Steal This Drill: Half Court Battle 2

This is a continuation of a previous drill the focus of which is to develop grit and ball control. In this version, the server plays with some limitations. Briefly, points are played by two players. This can be in a set format or another method of keeping score. The receiver's court is divided (red line) slightly off center. The rules are actually pretty simple. When the server serves into the deuce side (in the diagram, the smallest portion of the court), s/he must hit two shots into the smallest portion of the court before "opening up". The receive can hit anywhere. In this regard, the receiver can dominate the point because he knows where the ball is coming. The server must grit it out by relying on his legs, lungs and ball control. If the server hits it out of the small area, s/he loses the point.

On the ad side (in this case, the larger area), the server must hit 3 consecutive shots into this space before "opening up". Depending on the skill levels of the players, the receiver may or may not have an advantage. Again, the purpose is to have the server grit out a couple of shots.

Many times, the server thinks that he has the advantage only to be surprised by the receiver. It is, therefore, important for a player to know how to rely on his head and heart in order to get back to a balanced position in the middle of the point. The server will most definitely be required to hit the ball high and deep in order to give herself more time to recover and to also prevent the receiver from creating a deadly angle. In all this, the receiver is encourage to pound her shots and keep the pressure on the server. After playing a game, the parties should switch roles. When the players feel like they have mastered this side, they can switch the large area, small area and play the same thing on the other side.

"It's Amazing...": The Eureka Moment

Amazing

I kept the right ones out
And let the wrong ones in
Had an angel of mercy to see me through all my sins
There were times in my life
When I was goin' insane
Tryin' to walk through
The pain
When I lost my grip
And I hit the floor
Yeah,I thought I could leave but couldn't get out the door
I was so sick and tired
Of livin' a lie
I was wishin that I
Would die

[Chorus:]
It's Amazing
With the blink of an eye you finally see the light
It's Amazing
When the moment arrives that you know you'll be alright
It's Amazing
And I'm sayin' a prayer for the desperate hearts tonight

That one last shot's a Permanent Vacation
And how high can you fly with broken wings?
Life's a journey not a destination
And I just can't tell just what tomorrow brings

You have to learn to crawl
Before you learn to walk
But I just couldn't listen to all that righteous talk, oh yeah
I was out on the street,
Just tryin' to survive
Scratchin' to stay
Alive
[Chorus]

The year was 1993 and I was a 16 year know-nothing living and trying to develop as a tennis player in the Midwest. Aerosmith had just released the album "Get a Grip", their first album since 1989 and the band's best-selling studio album. This was a time before cell phones, mp3 players, laptops or even internet (yes, it existed, but, due to the costs of computers and access, not all of us had access to it so it was, by in large, meaningless). CDs and CD players were also a novelty and I was very excited when my parents gave me some cash to buy a CD player (instead of lugging around heavy, portable tape-players).

So into the store I walked, excited about the possibility of owning one of these amazing pieces of "modern technology." I was even more stoked (too antiquated?) when the salesperson threw in a copy of Aerosmith's new album as a promotional incentive. I was more into Metallica back then but, what the heck, $24 (cost of a CD) wasn't exactly burning a hole in my pocket so I said "what the heck" and I took my new purchase and popped the new CD in. For some reason, the song "Amazing" really resonated with me and, particularly, the references to learning to crawl before learning to walk, life's a journey not a destination and "with the blink of an eye you finally see alright" (full disclosure: I always thought that they sang "see the light"). It was this last bit that stood out for me the clearest and the longest. It was only later in my life that I put "2 and 2 together."

You see, at 16, I felt that as I tennis player I could go "toe to toe" with anybody in the world my age. I had a good, hard serve, steady ground-strokes (could pin-point my shots with precision, pace and a variety of spins), solid volleys and I was fit. If anything, I was obsessed with fitness and, in addition to grinding on the ball machine 2 hours a day and hitting hundreds of seres, I spent a great deal of my day in the gym. It was at this age when I realized that winning in tennis was more than just about forehands and backhands. I had the forehand and the backhand and the serve; this allowed me to stop worrying about what was going on 2.5feet in front of me at the end of my finger tips (e.g. whether I had this forehand or that; whether the face of the racket was opened or closed; etc). In other words, it was as if the fog had been lifted off the court and I was no longer focusing on my side of the court but my opponent's. I looked up and forward instead of down. 

In other words, for the first time in my tennis-playing life, I was seeing things clearly. I was reading my opponent's body language and knew what he was planning and how he was feeling. I was becoming attuned to situational awareness and knew how the point was going to unfold within 2 shots. In other words, I experienced a "Eureka" moment..the point where I finally "got it". Now, bear in mind, I was still no world-beater. However, I felt that at this point I was beginning to have a global perspective of the sport and studying the game's many facets became an addiction. Scientific research supports the notion that when something is learned through-trial and error, the brain builds new pathways indicating the the subjects had a "sudden insight" about how the world works, Abrupt transitions between prefrontal neural ensemble states accompany behavioral transitions during rule learning (Durstewitz D, et al.; Neuron, May 2010). Later, I realized that the Eureka moment is not something that is limited to tennis or even sports. Some musicians, business people, inventors, artists, professionals, politicians and others experience this at some point in their life. Unfortunately, the vast majority experience it too late to be able to make an impact in their own lives or the lives of others. Some "desperate souls" might not experience this moment of clarity at all.

What sets some people apart? Why do some experience the Eureka moment at an early age while others struggle with their search for enlightenment? Why did Nadal break into the top 100 so soon and achieved such great success at such an early age? Same with Sampras, Chang, Agassi, Although empirical data may be lacking, one can't help but wonder whether the "10,000 FOCUSED hour rule" is involved. For example, legendary coach Robert Lansdorp is of the opinion that by age 16, there is very little that can be done in terms of performing a major technical overhaul on a player's strokes. It all starts at around 8 years old and then, by 16, everything should sort of gel into place from a technical standpoint. Tennis legend Johan Kriek agrees: "...by 16 it should be 'all there'...minor changes possible after that but not much more." In other words, the players who make it tend to emphasize the technical aspect of the sport first (i.e. refining the gross motor skills) and, as they start to get this part of the game - as the strokes become rock-solid, powerful, efficient, adjustable - they begin to shift the focus towards the tactical aspect (of course, strategy is also learned when one is very young and very small, but in manageable, age-apropriate doses).  

Nevertheless, too many young kids are thrown into tournament after tournament and they never have the opportunity to master the basics of the game. Many struggle with the meat-and-potatoes of the game long after the substantial emphasis should have shifted to tactical and physical training. If you're in the tennis-teaching or tennis-developing business, you are familiar with a great number of 16+ year old players who have a ton of potential but whose chance have been ruined by not learning the "correct" things the first time around. In other words, they don't spend enough focused hours honing their basic skills and, after each tournament, they have to go to the drawing board in order to clean up the mistakes that they have learned over the weekend. So instead of a learn-solidify-learn-solidify-learn-solidify process, it's a protracted learn-unlearn-learn-unlearn-learn-unlearn system. When results are starting to matter the most (U18s), players are still tinkering with glitches in their strokes.

If there is an all-encompassing answer, I'm not certain that CAtennis.com has it. The simple advice (from experience and observation) is for player (and parents) to focus on strokes first and slowly incorporate more and more strategy into the practices. The initial focus should be on having the players lay down a solid tactical foundation - mastery of every stroke under all possible scenarios along with a general understanding of use and application. Fretting about results too soon or too often could be detrimental to the overall learning process (and quite expensive). Remember this expression from the field of law: touch a file once (i.e., do it once; do it right).

Chill Out, Bro

It is clear that intense competition can cause athletes to react both physically and mentally in a manner which negatively affects their performance abilities. Tennis players are not an exception to this rule. This is particularly true for the first tournament match (i.e. before the player has found his/her rhythm and concentration zone). In one study, results showed a cortisol response to competition, which was especially characterized by an anticipatory rise. Males had the same pattern of cortisol responses than females, even if the cortisol concentrations were significantly higher in females the day of the competition, Psychophysiological stress in tennis players during the first single match of a tournament, Psychoneuroendocrinology. 2009 Jan (Filaire E., Alix D., Ferrand C., Verger M.)

Accordingly, the purpose of practice is to prepare the body and mind for the stresses of performance. Good coaches will provide their students with a lot of the skills necessary to thrive under pressure. However, there's one skill that is hardly ever practiced and that's how the player interacts with the parent immediately before the match. Another study found that tennis parents are usually stressed by 7 different factors: competition, coaches, finance, time, siblings, organization-related, and developmental, Understanding parental stressors: an investigation of British tennis-parents, J Sports Sci. 2009 Feb 15 (Harwood C., Knight C.) So where the player is stressed by 1 factor - competition - the parents seem to be stressed by 6 other factors. It doesn't take much to figure out that uncontrolled parental anxiety can be filtered down to the players thereby increasing their anxiety levels. Furthermore, where the parents may be stressed about the price of gas and overall cost of tournament, the player can be led to feel that the match is of utmost importance (thereby adding to the child's stress levels concerning competition). Add to this some ill-timed or ill-conceived post-match statements or questions, and it's easy to see how some players start to overemphasize the role of winning in the development (thereby repeating and increasing the stress cycle).

So what can the coach do to prepare the student for the pre-match car-ride (assuming, of course, that the coach is separate from the parent)? In this regard, the coaches' role is to train the parents. First of all, it is important for the player to play practice matches where the parent drops off the student to the courts. Sometimes, the parent will watch the practice match; other times, s/he will run errands. Practice match results aren't important, but the things that are learned through this process are very important. In this regard, dropping off the kid to a practice match serves as behavioral training for the parents as well - if this practice is, in fact, regarded as such. Parents can monitor their practice-match stress levels and conversation with their children and see how it matches up with a "real" match scenario. Second, some parents have found it easier to dissociate competition from the trip. For example, they can find "cool things to do" in the area of the tournament and, whenever, the conversation turns too serious towards the match, they can emphasize that they are so excited about having the opportunity to go to such-and-such mall or museum or visit whatever landmark. Again, the child is helped to remember that there are more things in life besides tennis. Tennis is simply one of the processes (the best one, in our opinion) for learning about life. Third, any conversation regarding the match should be kept to "practical" topics: what's the game plan? What do you know about this kid? How are you going to approach the first 3 games of the match? What happens if your first game plan fails; what's your back-up plan? How are you taking into account the conditions? Etc. In other words, winning/losing is implied so talking about "kicking his butt" or "go get 'em" is only of limited value. Furthermore, rather than telling the player what to do ("make sure that you..."), have him/her become devise the plan. In other words, make the association that you're more interested in the process than the result. Lastly, this talk should be saved for the last couple of minutes of the car-ride. Use the duration of a car-ride to a practice match as your rule of thumb. For example, if the practice-match ride is only 10 minutes, then it's probably best to not wear out the kid with tennis-related matters for 1hr 45mins prior to the match...this is draining and stressful and most children cannot bear the additional baggage.

Mats Wilander: Manage Your Game Like a Team

I had the fortunate opportunity to hit with 7-time Grand Slam Champion Mats Wilander in his hometown of Sun Valley, Idaho. He was giving a clinic to recreational players and I was very curious about what advice he would give to club level players. His energy and enthusiasm for the game was impressive, not feeding any balls but hitting with each player who came out on the court.  He was jumping around, hustling down balls (no one could control the ball), and sweating.  His attitude was contagious.  

When he slowed down, he asked how many people played team sports growing up.  Almost everyone raised their hand.  Then he started to explain how he thought of his game as playing on a team.  His forehand, backhand, serve, slice, volleys, return of serve- all of these different components to his game formed his team. He looked at tennis as a team effort.  If one part of his game was not having a good day, others parts of his game had to pick up the slack.  Before playing each match, he told himself that nobody on his team was going to have a perfect day.  But it was his job to recognize which strokes (players on the team) were having a good day and which were not.  

He explained how like in basketball, you can make substitutions.  Relating to his tennis game, if his hard low forehand wasn't hurting his opponent, he would substitute in a high looping forehand to their backhand.  If his baseline game wasn't doing the trick, he would substitute in his serve and volley attack.  Every tool in his arsenal of weapons together formed a team, each having to do their part when called upon.  Smart players are flexible and are ready for anything; willing to adapt to win in that very moment.

Maybe this "team" analogy will help you be less stubborn on the court and be a better thinker on the court.  

Someone asked him at what age should kids start to get serious about the game.  He quickly said he was a big believer in playing all sports at a young age to develop your athleticism.  He was an avid skier and played soccer before he dived full-time into his tennis at 13.

Steal This Drill: Mirror-Mirror

Here is an interesting drill for training groundstrokes as well as for warming up. The best part about this drill is that it can be performed with 4 (or more) players on court so it could be useful for situations where the court-time is limited (e.g. indoors). The basic drill is as follows:

1. Players play on one-half of the court. This can be either the down-the-line half (including/excluding doubles - coach's choice) or the cross-court half (including/excluding doubles - coach's choice).

2. One of the players feeds a deep (aim for 2-3 feet from the baseline) ball into his opponent's half.

3. The recipient (the "proactive" player) hits either a forehand or a backhand.

4. Here's the scope of this drill: whatever the recipient hits (forehand/backhand), the feeder (the "reactive" player) has to match/mirror. Hence the "mirror-mirror" name for this drill. It's "open play" when one of the players makes it to the net. However, players should be encouraged to play from the baseline so as to hone their groudnstroke and body-language instincts.

5. Variations for this drill include instances where the point is "opened up" (i.e., any shot goes after the ball cross the net a certain number of times: 6-8-10, etc.). Furthermore, although initially the players must only match the stroke (forehand-for-forehand; backhand-for-backhand), as the players develope they can also be encouraged to copy the spins. So if the receiver hits a slice backhand, the feeder must hit that as well. Lastly, the players can also do "opposite" mirror - so if the proactive player hits a forehand, the reactive player has to hit a backhand. An additional layer of complexity can be added by forcing the reactive player to hit not just the opposite shot but the opposite spin as well (e.g. BH slice when opponent hits FH topspin; and vice versa).

The drill teaches the players to be proactive in terms of dictating play (this goes for the receiver) and also to "read" the opponent's body language in order to make adjustments with respect to stroke and spin (particularly for the feeder...the "reactive" player). The reactive player MUST REALLY PAY ATTENTION in order to do this drill well. So focus is also improved. In addition, the feeder (reactive player) is taught how to control the point and seek to gain the upper hand from a relatively defensive position (i.e., turning defense into offense). Footwork is also a huge component of this drill - as the the "reactive" player hits the ball and immediately has to recover and adjust for the next ball from the "proactive" player.

If you would like to share any drill ideas or practical suggestions for improving the game, please email us at catenniseditor@gmail.com or contact us on Facebook. As always, if you like the information, please pass it along to anyone who may be interested.