •
1
Use a smaller or larger court
3
F • Use easy targets or more challenging targets
• Use tactics above to challenge players more
R 2 4
Cooperative to competitive Cooperative
• play 10 ball rally then rotate
• play for 2 minutes then all rotate
Cooperative/competitive
• cooperative on the first 3 balls of the rally, and then competitive until the end of the point
• cooperative on the serve and return and until a player can play a forehand, then competitive
Competitive
• play until point is won
• score 1 point for every ball hit beyond the service line, with players playing first to 10 then
rotate
• play for 5 minutes. The player winning at the end of 5 minutes moves right, and the loser
moves left
Feeding Live ball - coach feeds in ball at start of the rally

40
Game situation: Approach and volley (Red or orange balls and courts)
Tactical objective: Consistency
Practice 3

Objective: to play a rally which allows the

players to approach the net and volley
R S S
Description: Players play in half courts.
Servers serve (this could be underarm or
R S S overarm), and players play the rally using
groundstrokes. Either player can approach
the net if the ball lands inside the service
line. No lobs are allowed. Servers rotate
after each rally. Servers also then rotate
S – Servers R – Returners with returners after 3 minutes

R S S

R S S
Progressions and variation
Tactics Stage 1 – consistency of groundstrokes, approach and volley
Stage 2 – moving the opponent using depth and width, with both players maintaining good
court position
Stage 3 – using own strengths and playing to opponents weakness
Numbers Numbers 7 players – 3 players at one end rotate, and 4 players at the other end rotate
8 players – 4 players rotate at each end
Differentiation and optimal • Use a slower or faster ball
challenge • Use a smaller or larger court
R •
1 3
Use easy targets or more challenging targets
F • Use tactics above to challenge players more
• Lobs are permitted
R 2 4
Cooperative to competitive Cooperative
• If players play an approach and 2 volleys, they win a point for their team
• play for 2 minutes then all rotate
Cooperative/competitive
• cooperative on the serve and return and until the player can approach the net, then
competitive
• cooperative on the serve and return and until a player plays a drop shot, then competitive
Competitive
• play until point is won by either player playing a winning volley, pass or lob
• play first to 3 points then rotate

Feeding Live ball - coach feeds in ball at start of the rally

41
 R S S

R S S
Game situation: Serving and returning (Green balls and courts)
Tactical objective: Consistency
Practice 4

Objective: to develop consistency when

serving and returning
R S S
Description: Players play in half courts.
Server serves (this could be underarm
R or overarm), and returner returns. The
S S objective of the practice is to serve and
return consistently and to play out the
rally, keeping score. Servers rotate after
each rally. Servers and returners rotate
after 3 minutes.
S – Servers R – Returners

R 1 3
F
R 2 4
Progressions and variation
Tactics Stage 1 – consistency on a larger court
Stage 2 – servers moving the opponent, returners moving the opponent, with both players
maintaining good court position
Stage 3 – using own strengths and playing to opponents weakness
Numbers Numbers 7 players – 4 servers who rotate, and 3 returners who rotate
8 players – 4 servers who rotate, and 4 returners who rotate
Differentiation and optimal • Use a slower or faster ball
challenge • Use a smaller or larger court
• Use easy targets or more challenging targets
• Use tactics above to challenge players more
Cooperative to competitive Cooperative
• Team scores – if players get a serve and return in, they score 1 point
• play for 2 minutes then all rotate
Cooperative/competitive
• cooperative on the serve and return, and then competitive until the end of the point
Competitive
• competitive on the serve and return where either player can win the point from the start
• first server to score 3 points becomes the returner

42
 R S S

R S S
Game situation: Groundstrokes (Green balls and courts)
Tactical objective: Consistency and moving the opponent
Practice 5

Objective: to serve and return

then complete the rally by
R S S hitting deep groundstrokes
which bounce beyond the
service line
R S S
Description: Players play in
half courts. Servers serve (this
could be underarm or overarm),
and players play the rally using
groundstrokes.
S – Servers R – Returners

R 1 3
Progressions and variation
FTactics Stage 1 – consistency of deep groundstrokes,
R Stage 2 – moving the opponent using depth using forehands in the first rally and backhands in
2 4
the next
Stage 3 – moving the opponent using depth using alternate forehands and backhands, with
both players maintaining good court position
Numbers Numbers 7 players – 3 players at one end rotate, and 4 players at the other end rotate
8 players – 4 players rotate at each end
Differentiation and optimal • Use a slower or faster ball
challenge • Use a smaller or larger court
• Use tactics above to challenge players more
• Lobs are permitted
Cooperative to competitive Cooperative
• play 8 ball rally then rotate
• play for 2 minutes then all rotate
Cooperative/competitive
• cooperative on the serve and return and competitive until either player misses or makes the
ball land in the service boxes
• cooperative on the serve and return, then competitive when either player can try to win with
a drop shot
Competitive
• play until point is won
• points can only be won with a drop shot
• play first to 3 points then rotate
Feeding Live ball - coach feeds in ball at start of the rally

43
 R S S
Game situation: Approach and passing shots (Green balls and courts)
Tactical objective: Consistency and moving the opponent
Practice 6

Objective: to learn to approach

the net and pass

R 1 3
Description: Players play in half
F courts. Coach feeds ball in for
players 1 and 2 to approach.
R 2 4 Objective is for 5 and 6 to try to
pass. Players 1-4 rotate after 3
points.

F – Basket feeding by coach

Progressions and variation

Tactics Stage 1 – Coach feeds first ball, player approaches and volleys (no lobs)
Stage 2 – serve, return and approach when ball lands in service box (no lobs)
Stage 3 – as Stage 2, but players can lob or pass at any stage
Numbers Numbers 7 players – 3 players at one end rotate, and 4 players at the other end rotate
8 players – 4 players rotate at each end
Differentiation and optimal • use a slower or faster ball
challenge • change the position of the line which determines a short ball
• use tactics above to challenge players more
• lobs are permitted
Cooperative to competitive Cooperative
• Coach feeds first ball, player approaches and volleys (no lobs)
• serve for three points then rotate
• play for 2 minutes then all rotate
Cooperative/competitive
• cooperative on the serve, return and approach, then competitive
• cooperative on the serve and return, then competitive when either player decides to
approach
Competitive
• play until point is won with either player able to approach
• points can only be won with a volley
• play first to 3 points then rotate
Feeding Live ball - coach feeds in ball at start of the rally

44
5.4 - Ball and court specifications

The ITF recognises the importance of ‘making the game fit the player’. This chart shows how modified court sizes can be used with different types of tennis balls to make a simple game of tennis
easier to achieve for starter players of all ages. It is important to recognise that whilst it would be ideal for all modified courts to fit standard measurements, the size of courts and the type of ball
used will realistically be adapted to suit variables such as facilities and equipment available, group sizes, and the type of practices being worked on. Such layouts are demonstrated and used in
the ITF Play Tennis course.

Courts Suggested variations/court layout

• 11m x 6m - 11m x 5.5m TRAINING COMPETITION ALTERNATIVE
• service boxes can be
used as an alternative

For ITF ball specifications

on Red balls, go to www.
tennisplayandstay.com

• 18m x 6.5m – 18m x

TRAINING TRAINING ALTERNATIVE COMPETITION /ADVANCED TRAINING
8.23m

For ITF ball specifications

on Orange balls, go to www.
tennisplayandstay.com

• normal courts TRAINING COMPETITION / ADVANCED TRAINING

For ITF ball specifications

on Green balls, go to www.
tennisplayandstay.com

45
5.5 - Competition formats for starter players

Up & Down/ Escalator

Setting up
This easy format is a good social doubles event because it enables players to play many different opponents. In each round a team
plays a different opponent. The winner is the last team to win on the top court.

Match format
The numbers of players is the number waiting cannot exceed the number playing. For example, 1 court with 2 teams playing can have
1 team waiting. The number of courts available determines the number of players. Two courts could have 6 teams; 4 teams playing
and 2 teams waiting. Four courts could have 12 teams; 8 teams playing and 4 teams waiting. The teams not playing would wait in a
designated area near each court.
Alternative formats are:
• singles or doubles and works well in a variety of time frames.
• 30 minutes in a lesson or as a half day event. A shorter period of time would require a shortened scoring format.
• set period of time. The team with the most games or points won at the end of the time is the winning team.

Organisation and scoring

The winning teams move anticlockwise/left toward a top court and the losing teams move clockwise/right toward a bottom court. The
winners on the top court stay until they are defeated. No score sheet is needed.

Round 1
Top Bottom

Round 2

Top Bottom

46
Clock System

Setting up
In this format everyone plays each other. This is a good format for both singles and doubles and can accommodate a maximum of 12
players or teams. You can have up to four teams per court which would provide a built in rest time.

Match format
• one hour with shortened scoring
• 3 hours or full day using longer methods of scoring.

The scoring method used will be determined by the time available and the number of courts.

Organisation
Each player is given a number. Player 1 stays in the same position for the whole competition while all other players rotate one
position. This can be shown on a scoreboard at the start so that players know where to move to. With an odd number include a 0 and
become the stationary position. Each team will receive a bye

Scoring
A winner can be determined by:
• the number of matches won
• adding up the total number of games or points won.

At the end
The players with the highest total is declared the winner.

The diagram below shows the movement .

47
Round Robin Competition

Organiser tips

1. Setting up
Divide your players into groups of 4 players on 2 courts (if you have more players, see the ‘Variations’ section)

2. Match format
Each player plays a short set match (first to 4 games, with tie break at 4-4) against another

3. Organisation
For each group of players, use the following format

3rd Round
1st Round 2nd Round

A plays B A plays D
Court 1 A plays C

D plays C C plays B
Court 2 B plays D

4. Scoring
Players are responsible for scoring their own matches

Players give their scores to the competition organiser at the end of the match.

Scores are added to the score sheet.

5. At the end
The winner will be the player with the highest number of match wins. To decide player positions, take results in the following order:
a. highest number of match wins
b. highest number of points for
c. lowest number of points against
d. the result of the match between the 2 players who are tied

48
Round Robin Competition

Scoresheet (for 4 players)

POINTS POINTS
A B C D WINS POSITION
FOR AGAINST
A

Order of play

AvC BvD AvD BvC CvD AvB

Scoresheet (for 6 players)

POINTS POINTS
A B C D E F WINS POSITION
FOR AGAINST
A

Order of play

AvD CvE BvD AvE BvC DvE

AvC BvE cvD AvB

A wide range of competition formats for different ages, duration and group sizes can be found at www.tennisplayandstay.com

49
5.6 Play Tennis Course Participants Evaluation Checklist

The ITF Play Tennis course is not an assessed course. However, this checklist is used to help participants offer feedback to each other
on Day 4 of the course. Complete this sheet on your own or in pairs and then give it to the participant after their session.

Name of participant: Name of observer: Date:

Skills of the participant Value

The participant demonstrates: + -
• an enthusiasm for tennis, creating a positive and stimulating 5 4 3 2 1
environment for players in sessions
• clear and quick organisation of a small group of players 5 4 3 2 1
• the ability to work effectively with odd numbers 5 4 3 2 1
• the ability to rotate a small group of players so that all are kept 5 4 3 2 1
active and are given different tasks within the practice
• an excellent range of verbal communication skills (using names, loud, 5 4 3 2 1
clear instructions, giving one instruction at a time, asking open questions,
offering positive feedback etc) (see Appendix 1, Play Tennis Manual)
• excellent body language ( facial expressions, hand signals, 5 4 3 2 1
open body language, walking round the court etc)
• the ability to introduce tennis as a tactical game using the 3 singles 5 4 3 2 1
situations (serve and return, groundstrokes, approach and pass)
• basic observation skills to gauge the success of players using these practices 5 4 3 2 1
• the ability to reorganise or make simple changes to activities to maintain optimal challenge 5 4 3 2 1
• the ability to give simple instructions to each player within the 5 4 3 2 1
group to help them be more successful when playing
• understanding of the difference between cooperative, 5 4 3 2 1
cooperative/competitive and competitive practices
• the ability to progress a practice, first using a cooperative practice, 5 4 3 2 1
and eventually progressing to a competitive practice
• understanding of the difference between cooperative, 5 4 3 2 1
cooperative/competitive and competitive practices
•
the ability to progress a practice, first using a cooperative practice, 5 4 3 2 1
and eventually progressing to a competitive practice

Overall evaluation Points Excellent (65-75)
Good (55-64)
Fair (40-54)
Poor (0-39)

50
References

Elderton (2001) 21st Century Coaching: Learner-Centred principles for the game-based approach. www.acecoach.com

FFT (2004) Adult Tennis Programme; teaching and experiencing tennis differently. French Tennis Federation DVD

ITF (1998) Advanced Coaches Manual, International Tennis Federation

ITF (1999) ITF Competition Formats Manual, International Tennis Federation

ITF (2002) Rating the World. The International Tennis Number (ITN). A guide to the ITF International Tennis Rating System

ITF (2005) www.ITFTennis.com/abouttheitf International Tennis Federation website

LTA (2004) Development Coach Award Handbook, CD-ROM version 2004

Mitchell, S and Stanbridge,K. (2000)Equipment characteristics and skill acquisition in young tennis players. Sports Technology

Research Group. Loughborough University, 2000.

Rogers, A (2000) Teaching adults. Open University Press

Tennant, M (2005) 10-step tennis. Unpublished

Young, Dr. J, (2006) ‘Look and listen before you leap: keys to effective communications with players. In ITF Coaching and Sports Science

Review, Issue 38, pp3-5.

51
Published by the International Tennis Federation,
ITF Ltd, Bank Lane, Roehampton, London SW15 5XZ, England
Tel: 44 (0) 20 8878 6464 Fax: 44 (0) 20 8878 7799
Website: www.itftennis.com
Registered Address: PO Box N-7788 West Bay Street, Nassau, Bahamas
ISBN 1-903013-32-1