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Coaching
Tennis
Technical and
Tactical Skills
American Sport
Education Program
with Kirk Anderson
Human Kinetics
Library of Congress Cataloging-in-Publication Data
Coaching tennis technical and tactical skills / American Sport Education Program.
p. cm.
Includes index.
ISBN-13: 978-0-7360-5380-8 (soft cover)
ISBN-10: 0-7360-5380-8 (soft cover)
1. Tennis--Coaching. I. American Sport Education Program.
GV1002.9.C63C63 2009
796.342--dc22
2009002238
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contents
preface v
Part I Teaching and Evaluating . . . . . . . . . . . . . . . . . 1

chapter 1 Teaching Sport Skills 3
chapter 2 Evaluating Technical and Tactical Skills 9
Part II Teaching Technical Skills . . . . . . . . . . . . . . . . 19

chapter 3 Foundational Skills 21
chapter 4 Strokes and Shots 65
Part III Teaching Tactical Skills . . . . . . . . . . . . . . . . . 139

chapter 5 Singles and Doubles Tactics 141
chapter 6 Offensive Tactical Skills 153
chapter 7 Defensive Tactical Skills 191
Part IV Planning for Teaching . . . . . . . . . . . . . . . . . . 217

chapter 8 Season Plans 219
chapter 9 Practice Plans 229
Part V Match Coaching . . . . . . . . . . . . . . . . . . . . . . . . 239

chapter 10 Preparing for Matches 241
chapter 11 During and After the Match 249
index 253
about the authors 261
iii
preface
If you are a seasoned tennis coach, surely you have experienced the frustration of
watching your players perform well in practice, only to find them underperform-
ing in matches. In your own playing days, you likely saw the same events unfold.
In practice, your teammates, or perhaps even you, could hit the first serve with
good pace and spin forcing your opponent wide on the court. You could then move
forward to the net and hit the first volley crisply to the opening on the opposite
side of the court, but you could not transfer that kind of performance to the match.
Although this book will not provide you with a magical quick fix to your players’
problems, it will help you prepare your players for match day. Whether you are
a veteran coach or are new to coaching, Coaching Tennis Technical and Tactical
Skills will help you take your players’ games to the next level by providing you
with the tools you need to teach them the game of tennis.
Every tennis coach knows the importance of technical skills. The ability to
hit groundstrokes accurately and with a variety of spins, as well as powerful,
directed serves, and win points at the net with decisive volleys and overheads
can significantly affect the outcome of a match. This book discusses the basic
and intermediate technical skills necessary for your players’ success, including
offensive, defensive, and neutral skills. You will learn how to detect and correct
errors in your players’ performances of those skills and then help them transfer
the knowledge and ability they gain in practice to matches.
Besides covering technical skills, this book also focuses on tactical skills, includ-
ing offensive skills such as hitting groundstrokes from the backcourt, approach-
ing the net to hit volleys and overheads, and playing the serve-and-volley style.
Your players will learn to identify the style that works best for them and is the
most effective against the preferred style of the opponent. The book discusses the
tactical triangle, an approach that teaches players to read a situation, acquire the
knowledge they need to make a tactical decision, and apply decision-making skills
to the problem. To advance this method, the book covers important cues that help
athletes respond appropriately when they see a play developing, including impor-
tant rules, match strategies, and the strengths and weaknesses of opponents.
In addition to presenting rigorous technical and tactical training to prepare
your athletes for match situations, this book also provides guidance in how to
v
vi Preface
improve their match performance by incorporating matchlike situations into

daily training. We describe many traditional drills that can be effective but also
show you how to shape, focus, and enhance drills and minigames to help players
transfer their technical skills to tactical situations that occur during matches. For
example, you can change a tedious crosscourt groundstroke drill into an exciting,
competitive contest by keeping score of the number of balls that land behind the
service line and how many times the opponent has to play the shot from outside
the doubles alley.
This book also covers planning at several levels—the season plan, practice plans,
and match plans. We offer a set of eight-session practice plans based on the games
approach, which cover the length of the practice session, objective of the practice,
equipment needed, warm-up, practice of previously taught skills, teaching and
practicing new skills, cool-down, and evaluation.
Of course, playing in matches is what your practices eventually lead to. This
book shows you how to prepare long before the first match, addressing such is-
sues as communicating with players and parents, scouting your opponents, and
motivating your players. You will learn how to control your players’ performances
on match day by establishing routines, as well as how to help them play at optimal
pace, maintain focus between points, and hit every shot with purpose. You will also
learn how to manage around such elements as wind, sun, and court surface.
Part I
Teaching and
Evaluating
Being a good coach requires more than simply knowing the sport of tennis. You
have to go beyond the sport and find a way to teach your athletes how to be bet-
ter players. To improve your players’ performance, you must know how to teach
and evaluate them.
In chapter 1 we go over the fundamentals of teaching sport skills. We first
provide a general overview of tennis and talk about the importance of being an
effective teacher. Next, we define some important skills, helping you gain a bet-
ter understanding of technical and tactical skills before discussing the traditional
and games approaches to coaching.
We build on the knowledge of how to teach sport skills by addressing the evalu-
ation of technical and tactical skills in chapter 2. We discuss the importance of
evaluating athletes and review the core skills you should assess and how you
can best do so. This chapter stresses the importance of preseason, in-season,
and postseason evaluations and provides you with tools you can use to evaluate
your players.
By learning how to teach and evaluate your players, you will be better prepared
to help them improve their performance.
1
chapter
1
Teaching
Sport Skills
Tennis is a very simple sport. The object is to hit the ball over the net and inside the
boundary lines one more time than the opponent does. As simple as that sounds,
the task of hitting a ball over a net and into the court has multiple variables that
each player must master to be a successful competitor.
The most obvious skills are the strokes used to hit the ball over the net: forehand
and backhand groundstrokes, first and second serves, serve returns, volleys, and
overheads. Other shots are lobs, approach shots, and drop shots.
In addition, a good tennis player must understand the five controls for each
of the preceding strokes: direction, distance, height, spin, and speed. With all of
these variables to master, every player must also adjust to an opponent’s shots so
as to keep the ball away from the opponent.
To get to every ball, players must learn how to move before playing a shot and
how to recover after a shot. In addition, they must adjust to their own strengths,
the weaknesses of the opponent, their position on the court, and the playing con-
ditions.
Players must also be aware of the mental side of the game. Keeping track of
the score; calling balls in and out; controlling their thoughts and emotions; and
dealing with errors, conditions, and idiosyncrasies of their opponents are all parts
of the game.
Players on a doubles team must do all of the preceding while also working with a
partner on the same side of the court. Doubles players need to have all of the skills
of singles players while also understanding doubles formations. The team must
3
4 Coaching Tennis Technical and Tactical Skills
do everything possible to return balls to openings on the opponents’ side of the

court and fill the gaps before the opponents can hit their shot to these openings.
Although tennis is a simple game, there is always something new that players
can learn, either tactics or techniques, that will make them better players or teams.
The learning and playing take place in almost every country, where players are
playing on the same-size court and with identical rules. These rules apply to men
and women, children and seniors. Tennis is truly a game for every person, in any
country, and it’s a game that can be played for a lifetime.
Effective Teaching
Effective tennis coaches must be well schooled in teaching both singles and
doubles skills, shot selection, and movement and recovery. Coaches who are ten-
nis players have to learn about all styles of play because players come in all sizes
and temperaments. Because they must be able to teach more than one stroke or
style of play, coaches must learn much more than the style and strokes they use
when they play.
If you, like many coaches, play the game, you must master the transition from
playing the game to teaching the game, a more difficult step than most people
realize. To perform successfully, athletes need to gain a sense of how each skill
feels—how they have to move and think. As a teacher, you have to search for
ways to help your players gain that sense, that feeling, of how to perform skills,
and you must understand that different athletes often perceive the same skill in
different ways.
Additionally, to be an effective teacher, you must accept responsibility for the
performance of your athletes. If you hide behind the tired excuse that your athletes
just can’t play, you will never be motivated to find the teaching strategy that will
produce improvement. But if you adopt the credo that the team reflects everything
the coach has taught the players, or everything the coach has allowed them to
do, then you will understand that every player can improve. Even if an athlete’s
skill level is average, you can motivate her to hustle and give great effort, you can
drill her until she executes perfectly, and you can inspire her to help the whole be
greater than the sum of the parts. If you continually search for new ways to teach
the same skill, you will eventually find a phrase, drill, or concept that triggers the
athlete’s reactions in such a way that she finally starts showing improvement in
areas where she previously struggled.
You have the responsibility of finding a way to teach, or motivate, your players
to improve their skills. This concept alone—your acceptance of responsibility for
your players’ performances—will produce creative, exciting, and extremely effective
teaching, the kind of teaching that results in improved skills and performances
by both the individual players and the team as a whole.
Technical and Tactical Skills

As a coach, you are responsible for patiently and systematically explaining and
drilling your athletes on the basic skills and shot patterns that make up the game.
These skills, called technical skills, are the fundamentals that provide each player
with the tools to execute the physical requirements of the game. Each day at
Teaching Sport Skills 5
practice, you also must create scenarios on the court in which players have to use
their technical skills in matchlike situations, forcing them to make decisions that
simulate the choices they will have to make in a match. These skills, called tacti-
cal skills, are the bridge between practice performance and match performance.
Although the proper execution of technical skills is necessary for success, the
tactical skills (i.e., the ability to make the appropriate decisions) are the key to
having everything come together when it counts—in the match.
Obviously, other types of skills, such as pure physical capacity, mental skills,
communication ability, and character traits, all contribute to athletic performance
(Rainer Martens, Successful Coaching, Third Edition, Champaign, IL: Human
Kinetics, 2004, p. 170). Although all these skills are important, effective teaching
of the technical and tactical skills provides the foundation for successful tennis
coaching.
The variety of skills used in tennis is massive and impossible to chronicle in
one text. Consequently, this book focuses on the basic to intermediate technical
and tactical skills in tennis. These skills were compiled with the help of the United
States Tennis Association. The goal is to provide a resource that will help you im-
prove your understanding and instructional methods as you strive to teach your
players the great game of tennis.
Technical Skills
Technical skills are “the specific procedures to move one’s body to perform the
task that needs to be accomplished” (Martens, Successful Coaching, p. 169). The
proper execution of the technical skills of tennis is, obviously, crucial to success-
ful performance. Most coaches, even those with little experience, know what the
basic technical skills of tennis are: serves, serve returns, groundstrokes, volleys,
approach shots, lobs, and overheads. But your ability to teach athletes how to
perform those skills usually develops only over a long period, as you gain coach-
ing experience.
The goal of this book is to speed up the timetable of teaching skills by improv-
ing your ability to do the following:
• Clearly communicate the basic elements of each skill to the athlete.

• Construct drills and teaching scenarios to rehearse those skills.
• Detect and correct errors in the athletes’ performance of skills.
• Help athletes transfer knowledge and ability from practice to matches.
Effective coaches have the capacity to transfer their knowledge and understand-
ing of skills into improved performance of those skills by their athletes. This book
outlines a plan that will help you do just that by teaching you how to become a
master of the basic to intermediate technical skills of tennis and provide your
athletes with the resources necessary for success.
Tactical Skills
Mastery of the technical skills of tennis is important, but athletes must also learn
the tactics of the game. Tactical skills are defined as “the decisions and actions
of players in the contest to gain an advantage over the opposing team or players”
(Martens, Successful Coaching, p. 170). Many tennis resources overlook the tacti-
cal aspects of the game. Coaches even omit tactical considerations from practice
because they are focused so intently on teaching technical skills. Another reason
for this omission is that tactics are difficult to teach. One way that you can ap-
proach tactical skills is by focusing on the following three critical aspects, the
“tactical triangle” (Martens, Successful Coaching, p. 215):
• Reading the play or situation
• Acquiring the knowledge needed to make an appropriate tactical decision
• Applying decision-making skills to the problem
This book as a whole provides you with the knowledge you need to teach play-
ers how to use the tactical triangle. Part III covers cues that help athletes respond
appropriately when they see a play developing, including rules of the game, game
strategies, and opponents’ strengths and weaknesses that affect match situations,
as well as ways to teach athletes how to acquire and use this knowledge. Part III
will also help you teach athletes how to make appropriate choices in given situa-
tions and show you how to empower players to recognize emerging situations on
their own and make sound judgments.
Perhaps the greatest frustration for a coach is to witness athletes making er-
rors in matches on skills they have repeatedly drilled in practice. For example,
in practice a player demonstrates perfect footwork while moving forward to play
an approach shot and continues to the net where he hits a controlled and well-
placed volley. During a match, however, he rushes his steps and overhits the ap-
proach shot and volleys wildly without getting set at the net. Transferring skills
from practice to the match can be difficult, but you can reduce errors by placing
the athletes in matchlike situations in practice to work on tactical skill decisions.
Only after rehearsing the tactical decision repeatedly in practice will the athletes
be prepared to execute those decisions (while maintaining their execution of the
related technical skills) in the match.
Traditional Versus Games Approach

to Coaching
As mentioned, transferring skills from practice to matches can be difficult. A
sound background of technical and tactical training prepares athletes for match
situations. Incorporating matchlike situations into daily training, however, in-
creases the likelihood that players will transfer skills from practices to matches.
To understand how to accomplish this, you must be aware of two approaches to
coaching—the traditional approach and the games approach.
Part IV of this book provides examples of both the traditional approach and the
games approach to coaching. Although each style has its particular advantages, the
concept favored in this book is the games approach. The games approach provides
athletes with a competitive situation governed by clear objectives and focused on
specific individuals and concepts. The games approach creates a productive and
meaningful learning environment in which athletes are motivated by both the
structure of the drills and the improvements they make. Finally, the games ap-
proach prepares athletes for competition because they have experienced situations
that closely resemble the tactical situations they will see in the match.
Teaching Sport Skills 7
Traditional Approach
Although the games approach to coaching has much merit, the traditional ap-
proach to coaching also has value. The traditional approach often begins with a
warm-up period, followed by individual drills, group drills, and then a substantial
team period, or scrimmage, at the end of the practice. The traditional approach
can be helpful in teaching the technical skills of tennis. But unless you shape,
focus, and enhance the team period, the athletes may be unable to transfer the
skills they learn in the drills to the scrimmage situation in practice or, worse, into
effective performance, especially of tactical skills, in matches.
Games Approach
The games approach emphasizes the use of games and minigames to provide ath-
letes with situations that are as close to a real match as possible (Alan G. Launder,
Play Practice, Champaign, IL: Human Kinetics, 2001). But this method requires
more than just putting the players on the court, throwing out a ball, and letting
them play. You should use the following three components any time you use the
games approach:
1. Shaping
2. Focusing
3. Enhancing
Shaping play allows you to modify the game in a way that is conducive to learn-
ing the skills your athletes are working on. You can shape play by modifying the
rules, the environment (playing area), the objectives of the game, and the number of
players (Launder, p. 56). In scrimmage situations the stronger players often domi-
nate, and the weaker players merely get through the scrimmage without playing
a strong, active role. If you shape play by reducing the playing area, every athlete
will have the opportunity to learn and practice the skills required for tennis.
You also need to be sure to focus the athletes on the specific objectives of the
game. Players are more apt to learn, or at least be open to learning, if they know
why they are playing the game and how the tactics they are rehearsing fit into the
bigger picture. Provide the athletes with clear objectives and a straightforward ex-
planation of how those objectives will help them become better tennis players.
Finally, you must play an active role throughout the game, enhancing the play
by stopping the game at the teachable moment and instructing the athletes about
how they could improve their decision-making or technical skills.
A game called Half-Court Singles is an example of the games approach to teach-
ing tactical skills. This game involves two singles players playing points using only
half the singles court. The regular singles court is divided down the middle so the
center service line is extended to the baseline, making the court 78 feet long but
only 13.5 feet wide. This narrow court forces the players to use short and deep
shots to move their opponents and create openings. The objective of the game is
to move the opponent very deep in the court so the player can hit a short ball by
using a drop shot or drop volley in front of her, or to draw her opponent to the net
so she can hit a lob over her head into the backcourt. Because the court is narrow,
hitting the ball with angles will be ineffective, so players will need to think about
and work short and deep ball sequences.
To play this game, have players play to 10 points. Each player serves 2 points
before changing serves. To emphasize the deep and short openings, players are
awarded 2 points for hitting a successful drop shot or drop volley (a shot that
bounces on the court twice before the opponent can play the shot). Also, award 2
points for a successful lob that the player at the net cannot touch.
This game forces all players to think about keeping the ball in play and not
giving the opponent free points with unforced errors. It also makes players think
about how to win points by hitting a series of shots rather than a one-shot winner.
In this situation players are forced to use a combination of short and deep shots
to win points. This is a great learning situation for all players because it makes
them think about hitting every shot with a purpose.
The game seems simple, but some fascinating scenarios invariably unfold,
creating vivid opportunities for teaching. For example, if a player has an opening
shot in the court but hits a poor drop shot, it gives the opponent time to move
forward, play the shot, and take an offensive position at the net. Players will learn
that they must create an opening by forcing the opponent behind the baseline,
but they must be inside the baseline themselves to execute a successful drop shot.
This scenario illustrates some intriguing dimensions of the games approach to
coaching. Later sections of the text will offer more examples of this approach for
you to use in creating great learning experiences for your athletes.
Coaching tennis is a complex yet rewarding job. Tennis coaches are responsible
not only for the development of good players but also for the development of young
people who know right from wrong and how to make good behavioral decisions.
The emphasis of this book is on the concepts and strategies of teaching the basic
to intermediate technical and tactical skills of tennis, using both the traditional
and games approaches. The foundation of effective teaching that this book pro-
vides will help you master the art of helping your athletes refine and improve the
array of skills and techniques that make up the diverse, complex, and fascinating
game of tennis.
chapter
2
Evaluating
Technical and
Tactical Skills
Tennis is both an individual sport and a team sport. In building your team, you
should use specific evaluation tools to assess the development of the individual
parts that make up the whole of the team. You must remember that basic physical
skills contribute to the performance of the technical and tactical skills. In addition,
an array of nonphysical skills, such as mental capacity, communication skills, and
character skills, overlay athletic performance and affect its development (Rainer
Martens, Successful Coaching, Third Edition). In this chapter we examine evalua-
tion guidelines, exploring the specific skills you should evaluate and the tools to
use to accomplish those evaluations. Evaluations as described in this chapter will
help you critique your players objectively, something that you should continually
strive to do.
Guidelines for Evaluation

Regardless of the skill you are measuring and the evaluation tool you are using,
you should observe the basic guidelines that govern the testing and evaluation
process. First, the athletes need to know and understand the purpose of the
test and its relationship to the sport. If you are evaluating a technical skill, the
9
correlation should be easy. But when you are evaluating physical skills, or mental,
communication, or character skills, you must explain the correlation between the
skill and the aspect of the game that will benefit.
Second, you must motivate your athletes to improve. Understanding the cor-
relation to the game will help, but sometimes the matches seem a long way away
during practices and training. In the physical skills area, elevating the status of
the testing process can help inspire the athletes. If you can create a match-day
atmosphere with many players present and watching as you conduct the testing,
the athletes will compete with more energy and enthusiasm than they would if you
ran the tests in a more clinical fashion. Goal boards and record boards posting
all-time best performances can also motivate the athletes. The best of these boards
have several categories, including the longest rally from baseline to baseline, the
longest rally from the baseline to the net, the longest rally at the net from volley
to volley, and target hits with the serve. You could also include tournament results
as a team or even individual results or rankings for those playing in sanctioned
tournaments.
The best motivation, though, comes from a personal best effort in physical skills
testing, or an improved score in technical, tactical, communication, or mental
skills. When athletes compare their performances today to those of yesterday, they
can always succeed and make progress, regardless of the achievements of their
teammates. When they see themselves making progress, they will be motivated
to continue to practice and train. This concept, while focusing on the individual,
is not antithetical to the team concept. You simply need to remind the team that
if every player gets better every day, the team will get better every day!
Third, all testing must be unbiased, formal, and consistent. Athletes will easily
recognize flaws in the testing process and subsequently lose confidence in the
results. You must be systematic and accurate, treating every athlete the same
way, in order for the test to have any integrity. No athlete should be credited with
a test result on a physical skill if she does not execute the test regimen perfectly.
You must mandate good form and attention to the details of the test. The same
is true of evaluation tools that do not measure quantitatively. A coach who wants
to evaluate technical skills must use the same tool for all athletes and score them
fairly and consistently for them to trust the conclusions reached.
Fourth, you must convey your feedback to the athletes professionally and, if
possible, personally. No athlete wants to fail, and all are self-conscious to a certain
extent when they don’t perform to their expectations or the expectations of their
coach. At the same time, all athletes have areas in which they need to improve,
and you must communicate those needs to them, especially if they do not see or
understand that they need to improve! Personal, private meetings with athletes
are crucial to the exchange of this information. Factual results, comparative rank-
ing charts, historical records of previous test results, and even videos of athletes’
performances can discretely communicate both areas in which they are doing
well and areas in which they need to make progress.
If you have a large number of athletes, you can accomplish these individual
meetings in occasional and subtle ways—by asking the athlete to stay for a few
minutes in the office after a team meeting, by finding the athlete after practice
or a workout in the locker room, by going out to practice early and creating an
opportunity to talk to the athlete individually, or by calling the athlete in to the
office at random times just to talk. These in-person, one-on-one meetings are by
far the best method of communicating to your athletes the areas in which they
need to improve.
Evaluating Technical and Tactical Skills 11
Finally, you must apply the principles that you are asking of your players to the
process of evaluating them. You must be an expert in your field in terms of your
knowledge of the technical and tactical skills for your sport, so that you can ac-
curately and consistently evaluate the skill that you see your players perform. You
must understand the value and importance of the physical skills (perhaps even in
your personal lifestyle and health habits) to convey the importance of these skills
to the game. You must have outstanding communication skills to be effective in
your teaching, and you must exhibit those skills in your dealings with other staff
members, especially when you are visible to the players, so that you can establish
credibility with the players regarding communication.
Evaluating Skills
Clearly, players must know the technical skills demanded by their sport, and they
must know how to apply those skills in tactical situations when they compete.
You must remember, however, that basic physical skills contribute to the perfor-
mance of the technical and tactical skills and must be consciously incorporated
into the athlete’s training plan. In addition, various nonphysical skills such as
mental capacity, communication skills, and character skills also overlay athletic
performance and affect its development.
As you evaluate your athletes, one concept is crucial: Athletes should focus
on trying to improve their own previous performance, as opposed to compar-
ing their performances to those of their teammates. Certainly, comparative data
help athletes see where they rank on the team and perhaps among other players,
and these data may motivate them or help them set goals. However, because all
rankings place some athletes on the team below others, these athletes can easily
become discouraged, especially if they consistently rank at the bottom of the team.
Conversely, if the focus of the evaluation is personal improvement, every player
on the team has the possibility of being successful every time tests are conducted.
Whether you are looking at physical skills or nonphysical skills, encourage your
athletes to achieve their own personal bests.
Evaluating Physical Skills

The essential physical skills for tennis are strength, speed, agility, power, and
flexibility. The training and evaluation of those five physical skills are especially
important in the off-season and preseason periods, when athletes are concentrat-
ing on overall improvement. In-season evaluation, however, also ensures that any
off-season gains, especially in strength, do not deteriorate because the players and
coaches are devoting much of their time and attention to match-plan preparation
and practice.
Testing should occur at least three times a year—once immediately before the
tennis season begins to gauge athletes’ readiness for the season, once after the sea-
son to measure the retention of physical skills during competition, and once in the
spring to evaluate athletes’ progress and development in the off-season program.
In addition, you will be constantly evaluating your athletes throughout the season
to make slight adjustments, about which you will learn more in chapter 8.
Of course, training programs can positively affect several skills. For example,
improvements in leg strength and flexibility will almost certainly improve speed.
Furthermore, no specific workout program will ensure gains for every athlete in
each of the five skill areas. Consequently, testing and measuring gains in these
areas is critical in showing you and your athletes where they are making gains
and where to place the emphasis of subsequent training programs.
Strength
Strength testing can be done safely and efficiently using multiple-rep projections
of athletes’ maximum performance. The risk of injury for the athletes is minimal
because they are working with weights that are less than their maximum load.
After properly warming up, athletes should select a weight that they believe they
can rep at least three but no more than seven times. Using a chart of projected
totals, the number of reps that they accomplish will yield their max. This type of
test is slightly less accurate than a one-rep max, in which athletes continue to work
with heavier weights until they find the highest load that they can rep one time.
But the one-rep test takes much longer to administer and is less safe because the
athletes are working with peak loads. Furthermore, the accuracy of the test would
be critical only if the athletes were competing with each other. Because the focus
of the off-season training program is personal development and improvement,
the multiple-rep projection is adequate for allowing athletes to compare their
performances with their previous performances.
Speed
Speed testing for tennis has always focused on the 10-yard dash. Rarely does a
tennis athlete run longer than 10 yards to hit a shot, so longer distances are not
indicative of the type of speed needed to play the game. Running from sideline
to sideline and from the net to the baseline both require sprints that are in the
10-yard range, so the athlete’s time over that distance is crucial. Nevertheless, the
majority of runs that a tennis player makes in a match are short bursts, so a test
of the player’s initial 10-yard speed from a standing start also correlates well with
the type of speed needed to play the game. The 10-yard test can be administered
Core Strength
Like the proverbial chain that is only as strong as its weakest link, the athlete’s core ultimately determines
whether she can put it all together and translate her strength, speed, or agility into successful tennis perfor-
mance. The core refers to the midsection of the body—the abdominal muscles, the lower-back muscles, and
the muscles of the hip girdle—that connect lower-body strength and functions with upper-body strength and
functions. Core strength, then, is essential for tennis, but at the same time it is extremely difficult to isolate
and evaluate.
Without a strong core, the tennis athlete will experience great difficulty in keeping low as he plays the
game. The core also must be strong for the tennis athlete to be able to play with great explosiveness—com-
bining strength, power, and speed into movement around the court and powerful groundstrokes and serves.
Every physical training program for tennis, therefore, must include exercises that strengthen and develop
the core. A core training program must go beyond sit-ups and crunches, which, although important, are not
comprehensive enough to develop true core strength. Tennis athletes must incorporate active exercises such
as lunges, step-ups, and squat jumps to focus on developing the core.
Isolating core strength is difficult because it is involved in the performance of every physical skill. But
any exercise that recruits one or more large muscle areas and two or more primary joints (such as the bench
press) can be used to test core strength (See NSCA’s Essentials of Personal Training, 2003). The ultimate
evaluation of core strength, however, is the athlete’s performance of tennis skills on the practice court and on
match day.
with an electronic timer to record times. You want the test situation to resemble
the game situation as closely as possible.
Agility
Tennis also requires athletes to change direction quickly in short spaces and use
quality footwork to get into the proper position for groundstrokes moving side
to side and forward and back. Quick lateral movement is essential for success-
ful volleys, and a quick drop step and crossover step are necessary when moving
back for an overhead. For this reason, agility and footwork are physical skills that
must be trained and measured. The most common agility test for tennis is the
spider run, in which five balls are placed on a racket on the baseline at the center
mark. The player starts at that point and runs with the first ball to the sideline/
baseline intersection and returns for the second ball. The player places the second
ball on the intersection of the service line and singles sideline; the third ball, on
the intersection of the service line and center service line; the fourth ball, on the
intersection of the opposite service line and singles sideline; and the fifth ball, on
the intersection of the singles sideline and baseline. This test measures the athlete’s
ability to plant and change directions and requires her to keep her core low and
maintain the athletic body position frequently mentioned throughout the skills
section of this book.
Power
Power is the fourth primary skill required for tennis. The emphasis here is on the
lower-body explosiveness that helps the tennis athlete to set, load, and drive with
the legs on groundstrokes; load and drive with the legs on the serve; and jump in
the air for the overhead. The two simplest and best tests for power are the stand-
ing long jump and the vertical jump. Administer both tests with the athlete in a
stationary position so that the test measures pure explosiveness unassisted by a
running start. Allow the athlete to take several trials at each event, using his best
effort as his recorded score.
Flexibility
Flexibility is the most neglected physical skill but one of the most important.
Enhanced flexibility will help athletes improve just about every other physical
skill. Off-season programs should stress stretching, and you should encourage,
or require, athletes to stretch for at least 15 minutes each day. In addition, the
training program should include exercises that require athletes to bend and move,
such as lunges and step-ups, so they are stretching and training the hip girdle
and lower-back area as they work on strength and power. Flexibility is difficult
to measure, but the classic sit-and-reach test provides a reasonable indication of
athletes’ ranges and gives them a standard from which to improve.
Evaluating Nonphysical Skills

Athletic performance is not purely physical; a number of other factors influence
it. You must recognize and emphasize mental skills, communication skills, and
character skills to enable your athletes to reach peak athletic performance.
Despite the importance of the physical, mental, communication, and character
skills, however, the emphasis in this book is on the coaching of essential technical
and tactical skills. For an in-depth discussion of teaching and developing both
physical and nonphysical skills, refer to chapters 9 through 12 in Rainer Martens’
Successful Coaching, Third Edition.
Mental Skills
Tennis is a complex game that requires players to maintain focus on their match
plan; keep positive when opponents have the momentum; play at the right pace
and not rush; and deal with the strengths, weaknesses, and idiosyncrasies of op-
ponents.
Most important to tennis players’ success, however, is the mental ability to sort
out and isolate the cues that allow them to execute the proper shot at the right
time. They must work hard on every point and must continually monitor what is
successful and not successful. Can they play by using their strengths, or should
they attack an opponent’s weakness? Players must gauge the pace of play and
adjust based on their own momentum swings, emotional status, and fitness level,
and those of their opponents. Players need to focus on what works best based on
the physical conditions of the court and ball and environmental conditions of sun,
wind, and temperature. The performance of these skills takes study, discipline,
focus, and a belief that the system of cues will produce the desired results. The
term mental toughness might be the best and simplest way to describe the con-
centration and determination required to perform these skills in the course of a
tennis match.
Communication Skills
Tennis also requires communication skills at several levels—among the players
on the court and between the coaches and the players in classrooms and during
practices and matches. As a coach, you must convey adjustments to the match
plan and strategy at changeovers and between sets. Because communication skills
are essential to tennis, you should spend considerable time coordinating your
system of communication.
Character Skills
Finally, character skills help shape the performance of the team. Tennis is a game
that requires (and reveals) character because in most cases players officiate their
matches by calling their own lines and keeping track of the score.
Evaluation Tools
Tennis coaches are making more use of videos of practices and matches to evaluate
athletes’ performance of basic technical and tactical skills. Video is useful because
so many players are participating at one time and it is difficult, if not impossible,
to watch each of them on every court. The video becomes an excellent teaching
tool in individual, group, or team meetings because the players can see themselves
perform and listen to your comments evaluating that performance.
You can evaluate videos of your players in several ways. The most common
way is to simply watch the video without taking notes or systematically evaluat-
ing every player. The purpose is to gather impressions to share with your players
when you watch the video together later. Many coaches use this method because
of time and staff limitations.
Other coaches systematically grade athletes from the video, evaluating their
performances on every play in terms of whether they executed the correct assign-
ment, technique, and tactical decision. This grading process can be simple; for
example, you can simply mark a plus or a minus on each play and score the total
number of pluses and minuses for the match. Alternatively, you can score athletes
on each aspect of play, giving them grades for their assignments, their technique,
and their tactical decision making.
Regardless of the level of sophistication or detail of the grading instrument,
most coaches use a grading system of some kind for evaluating match videos. Most
grading systems are based on a play-by-play (or rep-by-rep in practices) analysis
of performance; some are coupled with an analysis of productivity totals such as
the ones listed previously. Rarely does a coach systematically evaluate the techni-
cal and tactical skills required for tennis on a skill-by-skill basis.
Furthermore, when coaches evaluate a skill, they generally evaluate only the
result (did the player return the ball or not?), not the key elements that determine
the player’s ability to hit the ball (eye contact, hand position, and so on).
Figure 2.1 a and b (page 16), are examples of an evaluation tool that allows you
to isolate technical and tactical skills. By breaking down the whole skill into its
component parts, this tool enables a more objective assessment of an athlete’s skill
performance than statistics can produce. By using these figures and the technical
and tactical skills in parts II and III as a guide, you can create an evaluation tool
for each of the technical and tactical skills that you want to evaluate during your
season. In figure 2.1a, using the technical skill of the forehand ground stroke as
an example, we have broken down the skill by pulling out each of the key points
from the skills found in chapters 3 and 4 so that you can rate your players’ execu-
tion of the skill in specific targeted areas.
As you may already know, evaluating tactical skills is more difficult than evalu-
ating technical skills because many outside influences factor into how and when
the skill comes into play. However, as a coach, you can evaluate your players’
execution of tactical skills using a format that is similar to the one you use for
technical skills. You will need to do the legwork in breaking down the skill into
targeted areas. In figure 2.1b, we have used a generic format to show you how to
break down a tactical skill into its component parts so you can do the same with
the skills outlined in chapters 6 and 7.
The evaluation tool shown in figure 2.1 and the process of scoring that it advo-
cates may help you avoid the common pitfall of becoming preoccupied with the
result of the skill and coaching and evaluating only the outcome. This tool will
help you pinpoint where errors are occurring and enable you to focus on correct-
ing those errors with your athletes.
This tool is admittedly somewhat subjective because the ratings are simply an
opinion based on observation. You can add some statistical weight to the process
by scoring players each time they perform the skill. For example, a player might
play hundreds of shots during the course of a match but hit only six lobs. Of these
six lobs, only two are offensive lobs. Most coaches would grade the player on
whether she executed the lob, but this tool allows you to evaluate the elements that
make up a successful lob. You can pinpoint where the player is making mistakes
by breaking down the skill and analyzing the component parts.
When you go beyond the result and focus on the cues and knowledge needed
to execute a specific skill, you alert the player to the key elements of the skill that
need improvement. Using this type of evaluation, you may sometimes be critical
of an athlete’s technique even when the result is positive.
For example, if your player is working on a topspin lob using a sharp-angled
upward swing pattern with an open racket face, you need to reinforce the impor-
tance of a sharp-angled swing with a fast racket head and open racket face, whether
or not the ball lands in the court. If the swing is fast and sharply angled and the
racket face is open, you must be positive about the player’s use of that technique
and avoid comments about the ball landing beyond the baseline. Likewise, if the
Figure 2.1a Forehand groundstroke technical skill evaluation

Skill rating
Weak Strong
1 2 3 4 5 Notes
Key focal points
Ready position 1 2 3 4 5
Movement to the ball 1 2 3 4 5
Preparation for the hit 1 2 3 4 5
Loading on the back foot 1 2 3 4 5
Contact point 1 2 3 4 5
Balance 1 2 3 4 5
Follow-through 1 2 3 4 5
Recovery 1 2 3 4 5
From Coaching Tennis Technical and Tactical Skills by ASEP, 2009, Champaign, IL: Human Kinetics.
Figure 2.1b Offensive lob tactical skill evaluation

Skill rating
Weak Strong
1 2 3 4 5 Notes
Player’s ability
Avoids distractions as
discussed in Watch Out! 1 2 3 4 5
Reads the situation 1 2 3 4 5
Understands physical playing
conditions and reacts
appropriately 1 2 3 4 5
Recognizes the skill level of
opponents and reacts
appropriately 1 2 3 4 5
Recognizes own skill level and
reacts appropriately 1 2 3 4 5
Makes appropriate decisions
based on the match situation 1 2 3 4 5
player hits a lob that lands in the court but it does not have topspin, you need to
tell him that he is using an unacceptable technique. You cannot give the player
mixed messages; you must focus on the process of hitting a lob with topspin, not
the result, if you truly want to improve his use of this technique.
The evaluation tool shown in figure 2.1 a and b is a simple way to use the details
of each technical and tactical skill, providing an outline for both the player and
you to review and a mechanism for understanding the areas in which the player
needs to improve. The tool also can be used as a summary exercise. After a match,
after a week of practice, or after a preseason or spring practice segment, athletes

can score themselves on all the essential technical and tactical skills, including all
the cues and focal points, and on as many of the corollary skills as desired. You
can also score the athletes and then compare the two score sheets. The ensuing
discussion will give both you and your players a direction for future practices
and drills, and help you decide where you need to focus to improve individual
athletes’ performances. You can repeat this process later, so the athletes can look
for improvement in the areas in which they have been concentrating their work-
outs. As the process unfolds, the athletes’ score sheets and yours should begin to
match more closely.
Because your players will mirror your mental outlook, you must display the
mental skills you ask of them—such as emotional control, self-confidence, and
a motivation to achieve. Likewise, players will model your character, in terms of
your trustworthiness, fairness, and ability to earn respect. You are a role model,
whether you want to be or not, and your athletes will develop the proper mental
and character skills only if you display those skills.
The process of teaching, evaluating, and motivating athletes to improve defines
the job of the coach, which is to take athletes somewhere they could not get to
by themselves. Without you, the athletes would not have a clear idea of the steps
they need to take to become better players. You provide the expertise, guidance,
and incentive that allow them to make progress.
One final point caps this discussion of evaluating athletes. Athletes in every sport
want to know how much you care before they care how much you know. Keep in
mind that at times you must suspend the process of teaching and evaluating to
deal with the athlete as a person. Spend time with your athletes discussing topics
other than their sport and their performance. Show them that you are interested
in and concerned about them as people, that you are willing to listen to their is-
sues, and that you are willing to help them if doing so is legal and they wish to
be helped. Events in athletes’ personal lives can overshadow their athletic quests,
and you must be sensitive to that reality.
Athletes will play their best and their hardest for the coach who cares. Their
skills will improve, and their performances will improve, because they want to
reward the coach’s caring attitude with inspired performance. They will finish
their athletic careers for that coach having learned a lifelong lesson that care and
concern are as important as any skill in the game of tennis.
Part II
Teaching
Technical
Skills
Now that you know how to teach and evaluate sport skills, you are ready to dive
into the specific skills necessary for success in tennis. Part II focuses on the basic
and intermediate skills necessary for your players’ success, including offensive
technical skills related to serving, groundstrokes, volleys, and overheads; and
defensive technical skills related to lobs, returning the serve, and groundstrokes
hit from deep or wide positions of the court. This part also focuses on other shots
such as drop shots, second serves, approach shots, and midcourt volleys.
Chapters 3 and 4 present the material in a way that is clear and easy to under-
stand. More important, you can immediately incorporate the information into your
practices. Whether you are a seasoned veteran or a new coach, you will find the
presentation of skills in this part helpful as you work with your athletes.
For each skill we first present a list of what we call the key points, which are the
most important aspects of the skill. This list is a road map to the proper execu-
tion of the skill. Following is a detailed explanation of these key points, including
instructional photos and diagrams to guide you along the way.
At the end of each skill description is a table of common errors that includes
instructions for how to correct those errors in your athletes. We also include a
useful At a Glance section to guide you to other tools in the book that will help
you teach your athletes this particular skill—whether it is another technical skill
that they need to be able to perform to be successful or a tactical skill that uses
this technical skill.
19
chapter
3
Foundational
Skills
This chapter covers the foundational skills players must know to be successful.
In this chapter you will find the following skills:
Skill Page
Square groundstroke stance 22
Open groundstroke stance 25
Closed groundstroke stance 28
Open volley stance 31
Crossover volley stance 33
Eastern forehand grip 35
Semi-Western grip 37
Western grip 39
Continental grip 41
Eastern backhand grip 43
Two-handed backhand grip 45
Applying topspin 47
Applying backspin 51
Applying sidespin 54
Controlling shot angle 57
Controlling shot height 59
Controlling shot speed 61
Controlling shot depth 63
21
Square Groundstroke Stance
Key Points
G roundstrokes, about which you will learn more in
chapter 4, can be hit using one of three stances. In the
square stance, the entire body (feet, hips, and shoulders)
face the sideline. This basic stance is the most traditional
mponents of
The most important co and is similar to a golfer addressing a ball on the tee or a
e stance are
the square groundstrok baseball player waiting for a pitch in the batter’s box.
as follows: The advantage of the square stance is that the hitter can
t position have a long contact zone because the path of the racket and
• Initial body and foo racket face are in line with the target for the longest period
• Weight transfer of time, compared with the open and closed stances (see
• Trunk rotation pages 25 and 28). The square stance allows a weight shift
forward as well as a proper hip and shoulder turn from
facing the sideline to facing the net during the stroke.
Initial Body and Foot Position

To assume the square groundstroke stance from the ready position, as shown in figure
3.1a, the player turns the hips, trunk, and feet 90 degrees, so that the body goes from
facing the net to facing the sideline, as shown in figure 3.1b. The back foot is parallel
to the baseline as the player sets up to hit with a square stance. The front foot is also
parallel to the baseline.
a b
Figure 3.1 Body positioning for the square groundstroke stance.
22
Weight Transfer At a Glance
As the player turns to the sideline, the weight shifts and loads The following parts of
on the back foot during the backswing, as shown in figure the text offer
additional information
3.1b. Just before the racket moves forward, the front foot on the square
groundstroke stance:
steps forward and turns 45 degrees. The weight shifts to the
forward foot from the back foot during the swing.
Forehand Groundstroke
66
One-Handed Backhan
Trunk Rotation Groundstroke
d
73
Two-Handed Backhan
As the weight shifts to the forward foot, the hips and d
Groundstroke
shoulders rotate so the player is facing the net directly. 80
The sequence begins with the weight loaded on the back Passing Shot
131
foot and the transfer of weight to the front foot. This is
followed by the hip, trunk, and shoulder turn (see figure
3.2), ending with the weight on the front foot and the
back foot rotated so the toe is down and the sole of the foot is facing the back fence
(see figure 3.3).
Figure 3.2 Trunk rotation during the Figure 3.3 Final body position for the
swing. groundstroke when using the square
stance.
(continued)
23
Square Groundstroke Stance (continued)
Common Errors
Following are several common errors that you might run into when teaching your athletes
how to hit using the square groundstroke stance:
Error Error correction
The player prepares perfectly Once the player sets up and is prepared in the correct square
but fails to rotate the body for the stance position, he must transfer the weight from the back foot
forward swing. to the front foot and rotate the body from the hips so the trunk
and shoulders face directly forward during the follow-through.
Have him assume a finish position so his belt buckle faces the
net on the follow-through. This will ensure that the hips rotate
forward from the starting position facing the sideline.
The player prepares perfectly When the player does not shift from the back foot to the front
and rotates for the stroke, but foot, she loses power in the stroke. Many times this happens
does not transfer the weight from because the player swings late and contacts the ball even with
the back foot to the front foot. the back hip rather than the front hip. Make sure the player is
preparing early enough so she can transfer the weight to the
forward foot, rotate the hips, and make contact even with the
front hip.
The player does not get a com- Watch to see if the front foot opens from being at 90-degree
plete hip rotation so the hips angle to the net to being at a 45-degree angle. If the foot does
don’t finish facing the net on the not turn so it points more toward the net, the body will not be
follow-through. able to open properly during the hit.
24
Open Groundstroke Stance
B ecause of the speed of the game, the open stance has

become the preferred stance of most experienced
players when hitting groundstrokes. This stance allows
Key Points
the player to hit with a full body rotation and also recover The most important co
back into position after the hit. mponents of
the open groundstrok
The open stance has become so common that it is e stance are
as follows:
used when playing very wide balls where the player
will move wide, plant, drive, and recover from the back • Initial body and foo
t position
foot. It is also used when hitting the inside-out fore- • Weight transfer
hand, a preferred stroke by most top players when the • Trunk rotation
ball is hit at the body or slightly to the backhand side.
The player side steps from the ready position and the
stance remains open for the forehand groundstroke.

To assume the open groundstroke stance, from the ready position, as shown in figure
3.4a, the player turns the hips, trunk, and feet 90 degrees, so that the body goes from
facing the net to facing the sideline, as shown in figure 3.4b. The back foot should
point at the sideline and be parallel with the baseline. The front foot is pointed toward
the net.
a b
Figure 3.4 Body positioning for the open groundstroke stance.
(continued)
25
Open Groundstroke Stance (continued)
Weight Transfer
At a Glance
the text offer Once the player has turned to the sideline, the weight is
The following parts of transferred to the back, or outside, foot during the back-
n on the open
additional infor matio swing. Just before moving the racket forward, the player
groundstroke stance: pushes off the back foot to initiate the body rotation toward
the net.
66
d
One-Handed Backhan
Groundstroke
73 Trunk Rotation
d
Two-Handed Backhan 80 As the player prepares the racket in the backswing posi-
Ground stroke tion, the body rotates forward, beginning from the outside
122 foot to the hips and shoulders (see figure 3.5). The rotation
Forehand as a Weapon
shifts the weight from the back (outside) foot to a neutral
position, with the weight evenly distributed on both feet
during the follow-through, so that the body faces the net
(see figure 3.6).
Figure 3.5 Trunk rotation during the Figure 3.6 Final body position for the
swing. groundstroke when using the open
groundstroke stance.
26
Common Errors
Following are several common errors you may encounter when teaching your athletes
the open groundstroke stance:
The player moves into posi- The easiest correction is to have the player maintain contact
tion and the feet are in an open with the nondominant hand from the ready position to the
stance position, but the body backswing position. As the racket goes back, this will turn the
does not turn and coil from the shoulders, trunk, and hips so they all face the sideline with the
hips so it faces the sideline, proper turn and coil before the hit.
leading to a less powerful hit.
Because the player is trying to Although a few shuffle steps work well for a ball that is only a
hit with an open stance, she step or two away, the wide ball requires that the player turn
stays facing the net and shuffles and run into position. As she turns and runs, the hips, trunk,
for a wide ball. and shoulders will face the sideline and the racket will be be-
hind the body in the early stage of the backswing. The player
simply needs to make the final stride with the outside foot
so she can load and push off to generate the body turn and
weight transfer during the forward swing.
The racket hits across the ball It is easy to hit across the ball with an open stance. Even
rather than directly into and though the body is facing the net at contact, the arm, hand,
through the ball. and racket must all drive through the ball for optimal control.
Rather than a glancing blow, the player should win the colli-
sion with the oncoming ball, and the hand and racket should
extend out toward the target.
27
Closed Groundstroke Stance
Key Points
T he closed stance is the least effective groundstroke
stance because it restricts forward weight transfer,
severely limits body rotation, and generally forces the hitter
to take extra steps to recover after contact. The lack of rota-
e mo st im po rta nt co mponents of tion makes it difficult to generate a powerful stroke.
Th
se d gr ou nd str ok e stance are However, at times your players will have no other option
a clo
as fol low s: than to use the closed stance. One example would be on
t position a very wide ball that your player has to run down; if the
• Initial body and foo last stride is with the front foot, the player will have to
• Weight transfer hit with a closed stance. Another example would be on
• Trunk rotation a hard-hit ball, such as a serve return or volley, in which
the player has time for only one step. In this situation the
player simply pivots and steps across with the front foot
and hits with a closed stance.
The closed stance is more common with the one-handed backhand groundstroke, be-
cause the hips and shoulders don’t rotate as much and the weight can shift forward.

In the closed groundstroke stance both feet are parallel to the baseline, but the front
foot is closer to the sideline (see figure 3.7). The hips, trunk, and shoulders all turn 90
degrees from the ready position, in which the hips and shoulders are facing the net
directly, to a position in which the hips, trunk, and shoulders are facing the sideline.
Figure 3.7 Body positioning for the closed

28
Weight Transfer At a Glance
Before contact, the weight shifts from the back foot to the The following parts of
the text offer
forward foot. The direction of the transfer is inefficient additional information
on the closed
because it is going toward the sideline rather than toward groundstroke stance:
the net.
66
Trunk Rotation One-Handed Backhan
Groundstroke
d
73
Because the forward foot is across the body, there is very Two-Handed Backhan
d
little rotation of the hips and minimal rotation of the trunk Groundstroke
and shoulders. The body simply cannot rotate and open to- 80
Volley
ward the net because the front leg crosses the body making 105
it impossible for the hips to turn forward. The arm swings Lob
126
forward and makes contact with the ball. The arm then
follows through, and the weight shifts to the front foot
(see figure 3.8a). After contact, the back foot steps across
so the body can maintain balance (see figure 3.8b). This
extra balance step is necessary for recovering into position.
a b
Figure 3.8 Contact with the ball (a) and recovery (b) when using a closed
(continued)
29
Closed Groundstroke Stance (continued)
Common Errors
Following are common errors you may run into when teaching the closed groundstroke
stance:
The player hits many shots with Make sure the player moves to the ball quickly so he can set
a closed stance rather than us- up, either with a square or an open stance. He should try as
ing the more efficient and power- much as possible to avoid hitting with a closed stance, be-
ful square or open stance. cause it has very limited power and the recovery requires an
extra step to get back in position.
When a player hits with a closed Even though the hips are not turning and the body is not rotat-
stance, the body cannot rotate ing, make sure the player swings the racket using a full follow-
forward, often leading to a very through from the shoulder. The player can still be somewhat
short and weak swing. effective if the swing with the closed stance is long and com-
plete.
30
Open Volley Stance
P layers use the open volley stance when they can hit the
ball within arm’s reach or at the body. They also use this
stance when they have little or no time to move their feet Key Points
before playing the ball. The most important co
mponents of
the open volley stanc
e are as fol-
lows:
Initial Body and foot Position
• Initial body and foo
t position
The usual sequence for a volley is to prepare the racket, • Weight transfer
turn the body, and move across and forward with the feet. • Trunk rotation
Ideally, players play volleys with the body moving forward
and with the side of the body facing the net.
However, at times the ball is moving so quickly that the
hitter has time only to prepare the racket. At these times the hitter must
prepare the racket and hit the volley without turning and stepping. Because the ball
is either hit directly at the body or coming quickly, the player has no time to move the
feet. The feet are in the same position at contact as they were during the ready position.
Weight Transfer
The weight transfer is directly forward if there is time to take a step (see figure 3.9). If
there is no time to step before the volley, the weight should be forward so the player
doesn’t contact the ball with the weight on the heels (see figure 3.10). Note that when
the ball is coming quickly and is only a short distance away, the player can step quickly
to the right or left with the outside foot. The stance remains open, but the player has
additional reach for the shot.
Figure 3.9 Weight transfer for the Figure 3.10 Weight transfer for
open volley stance when there is the open volley stance when there
time to take a step. is no time to take a step.
(continued)
31
Open Volley Stance (continued)
Trunk Rotation
At a Glance
the text offer Because the feet are not turning right or left to play this
The following parts of shot because of time or distance, there is no body rotation.
n on the open
additional infor matio The hips and shoulders remain in the same position as in
volley stance: the ready position (facing the net).
105
Volley
175
Volley and Overhead
Common Errors
Following are common errors you may run into when teaching your athletes the open
volley stance:
The player hits the volley flat Make sure the player is in a good athletic ready position when
footed or with the weight back she is at the net. The feet should be shoulder-width apart, the
on the heels. knees should be flexed, and the weight should be forward
in anticipation of the opponent’s shot. If the ball is hit at the
body or very hard, the player should hit the shot early with the
weight forward rather than late and moving back on the heels.
The player tries to turn sideways Because the player should not be moving back as he plays
to play a volley that is hit directly the volley, he should hit the ball on the backhand side of the
at the body, turning and step- racket and simply block the ball into the open court. If the ball
ping back to get the body out of is hit so hard that the player has no time to move, he should
the way to play the shot. use that speed to generate power for the volley. He should grip
the racket firmly and play a solid backhand volley in front of
the body without any body turn or stepping with either foot.
32
Crossover Volley Stance
A player at the net has less time to react and move to the
ball. If the player has to move one step to hit a ball at the
net, he must use a crossover step. The crossover step should Key Points
be across and forward so the player in the volley position The most important co
moves closer to the net so he can hit a more aggressive mponents of
the crossover volley
shot. As the player turns to face the ball, he steps across stance are as
follows:
with the forward foot to be in a position to hit the return
volley. With a turn and crossover step on the forehand • Initial body and foo
t position
and backhand sides, the player at the net should be able • Weight transfer
to reach from almost singles sideline to singles sideline
• Trunk rotation
with only one step, giving the opponent little room to hit
a passing shot.

From the ready position, as shown in
figure 3.11, the outside foot then turns
and points at the sideline so that the body
turns sideways to the net. When the back
foot turns and points at the sideline, the
body begins to turn, first with the hips
and then the shoulders, so they rotate 90
degrees from the ready position. The out-
side foot becomes the back foot and the
opposite foot steps across and forward for
maximum reach so the player can hit the
volley with just one step.
Figure 3.11 Initial body positioning for

the crossover volley stance. At a Glance
The following parts of
the text offer
additional information on
the crossover
volley stance:
Weight Transfer
For the ideal volley, the hitter will be sideways to the net Continental Grip
41
with the back foot parallel to the net and the front foot Applying Backspin
at a 45-degree angle to the net. As the player steps across 51
Controlling Shot Angle
and forward, the weight shifts from the back foot to the 57
forward foot. Note that timing for this depends on the Volley
105
speed of the oncoming ball; the step and weight transfer
could happen before, during, or even after contact.
(continued)
33
Crossover Volley Stance (continued)
Trunk Rotation
Once the player turns and steps for-
ward and across, the racket is in posi-
tion for the volley (see figure 3.12).
Because the player hits the volley with
a very short stroke, there is no need for
the body to rotate. In fact, the body is
not able to rotate when the player has
a long crossover stride to reach the ball
because the step across will not permit
the body to rotate forward.
Eastern Eastern
Figure 3.12 Racket in position for the vol-

ley when using the crossover step.
Common Errors
how to hit using the crossover volley stance:
The player steps across but not When the player turns and steps across but not forward, she
forward to play the volley. loses the power generated by the forward weight transfer for
the volley. Make sure, whenever possible, that the player steps
across but also forward. Not only will she have more power
on the shot, but she will also make contact earlier. This earlier
contact will allow the player to create a better angle on the
volley. It will also prevent her from having to volley the ball up
defensively rather than down and offensively.
The player moves only sideways Moving only sideways severely limits the player’s reach and re-
for the volley without a crossover stricts the power possible with the weight shift. Prevent the side
step. step by getting the player to first move the hands and racket so
the racket is lined up for the volley. The body will have to turn
so it faces the contact point. When the body turns, the weight
transfers to the back foot and only one foot is free to move. The
front foot will step across and forward to make the volley.
The player steps forward, but When the player steps forward with the wrong foot (outside foot),
with the wrong foot. he is not facing the ball at the contact point (note that the same
correction can be used as with the previous error, as well). Have
the player prepare the hands and racket first rather than moving
the feet first. This will turn the body and load the weight on the
outside foot so he can step forward and across with the front foot.
34
Eastern Forehand Grip
T he Eastern forehand grip is the standard forehand grip

for players with linear strokes or strokes with flat to
moderate spin. The Eastern forehand is a traditional grip Key Points
used when the weight is transferred from the back foot to
the front foot and for flat to moderate topspin shots played The eastern forehand
grip is used in
at waist level. At the net, players can use the Eastern fore- the following situations
:
hand grip for high forehand volleys. However, they must
• High forehand volle
change to a Continental grip for low forehand volleys, ys
and it is very weak on the backhand side. The Eastern • Beginner serves
forehand grip is not as strong as the semi-Western grip
(see page 37) for the modern game, because it does not
generate as much topspin and it is difficult to drive the
ball when the contact point is above the waist.
For the Eastern forehand grip, the hand is positioned
so the V formed by the thumb and first finger is directly
on top of the handle (see figure 3.13). The palm is on the
flat side of the handle in the same plane as the racket
face.
High Forehand Volleys

The Eastern forehand grip is effective for volleys that
are hit shoulder height or above with little or no spin.
When players use this grip, the racket face is closed
on low balls (see figure 3.14a) and open on balls hit at
head level and above (see figure 3.14b), so they must
use the wrist to get the racket face perpendicular on
both types of balls. Figure 3.13 Eastern fore-
hand grip.
a b
Figure 3.14 Hitting a high forehand volley using the Eastern forehand grip: (a) low balls
and (b) balls at head level and higher.
(continued)
35
Eastern Forehand Grip (continued)
Beginner Serves
At a Glance
the text offer Players at the beginning skill level can also use the Eastern
The following parts of forehand grip. Learning spin is easier with an Eastern
on the Eastern
additional information forehand grip than with another grip, such as a Continen-
forehand grip: tal grip, which creates a lot of spin. The Eastern forehand
grip imparts minimal topspin on the serve, generally not
66
Forehand Groundstroke enough to pull a hard-hit serve into the court, and creates
118 sidespin. Because beginning players generally do not hit
Drop Shot hard enough to need topspin to pull the ball down in the
126
Lob court, the Eastern forehand grip is a good grip to use to get
ep in a feel for imparting moderate spin while hitting the serve.
Groundstroke From De 134
the Co urt
Common Errors
how to hit using the Eastern forehand grip:
The player tries to use the East- The Eastern forehand grip simply does not generate power
ern forehand grip to generate and spin when hitting a forehand groundstroke. This grip is
power and spin on the forehand functional for flat to moderate topspin and can also be used for
side. backspin and sidespin. Players wanting to hit powerful topspin
forehands should move to a semi-Western (see page 37) or
Western grip (see page 39).
The player serves without much The Eastern forehand grip allows only minimal spin and wrist
spin using the Eastern forehand flexibility when used for the serve. The spin is limited to side-
grip. spin because it is difficult to hit up on the ball for topspin using
this grip. A Continental grip (see page 41) would be a much
better choice for the service grip.
The player volleys weakly using The Eastern forehand grip can be used when hitting volleys
the Eastern forehand grip. that are medium to high at the contact point. For low volleys
the wrist must lay back, so this grip is not as strong when play-
ing any ball below the height of the net. On the backhand side,
this grip requires a large adjustment at the wrist; all backhand
volleys played with an Eastern forehand grip tend to be very
weak because of the unstable position at the wrist.
36
Semi-Western Grip
T he semi-Western grip provides a good balance of

power and spin. In this grip, the hand is in a strong
and solid position in back of the handle for strength and Key Points
control. The semi-Western grip is the most common grip
used for playing aggressive forehand groundstrokes. With The semi-Western grip
is used in the
the move to more powerful, oversized rackets and the following situations:
need for additional topspin and speed, most top players
in the world use the semi-Western grip. • Forehands
Although this grip is well suited for topspin forehand • High-bouncing foreh
ands
drives, it’s a liability for serving. It has almost no value • Forehand groundstr
as a service grip because it cannot hit serves with spin. okes with
power
All the server can do is pop the ball up softly so it drops
in the service court. It also is a very ineffective grip for
volleys, because it closes the racket face on the forehand
side and opens the racket face on the backhand side.
For the semi-Western grip, the palm is be-
tween the side and bottom of the handle (see
figure 3.15). The racket face with this grip is
slightly closed at waist level and below, and
perpendicular to the court on balls struck
above the waist.
Forehands
The semi-Western grip works best for hitting
forehands with moderate to heavy topspin.
The player can hit the ball slightly later with
this grip than with an Eastern forehand grip,
and the hit is much stronger when the contact
point is above waist level. This grip allows
players to hit shots flat with no spin to heavy
topspin shots.
High-Bouncing Forehands
Because the modern game is primarily played Figure 3.15 Semi-Western grip.
with moderate to heavy topspin on all ground-
strokes, balls bounce higher after hitting the
court. The semi-Western grip is a very strong grip for forehands that are hit in a higher
contact area, between the waist and shoulder. It’s easy to swing the racket from low
to high with the arm, forearm, and wrist, keeping the racket face perpendicular to the
court.
(continued)
37
Semi-Western Grip (continued)
Forehand Groundstrokes With Power

At a Glance
the text offer For a player to hit with power and keep the ball in the
The following parts of court, the hand must be in a strong position behind the
n on the semi-
additional infor matio handle and the shot must be hit with moderate to heavy
Western grip: topspin. The semi-Western forehand grip is well suited
for the power game because it puts the hand in a strong
66 position behind the handle allowing the player to generate
122 the topspin necessary to pull the ball down in the court.
131
Passing Shot
Common Errors
how to hit using the semi-Western grip:
The player uses the semi-West- The semi-Western grip is an ideal grip for playing power shots.
ern grip when he is in trouble It is a great topspin grip and is perfect for balls hit high in the
and must play very low or very contact zone. However, topspin is difficult to generate on very
wide balls. wide or very low balls, and the racket face should actually be
open when hitting these difficult shots. It would be much better
to play these defensive shots with either an Eastern (see page
35) or Continental grip (see page 41).
The player uses a semi-Western Many players like to lock in on the semi-Western grip and use
grip at the net. it for groundstrokes at the baseline, aggressive groundstrokes
from inside the baseline, and even forcing approach shots.
The problem occurs when they get to the net and have to vol-
ley. Any medium to low ball on the forehand side will be very
difficult to play with this grip because the racket face will be
naturally closed for balls at those heights. The result will proba-
bly be a volley into the net or a volley that pops up weakly over
the net. Backhand volleys are even worse, and all shots will be
hit up and without any force. Players must learn to change that
comfortable semi-Western grip to a Continental grip (see page
41) when going to the net to volley.
The player uses a flat swing pat- The semi-Western grip is a strong grip when the ball is played
tern on medium to low balls that above waist level, but when the ball is lower, the racket face is
results in forehand drives into closed. If the player uses a flat swing pattern, she will hit balls
the net. into the net. The player must hit balls with good racket head
speed and a sharp low-to-high swing pattern.
38
Western Grip
T he Western grip is the ultimate power and spin grip for

forehands and is best suited for balls hit high in the
contact zone. This grip gives players maximum topspin, Key Points
even on high balls. However, it does not have the flexibility
of the semi-Western grip, because the racket face is closed The Western grip is us
ed in the fol-
on all balls but those hit well above waist level. For this lowing situations:
reason, this grip can cause problems with medium to
low balls. It also tends to give players excessive topspin, • Forehand groundstr
okes
which will keep the ball in the court but may not allow • Forehand groundstr
okes with
the player to flatten out a shot and hit with more power heavy topspin
and depth.
The Western grip has become more popular as the
speed of the game increases. More players are hitting
with topspin to keep powerful groundstrokes in play. These hard-hit shots with a lot
of topspin bounce higher after contacting the court. The Western grip is the strongest
grip for playing balls higher in the contact area.
The Western grip is limited to forehand groundstrokes; it is very ineffective for vol-
leys. When this grip is used for the serve, it is sometimes called the “frying pan grip.”
The server can hit only a flat serve using this grip.
For the Western grip, the palm is under the handle, and the racket face is slightly
closed with the wrist and hand in a neutral position when contact is at waist level (see
figure 3.16).
Forehand Groundstrokes
The Western grip is the best grip for forehand
groundstrokes hit with a high contact point,
at shoulder level or higher. It gives the most
amount of topspin because the racket face is
closed and the hitter must swing with a more
acute low-to-high swing path. This extra top-
spin is best suited for players who prefer to
hit groundstrokes with power or for looping
strokes from the baseline.
The Western grip is a strong grip for playing
high-bouncing forehand groundstrokes with
topspin, but it is not well suited for balls at
waist level or below. Because the racket face
is slightly closed when the hand is in a neutral
position, the wrist must open the racket face
on low balls.
Figure 3.16 Western grip.
(continued)
39
Western Grip (continued)
Forehand Groundstrokes with Heavy Topspin

At a Glance
the text offer Using the Western grip generates a great deal of topspin
The following parts of on the forehand groundstroke. The player can hit the ball
on the Western
additional information with a large margin of error over the top of the net and
grip: still dip down in the court. Hitting with heavy topspin is
advantageous for most shots, but not when players need
66 less spin to drive through the court rather than have the
122 ball hit and bounce up.
131
Passing Shot
Common Errors
how to hit using the Western grip:
The player hits very wide and The Western grip is a power and spin grip and is ideal on high
very low balls into the net when balls, but it is difficult to get the racket open and under the ball
using a Western grip. for very wide and very low balls. The player needs to change
to the Eastern or Continental grip to handle these difficult
shots.
The player does not hit the Because the Western grip provides a great deal of topspin, if
ball with enough power with a the ball is not hit with power, it will have a lot of spin and very
Western grip, resulting in a short little depth. These balls land short in the court and are rela-
return. tively easy for the opponent to return from an advantageous
court position. Make sure your players generate good racket
head speed when using a Western grip to generate the power
necessary to hit the ball deep in the court.
Using the Western grip, the play- This error is similar to the preceding error. The Western grip
er’s ball has low net clearance gives lots of topspin, and a low ball will drop quickly and short
and thus lands very short on the in the court resulting in an easy return from the opponent.
opponent’s side of the court. Make sure your players using a Western grip hit with ample net
clearance so the ball lands deeper in the court. The higher the
net clearance and the deeper the shot, the higher and longer
the ball will bounce on the opponent’s side of the court.
40
Continental Grip
T he Continental grip is sometimes called the hammer

grip because the hand is in the same position as
when holding a hammer. It is also called the universal Key Points
grip because it is between an Eastern forehand and an
Eastern backhand grip. The Continental grip
is used in the
For the Continental grip, the base knuckle of the index following situations:
finger is positioned over the small bevel just to the right
of the top flat surface of the handle. The palm is halfway • Defensive forehand
ground-
between the top and the side of the handle (see figure strokes
3.17). • Forehand and back
hand
volleys
• Serves
• Overheads
Figure 3.17 Continental

grip.
Defensive Forehand Groundstrokes

The Continental grip opens the racket face equally on both the forehand and back-
hand sides. It is effective for defensive shots and for shots hit with slice or backspin.
It works best for balls contacted low or close to the court. It is very difficult to drive
groundstrokes with topspin on balls at waist level or above, because the racket face is
open and the hitter would have to roll the racket face to make it perpendicular to the
court on contact.
Forehand and Backhand Volleys

The Continental grip is frequently used for both forehand and backhand volleys. It is
ideal when there is no time to change the grip at the net. The Continental grip slightly
opens the racket face on both the forehand and backhand sides. This open racket face
produces a volley hit with backspin so the ball is hit with better control but will stay
low after the bounce. No grip change is necessary to create this open racket face when
using the Continental grip.
(continued)
41
Continental Grip (continued)
Serves
At a Glance
text offer ad- The Continental grip is also very good as a service grip,
The following parts of the because the server can easily hit with both topspin and
the Continental
ditional information on sidespin. The Continental grip allows the racket face to
grip: hit up on the ball to generate a topspin serve or around
the ball to create sidespin. The topspin will curve a ball
86 down in the court, and the sidespin will curve it from side
First Serve
92 to side either into or away from the receiver.
Second Serve
105
Volley
Overhead
113 Overheads
Once a player is at the net, he needs only one grip for
volleys and overheads, the Continental grip. As stated
earlier, this universal grip can be used equally well on
both forehand and backhand volleys. Overheads with the Continental grip will have
some spin for control, which will curve the ball into the court. No grip change is needed,
and the overhead can be hit like a serve using the same grip.
Common Errors
Following are several common errors you may run into when teaching your athletes the
Continental grip:
The player attempts to hit When a player uses the Continental grip, the racket face is
groundstrokes with topspin using slightly open on contact when the ball is at waist level. The
a Continental grip. higher the ball is hit in the contact zone, the more the racket
face will open, thus making a topspin drive very difficult to exe-
cute. Because the wrist has to roll and timing has to be perfect
to hit topspin groundstrokes, this grip should only be used on
very low or very wide balls that need to be hit with backspin.
The player swings too hard when When using the Continental grip for defensive groundstrokes
using the Continental grip for that are very low or very wide, the player should swing slowly
groundstrokes. and short because the ball will tend to fly. This grip will open
the racket face and make the trajectory of the ball high, and
the open racket face will put backspin on the ball that will also
cause the ball to go long.
The player’s volleys go long If the racket moves forward on the volley, the ball will tend to
when hit with a Continental grip. travel long. It is best to have the racket move slightly high to
low on the volley. The open racket face and high-to-low path
imparts backspin that takes speed off the ball and gives the
player better control when hitting the volley.
42
Eastern Backhand Grip
T he Eastern backhand grip is the best grip for one-

handed backhands because it places the racket head
in a vertical position, with the wrist and hand in a strong Key Points
position. With this grip, the player can hit the ball flat,
with topspin, or with backspin. The Eastern backhand
grip is used in
To use the Eastern backhand grip, the player has to the following situations
:
change from the ready position, in which the grip is gen-
erally held in a forehand position. The change from the • One-handed backha
nd ground-
forehand to backhand grip is made when the upper body strokes
turns to the backhand side. The nondominant hand, cra- • High backhand volle
ys
dling the racket at the throat, turns the racket face so it • Serves
is perpendicular or slightly closed when the racket points
at the back fence. The dominant hand regrips when the
racket is in the backswing position.
For the Eastern backhand grip, the palm of the
hand is placed on top of the handle and the base
knuckle of the index finger is on top of the flat por-
tion of the handle (see figure 3.18). Once the hand
is on top of the handle, the thumb must be strong
and the wrist firm for the forward stroke. The thumb
braces the racket from behind, and the wrist must
be firm so the racket head does not drop and drag
through the contact zone. This creates a strong hand
and wrist position, and there will be a straight line
from the elbow, wrist, and racket when the hand is
in the proper Eastern backhand grip.
One-Handed Backhand Groundstrokes

The Eastern backhand grip is ideal for a one-handed
backhand groundstroke, as mentioned previously. Figure 3.18 Eastern back-
Players can hit the ball flat or with either topspin hand grip.
or backspin when hitting backhand groundstrokes
with this grip. The hand is in a very strong position
on top of the handle and the thumb is solidly behind the handle, so it is a strong grip
and places the racket face perpendicular to the court. Spin is generated by the path of
the swing—low to high for topspin, level for flat, and high to level for backspin.
High Backhand Volleys

The Eastern backhand is a strong grip for high backhand volleys. Hitting a high volley
with a Continental grip causes the racket face to open. Changing to an Eastern backhand
grip flattens out the racket face and allows the player to hit the volley flatter, prevent-
ing the ball from popping up off the strings. However, this grip is more challenging on
low volleys, because the wrist must be adjusted to open the racket face.
(continued)
43
Eastern Backhand Grip (continued)
Serves
At a Glance
the text offer The Eastern backhand grip is perfect for applying extra
The following parts of spin when used as a service grip. It will create maximum
on the Eastern
additional information topspin and sidespin. Because so much spin is generated
backhand grip: by this grip, the server must hit the ball hard or it will have
so much spin that it will either drop short in the court or
d hit the net.
One-Handed Backhan 73
Ground stroke
d
Two-Handed Backhan 80
Groundstroke
126
Lob
ep in
the Court
Common Errors
Eastern backhand grip:
The player’s palm does not get This is a very common error. Many players change the grip
on top of the handle. but not enough so that the racket face is vertical at the point of
contact. If the hand has not made it all the way to the top of the
racket, the racket face will be open and all the player can do is
hit a slice or backspin backhand. Look to see that the palm is
on top of the handle and the base knuckle of the index finger
is directly over the top flat surface of the racket handle.
The player’s thumb is placed When the palm is on top of the racket and the base knuckle
directly along the back of the of the index finger is on the top flat surface of the handle, the
handle, creating a 90-degree shoulder, elbow, wrist, and racket head should be in a straight
angle between the racket and line. The hand must be in a diagonal position on top of the
the arm; this results in a back- handle for everything to be in a straight line. The swing pivots
hand swing that is a punching from the shoulder rather than the elbow.
motion caused by a bent to
straight position at the elbow.
The player lets the racket head Once the player assumes the Eastern backhand position, the
drop and drag behind the hand racket head should be level with the hand at the completion
through the contact zone. of the backswing. If the grip and wrist are weak and loose,
the racket will drop and drag through the hitting zone during
the swing. The player can imagine that the racket is a flash-
light and should not allow the flashlight beam to point to the
ground. This will keep the racket head up and the wrist firm so
the racket head can drive through the contact zone.
44
Two-Handed Backhand Grip
T he two-handed backhand grip has gained popularity

over the past several years. Players of every age and
level of the game now use this grip. Several variations Key Points
can be used, depending on which hand provides the most
strength during the stroke. The two-handed back
hand grip is
The most preferred and flexible grip for the two-handed used in the following sit
uations:
backhand grip is with the top hand in a semi-Western grip
and the bottom hand in a Continental grip (see figure • Two-handed backha
nd ground-
3.19). The swing should look like a left-handed forehand, strokes
and the left hand should be in the stronger position. This • Backhand volleys
will allow the player to hit strong two-handed backhands • Sw itc hin g to th e
Co nt ine nt al
when the ball is in a comfortable hitting zone and a grip
solid defensive shot when forced to reach and play the
backhand with only one hand.
The two-handed backhand grip allows players to drive
the ball when the contact point is in a comfortable posi-
tion. It also should provide some flexibility when they
must drop the top hand off the racket when they need
extra reach or are at the net to hit volleys. Players us-
ing an Eastern, semi-Western or Western forehand
grip will have to change grips. They must make this
change quickly and during the backswing before hit-
ting either a backhand groundstroke or volley.
Two-Handed Backhand Groundstrokes

The two-handed backhand grip is used for the two-
handed backhand groundstroke. Because it is strong
and quick, it is great for groundstrokes and serve re-
turns. The two-handed grip gives additional strength
to the backhand groundstroke. It is especially strong
for balls hit at waist level and above. Because this
grip can be the starting grip in the ready position,
the backhand can be hit quickly and with power
given that no grip change is necessary when hitting
groundstrokes on the backhand side. Figure 3.19 Two-handed
backhand grip.
Backhand Volleys
The two-handed grip can also be used for backhand volleys. It is effective for high
backhand volleys, but it does not put the racket in the best position for low volleys or
for backhand volleys when the ball is hit at the body. Although a two-handed grip does
not give the player as much reach as a one-handed grip, the use of two hands makes
the volley a very strong and quick shot. Many players who hit two-handed backhand
groundstrokes feel more comfortable at the net when allowed to volley with two hands.
This grip is especially strong when hitting a high backhand volley, a shot that is uni-
versally weak when hit with one hand.
(continued)
45
Two-Handed Backhand Grip (continued)
Switching to the Continental Grip

At a Glance
text offer ad- The two-handed backhand grip is used for very wide and
The following parts of the very low balls. For drop shots and volleys, the left hand can
the two-handed
ditional information on release giving the hitter a strong Continental grip with the
backhand grip: right hand and a slightly open racket face.
95
Serve Return
131
Passing Shot
Common Errors
two-handed backhand grip:
The player’s grip is perfect, with Although the grip is correct, the strength is coming from the
the top hand in a semi-Western wrong hand. When the player has the correct grip, the power
grip and the bottom hand in a should be coming from the left arm and hand. If the right hand
Continental grip, but at contact is the stronger hand, the racket face will open and the ball will
the racket face is open and the be hit high and with backspin. Either have the player use more
ball flies off the racket with back- strength with the left hand and arm, or change the right hand
spin. all the way over to an Eastern backhand grip.
The player uses a semi-Western The two-handed backhand grip works only for balls that can
grip for the top hand but does be hit firmly with a very strong left hand. As soon as the player
not change from the semi- is forced to reach and drop the left hand off the racket on ei-
Western or Eastern grip with the ther low or wide balls, or for volleys, the racket face is open.
bottom hand. When this happens, it is very difficult to play firm shots on the
backhand side with a forehand grip of any type. Teach the
player to move the right hand to a Continental grip so when he
does have to release the top hand, he can still hit effectively
with the Continental grip.
The player hits backhand volleys Backhand volleys can be hit with a two-handed grip, and
with a two-handed grip. some top players have been very effective with two hands
on the backhand side at the net. This grip is very quick and
gives volleys extra strength, especially high backhand volleys.
However, wide balls and balls hit directly at the body must be
played with one hand, so work with your player to make that
change for those volleys.
46
Applying Topspin
T opspin is essential to pull or curve the ball down into

the court on hard-hit groundstrokes. It gives balls
ample net clearance and a long, high bounce after hitting Key Points
the court. It makes the ball drop as it passes over the net
Fo llo wi ng are th e m
and causes the net player to volley the ball up defensively os t im po rta nt
rather than hard and down. Topspin also pulls the ball components of applying
topspin:
down on sharp-angled shots. Topspin gives players more • Starting position of
margin of error both over the net and inside the baseline. the racket
• Swing pattern
• Racket angle at conta
ct
Starting Position • Follow-through and
finish point
of the Racket
To apply topspin, the racket must
start below the contact point. The lower the racket
starts below the contact point, the more topspin will
be imparted on the ball. From the ready position, the
player turns and drops the racket below the contact
point at the backswing for topspin. If the racket goes
to this low position directly, it is called a straight back
backswing, as shown in figure 3.20. Many players turn
and take the racket back high and let it drop before
the forward swing, as shown in figure 3.21. This is a
loop backswing and generates more racket head speed
because the racket does not stop at the backswing
Figure 3.20 Straight back
position.
backswing.
a b
Figure 3.21 Loop backswing.
(continued)
47
Applying Topspin (continued)
Swing Pattern
From the ready position, and when the racket is in the backswing position, the racket
must be below the point of contact so that it moves from below contact to above contact
on the follow-through (see figure 3.22). The low-to-high racket path spins the ball as
necessary for topspin. A more acute racket path will result in more spin.
a b c
Figure 3.22 Applying topspin using a low-to-high swing pattern.
Racket Angle
at Contact
At contact the racket
should be parallel with
the net for most drives
(see figure 3.23a) and
open for a topspin lob
(see figure 3.23b). Re-
member that the angle
of the racket controls
the height; rolling the
racket over the ball
will only direct the ball
a b
down into the net.
Figure 3.23 Racket angle: (a) parallel for drives and (b) open
for topspin lobs.
48
Follow-Through and Finish Point At a Glance
There are many variations for the follow-through and finish The following parts of
point when applying topspin. Much is dictated by the angle the text offer
ad dit ion al inf or ma tio
n on ap ply ing
of the racket path, the speed of the oncoming ball, and the topspin:
type of shot. In a moderate topspin drive, as shown in fig-
ure 3.24a, the racket begins a foot below the contact point
and the hand finishes at eye level height with the racket 66
above the hand on the follow-through. If the player has One-Handed Backhan
d
good acceleration through the contact point, the follow- Groundstroke
73
through will likely finish with the hand continuing up and Two-Handed Backhan
over the opposite shoulder. For a topspin lob, because the d
Groundstroke
swing is almost vertical, the hand and racket could finish 80
straight up with the arm staying on the right side of the Lob
126
body (see figure 3.24b). Approach Shot
Another common finish point is with the arm across the 100
body and the hand at shoulder height (see figure 3.24c). Swinging Midcourt Vo
lley 110
This is common with the attacking groundstroke because
there is so much racket acceleration and body rotation
and not as much of a low-to-high racket swing pattern.
This is very common in aggressive baseline players who
hit hard and without excessive topspin.
a b c
Figure 3.24 Finish point for (a) a moderate topspin drive, (b) a topspin lob, and (c) an
attacking groundstroke.
(continued)
49
Applying Topspin (continued)
Common Errors
how to apply topspin:
The player rolls the racket over Spin is created by having the racket start below the contact
the ball to hit with topspin. point and finish above the contact point. In essence, the racket
brushes up the back of the ball. For the ball to get up and over
the net, the racket face must be vertical or slightly open at
contact. When the racket rolls over the top of the ball, the ball
will not clear the net, even though it will have topspin.
The player hits with too much When the racket begins well below the contact point and the
topspin, taking speed off the ball swing is at a sharp. upward angle, the ball will have excessive
and making it drop short in the spin. The energy of the swing will go into spinning the ball,
court. which will reduce the speed of the shot. When a player needs
to hit with more power and depth, only moderate topspin is
necessary. Have the player start the racket below the contact
point and swing up and through the ball to reduce topspin and
increase power.
The player hits topspin on very When the player is pulled out of position, he must remember
low or very wide balls. that he is no longer in the best position for playing offensive
shots. Topspin is the power spin, but when the player cannot
generate good racket head speed that goes low to high, at-
tempts to hit topspin will result in very weak returns. The best
spin when playing defensively is backspin, because the ball
will get up and over the net as it is hit with an open racket face
and travel deeper in the court.
50
Applying Backspin
B ackspin makes the ball float and carries it deeper

into the court. It gives a shot depth when a player
cannot hit with much power but makes the ball fly long if Key Points
the swing speed is too fast. It is used for defensive shots
or shots that are hit with a low trajectory over the net, The most important co
mponents of
creating a low bounce. applying backspin are
as follows:
• Starting position of
the racket
Starting Position of the Racket • Swing pattern
ct
To create backspin in the ball, the racket must be above • Follow-through and
finish point
the contact point on the backswing so the player can
hit down on the ball (see figure 3.25). The higher the
racket starts, the more backspin will be imparted on
the ball. From the ready position, the racket is pre-
pared higher than the contact point at the backswing
for the backspin shot.
Swing Pattern
The path of the swing begins above the contact point
and is down to and through the contact point (see
figure 3.26). Rather than chopping down using a high-
to-low swing pattern, players should swing from high
to level and finish out and through the contact point.
This level follow-through will increase the depth and
provide a better feel to the shot.
Figure 3.25 Starting position
of the racket to apply back-
spin.
a b c
Figure 3.26 Applying backspin using a high-to-level swing pattern.
(continued)
51
Applying Backspin (continued)
Racket Angle at Contact

At a Glance
the text offer For players to apply backspin, the racket angle must be
The following parts of slightly open at contact. This gives the ball the height
n on ap ply ing
ad dit ion al inf or ma tio necessary to clear the net. The racket angle can increase
backspin: when the swing becomes shorter for controlled and touch
shots. For example, there will be very little forward swing
100 on a low volley, so the angle is fixed. The ball can be hit
Approach Shot
105 up and over the net, but not hit with the racket open so
Volley much as to make the ball pop up. On a drop shot or drop
118 volley, the angle opens even more, and there is even less
Drop Shot
ep in forward swing. The racket opens and the hand and grip
Groundstroke From De 134 are relaxed at contact to absorb the shock at impact for
the Co urt
a very soft shot.
Follow-Through and Finish Point

The backspin finish point varies depending on how hard the player hits the ball; there
is a relationship between the length of the follow-through and the backswing. With a
groundstroke, the racket travels in a high-to-level follow-through position and finishes
with the hand fully extended in front of the body (see figure 3.27a). With a low volley,
the racket finishes slightly out in front and at least level with the contact point (see
figure 3.27b). The drop shot and drop volley have almost no follow-through after the
contact point, and the hand faces up on the follow-through (see figure 3.27c).
a b c d
Figure 3.27 Finish point for (a) a groundstroke, (b) a low volley, (c) a drop shot and drop
volley, and (d) a chip return of serve.
52
Another shot that is hit with backspin is the chip return of serve. This is a very short
but firm swing, and the racket finishes slightly ahead of and level with the contact point
(see figure 3.27d). The intent is to hit the ball short and with backspin, so the stroke
must be compact and controlled.
Common Errors
how to apply backspin:
The player hits the ball too hard Remember that a backspin shot does not dip into the court like
with backspin and the ball tends a topspin shot and cannot be hit at the same speed. Backspin
to fly long over the baseline. makes the ball float in the air longer, and it travels longer be-
fore bouncing on the court. The player must realize this and
slow the swing down by shortening the backswing and slowing
the racket head speed through the contact point.
A ball hit with backspin consis- Backspin results when the racket goes from above the contact
tently goes down and many er- point down to the ball with an open racket face. The follow-
rors occur in the net. through should finish level with the contact point. Balls will go
down if the racket goes from a high-to-low pattern like a chop-
ping motion. The player must keep the follow-through long,
level, and toward the net rather than down to the court.
When the player imparts back- If the racket face opens up too much, the ball will pop up in
spin, the ball pops up with little the air. It will have backspin, but because it pops up in the air,
speed, thus making it an easy it will generally land short and bounce high. To correct this,
ball for the opponent to attack. the player should flatten out the shot by hitting the ball with a
more vertical racket face and a firm hand and wrist at contact.
A weak grip and open racket face will only result in a weak
backspin return.
53
Applying Sidespin
T o apply sidespin, the racket hits across the ball rather

than directly behind the ball. A ball hit with sidespin
Key Points stays low and bounces to the side after contacting the
court. Sidespin can be used for groundstrokes, volleys,
mponents of
The most important co
and the serve. It adds variation to groundstrokes and
as follows:
applying sidespin are should be used only when in a comfortable hitting zone.
the racket
• Starting position of
• Swing pattern Starting Position of the Racket
ct
To apply sidespin, the racket
• Finish point starts in a similar position as
in any groundstroke, but at
the forward swing the hand
leads and the racket head is behind the hand so the racket
makes contact on the inside portion of the ball (see figure
3.28).
For the serve, the racket starts from a position off cen-
ter so it is hitting across the ball at contact. This is easily
accomplished when the toss is farther from the body and
toward the sideline.
Figure 3.28 Contact point for

a sidespin forehand.
Swing Pattern
For the player to apply
sidespin, the racket path
starts outside the con-
tact point and finishes
inside the contact point
for groundstrokes and vol-
leys (see figure 3.29a). For
serves, the racket starts
inside and goes up and
across and finishes out-
a b side the point of contact
(see figure 3.29b).
Figure 3.29 Racket path when applying sidespin:
(a) groundstrokes and volleys and (b) serves.
54
Racket Angle at Contact At a Glance
The racket angle on contact is vertical or slightly open on The following parts of
the text offer
groundstrokes and volleys. The sidespin is created when ad dit ion al inf or ma tio
n on ap ply ing
the hand is in front of the racket face, allowing the racket sidespin:
face to brush across the ball at contact (see figure 3.30).
For a right-handed serve, when applying sidespin, the
racket hits the ball and moves to the outside of the ball 66
for the sidespin (see figure 3.31). The same is true for the One-Handed Backhan
d
left-handed serve. The left-hander also hits with the racket Groundstroke
73
moving across the ball, but the spin goes in the opposite Two-Handed Backhan
direction. d
Groundstroke
80
Approach Shot
100
Finish Point
The finish for a groundstroke or volley with sidespin will
look very similar to the finish for a groundstroke and volley
with backspin (see page 51). It will be more level than the topspin shot and shorter
because there is not as much racket head acceleration through the hit. Because the spin
will not curve the ball in the court when hit hard, the follow-through can be shorter.
Figure 3.30 Applying sidespin when Figure 3.31 Applying sidespin to a

contacting the ball. serve.
(continued)
55
Applying Sidespin (continued)
On the serve, the racket hits across the ball during the swing, and the arm and racket
finish across the opposite hip and leg to complete the natural throwing motion and
follow-through. If the hand finishes higher, the ball will have plenty of sidespin but
very little power.
Common Errors
Following are several common errors you might run into when teaching your athletes
how to apply sidespin:
The player hits groundstrokes If the ball pops up with more backspin than topspin, the grip
with sidespin that are weak and was probably too loose and weak, and the racket went more
have more backspin than side- under the ball than across the ball at contact. When a player is
spin. hitting a groundstroke with sidespin, the wrist lays back to al-
low the hand to be in front of the racket face, but the wrist must
remain firm. If it is weak and loose, and the stroke is short and
decelerating through the contact point, the racket will open
and the ball will pop up with backspin.
Sidespin serves curve but lack When a player is hitting a sidespin serve, the racket face must
speed and depth. hit across the ball to make it spin. Many players exaggerate
this and try to hit across and around the ball. This circular mo-
tion provides spin, but the racket still must be hit through the
ball for the necessary power and depth.
Volleys hit with sidespin and at Players must remember that a sharply angled volley with
an angle are hit too long and go sidespin is not hit into a large court area. The sharper the
over the sideline. angle, the less court the player has to work with. Players must
remember that the sidespin only makes the ball curve; it does
not bring the ball down. For this reason, the shot must be
hit with soft hands and with little racket speed at the contact
point. The sidespin angled volley allows the player to hit with
an even greater angle, but the hands should be soft and the
racket pattern should be very short and slow from backswing
to follow-through.
56
M oving an opponent from side to side to hit or cre-

ate openings, hitting shots to an opponent’s weaker
side, and hitting into an open court are all fundamentals Key Points
of tennis. Being able to direct the ball side to side enables
The most important
players to develop points rather than just wait until some- components
of controlling shot angle
one makes an error. are as fol-
lows:
Controlling the shot angle is one of the five controls all
players must master to be complete players. It is gener- • Racket angle at conta
ally the first control learned after getting the ball back in ct
• Path of the swing
play. The others are controlling shot height, depth, spin,
and speed. • Contact point on the
ball

Quite simply, the ball goes where the racket faces at contact. Because the palm of the
hand is in the same plane as the racket face, the ball goes where the palm is facing at
contact. The longer the racket face can face the target, the more frequently the player
will hit the intended target. Even if the contact is slightly early or late, as long as the
racket face is directed at the target, the ball will be directed toward the intended target.
Path of the Swing

If the path of a swing is circular, timing has to be perfect to hit balls to the desired
location in the court. Therefore, players who can lengthen the hitting zone by extend-
ing through the contact point will consistently hit accurate shots (see figure 3.32). To
do this, they need to keep the palm of the hand in line with the target for as long as
possible. This directs the racket face toward the target for a longer period of time.
a b
Figure 3.32 Lengthening the hitting zone by extending through the contact
point.
(continued)
57
Controlling Shot Angle (continued)
Contact Point on the Ball

At a Glance
the text offer Two other factors help with the direction of the shot. For
The following parts of a crosscourt forehand, the player should make contact on
on controlling
additional information the outside of the ball (see Forehand Groundstroke on
shot angle: page 66 of chapter 4 for more information). Conversely,
66 contact on the inside of the ball directs the shot down the
Forehand Groundstroke line. Hitting the ball on the outside is easier if the player
d
hits it out in front of the body. Hitting the inside is more
Ground stroke comfortable when the player makes contact farther back
Two-Handed Backhan
d in the stroke.
80
Grou nd stroke
105
Volley
113
Overhead
126
Lob
131
Passing Shot
Common Errors
how to control shot angle:
The player attempts to hit sharp- The player must understand that the closer he is to the net, the
angled groundstrokes when he better he will be able to hit sharp angles. He can hit the most
is deep and in the center of the acute angles when he is very close to the net. He will have
court. much more difficulty hitting a ball that will force the opponent
off the court when he is positioned behind the baseline, espe-
cially if he is behind the baseline and in the center or the court.
The player tries to change the Any time the player changes the angle of the shot, there is
angle of an oncoming ball hit more risk involved. It is much easier to return the ball along the
with power. same path as the incoming shot. When the angle is changed,
the racket face must be directed at the target, but the ball will
also tend to drift wide because when it hits the racket face, the
angle of incidence will equal the angle of reflection. When the
player changes the angle, she must hit firmly, so it is easier to
change the angle on a slower ball.
The player is not hitting with Shots that land in the court and travel over the sideline travel
enough topspin to pull the ball a shorter distance than those that hit the court and travel over
down into the court when hitting the baseline. Therefore, extra topspin must be applied to the
sharp-angled groundstrokes. shot to drop it in the court. Along with directing the racket face
at the target for the angle of the shot, the player must also use
a sharp low-to-high swing path for extra topspin to pull the ball
into the court. This is because there is less court to hit than
when the ball is directed deep in the court.
58
Controlling Shot Height
C ontrolling the height of the shot is the second funda-

mental control. Being able to control the height of the
shot allows players to hit offensive and defensive shots and Key Points
to change from a defensive position to a neutral or even
The most important
offensive position. components
of controlling shot he
Just getting the ball back in play will only work if the ight are as
follows:
opponent is less skilled. Changing direction moves the
opponent side to side, but by being able to hit high and • Racket angle at conta
low, a player can hit balls that will be out of the opponent’s ct
• Path of the swing
comfort zone. A player can force an opponent in a good
position at the net to volley the ball up defensively, or drive • Speed of the swing
an opponent off the net with a well-placed lob. A player
can also determine at what height the opponent likes to
hit shots, and then keep that opponent from hitting the
ball in that comfortable zone by keeping the ball higher or lower.

The height of the shot is determined by the angle of the racket face at contact. When
the racket is tilted back and the strings face the sky, this is considered an open racket
face, and the ball will go high (see figure 3.33a). When the racket face is tilted down
and the strings face the ground, this is considered a closed racket face, and the ball
will go down (see figure 3.33b).
a b
Figure 3.33 Positioning of an (a) open and (b) closed racket face.
(continued)
59
Controlling Shot Height (continued)
Path of the Swing

At a Glance
the text offer The path of the racket swing will determine the amount
The following parts of of spin on the ball. For example, if the racket face is open
on controlling
additional information and the swing is low to high, the player will hit a topspin
shot height: lob. If the racket face is open and the swing is level, the
player will hit a backspin lob.
66
Forehand Groundstroke For maximum control, the path of the racket should
d mirror the angle of the racket and the intended line of
Grou nd stroke flight. For example, for a player to hit a lob, the racket
d face must be open and the path of the swing should be
Two-Handed Backhan 80 low to high and at the same angle as the open racket face.
Groundstroke
100
Approach Shot
Drop Shot
118
126
Speed of the Swing
Lob
131 The faster the swing, the farther the ball will travel. When
Passing Shot
the racket face is open, the ball will go high (a high lob).
ep in
Groundstroke From De 134 Conversely, if the swing is very slow and compact, the
the Co urt ball will be hit much softer (a drop shot).
Common Errors
how to control shot height:
The player is not hitting If the player intends to hit a lob that will go over the opponent posi-
high shots with enough tioned at the net, he should make sure the apex of the shot is over the
height. opponent, not over the net. If it is over the net, the ball will descend as
it approaches the opponent, making for an easy overhead smash.
The player is hitting low When the player is hitting the ball low, she is generally aiming the ball
balls flat, or without spin. just over the net so the opponent will be forced to hit the next shot
up. If the ball is hit flat, it will have little margin of error over the net.
By adding some topspin, the player can hit a ball that will drop after
clearing the net, making the low shot even more effective. A ball hit
with backspin will tend to die after hitting the court, making the low
shot stay even lower after it clears the net and bounces.
The player does not rec- Many players get into a pattern of hitting balls at a comfortable rally
ognize when to hit the speed with similar height and spin on every shot. This might be effec-
ball high and low. tive when the opponent is at the baseline, but makes for an easy return
if the opponent is at the net. Rather than try to overpower the return with
a sharp angle when the opponent is at the net, the player should recog-
nize that he can completely neutralize the opponent if he can make him
retreat by lobbing a high ball over his head and deep in the court, or he
can play a low shot that will make the opponent volley the ball up.
60
Controlling Shot Speed
T he speed of the shot is determined by the racket head

speed at the point of contact. The faster the racket
head is, the faster the shot will travel. When most players Key Points
think about controlling shot speed, they think about power. The most important
Although it is fun to hit the ball hard, the complete player components
of controlling shot sp
must be able to hit with power and also know when to eed are as
follows:
take speed off the ball and play softer or more controlled
shots. The best players use a variety of speeds depending • Path of the swing
on their court position, the opponent’s court position, the • Speed of the swing
type of shot being hit, the court opening, and the speed
necessary to hit a successful shot.
Path of the Swing

There are a few ways to generate racket head speed. One is by lengthening the swing,
as shown in figure 3.34. A long backswing will give the player time to generate speed
before the hit. This applies especially to linear strokes.
In addition, angular momentum is created by body rotation. The hitter can generate
racket head speed by quickly rotating the hips, trunk, and shoulders so the arm and
racket accelerate through the contact zone after the body rotation toward the net (see
figure 3.35).
Figure 3.34 Generating racket speed by Figure 3.35 Generating racket

lengthening the swing. speed using body rotation.
(continued)
61
Controlling Shot Speed (continued)
Speed of the Swing

At a Glance
al Using the opponent’s speed is another way of
the text offer addition
The following parts of ee d: generating speed. The faster the opponent hits
ing shot sp
information on controll the shot, the faster the player can return the ball,
providing that the contact is solid, firm, and out
66
Forehand Groundstroke in front of the body. If an incoming shot is hit
73 with a lot of pace, the returning shot should be
d Groundstroke
One-Handed Backhan
80 hit with a more compact backswing. Because
d Groundstroke
Two-Handed Backhan the player has less time to prepare, he should
95
Serve Return shorten the backswing to take advantage of his
100 opponent’s speed.
Approach Shot
105 Quite simply, the faster the racket head goes
Volley through the ball, the faster the ball will travel.
118
Drop Shot The ball will not go as fast if the contact is not
126 direct, such as when a swing goes low to high
Lob
131 or high to low. In this case, spin is imparted
Passing Shot and some of the energy used for power will be
used to apply spin.
Common Errors
how to control shot speed:
The player tries to hit the Everybody likes to hit the ball hard. However, hitting the ball hard usually
ball too hard, resulting results in too many unforced errors. The player must determine a comfort-
in too many unforced able rally speed and increase the speed only when she has a favorable
errors. court position, a comfortable contact point, and plenty of open court.
The player tries to match Players often try to return a hard-hit shot with even more power. This
or exceed the pace of generally happens when the opponent can play a strong offensive shot
the opponent. with plenty of pace. Players tend to get excited and try to return these
powerful shots with even more power, making too many errors. Players
must be able to control these returns by taking speed off the oncoming
shot. They must hit shots such as serve returns with short backswings
so they don’t generate extra power and can control the return.
The player chooses to When the player gets tight, he may be hesitant and cautious and not
make easy shots when take opportunities to end the point. For example, if the opponent hits
the opportunity arises to a weak return and is out of position, the player may move forward, be
hit with power and end on balance, and have the ball in an ideal contact zone, but ends up
the point. pushing the ball back in the court so the opponent can make an easy
return. Encourage the player to hit with more power when he has an
opening and is in a good position. Have him determine the target area
and focus on a quick setup and a strong swing. When he is set and
has a large court opening to hit, errors will be at a minimum, and hit-
ting winners will give him the confidence to try to end the point.
62
Controlling Shot Depth
T he depth of any shot is determined by two factors—the

speed of the shot and the trajectory of the shot. Many
inexperienced tennis players concentrate only on speed Key Points
to hit the ball deep enough in the court to keep their op-
The most important
ponent behind the baseline. Unfortunately, the harder components
the ball is hit, the closer to the net it must travel, and the of co nt ro llin g sh ot de
pt h are as
follows:
closer to the net the ball travels, the greater the chance it
has of hitting the net. • Speed of the ball
Experienced players hit at a speed they can control in
• Trajectory of the ba
a rally and increase the height at which they hit the ball ll
over the net to achieve the best results. The higher net
clearance has the added benefit of a longer and higher
bounce that will keep the opponent in the backcourt and
unable to attack by moving forward in the court.
Speed of the Ball

The speed of the ball is created by the speed of the racket head before and through the
contact point. A long and full backswing creates more time to generate racket head
speed. Also, a quick body rotation from sideways to the net
to facing the net accelerates the arm and racket through
the contact point. At a Glance
Conversely, when intending to hit short, such as a drop
shot, the player uses a short backswing and slow racket The following parts of
the text offer
head speed during the stroke and comes almost to a full additional information
on controlling
stop at the contact point. shot depth:
Trajectory of the Ball One-Handed Backhan
66
d
The trajectory of the ball is determined by the angle of Groundstroke
73
the racket face at the point of contact with the ball. If Two-Handed Backhan
d
the racket is held vertical to the court, the ball will not Groundstroke
80
fly upward off the strings. The more the racket opens
First Serve
(strings facing the sky), the higher the trajectory of the 86
ball off the racket face (see section on racket angle at Serve Return
95
contact on page 59). Approach Shot
100
Volley
105
Drop Shot
118
122
Lob
126
Passing Shot
131
(continued)
63
Controlling Shot Depth (continued)
Common Errors
how to control shot depth:
The player hits the ball hard and Although this tactic works, the risk of hitting the ball into the net
close to the net to achieve depth is too great. Have the player slow down the speed of the shot
but makes many errors in the and increase the safety margin over the top of the net by hit-
net. ting higher over the net.
The player hits balls intended to When hitting a shot such as a drop shot, the depth should be
go short with too much depth. very short in the court. The racket face must be open enough
to achieve net clearance, but the speed of the swing must be
slow so little power is generated at the hit. This can be accom-
plished by using a very short or abbreviated backswing.
The player hits with plenty of The player should keep the same net clearance by keeping
net clearance but balls still land the same trajectory of the ball off the racket face, but swing
short in the court. faster at contact. If the player has very little backswing be-
cause he is nervous and plays cautiously, he will do little more
than block the ball back in the court. Have him lengthen his
backswing and finish with a full and complete follow-through.
64
chapter
4
Strokes and
Shots
This chapter covers the strokes and shots players must know to be successful. In
this chapter, you will find the following:
Skill Page
Forehand groundstroke 66
One-handed backhand groundstroke 73
Two-handed backhand groundstroke 80
First serve 86
Second serve 92
Serve return 95
Approach shot 100
Volley 105
Swinging midcourt volley 110
Overhead 113
Drop shot 118
Forehand as a weapon 122
Lob 126
Passing shot 131
Groundstroke from deep in the court 134
65
Key Points
M ost tennis players use the forehand groundstroke
more than any other stroke in the game. For them,
it is the weapon of choice from the baseline, and in most
situations it is stronger than the backhand. Players are
mponents of
The most important co most comfortable hitting the forehand, and most rallies are
lows:
the forehand are as fol hit with this stroke. All players should develop a forehand
that allows them to hit accurately, deeply, and consistently
• Preparation from any place in the court. They should look for and hit as
• Grip many forehands as they can from their preferred side.
• Stance
• Backswing
• Contact point
Preparation
• Spin From the ready position used for all strokes at the
• Follow-through baseline, the player turns the entire body so it faces the
sideline while preparing the racket at the same time (see
figure 4.1). This “unit turn” should be consistent on all
shots hit to the forehand side. From this turn and racket
position, the player is ready for the immediate forward swing on a hard-hit ball, or
able to run to get in position on a wide or short ball.
a b
Figure 4.1 Preparing for a forehand ground stroke: (a) ready position and (b)
turn to the sideline.
66
Grip
Most players wait in the ready position with the forehand grip (see page 35). This makes
the forehand easy because the player simply has to prepare the racket and body and
swing without having to worry about moving the hands into the correct grip.
When the player must change the grip, this should be done during the unit turn
stage. For example, a ball that will be contacted high in the hitting zone would be bet-
ter played with a Western grip (see page 39). Conversely, when the ball is contacted
close to the ground, the Eastern grip will provide a more suitable and stronger hand
position at the contact point.
Stance
The stance is determined by the position of the oncoming ball, the speed of the ball, and
the player’s preference. When a player has time, he should use a square or open stance,
depending on which is most comfortable (see figure 4.2). If the ball is hit directly at
the player, typically the player uses a simple side step, as shown in figure 4.3 on page
68, and plays an open stance forehand. However, when the player has to cover a lot of
court to return an opponent’s shot, the closed stance might be the only option because
the last step before contact could be the front foot stepping toward the sideline (see
figure 4.4 on page 68).
a b
Figure 4.2 Stances for a forehand groundstroke: (a) open or (b) square.
(continued)
67
Forehand Groundstroke (continued)
a b c
Figure 4.3 Side step for a forehand groundstroke.
Figure 4.4 Closed stance for a forehand ground-

stroke.
Another type of forehand groundstroke that has been made more popular by the
speed of the game is one that is used for a wide ball. For this shot, the player assumes
an open stance, hits the ball defensively with backspin (see figure 4.5a), and then pushes
on the outside foot to recover quickly back into the court (see figure 4.5b).
68
a b
Figure 4.5 Defensive open stance for a forehand groundstroke.
Backswing
For the hard-hit ball, or very short ball, the unit turn is the only backswing necessary;
it enables the player to contact the ball even with the front hip. If the player has time,
she can take a longer backswing. As a general rule, the longer the backswing is, the
greater the speed of the racket at contact point will be.
The height of the backswing determines the type and the amount of spin on the shot.
The lower the racket starts below the contact point, the more topspin will be generated.
If the racket is at the same height at the backswing as the contact point, the ball will
be hit flat. A high backswing causing a high-to-low racket path will generate backspin
and must be hit with an open racket face.
Contact Point
The contact point varies depending on the grip and the stance. A player hitting with a
semi-Western grip (see page 37) prefer to have the ball about even with the body and
high in the “strike zone” (see figure 4.6a on page 70). The player hitting with an Eastern
grip and a square stance prefers the ball at about waist level and even with the front
hip (see figure 4.6b on page 70).
The key is to create a constant contact point based on the player’s preferred stance
and grip. The more a player can play the ball in the ideal contact area, the more control
and power he will have for each shot. The same thinking holds true for golfers and
baseball players. Golfers hit best when they are balanced, their footing is level, and the
swing is long and with plenty of body rotation. Baseball players have the best results
when they hit balls in the middle of the strike zone.
(continued)
69
a b
Figure 4.6 Contact point for a forehand groundstroke using (a) a semi-Western
grip and (b) an Eastern grip.
Spin
Spin is determined by the racket angle at the contact point and the path of the swing
as illustrated by the following:
• A low-to-high swing path with a vertical racket face will produce topspin. The
lower the racket starts and the higher it finishes, the more topspin will be pro-
duced.
• When the racket starts and finishes at the same level as the contact point, the
ball will be hit flat.
• A high-to-low swing pattern with a slightly open racket face will produce back-
spin.
All hard-hit forehands must be hit with topspin to keep the ball in the court. A flat
shot hit at the same speed and trajectory will travel farther through the air before
bouncing. The ball hit with backspin will travel farthest before bouncing and stay low.
Although this shot cannot be hit hard, a backspin shot with a low trajectory tends to
skid on the court. This shot is effective against players who like a fast-paced, higher
ball to return.
70
Follow-Through At a Glance
There are several types of follow-throughs, depending on The following parts
of the text offer
the grip and the length and height of the backswing. The additional information
on the forehand
follow-through should be a full and natural continua- groundstroke:
tion of the stroke. If a player uses a long, low backswing,
the follow-through will be long and high. If the follow- Square Groundstroke
through is short, the racket will decelerate through the Stance 22
contact zone. Open Groundstroke Sta
nce 25
To make sure the racket is accelerating through the Eastern Forehand Grip
contact zone, the player should have a follow-through 35
that is as long as or longer than the backswing (see fig- Semi-Western Grip
37
ure 4.7a). If a player wants to take speed off the ball, the Applying Topspin
follow-through should be shorter than the backswing (see 47
figure 4.7b). An example would be when a player has Applying Backspin
51
to move forward and play a low ball. The combination Controlling Shot Angle
of hitting up with a full swing into a shorter court will 57
likely cause the ball to travel over the baseline. A short Controlling Shot Heigh
t 59
backswing and follow-through are necessary to take Controlling Shot Spee
d 61
speed off the ball and keep it in the court.
a b
Figure 4.7 Follow-through for a forehand groundstroke: (a) long and

high and (b) short.
(continued)
71
Common Errors
Following are several common errors you may run into when teaching your athletes a
proper forehand groundstroke:
The player does not hit every Every forehand groundstroke should either be a high-percentage
shot with a purpose. shot with a quick and efficient recovery or a shot to the opponent’s
weakness. When a player is in a neutral position on the court
and rallying the ball with the forehand, the crosscourt forehand
will give her the most court to hit, the lowest net to clear, and the
shortest distance to move to the perfect recovery position. When
in doubt, she should play solid crosscourt forehands. The alterna-
tive would be to hit to the opponent’s weaker side to break it down
and force a weak return.
The forehand is the player’s As simple as this sounds, if the player is slow or tired, he may end
stronger side, but he does not up playing lazy or weak backhands just because he doesn’t move
play as many shots as pos- quickly enough to set up for a forehand. In most situations all that
sible with the forehand. is needed is a step or two to get into perfect position, so teach
him to always be ready to move quickly and into position to play
his stronger forehand groundstroke.
The player doesn’t know When the player gets a shorter ball, she should be ready to turn
when to transition from neutral up the heat and play more offensively with either an attacking
to offense or from neutral to forehand groundstroke or an approach shot. She must also real-
defense on the forehand side. ize that when she is in trouble by being very deep or wide in the
court, she will have to be much more cautious and hit the ball with
less speed, more net clearance, and good depth. Teach her to
recognize where she is on the court so she can hit the best shot
from that position.
72
One-Handed Backhand Groundstroke
T he one-handed backhand groundstroke is generally

weaker than the forehand groundstroke for most play-
ers. It is the side that is attacked by opponents from the Key Points
backcourt with aggressive groundstrokes, from the mid-
court with approach shots, and at the net with volleys and mponents of
the one-handed backha
overheads. nd ground-
stroke are as follows:
Your athletes will need to determine which backhand
will be more efficient for them, the one-handed or two- • Preparation
handed backhand. The one-hander has better reach and • Grip
can generally impart backspin more easily than the two-
hander. The contact point is farther out in front and the • Stance
body stays more sideways to the net through the stroke. • Backswing
The one-hander will need to change his grip because the • Contact point
Eastern, semi-Western, and Western forehand grips are • Spin
not efficient for a one-handed backhand.
The player using the two-handed backhand, as de- • Follow-through
scribed on page 80, generally has more success hitting
with topspin and can handle higher balls with less dif-
ficulty. However, two-handers have limited reach, and many have difficulty
with low balls. At the net, many two-handers are uncomfortable transitioning to a
one-handed backhand volley, a shot that is necessary for wide volleys.
Preparation
From the ready position, the player turns the entire body so it faces the sideline (see fig-
ure 4.8). Both hands prepare the racket during the backswing. The player changes to the
Eastern backhand grip by turning the racket into position with the nondominant hand.
a b
Figure 4.8 Preparing for a one-handed backhand ground-

stroke: (a) ready position and (b) turn to the sideline.
(continued)
73
One-Handed Backhand Groundstroke (continued)
Grip
To ensure a perpendicular racket face on contact, the player must change the grip
from the forehand grip to the Eastern backhand grip, as mentioned previously. The
dominant hand moves to the top of the handle by turning the racket with the nondomi-
nant hand held at the throat of the racket. The nondominant hand turns the racket,
and the dominant hand regrips the handle after the turn so the hand is in an Eastern
backhand grip position.
Stance
The stance for the one-handed backhand should be balanced, and the feet should be
square (stepping directly at the net) or semiclosed by stepping slightly toward the side-
line (see figure 4.9). In both cases, the back foot should be planted so that the forward
foot can step into the shot. The back foot should be parallel with the baseline. The front
foot should step forward and open to a 45-degree angle before contact. A large step,
slightly wider than the shoulders, will give the player a wide, well-balanced stance and
allow for maximum weight transfer.
With the weight on the back foot, the body is fully loaded, and the hips, shoulders,
legs, and back are ready for the forward swing. The weight transfers from the back foot
to the front foot as the racket moves from the backswing through the contact point
and on to the follow-through.
a b
Figure 4.9 Stance for a one-handed backhand groundstroke: (a) square or (b)
semiclosed.
74
Backswing
The backswing for the one-handed backhand
groundstroke is easy and controlled when the body
turns toward the sideline and both hands are on the
racket. The nondominant hand positions the racket
to the full backswing position and turns the racket
so the dominant hand can regrip with an Eastern
backhand grip.
To hit a flat backhand, the backswing (see figure
4.10), contact, and follow-through are level. For a
backhand with backspin, the racket starts high and
finishes level with an open racket face (see figure
4.11). For a backhand hit with topspin, the racket
must be prepared below the point of contact during
the backswing. At the turn, if the racket preparation
is high, the racket should drop below the contact
point before the forward swing, which is called a
loop backswing (see figure 4.12 on page 76). The
racket can also be taken back and prepared below
the contact point directly from the ready position,
which is called a straight backswing (see figure 4.13 Figure 4.10 Backswing for
on page 77). Both are acceptable, but the loop back- a flat one-handed backhand
swing provides a continuous motion through the groundstroke.
entire swing, whereas the straight backswing stops
at the full backswing position.
a b
Figure 4.11 Backswing for a one-handed backhand groundstroke

with backspin.
(continued)
75
a b
c d
Figure 4.12 Loop backswing for a one-handed backhand ground-

stroke with topspin.
76
a b c
Figure 4.13 Straight backswing for a one-handed backhand groundstroke with top-
spin.
Contact Point
The contact point for the one-handed backhand
groundstroke is in front of the dominant shoulder
and farther from the body because the hitting arm is
in a comfortably straight position. Ideally, the contact
point will be at waist level (see figure 4.14).
Spin
Spin is determined by the racket angle at the contact
point and the path of the swing.
• A low-to-high swing with a vertical racket face
will produce topspin. The lower the racket
starts and the higher it finishes, the more top-
spin will be produced.
• When the racket starts and finishes at the same Figure 4.14 Ideal contact point
level as the contact point with a vertical racket for a one-handed backhand
face, the ball will be hit with no spin, which is groundstroke.
called a flat shot.
(continued)
77
• A high-to-level swing with a slightly open racket

face produces backspin.
At a Glance
the text offer ad- All hard-hit backhands must be hit with topspin to
the one-handed keep the ball in the court. A flat shot at the same speed
ditional information on and trajectory will travel farther through the air before
e:
backhand groundstrok bouncing. The ball hit with backspin will travel farthest
22 before bouncing and stay low after the bounce. Although
Stance
Square Groundstroke this shot cannot be hit hard, the shot is effective against
nce 25 an opponent who likes a fast pace and a ball higher in
Open Groundstroke Sta
28 the contact zone. The backspin backhand hit with a low
Stance
Closed Groundstroke trajectory tends to skid on the court and stay low after
Two-Handed Backhan
d the bounce.
80
Ground stroke
Follow-Through
A topspin backhand finishes with the classic long and high follow-through that ends
with the arm straight and the racket head pointed at the sky (see figure 4.15). The weight
will be on the front foot, and the nondominant arm will reach toward the back fence
for balance. The follow-through for both the flat and backspin backhand is forward
and level with the contact point with the arm fully extended toward the net and the
weight on the front foot (see figure 4.16).
Figure 4.15 Follow-through for Figure 4.16 Follow-through

a one-handed backhand hit with for a one-handed backhand hit
topspin. flat or with backspin.
78
Common Errors
one-handed backhand groundstroke:
The player doesn’t change his The player must change his grip from a forehand to a backhand
grip from his regular forehand grip quickly before making contact. The hand should go from
grip to a backhand grip, so being in back of the handle to being on top of the handle, and
the stroke is weak and inef- the thumb should be in a strong position in back of the handle.
fective. The grip change occurs as the player turns the upper body and
prepares the racket in the backswing position. Teach your players
to make the grip change by turning the racket during the body
turn with the nondominant hand and regripping with the dominant
hand before making the swing.
The player has difficulty hit- One-handed backhand groundstrokes are hit with much less
ting a solid one-handed back- upper-body turn than forehands or two-handed backhands. When
hand groundstroke down the the hips and shoulders rotate so they face the net, the racket
line. goes across the body and results in a crosscourt shot. To correct
this, the player must stay more sideways through the shot with the
weight moving from the back foot to the forward foot. Have the
player set up and drive through the ball with the legs, and have
the nondominant hand reach back toward the back fence at the
contact point. This will delay the body rotation until after the ball is
off the strings and allow the player to hit the ball down the line by
hitting through rather than across the ball.
The player has a weak back- The correction begins when the player prepares the racket. The
hand, with a short swing lead- body should be turned and facing the sideline. The hitting arm
ing with the elbow. should be straight at the end of the backswing and across the
body. Before the forward swing, the dominant hand should be in
front of the right thigh for right-handed players. When the racket
is in this position, the swing leads with the shoulder rather than
the elbow. The arm swings forward and high with a firm wrist, the
racket head is above the wrist at contact, and the elbow is straight.
The follow-through finishes with the hitting hand at eye level.
79
Two-Handed Backhand Groundstroke
Key Points
T here are two ways to play a backhand groundstroke.
The more traditional way is to hit with one hand, as we
learned on page 73. This involves a grip change, and the
contact point is forward and out in front of the body.
mponents of
The most important co The two-handed backhand groundstroke, however, is
hand are as
the two-handed back probably used by more players at all levels than the one-
follows: handed version. In most situations, players can hit the
ball harder with two hands and can generate more racket
• Preparation head speed using a shorter backswing. The grip change
• Grip is minimal, and the stroke is easier to disguise. Because
• Stance the two-handed backhand groundstroke is played much
like a forehand on the nondominant side, there are many
• Backswing
similarities between the two, including backswing posi-
• Contact point tion, contact point, body rotation, and follow-through.
• Spin
• Follow-through
Preparation
The two-handed backhand groundstroke has many variations. Grips, stances, back-
swings, and follow-through positions all vary depending on the player. In all two-handed
backhands, the first movement is the preparation phase, in which the body turns to-
ward the sideline and the racket is taken to the backswing position (see figure 4.17).
One thing all players using this stoke have in common is early preparation and good
balance when the weight loads on the back foot.
a b
Figure 4.17 Preparing for a two-handed backhand groundstroke: (a)

ready position and (b) turn to the sideline.
80
Grip
The two-handed backhand grip has several variations. When the nondominant hand
does most of the work on the forward swing (such as when a right-hander hits a left-
handed forehand), the player uses a semi-Western grip (see page 37) on both hands.
The player makes little or no grip change and can hit from the forehand or backhand
side.
Another grip variation is with the nondominant hand in a semi-Western grip and
the dominant hand in a Continental grip (see page 45). This grip is strong with both
hands and arms working together on the forward swing. If the player is forced to reach
and hit with only one hand, the Continental grip, with a slightly open racket face, is
good for defensive shots.
The third grip variation is with the dominant hand in an Eastern backhand grip (see
page 43) and the nondominant hand in a semi-Western forehand grip (see page 37). This
is a strong grip because both hands and arms are used equally in the forward swing.
Stance
Because players using the two-handed backhand groundstroke hit with a full body,
trunk, and shoulder rotation, they can hit with a slightly closed stance, such as in the
one-handed backhand as shown in figure 4.8b on page 73, a square stance (see figure
4.18a), or an open stance (see figure 4.18b).
The slightly open and square stances can be used when the dominant hand is in the
Continental grip or Eastern backhand grip position. The contact point is played farther
a b
Figure 4.18 Stance for a two-handed backhand groundstroke: (a) open or (b)
square.
(continued)
81
Two-Handed Backhand Groundstroke (continued)
in front because the dominant hand and arm do more work, so the contact point must
be farther forward.
Players hitting with a lot of body rotation and primarily with the nondominant hand
(such as in a left-handed forehand) do well with the open stance. The hips and shoulders
begin by facing the sideline and rotate so they face the net on contact, but the stance
is open, allowing the player to hit and recover quickly back into the court.
Backswing
The backswing for a two-handed backhand groundstroke has three variations, de-
pending on the racket head position at the end of the backswing. The first is the loop
backswing, in which the racket head is cocked up before dropping below the contact
point and swinging forward (see figure 4.19a). The second backswing variation is with
the racket parallel to the ground (see figure 4.19b), and the third is the low, straight
backswing that positions the racket below the contact point immediately during the
backswing (see figure 4.19c). All three variations are acceptable and determined by
the preference of the player. The loop backswing generates the most power because
the racket picks up speed when it drops below the ball and moves forward without
pausing at the end of the backswing.
a b c
Figure 4.19 Backswing for a two-handed backhand: (a) loop, (b) parallel, and (c)
straight.
82
Contact Point
The contact point for the two-handed backhand groundstroke varies depending on
the grip of the nondominant hand. With all grips, the player should contact the ball
at waist level.
• When the dominant hand is in a semi-Western grip, the stroke is hit like a left-
handed forehand (for a right-hander). The contact point is at waist level, even
with the front hips, and the elbow has a slight bend close to the body (see figure
4.20a).
• When the dominant hand is in a Continental grip position, the contact point
is more forward and farther from the body, but still at waist height (see figure
4.20b).
• When the dominant hand is in the Eastern backhand grip, the contact point is
even with the front foot, at waist level, and a straight arm length from the body,
similar to a one-handed backhand contact point (see figure 4.20c).
a b c
Figure 4.20 Contact point (a) when the dominant hand is in a semi-Western grip, (b)
when the dominant hand is in a Continental grip, and (c) when the dominant hand is
in an Eastern backhand grip.
(continued)
83
Two-Handed Backhand Groundstroke (continued)
Spin
At a Glance
the text offer ad- The two-handed backhand groundstroke is usually very
the two-handed efficient for hitting with topspin. When both hands are on
ditional information on the racket, it is easy to drop the racket head on the back-
e:
backhand groundstrok swing and accelerate the racket head up and through the
22 contact point for topspin. With all the grips mentioned
Stance
Square Groundstroke earlier, the racket face is perpendicular to the ground at
nce 25 the contact with the low-to-high swing path producing
28 the topspin.
Stance
Closed Groundstroke To hit with backspin, the swing goes from a high to a
One-Handed Backhan
d level position and the racket is slightly open on contact.
73 This is easily achieved when the nondominant hand
Ground stroke
relaxes. The swing resembles that of a one-handed
backspin backhand.
Follow-Through
Although the stances, grips, and contact points for the two-handed backhand ground-
stroke have variations, the follow-through is fairly consistent in all cases. The hips
and shoulders have turned from facing the sideline to facing the net, and the player’s
weight finishes on the front foot. The swing finishes with the racket head pointing to
the sky with the hands over the opposite shoulder (see figure 4.21).
Figure 4.21 Follow-through for

a two-handed backhand ground-
stroke.
84
Common Errors
proper two-handed backhand groundstroke:
The player is not able to hit In most situations, the inability to generate topspin starts with a
with topspin with the two- grip problem and hitting most strongly with the dominant arm and
handed backhand ground- hand. If a right-hander hitting a two-handed backhand has the
stroke because the racket most strength coming from the right arm and hand, and the right
face is slightly open on con- hand is not in an Eastern backhand grip, the racket face will be
tact with the ball. open and all shots will be hit with backspin and generally go high
as well. To correct this, the player must hit harder with the left arm
and hand. The left arm will drive the racket through the ball rather
than having the right hand pull the racket into the ball. When the
left arm is dominant, the left hand should be in an Eastern or
semi-Western grip; this will put the racket face vertical upon con-
tact. The low-to-high swing will give the stroke the topspin neces-
sary to drive the ball and keep it in the court.
The player has to drop the To hit the two-handed backhand effectively, the ball must be in
left hand and play a weak a comfortable hitting position. When the ball is too far away from
one-handed shot because of the body, the player could reach the ball with a one-handed back-
slow feet and a poor starting hand but not with two hands. For that reason, when using the two-
position. handed backhand, a player must work harder and move quicker
to get into a proper hitting position so she can drive the ball. If the
feet are slow or she is tired or lazy, she will be quick to drop the
left hand and play weak one-handed backhands at full reach.
The player has difficulty with The correction here is with the body position and changing the
low balls because he lacks stronger arm and hand. First, the player must get down by bend-
the ability to get below the ing from the knees and not from the waist, like sitting in a chair.
ball, open the racket face, The racket must get below the ball on the backswing so the
and hit the ball with backspin. player can make contact with an open racket face. This is much
easier if the nondominant hand relaxes so the dominant hand
supplies most of the strength in this shot. The dominant hand in a
Continental grip is ideal to create the open racket face necessary
for returning the very low ball.
85
First Serve
Key Points
T he serve is the only shot in the game that the player
can totally control. It is the most important stroke in
the game because every point begins with the serve. The
server is in a position to control the speed, spin, and place-
mponents of
The most important co ment of the serve. The server also controls the pace of the
lows:
the first serve are as fol game and can either speed up or slow down the game by
changing the pace of service between points.
• Preparation The first serve is the most important shot and, when
• Grip hit effectively, gives the server outright winners or forces
• Stance either errors or weak returns from the opponent. These
weak returns allow the server to dictate play during the
• Backswing
point by holding the offensive advantage and best court
• Toss position.
• Contact point
• Spin
• Follow-through Preparation
• Recovery
Before addressing the starting position, let’s look at the
pre-serve ritual. Because the serve is the only shot in the
game that the player has complete control over, she has
the opportunity to be totally prepared. Rituals prepare the player physically, mentally,
and emotionally. They help her establish a comfortable starting point so she can be
totally focused on each serve.
Rituals are evident in basketball players on the free throw line and baseball players
stepping into the batter’s box. In tennis, taking a few seconds to do the same thing
before each serve delivery prevents the server from rushing and establishes a point
of focus. Although rituals vary with each individual, those commonly used are deep
breathing, bouncing the ball, relaxing or shaking out the hitting arm, or adjusting a
cap or wrist band. The key is to encourage the player to establish a ritual before each
serve and to do it every time before putting the ball in play.
After performing the ritual, the server should get in a relaxed position at the base-
line. The front foot should be at a 45-degree angle to the baseline, and the back foot
should be parallel to the baseline. There are several variations, just as there are for
batting stances. The key is to have the feet in the same position, relax the serving arm
and hand, and focus on the intended target.
Grip
To achieve the spin necessary to pull the ball down into the court on a hard-hit serve,
a player needs to use the Continental grip. Some players use an Eastern backhand grip
for additional spin, but this is covered more in the Second Serve section beginning
on page 92.
It is important that the hand be in a relaxed Continental grip (page 41). A tightly held
grip will inhibit the hand, wrist, and forearm flexibility necessary for an effective and
powerful serve. The server should relax the hand and grip the handle with the fingers,
rather than locking the handle into the palm with a vice grip.
86
Stance
The server should assume a starting position by facing the sideline. The front foot
should be at a 45-degree angle to the baseline, and the back foot should be parallel to
the baseline (see figure 4.22a). Some players prefer a shoulder-width stance (see figure
4.22b), and others like the feet closer together.
a b
Figure 4.22 Stance for the serve: (a) front foot at a 45-degree angle and
back foot parallel to the baseline and (b) feet shoulder-width apart.
Backswing
Two types of backswings are used for a first serve. In the more traditional backswing
the racket drops down and swings back so the hitting arm points to the back fence
before the elbow bends and the racket drops to make contact over the server’s head
(see figure 4.23 on page 88). The second backswing is more abbreviated; the server
rotates the upper body and cocks the hitting arm in a throwing motion (see figure 4.24
on page 88). In both cases, however, the body rotates away from the net and coils. The
weight is loaded on the back foot, and the knees are flexed in preparation for a push
up from the ground.
(continued)
87
First Serve (continued)
a b
Figure 4.23 Traditional backswing for the first serve.
Figure 4.24 Abbreviated backswing

for the first serve.
88
Toss
While the racket is swung into posi-
tion and the body rotates and coils, the
nonracket arm tosses the ball into the
contact zone (see figure 4.25). The arm
should reach to full extension, and the
ball should be released from the fingers
without any wrist action. The player
can imagine the toss as reaching up
to a high shelf and just letting the ball
release from the fingers without any
spin. The ball is lifted to the contact
point 12 inches in front of the baseline
at full arm extension, and even with the
right shoulder.
Note that players will vary the toss
slightly for different types of serves. It is
easier to hit a slice serve when the toss
is more to the right. And, the topspin
serve is easier when the ball is not as far
in front. If the player is moving to the
net after the serve, he will most likely
prefer a toss that is farther in front of
the baseline.
Figure 4.25 Toss for the serve.
Contact Point
After the toss and backswing, energy is
transferred from the legs, hips, trunk,
shoulder, arm, wrist, and racket head.
The legs drive up and the body rotates
so the hips and shoulders are parallel
with the baseline (see figure 4.26).
At contact, the weight has driven up
and out from the front foot, the body
has turned so it faces the net, the hit-
ting arm has reached maximum eleva-
tion, and the nonhitting arm is tucked
close to the chest. During this rotation
of the upper body and drive-up stage
with the legs, the racket drops behind
the back and the elbow leads the for-
ward motion toward the net, followed
by the forearm, wrist, and racket.
Figure 4.26 Contact point for the
serve.
(continued)
89
First Serve (continued)
Spin
At a Glance
the text offer ad- At the contact point, the racket should be swinging upward
the first serve: to create topspin and around to create sidespin. Sidespin
ditional information on will make the ball curve, whereas topspin will make the
35
ball drop into the court. The more the racket head hits
Eastern Forehand Grip up, the more topspin will be generated. The faster the
41 swing is, the faster the ball will rotate. The server should
Continental Grip
166
feel as though he is brushing up and over the ball, thus
Serve-and-Volley creating a spinning action.
Follow-Through
The drive-up with the legs, as well
as the reaching up with the serv-
ing arm for contact, should lift the
body off the ground. The weight
lands on the front foot inside
the court, and the racket follows
through across the body and past
the front leg (see figure 4.27).
Recovery
Because the force and rotation
of the body moves the server
into the court, she has to use a
split step in preparation for the
return at the baseline, or move
forward for the first volley if she
must go to the net to hit a weak
return. To return to the baseline,
the server must hop or step back
Figure 4.27 Follow-through for the serve.
quickly after the follow-through
so she is prepared for the return.
The follow-through and forward
weight transfer will cause the server to land inside the baseline. She will either split
step for balance and recover to behind the baseline and prepare for a groundstroke,
or land and move toward the net to volley.
90
Common Errors
proper first serve:
The server hits the ball too Hitting a low percentage of first serves in the court gives the op-
hard on the first serve. ponent the opportunity to set up for better returns. Every player
should attempt to get a high percentage of first serves in the
court. The most effective serves are hit with good depth, direc-
tion, and spin. If the player is simply hitting the ball hard to try to
win points with the serve, have him hit with more spin for a greater
margin of error over the net. Also work on having him serve to the
three targets: A (alley), B (body), or C (center). Hitting with spin
to curve the ball in the court and to target areas will make the first
serve much more effective and should give the server a huge of-
fensive advantage.
The server just puts the ball in A player without the ability or strength to win points with a hard
play, putting little or no pres- serve often resorts to just putting the ball in play. Explain to the
sure on the opponent. player that a fast serve is not necessary for an effective serve; in
fact, a well-placed first serve can be very effective. Have the play-
er develop consistent serves to the three target areas and learn to
change spins and even the speed of the serve. The unpredictabil-
ity of these serves will keep the opponent off balance.
The player serves without Make sure the player is aware of the strengths and weaknesses
recognizing the strengths of the opponent. Once she identifies the weakness, she must be
and weaknesses of the op- relentless and hit as many serves as possible to that weakness.
ponent, hitting a strong serve Encourage her to keep on pounding that weakness until the oppo-
right into the strength of the nent begins to change position to cover up the weakness. When
opponent, rather than a well- this happens, the server has the opportunity to win easy points
placed, easier ball right at the by hitting the serve into a big opening created by the opponent’s
opponent’s weakness. moving to cover up a weakness.
91
Second Serve
Key Points
W hen hitting the second serve, the player wants to
be accurate with more margin of error over the net
and inside the service court lines without losing too much
speed. What the server wants to avoid is a big first serve
mponents of
The most important co that misses, followed by a very safe and very soft second
as follows:
the second serve are serve. It has been said that a player is only as good as his
second serve.
• Preparation Nearly everything that was discussed in the section on
in
• Grip, swing, and sp the first serve applies to the second serve. However, there
are a few differences in the path of swing, contact point,
and spin.
Preparation
As discussed in the First Serve section beginning on page 86, the preparation is the
same for both the first and second serve. The server is in a balanced position, the hands
are relaxed, the eyes search for and locate the target, and the breathing is slow. The
same ritual should be used before both the first and second serve. Be sure to stress that
players should not rush to hit the sec-
ond serve. After missing a first serve,
the player is not immediately ready to
hit a second serve with purpose. He
should take time to survey the situa-
tion and fully prepare his body to hit
an effective serve. A server who rushes
to hit a second serve would not notice,
for example, that the opponent moved
forward or a step or two to the side to
favor his more powerful side.
Grip, Swing, and Spin

To get the ball in play with more net
clearance, yet still dropping in the
court, the server needs to impart ad-
ditional topspin on the second serve.
Changing the grip, the path of the
racket, and the contact point will help
her do this.
The grip should be a Continental
grip (page 41) or even closer to an
Eastern backhand grip (page 43) to
provide flexibility in the wrist and
impart more topspin on the ball. The
path of the swing should be more
upward so the server can hit the ball Figure 4.28 Toss for the second serve.
up and over the net. To hit more up
92
on the ball, the server should toss the ball more over the
head, rather than over the right shoulder and in front of At a Glance
the baseline (see figure 4.28). One thing to note on the
second serve is that the racket head speed is as great on The following parts
of the text offer
the second serve as it is on the first serve. The difference ad ditional information on
the second
is that because there is more spin, the second serve will serve:
be slower.
As mentioned, the server is forced to hit up rather Continental Grip
41
than out when the contact point is above the head. The
First Serve
server must adapt to this toss by arching the back on the 86
backswing (see figure 4.29a) before the wrist snaps the Serve-and-Volley
166
racket head up the back of the ball at the contact point
(see figure 4.29b). The more the server hits the ball up,
the more topspin she will impart, and the ball will drop
into the court after clearing the net. Not only will the ball
drop into the court, but it will also bounce high and long after it hits the court making
it more difficult for the returner to move forward to play an offensive serve return.
a b
Figure 4.29 Backswing and contact point for the second serve.
(continued)
93
Second Serve (continued)
Common Errors
Following are several common errors you may run into when teaching your players to hit
second serves:
The player does not hit the Make sure the player is serving with the correct Continental grip
second serve with enough or even a grip closer to the Eastern backhand grip. This will help
spin, so the ball doesn’t have her hit up on the serve to create the topspin necessary to pull
adequate net clearance and the ball into the court after it clears the net. She will also need to
spin to drop into the court. generate good racket head speed at contact to get the necessary
spin.
The player does not give him- To increase his margin of error, the player should, first, not hit hard
self an extra margin of error and flat with little net clearance. Second, he should not risk aiming
on the second serve. the second serve too close to the lines. Encourage the player to
give himself a little cushion both over the net and inside the lines
so he doesn’t make unnecessary errors.
The player misses the first Make sure your players go through the same ritual they perform
serve and immediately puts for a first serve before hitting a second serve. This means that
the second serve in play. they should take time to position themselves, take note of where
the opponent is standing, aim the serve, and visualize the serve
going to the correct spot in the service court. Just getting the ball
in play, even with a second serve, is not acceptable. They should
at least take the time to hit the serve to the opponent’s weaker
side.
94
Serve Return
A lthough the serve is the most important shot in the

game because every point begins with the serve, the
return would rank a very close second. Knowing that the Key Points
server has the advantage, the returner should be thinking
first about getting the ball back in play. Weak serves can mponents of
the return of serve are
be hit aggressively with a large swing and from a good as follows:
court position. • Preparation
Only when the returner can develop some consistency • Grip
in making the server play another shot should she think
about putting pressure on the server by hitting to a weak- • Positioning and mo
vement
ness or with more depth, speed, or spin. However, if the • Backswing
serve is ineffective, the returner should immediately take • Contact point
that opportunity and play a more offensive or forcing
return. This is usually accomplished by stepping inside
the baseline and hitting a more aggressive return from
her preferred side to put pressure on the server.
Preparation
The returner should be in a low ready
position with a wide base and weight
forward (see figure 4.30). He should be
focused on the server and contact point
so he can recognize quickly if the serve
is going to the forehand or backhand.
Some returners are comfortable stand-
ing a step deeper so they can move for-
ward to a split step just before the serve
is hit (this will be explained in more
detail in the Positioning and Movement
section on page 96).
Grip
When in the ready position for the serve
return, the player can choose whether to
wait with a forehand or backhand grip.
The body is in a ready position facing
directly at the server with the hands Figure 4.30 Ready position for the
in either a forehand or backhand grip serve return.
(pages 35 and 43).
For a two-handed serve return, the
player can wait with the two-handed grip and be perfectly prepared for both the fore-
hand and backhand return. The player only needs to turn and release the nondominant
hand for the forehand return.
(continued)
95
Serve Return (continued)
For a one-handed serve return, the grip must change, depending on the side (fore-
hand or backhand) the serve comes to. For example, if the returner is waiting with a
forehand grip and the serve is hit to the backhand, the returner must turn the upper
body to prepare the racket. Because both hands are on the racket in the ready position,
the returner also needs to use the nondominant hand to quickly turn the racket face
at the throat into the backhand grip position. The dominant hand regrips the racket
before the forward swing is made. If the returner is waiting with a backhand grip, he
must change to the forehand grip before the backswing because the nondominant
hand will not be in contact with the racket after the upper body turns and the racket
is in the backswing position.
Positioning and Movement

The serve returner should position himself along a straight line from the server through
the middle of the service court. This will give him an equal amount of court to cover
on both the forehand and backhand sides. The returner should be on the baseline, but
this can be adjusted based on the speed of the serve. The starting position could be
a step or two behind the baseline when returning a fast serve and inside the baseline
when returning a slow serve.
The returner should be in a ready position
with eyes, feet, and shoulders facing directly
at the server. The returner must recognize the
direction of the serve and begin movement at
contact—not waiting until the ball crosses the
net. If a serve is hit hard, there might only be
time to turn the hips and shoulders before
making a swing. From the ready position the
returner should make a slight hop into a split
step position just prior to contact by the server
so the returner’s weight is forward with the
knees flexed and he is ready to move forward
or to either side.
All movement with the feet will be forward.
If the ball is served wide, the returner will turn
and step forward and across to make contact
(see figure 4.31). This will allow the returner
to cut the ball off before it gets too wide. If
the returner turns and moves parallel with
the baseline, she will make contact (if she Figure 4.31 Getting into position
makes contact at all) from a position wide in for the serve return using a for-
the court and will open up the opposite side ward movement.
of the court for the server’s next shot.
Backswing
Because the ball is coming quickly in a serve, there is little time for a backswing. The
returner should concentrate on an abbreviated backswing so she can make contact in
the front of the body. Also, because the ball is coming at a high rate of speed, the back-
96
swing should be shorter. Hitting an effective serve return
with heavy spin is difficult. Mild topspin will be created At a Glance
if the racket path is low to high, but this will not be an
acute low-to-high angle. The flat return swing pattern The following parts of the
text offer addi-
starts and finishes level with the ground. The backspin tional information on the
serve return:
return swing pattern is high to level with a slightly open
racket face. Semi-Western Grip
37
Applying Topspin
47
Contact Point Controlling Shot Angle
57
Controlling Shot Spee
It is vital that the contact point be in front of the body d 61
on the serve return. Balls that get behind the front hip
on either forehand or backhand returns are very difficult
to control. The upper-body turn, short backswing, and step
across and forward, as described previously, will keep the ball in front of the body
for the best control and power.
Topspin will allow for a firm return that will drop in the court. The swing pattern
is low to high, as shown in figure 4.32, but the angle will not be as acute as that of the
topspin groundstroke, for which the player has more time for the stroke. The flat return
is safe and simple. The racket path is level, from backswing to contact point (see figure
4.33). The backspin return racket path is high to level, as shown in figure 4.34, with
a slightly open racket face. Because the ball has backspin, it will float long if hit high
over the net, so it must stay down and close to the net. The backspin will take speed off
the serve, and the return will stay low after making contact with the court and force
the server to hit up on the next shot. The backspin chip return is especially effective
against the server closing on the net to volley and is hit with a very short backswing
and follow-through.
a b
Figure 4.32 Backswing and contact point for the topspin return.
(continued)
97
Serve Return (continued)
a b
Figure 4.33 Backswing and contact point for the flat return.
a b
Figure 4.34 Backswing and contact point for the backspin return.
98
Also, be aware that the contact point is generally higher in the “strike zone.” This is
because the serve is hit from the highest reach of the server, so the ball will bounce high.
After making the return, the returner must quickly shuffle to the center of the court for
the next shot, or move quickly to the net if attacking the net after the return.
Common Errors
serve return:
The player is making too This is the most common error. The easiest correction is to shorten
many errors because of the the backswing. Because the ball is coming quickly, the player will
speed of the serve. not have time for a normal backswing, nor does she need that big
of a swing because the ball is coming in at a higher rate of speed.
Encourage the player to shorten the backswing so she can make
solid contact in front of the body.
The player is having difficulty Encourage the player to give himself a little more time by moving
because of the high speed back a step or two to make the return. He will have more time to
and high bounce of the serve. read and react to the ball, and moving back will allow the ball to
drop into a more comfortable hitting position.
The player can’t make returns If the player can’t get into position for the wide serves, she should
on serves hit wide to either move forward so she can hit the serve before it gets too far away.
the forehand or backhand If she is starting too far behind the baseline, she may not be able
side. to move far enough right or left because of a well-placed angled
serve to the center or alley side. Her best solution is to move in
and cut the ball off before it gets too wide.
99
Approach Shot
Key Points
T he approach shot is a transition shot that takes a player
from the baseline position to an offensive net position.
An effective approach shot allows the player to move to
the net so he is in an ideal volley position by the time the
mponents of
The most important co opponent can make contact with the next shot, and in
as follows:
the approach shot are the best possible position to end the point with his next
nce shot, either a winning volley or an overhead. To get into
• Preparation and sta an ideal volley position, the player must hit the approach
• Grip shot from a ball landing short in the court; he should be
• Approach moving toward the net through the hit.
• Contact point
• Backswing
• Spin
Preparation and Stance
• Follow-through To get a good forward start on the ball, a player should
• Recovery recognize when her opponent is in trouble and most
likely to hit a short return. She can move a step or two
forward in the ready position so she can react and move
as soon as she recognizes that the ball will land short
in the court. As a general rule, balls landing in the service court are short enough to
return with an approach shot.
Grip
The grip for the approach shot will vary depending on a couple of variables. One is
the height of the ball at the contact point, and the other is the type of approach shot
being hit. If the ball will be contacted low or close to the court, a backspin, or slice,
approach shot is the most appropriate. This shot is hit over the net at a low trajectory
and stays low after the bounce. This forces the opponent to hit up on the return, thus
making for an easy volley or overhead. The best grip is an Eastern forehand grip for a
forehand approach shot (page 35), an Eastern backhand grip for a backhand approach
shot (page 43), or a Continental grip for either a forehand or a backhand approach
shot (page 41). These grips allow the player to hit with a firm wrist and a slightly open
racket face.
A second type of approach shot is hit hard with topspin. The intention of this shot is
to force a weak or hurried return. It is best hit when the contact point is at waist level
or above. This aggressive approach shot sets up an easy volley or overhead. The top-
spin approach shot is hit with the same grips used for topspin forehand and backhand
groundstrokes—a semi-Western forehand grip (page 37) or an Eastern backhand grip
(page 43). Even though the ball will bounce higher because of the trajectory, it can be
hit hard and deep to force a weak return.
Extra topspin can be used to hit a looping topspin approach shot. This is an extremely
effective approach shot if the opponent has difficulty returning high-bouncing balls.
The high-bouncing ball is very difficult to drive with a one-handed backhand and will
usually generate a very weak return when a looping topspin approach shot is hit high
to the backhand side. The grips for this type of approach shot are the Eastern backhand
grip (page 43) on the backhand side and a semi-Western grip (page 37) or full Western
grip (page 39) on the forehand side.
100
Approach
While moving toward the net, the player should position himself on the same side of
the court the ball lands on. The volley position should be halfway between the service
line and the net, and about 3 feet (1 m) from the center on the side on which the ball
lands.
It is more advantageous to hit approach shots up the line rather than crosscourt
because doing so reduces the distance the player must run to be in the perfect volley
position. Of course, there are always exceptions to the rule. If the opponent is out of
position, the best shot might be to the open court. A second exception is if the opponent
has a weak side, either forehand or backhand, and the approach shot can result in a
defensive return simply by hitting to the weaker side.
Contact Point
On both types of approach shots (the backspin and the topspin), the contact point is even
with the front hip. The backspin approach shot is hit when balls are below waist level,
and the topspin approach shot is hit when balls are hit at waist level and above.
The backspin approach shot is hit by moving through the ball at contact, as shown in
figure 4.35. Although the movement is forward, the body is facing the sideline through
the hit. The feet slow down so they are facing the sideline for a stride or two before the
body turns forward to the net after the hit. The backhand is hit as the right leg crosses
in back of the left leg as the player moves through the ball before attacking the net.
a b
Figure 4.35 Contacting the ball using a backspin approach shot.
(continued)
101
Approach Shot (continued)
Contact with the ball when using the topspin approach shot is different from con-
tact using the backspin approach shot. This is because the player must bend the knee
and thrust up at the contact point because the racket must go from below the contact
point to above it to apply the topspin. The player must load just prior to hitting the
ball and drive off the back leg through the contact zone for maximum lift and power
(see figure 4.36). The position of the stance is determined by the direction of the final
step prior to contact and can be open, semiopen, or square on the forehand side and
square on the backhand side.
It is important to note that the topspin approach shot is hit harder than the backspin
approach shot, so the player has less time to move into the ideal volley position before
the opponent can make the return. Combine this with the fact that the player must
stop and load, rather than move through the ball at contact, and you can understand
why the player has more difficulty getting into a proper volleying position when hit-
ting a topspin approach shot. Considering these two factors, the player is best served
by hitting the topspin approach shot on very short balls to avoid getting caught in a
defensive volley position.
a b
Figure 4.36 Contacting the ball using a topspin approach shot.
Backswing
On both types of approach shots—topspin and backspin—the backswing is shorter
than a shot hit from the baseline. Remember, the backswing is like the accelerator on
a car—the farther you push it down, the faster the car can go. The same can be said
102
about the backswing. The longer the backswing is, the faster the racket head will be
moving through the contact zone. Given that the approach shot is hit well inside the
baseline, the backswing must be shorter or the ball will sail long. This is especially true
when hitting and moving forward through the backspin approach shot.
The swing path for the backspin approach is a high backswing that moves down
to the contact point with a slightly open racket face and a level follow-through. The
racket head drops below the contact point on the backswing for the topspin approach
shot, either with a loop or straight-back backswing.
Spin
The spin on the low backspin approach shot is generated by the high-to-level path of
the swing and the slightly open angle of the racket. This is necessary to get net clear-
ance on the ball contacted below the top of the net. The ball with backspin stays in the
air longer and will therefore go deeper in the court. It also tends to skid on the court
and will stay low because of the trajectory of the shot.
The topspin approach shot is hit with a low-to-high swing path with the racket angle
perpendicular to the court. The spin will drop the ball quickly into the court, and the
ball will bounce higher after hitting the court. To hit a looping topspin approach shot,
which forces the opponent to hit a high-bouncing ball, the player must apply more
spin by using a lower backswing and higher follow-through.
Follow-Through
The follow-through on the backspin approach shot is level and out toward the target.
The follow-through is long, smooth, and controlled. Players should be careful not to
let the racket head finish low, because it will drive the ball into the net. Also, the racket
face should remain slightly open, but if it opens too much, the ball will pop up with
little pace making for a much easier passing shot from the opponent.
The topspin approach shot follow-through should be high, but short. A long follow-
through with a lot of body rotation will impede the forward movement to the net.
Recovery
Recovery is critical for an effective approach shot. The At a Glance
player must accelerate to the net after the shot so she can
The following parts of the
be in the ideal volley position (a split step) before the op- text offer addi-
tional information on ap
ponent makes contact. The split step is when the player proach shots:
goes from running forward to standing with both feet
parallel to the net (see figure 4.37). The player should Applying Topspin
47
be balanced with the weight forward, knees flexed, and Applying Backspin
body directly facing the opponent. From this position the 51
player can move right or left, forward or back. From this Controlling Shot Spee
d 61
position at the net, the player should be able to move in
a step or two for a volley or back two or three steps for
an overhead.
(continued)
103
Approach Shot (continued)
a b
Figure 4.37 Split step when recovering after an approach shot.
Common Errors
approach shot:
After playing the approach In most cases, the correction is to train your player to keep moving
shot, the player is not in a forward as he plays the approach shot. If he moves to the short ball
good position at the net, set and stops before playing the approach shot, he will lose momentum
and ready for either a volley and not make it to the net before the opponent makes the return.
or overhead. Other corrections would be to hit the approach shot deeper on a
shorter ball and run to the net faster or hit the approach shot slower.
When the player hits the ap- Ideally the player should be able to hit the ball and keep it low so the
proach shot, it bounces into opponent will have to lift rather than drive the ball. Hitting the ball with
the ideal contact point for the a low-to-high swing on the approach shot will result in a topspin shot
opponent and gives her an that will bounce high and long. Teach the player to hit the approach
opportunity to drive the ball shot with a high-to-level swing and a slightly open racket face. The
with both speed and spin. trajectory of the ball will be much flatter, and the ball will have back-
spin and stay low after it makes contact with the court.
The player moves to the net Players must be able to move to the net under control, so they are
so quickly after hitting the ap- in an ideal volley position (a split step) just before the opponent
proach shot that he is unable makes contact with the ball. If the player is running too fast, the
to split step and be ready for split step may not occur. When this happens, the opponent easily
a volley or overhead. hits the ball right or left, and the player is not able to react quickly
enough to make the volley. Also, if he is moving forward too quickly,
it is difficult to stop and move back for an overhead. Teach the play-
er to hit the approach shot, move in quickly, but always split step
and be ready for the next shot, even if he is not in an ideal volley
position. He can move across and in to intercept the passing shot
for a volley, or turn quickly and move back for the overhead. As in
all sports, teach players to move quickly but not to rush.
104
Volley
P layers have the opportunity to hit point-ending shots

with the volley. Because they are at the net when they
hit volleys, they can hit sharp angles, firm shots to the open Key Points
court, or even delicate drop volleys that die after hitting the
court. Once at the net, players need to be able to hit all of mponents of
the volley are as follow
these volleys depending on their position in relationship s:
to the net, the position of the opponent on the court, the • Preparation
speed of the ball from the opponent, and the height of the • Grip
ball at contact (either above or below the top of the net),
using both forehand and backhand volleys to end the point. • Moving to the ball
• Backswing
• Contact point
Preparation • Spin
• Follow-through
The player at the net has less than half the amount of
time to hit the ball compared to when the player is in the • Recovery
backcourt. Because of this, preparation for the volley is
very important. Players must be prepared to move ag-
gressively forward and side to side for the volley or back
for an overhead from the same starting position.
Ideally, the player should be positioned in the service court halfway between the
net and the service line with the weight forward and the feet at least shoulder-width
apart. The knees should be flexed and ready to make an aggressive move to the ball.
The body should be well balanced with the back straight; head up; and feet, hips, and
shoulders facing the net. The player should hold the racket at about chest level. The
racket should be close to the body and pointed toward the backhand side. The elbows
should be wider than the shoulders. With the racket closer to the body, the player can
turn the body and prepare the racket quickly. By keeping the elbows away from the
body, the player can keep the racket from getting behind the body when turning it
to either the forehand or backhand side. The player’s eyes should be focused on the
opponent so she can see, even before the ball is hit, where the ball might be directed,
either right or left or a high lob. The opponent’s body position, racket angle, and swing
pattern will provide cues on where the ball will be hit, which will enable a player at
the net to get a quick start to the ball.
Grip
When volleying, players should use a Continental grip (page 41). It allows the player to
hit both the backhand and the forehand volley. The Continental grip slightly opens the
racket face on both sides so volleys are hit with moderate backspin for control. This
grip produces an open racket face with the wrist in a strong position for a low volley.
For sharp volleys, the player should have a firm grip on the handle. Touch volleys,
such as low volleys and soft-angle volleys, must be hit with “soft hands” and a much
looser grip on the racket. Even players using a two-handed backhand grip will need to
hit with one hand on balls that are very low or wide. The Continental grip is the best
grip in both of these situations.
(continued)
105
Volley (continued)
Moving to the Ball

Movement at the net will be across to reach the ball and forward to get the ball early.
The closer the player is to the net, the more likely she will be to hit the ball above the
top of the net and so be able to hit aggressively down into the court. Also, the closer
the player is to the net, the more the angle of the volley can be increased. If the player
does not move forward, but instead waits for the ball to come to her, the ball could drop
below the top of the net and force her to hit up to get the ball over the net. This volley
cannot be hit hard, because the open racket face will make the ball go up to clear the
net. If hit hard, the ball will travel long.
Because the ball is traveling so quickly at the net, all movement must be quick and
efficient. The first movement should be to prepare the racket face, followed by the
shoulder turn, hip turn, and step forward and across. Depending on the speed of the
oncoming ball, the player can take additional steps forward and across once the racket
is in position and the body is turned. Any extra forward movement will give the vol-
leyer a better chance of playing the ball above the top of the net for an offensive and
aggressive volley, either with speed and power or with a sharp angle away from the
opponent.
Backswing
Because the ball is moving quickly at the
net, there is no need to take a backswing
to generate power on the volley, nor is
there time. In most situations, it is best
to prepare the racket so the strings face
the target (see figure 4.38). The speed
of the oncoming ball and the movement
of the body forward will supply all the
power necessary for the volley.
When the ball is coming in slowly,
many players tend to wait for it and use
more swing. Encourage them to keep
the backswing to a minimum and attack
these weaker shots moving forward. The
power for the volley is generated by the
forward body movement rather than the
swing of the racket. If a player at the net
gets a very slow ball, moves forward, and
still has time for a slight backswing, this Figure 4.38 Preparing the racket for
is acceptable and will permit the player the volley.
to hit with additional power.
106
Contact Point
The classic forehand volley contact is made with the racket head above the wrist, the
elbow bent and tucked in, and the ball in front of the body (see figure 4.39a). The
backhand volley contact point is farther out in front with a straight elbow (see figure
4.39b). A ball hit directly at the body is played in front of the body with the backhand
side of the racket.
a b
Figure 4.39 Contact point for (a) a forehand volley and (b) a backhand volley.
Spin
With the exception of the swinging midcourt volley (for more information, see page
169), which is hit with topspin, and the very high volley, which is hit flat, volleys are
played with backspin. The spin is generated as the racket moves forward through the
ball with a slightly open racket face.
Because the backspin takes pace off the ball, a soft-angle volley or drop volley should
be hit with more backspin. This is accomplished by using a more open racket face and
a relaxed and soft grip at contact. If a ball is hit very hard at the net player, many times
this player can only get the racket facing the ball before contact. This “reflex” volley
will be hit flat, without any spin, and with no backswing or follow-through.
(continued)
107
Volley (continued)
Follow-Through
At a Glance
the text offer ad- Because the volley requires little backswing, the follow-
The following parts of through is short and compact. Terms such as punch and
the volley:
ditional information on catch are used for the volley and describe the shortness
of the stroke. To prevent too much swing on the volley,
31
Open Volley Stance the player should finish the volley with the racket face
e 33 directed at the target. The racket head should not drop
Crossover Volley Stanc below the top of the net, even though the path of the
41
Continental Grip racket is slightly high to level to produce backspin.
51 For solid volleys contacted below the top of the net
Applying Backspin
and close to the court, the racket face should be open
57
Controlling Shot Angle to get the ball up, and the swing should be short and
t 59 level for a firm hit.
Controlling Shot Heigh
61
There is a tendency for the swing pattern to go high
d
Controlling Shot Spee to low in a chopping manner. Because the racket face
63 is open, the player feels the need to hit down on the
Controlling Shot Depth
113
ball to keep it in the court. The high-to-low chop-
Overhead ping motion is not only difficult to time, but will hit
166 the ball into the net if the racket face does not open
Serve-and-Volley
169 enough, or pop the ball up weakly if the racket face
lley
Swinging Midcourt Vo opens too much.
Recovery
Hopefully the volley will be the winning last shot of the point. However, this is not
always the case, so the player must develop the habit of recovering into position after
the forward and crossover steps. This will bring the player back to the original starting
position with the weight forward and over a wide base, racket up and slightly shaded
toward the backhand side, elbows wider than the shoulders, head up, eyes forward,
and back straight.
The player must remember to shift to the right or left of the center service line so
he is on the same side as where the ball lands in the opponent’s court. He must do
this very rapidly because the ball will come back quickly if the opponent returns the
volley. This is especially true in doubles, in which more volleys are returned because
there are two opponents on the other side of the net and less space in which to hit a
clean volley winner.
Also note that it is important to recover first with the racket, even before the body
and feet can recover, so the player is ready to hit any ball that might be returned. This
is especially useful when playing doubles because the action can be very quick due to
the possibility of all four players at the net volleying from very close proximity. When
at the net, all great volleyers move quickly to hit the volley and recover just as quickly
so they are ready if the ball is returned.
108
Common Errors
volley:
The player uses too much Teach your players to think of the volley as a placement shot
swing and can mis-hit or hit rather than a power shot. In almost all situations an opening is
with too much power. available when playing at the net. Players should concentrate on
making contact out in front of the body, and to do this they need
to take little or no backswing. Teach them to use the speed of the
opponent’s shot to generate all the speed necessary for the volley.
The player gets a very easy Explain to the player that she can play offensive sharp angles and
return and waits for the ball. It firmly hit shots into the open court only if she can play the ball
drops below the top of the net down into the court. To do this, the contact point must be above
before she makes the volley. the net level. Explain that when the ball is returned hard by her
opponent, the ball stays up and the volley is easy. However, when
the return is weak, it is easy to wait for the ball, but it might drop
before she can make contact above the top of the net. Encourage
her to move in a step or two before making contact. By getting
closer to the net, she will have an easier time hitting a volley firmly
to the open court or soft and with a sharp angle.
The player is forced to hit Explain to the player that when playing a low volley he must hit the
from below the top of the net ball up to clear the net, but he shouldn’t hit it too hard or it will sail
with a volley, making hitting long. The racket face has to be open to get the net clearance. The
the ball with topspin almost open racket face will also create backspin, which will take speed
impossible. off the ball and allow him to keep the ball in the court. Teach your
players to hit volleys with a Continental grip so that the racket
face is open on both the forehand and backhand sides. Although
the semi-Western and Western grips might be good for topspin
groundstrokes, they are very limiting at the net. The low-to-high
swing is very difficult to time, and the low ball is almost impossible
to lift over the net with these grips.
109
Swinging Midcourt Volley
Key Points
O ne of the newer shots in the game is the swinging
midcourt volley. This shot is very effective against the
opponent’s looping groundstroke that is hit high over the
net so it will bounce high and deep in the court. Rather
mponents of
The most important co than moving back and playing a groundstroke from deep
volley are as
the swinging midcourt in the court, the player quickly moves forward and hits a
follows: swinging topspin volley from the midcourt.
• Preparation
• Grip Preparation
• Moving to the ball
• Backswing Getting into the proper position to play this shot is criti-
cal for success. The player must recognize when the op-
• Contact point
ponent will hit a ball with little speed and plenty of net
• Follow-through clearance to get the ball back deep into the court and
• Recovery be ready to move forward quickly to play the shot from
above the top of the net. Before hitting the shot, the
player should move forward and be set and on balance,
with the weight loaded on the back foot.
Grip
This shot will resemble an aggressive topspin groundstroke. The exception, of course,
is that the ball is hit in the air. The grip for a swinging midcourt volley should be the
preferred grip used for a topspin groundstroke—usually a semi-Western forehand grip
(page 37) because the ball will be contacted at waist level or above.
Moving to the Ball

Being able to anticipate a high and soft return that will land deep in the court will help
the player get an early start on this shot. The starting position can be on or slightly
inside the baseline to reduce the distance the player must cover before hitting the
shot. From this closer ready position, the player moves very quickly forward so she is
stationary and loaded and has her racket back and ready for a full swing just prior to
making contact.
Backswing
The backswing for the swinging midcourt volley looks like a groundstroke backswing
and starts a foot below the contact point so the player can hit with topspin. To get the
racket back and low, the player can either take it straight back or use a continuous
loop backswing, as described on page 47.
110
Contact Point
The contact point for this shot is similar
to the contact point of a topspin ground-
stroke, which is waist level or above and
in front of the body (see figure 4.40).
However, it is very important that the
contact be made at least at waist level. To
be effective, this shot must be hit sharply
with some topspin to bring the ball into
the court.
Because the ball is hit sharply, the
player must impart topspin to pull this
hard-hit shot into the court. Heavy
topspin is not necessary because it will
take speed away from the shot. However,
more spin will be needed if the contact
point is low.

Follow-Through swinging midcourt volley.
A full follow-through in which the racket

finishes up and over the opposite shoulder is needed for this shot (see figure 4.41).
The racket must accelerate through the contact zone, so a full long and high follow-
through is necessary.
a b
Figure 4.41 Follow-through for the swinging midcourt volley.
(continued)
111
Swinging Midcourt Volley (continued)
Recovery
Recovery after the swinging midcourt volley should resemble that of an approach
shot, which is a down-the-line or the aggressive groundstroke hit forcefully to the open
court. The player is trying to hit a winner with this shot,
but if the opponent does return it, the player should be
in a position to end the point with a winning volley at the
At a Glance net. The player must remember to move forward to the
of the tex t off er net quickly after playing the shot and position himself on
The following parts ing ing
orm ati on on the sw the same side of the center service line as where the ball
additional inf
y: will land. If the opponent returns the shot, the next shot
midcourt volle
will be easy if the player is in the correct position at the
41 net. If the player hesitates to admire his shot, he can be
Continental Grip caught in the middle of the court and may be forced to
113 play a defensive volley, which is a low volley hit below the
Overhead
top of the net from the midcourt.
Common Errors
swinging midcourt volley:
The ball drops too low and When the ball drops too low before it can be volleyed, the player
forces the player to lift the ball must lift the ball for net clearance and hit with topspin to keep the
to get the proper net clear- ball in play. All of this takes away the advantage of playing the
ance. shot with power and depth by hitting the ball relatively flat from
above the top of the net. The player must be selective on what
ball to attack to make sure she will be able to move in quickly and
get into position to play the ball above the net. The correction is to
get the right ball and move in immediately when the opponent hits
the floating return. Any hesitation will prevent the player from get-
ting to the ball soon enough to be able to play it offensively.
The player hits the ball with The swinging midcourt volley should be hit with only a slight
too much topspin, making amount of topspin for maximum power and depth. The player
the ball land short without should use a full swing with a slight low-to-high racket path.
the power to run through the
open court.
The player is out of position The player should have a plan to put the finishing touches on
when the ball comes back. the point if the swinging midcourt volley is not a clean winner. He
must either move to the net to finish the point with a volley or an
overhead, or drop back to the baseline and be ready for an ag-
gressive groundstroke from the weak return. Make sure he is mov-
ing and in the right position after the shot and prepared to play
another shot if the opponent makes the return.
112
Overhead
T he overhead, also known as the overhead smash, is the

most potent point-ending shot a player can hit. Gener-
ally it is played inside the service line at a contact point Key Points
above the head, so there are options to drive the ball hard The most important co
into the court or angle the ball away from the opponent. mponents of
an overhead are as fol
When hit solidly and accurately, the overhead should not lows:
come back. • Preparation
• Grip
• Positioning
Preparation • Backswing
The overhead shot is played when the opponent hits a lob • Contact point
while the player is at the net. The ready position is the same • Follow-through
as the volley ready position at the net—halfway between • Recovery
the service line and the net. The feet, hips, and shoulders
are facing the net, the knees are flexed, the racket is held
at chest level, and elbows are slightly wider than shoulder
width (see figure 4.42). In this position the player can
move forward for a volley, or back for an overhead.
Figure 4.42 Ready position for an

overhead.
Grip
In the ready position, the player should use a Continental grip (page 41), which is ideal
for both forehand and backhand volleys as well as the overhead. The Continental grip
gives the wrist the flexibility needed for the overhead, and will produce some spin for
control.
(continued)
113
Overhead (continued)
Positioning
From the ready position, when the opponent hits a lob, the player turns the hips and
shoulders sideways to the net and prepares the racket with the arm in a throwing posi-
tion (see figure 4.43). With the body sideways to the net and the racket up, the player
moves to get in the proper position for the overhead.
If the ball is slightly behind the player, he will need to take a few side shuffle steps. If
the ball is farther over the player’s head, he will need to take some crossover sideways
steps to quickly retreat for the shot. If the ball is lobbed very high or if it is windy, it
is best to let the ball bounce and play the overhead after the bounce. In this situation,
the player must retreat well beyond the bounce so he can make contact with his body
weight moving forward.
Lobs that are well hit and over the head of the player at the net require a quick turn
and two or three crossover side steps so the weight is loaded on the back leg. The player
can then jump, make the overhead, and land on the front leg, as shown in figure 4.44.
This is possible because the overhead motion rotates the body in the air so the back
leg swings forward. This is called the scissor kick overhead.
In all cases, however, the player will want to be in a position so he can make his
swing with the contact point at the same point as the serving contact point. This posi-
tion is as high as the player can reach, slightly in front of the body, and even with the
hitting shoulder. Your players should move quickly into position so their weight can
be transferred forward and their body can turn toward the net before the overhead,
resembling the weight transfer, body rotation, and contact of the serve.
Figure 4.43 Preparing for the overhead by

turning the body sideways to the net.
114
a b
Figure 4.44 Scissor kick overhead.
Backswing
When the racket is in the full back-
swing position, the upper arm is
parallel with the court and point-
ing at the back fence (see figure
4.45). The elbow is bent and the
wrist is relaxed so that the racket
is laid back. The opposite arm is
extended up on the net side of the
body for balance. The opposite
hand can shield the ball from the
sun or help track the ball into the
hitting zone.
Figure 4.45 Backswing for the overhead.
(continued)
115
Overhead (continued)
Contact Point
The contact point for the overhead is the
same as the serve contact point—as high
as the racket can reach, over the right
shoulder, and a foot in front of the body
(see figure 4.46). If the player contacts
the ball behind this point, he will need
a stronger wrist snap to bring the ball
into the court.
The overhead is intended to be hit for
an outright winner. It is generally hit
firmly with only a slight amount of spin
for control. The farther back in the court
the overhead is hit, the more spin will be
needed to keep the ball in the court. The
overhead can be hit hard and flat when
the ball is hit close to the net. It can be
directed into the open court or forcefully
smashed into the court and bounced
over the opponent’s head.

overhead.
Follow-Through
After the player hits an overhead, the
wrist continues to snap and the arm
swings down and across the body (see
figure 4.47). The weight transfers from
the back leg to the forward leg. The left
arm pulls into to the chest at the hit to
assist in body rotation, and the racket
finishes across the body and on the out-
side of the opposite leg.
Figure 4.47 Follow-through for the

overhead.
116
Recovery At a Glance
The overhead is usually a point-winning shot, but the The following parts of
the text offer ad-
player must be able to hit and recover to the ideal vol- ditional information on
the overhead:
ley position, halfway between the net and service line,
after the shot. The opponent might return the ball, and
Continental Grip
because the shot is hit hard, it will come back quickly. It 41
is important for the player to hit the overhead with the Volley
weight moving forward so he can recover toward the net 105
quickly.
The exception is the overhead played after the bounce
and close to the baseline. In this case the player should
return to the normal baseline position and be ready for the opponent’s return.
Common Errors
overhead:
The player is in a good start- As soon as the lob goes up in the air, the player should turn quick-
ing position but fails to move ly with the racket up and be ready to hit and move sideways and
back quickly enough to keep back so the ball stays in front of her. She should be able to set
the ball in front and play an and hit a strong shot with her body moving forward. Watch to see
effective overhead. if she reacts too slowly, or backpedals to get in position. Moving
back without getting sideways to the net is slow, and the player
could stumble and fall backward.
The player has a wide-open Encourage the player to know where the opponent is and how
court and easy lob, but he much court he has to work with for the shot placement. Many
overhits and misses the over- players get excited, overhit, and miss this easy shot.
head.
The player does not let the When the lob is hit high in the air, it is best to let the ball bounce
ball bounce on the very high and play the overhead after the bounce. Because the ball has
lob, especially if it is close to bounced, the wind will not blow it around as much. It is much eas-
the net or if the wind is blow- ier to time the swing on a ball that is falling from a lower height.
ing the ball around. Make sure the player does not let the ball bounce and go behind
her, but rather that she positions herself a step or two deeper so
she can move forward after the bounce if necessary. Remind her
that she has time because the ball is a high lob.
117
Drop Shot
Key Points
T he drop shot is a softly hit shot with backspin that falls
onto the court just after clearing the net. It can be hit
as an outright winner or to force an opponent to the net.
This tactic is effective if the opponent is vulnerable at the
mponents of
The most important co net, or slow or out of condition.
lows:
the drop shot are as fol
• Preparation
• Grip
Preparation
• Backswing The drop shot must be played from a short ball and should
• Contact point be hit from well inside the baseline. The player should be
prepared in the normal ready position—at the baseline
• Trajectory
with the body facing directly at the net, the weight for-
• Follow-through ward with the knees slightly flexed, and the racket held
• Recovery up and in front of the body (see figure 4.48).
The choices with the short ball are an approach shot,
an aggressive groundstroke, or a drop shot. Disguise
is an important factor because it freezes the opponent
at the baseline until the shot is hit. With that in mind, when hitting a drop shot, the
player should prepare the body and the racket as if he were going to hit an approach
shot or an aggressive groundstroke.
Grip
Because he will hit the ball with
backspin, the player must be able
to hit with an open racket face.
An Eastern (page 35) or Conti-
nental grip (page 41) works well
on the forehand side because it
makes it easy to open the racket
face to get the height necessary
to get the ball up and over the net
and to create backspin. When the
player is hitting on the backhand
side, a Continental grip is best
because the racket face is open,
which gives the shot the neces-
sary elevation to get up and over
the net with backspin. Figure 4.48 Ready position for a drop shot.
118
Backswing
The backswing for the drop shot begins high, like a loop backswing. Just before con-
tact, the racket path goes from high to level and the racket is open to create backspin
(see figure 4.49). The best drop shots are played with a backswing that is the same as
a backswing for an aggressive groundstroke. This “disguise” prevents the opponent
from anticipating the short drop shot, forcing her to prepare in the backcourt and
move forward only after the shot is hit.
a b
Figure 4.49 Backswing for a drop shot.
Contact Point
The swing for the drop shot is slow and soft, and contact is made even with the front
hip at waist level. The racket arm has a slight bend at the elbow. At the contact point,
the racket swing pattern will be a high to level with an open racket face. This provides
the elevation needed to get the ball up and over the net as well as the backspin needed
to make the ball hit and stay low without a long bounce.
The high-to-level swing and the open racket face create backspin on drop shots. The
backspin takes speed off the ball and prevents the ball from hitting and bouncing long
after making contact with the court. A soft drop shot with backspin should bounce
three times before reaching the service line.
(continued)
119
Drop Shot (continued)
Trajectory
The trajectory of the drop shot is up off the racket face, and the ball should be traveling
down as it crosses over the net. It is important that the trajectory is more up and down,
rather than out, because it should bounce close to the net. The ball should bounce close
to the net so the opponent has to run all the way to the net to retrieve this shot. If the
player hits the ball with a flatter arc, the ball will have a longer bounce, which makes
it easier for the opponent to reach for a return.
Follow-Through
The follow-through for the drop shot is slow and controlled. The racket moves forward
toward the target and the racket face is open (see figure 4.50). The follow-through is
short because the ball is hit only a short distance and with just enough speed to get the
ball over the net. The racket face finishes open to create enough trajectory to get the
ball up and over the net and to give the ball backspin. The drop shot is the best example
of a player taking speed off an oncoming shot. The softer and slower the ball is hit, the
better the result of the drop shot. There should be little or no forward weight transfer
or body rotation and only a short follow-through when hitting the perfect drop shot.
a b
Figure 4.50 Follow-through for a drop shot.
120
Recovery At a Glance
The recovery after the drop shot varies depending on the The following parts of
the text offer ad-
situation. If the opponent is fully extended and forced to ditional information on
the drop shot:
simply pop the ball up to get it over the net, she should
be at the net and ready for a volley.
If the opponent has better play on the drop shot, the Continental Grip
41
recovery should be at the baseline. The opponent will be Applying Backspin
at the net after playing the drop shot, and so the return 51
shot will be a passing shot into the open court or a lob t 59
over the opponent’s head. Controlling Shot Spee
d 61
As you can see, the drop shot does not have to be a
perfect winner to be effective. Because the opponent has
to run quickly and cover a lot of court to keep the ball
in play, the player has some openings in the court for
the next shot.
Common Errors
drop shot:
The player tries to hit the per- If the ball is played from or behind the baseline, the ball has to
fect drop shot from too deep travel much too far to be able to hit the court and not bounce too
in the court. far forward, which is what makes the opponent have to run to the
net. The correction is to make sure the player hits drop shots only
when he is inside the baseline. The farther inside the baseline
the player is, the more effective the shot will be because the ball
will be in the air for a shorter time. The player will have an easier
time hitting the ball and stopping it from bouncing long if he hits it
softer and with more backspin.
The player hits the drop shot To correct the ball that travels too far, the player needs to take
too firmly, causing it to travel speed off the ball and hit with a short stroke and soft hands. The
too deep in the court and shot requires little or no backswing, and the hands should be very
bounce long. soft and relaxed on the handle at the hit. The short swing coupled
with the soft, shock-absorbing grip will give the player soft, short
drop shots.
The player hits the ball so it The drop shot must be hit with backspin so the ball bounces up
bounces too far after mak- rather than long after hitting the court. Teach your players to hit
ing contact with the court, soft drop shots with backspin by having them turn the hand from
becoming a short ball to the facing forward to facing up during the stroke. When the racket
opponent. turns under the ball, it creates backspin as it moves forward
through the contact point. Players should be careful that the rack-
et does not chop down on the ball. Doing so will impart backspin,
but will also make the trajectory of the shot down and into the net
rather up and over the net.
121
Key Points
T he modern game emphasizes aggressive groundstrokes
and developing a weapon. All baseline players should
develop a shot they can use offensively when they get a
shorter ball. This is generally the forehand, and here is
mponents of
The most important co how players can make it a weapon.
apon are as
the forehand as a we
follows:
• Preparation
Preparation
• Grip When hitting an aggressive shot into an open court or
• Backswing trying to force an opponent to make a weak return, a
• Contact point player must execute several things perfectly. Preparation
is the first. Once the player recognizes that his opponent
• Follow-through
has hit a weak shot, he must react quickly to put himself
• Recovery in a perfect position for his next shot. He is looking for
a shot inside the baseline that he can play in his strike
zone. He has to move to the ball quickly so he is in a
perfect position—wide base with weight loaded on the
back foot, body balanced, head steady and racket back and prepared to hit (see figure
4.51). The stance should be his preferred stance, either square, semiopen, or open.
The important factor is that the body is coiled and facing the sideline and the weight
is loaded on the back leg.
Grip
The grip for the forehand as a weapon
should be the preferred grip ranging
from an Eastern forehand grip (page 35)
to a Western forehand grip (page 39).
In most cases, the semi-Western grip
(page 37) is best because the ball can be
hit with moderate topspin. The Eastern
grip gives the player a flatter shot with
less topspin, which has less margin of er-
ror over the net and inside the baseline.
The Western grip gives players exces-
sive topspin and makes the ball bounce
high after hitting the court rather than
through the court after the bounce.
Figure 4.51 Loading position when

hitting a forehand as a weapon.
122
Backswing
The backswing will be a
full backswing with the
body coiled and the racket
back as shown in figure
4.52. This is because the
player has time to set up
and will want maximum
racket head acceleration
through the hitting zone.
The racket pattern for the
backswing is low to high,
but not so pronounced as
to give the player too much
topspin and less speed to
drive the ball through the
court. Figure 4.52 Backswing when using the forehand
as a weapon.
Contact Point
The ideal contact point for
the forehand as a weapon
is at least waist level and
even with the front foot,
with the elbow bent on
contact (see figure 4.53).
Players should make sure
the contact point is in the
middle of the strike zone so
they can be on balance and
generate as much power as
possible with the swing.
Swinging fast on balls that
are not in the ideal contact
point will make it very dif-
ficult to stay on balance
and hit with control. Figure 4.53 Contact point when hitting a forehand
Players hitting the fore- as a weapon.
hand as a weapon should
avoid excessive topspin,
which takes speed away from the shot and causes the ball to loop into the court rather
than penetrate through the court after the bounce. In other words, the attacking fore-
hand should have topspin, but it should be hit flatter than a neutral topspin ground-
stroke played from the baseline. The low-to-high racket path will not be as excessive
because the player wants less spin and more power.
(continued)
123
Forehand as a Weapon (continued)
Follow-Through
The follow-through goes through
the ball and across the body rather
than high over the head or even
behind the head (see figure 4.54).
This shot will have topspin but
only enough to keep the ball in the
court. A very high follow-through
will produce more topspin and less
power on the shot.
This shot is the best example of
hitting a ball with power. All of the
energy of the player’s body rota-
tion and swing should be directed
at the contact point for maximum
racket head speed. This means that
the player’s body must be allowed
to continue on with a full rotation Figure 4.54 Follow-through when hitting a
and the racket will have a long and forehand as a weapon.
complete follow-through across
the body.
Recovery
At a Glance
text offer addi- This shot may not be the one-punch knockout, but if hit
The following parts of the firmly and deep into the court, it should put the opponent
ing the forehand
tional information on us in a more defensive court position and often results in
as a weapon: a weak return. Players must be ready for the follow-up
22
second shot by getting into position quickly so they can
Stance
Square Groundstroke play their next offensive shot into the open court.
nce 25 Players should recover back toward the center of
37
the court but anticipate a weak return in response to a
Semi-Western Grip well-played forehand. Players should be ready to move
47 into position very quickly so they can follow up with
Applying Topspin
61 yet another aggressive forehand, hitting either a win-
d
Controlling Shot Spee ning shot or, at the very least, keeping the opponent in
y 154 a defensive position deep in the court.
Aggressive Baseline Pla
124
Common Errors
forehand as a weapon:
The player hits too aggres- Hitting the ball hard is fun, but players should make sure they are
sively from deep in the court, in the right position to hit this aggressive groundstroke. Players
which does not put pressure should be inside the baseline, on balance, and have a ball that
on the opponent and causes is in a comfortable hitting position before hitting this aggressive
too many unforced errors. forehand.
The player hits this shot with Too much topspin makes the ball drop short in the court. The ball
too much topspin, so it lacks bounces up and high rather than forward after it hits the court.
the speed and depth to be an The player should use only moderate spin so the shot has more
offensive weapon. speed and depth. This is easily accomplished by starting the
racket slightly higher on the backswing and finishing slightly lower
than a normal topspin drive. In other words, the low-to-high swing
should be more level for maximum speed and depth.
When the ball drops into a low This error relates to the preceding two errors. The correction is to
contact point, the player lifts move in quickly so the contact point is at least at waist level and
the ball up and hits with more then to flatten out the stroke for maximum power. If the player is
topspin to pull the ball into the slow or tired, it will not be easy to move forward far enough to get
court, which does not allow the ball higher in the contact zone, and he will be forced to hit up
him to drive the ball hard and rather than through on a ball he wants to play aggressively.
keep it in the court.
125
Lob
Key Points
T he lob is a shot that is needed when the player is out
of position and must neutralize the opponent’s offen-
sive position and gain time to recover. It can also be used
offensively when the player is in a better court position
mponents of
The most important co as an alternative to a passing shot. In this case the player
the lob are as follows: hits the lob over the opponent at the net and into the open
backcourt. The lob can be used to change the pace of the
• Preparation game and provides variety to every player’s arsenal of
ll
• Movement to the ba shots. Being able to hit defensive, neutral, and offensive
• Backswing lobs is essential for every complete player.
• Contact point
• Trajectory
• Follow-through
Preparation
• Recovery The preparation for a lob is from the same position as
a typical groundstroke ready position; however, a few
factors determine what type of lob the player will hit.
One factor is the position of the opponent. If the op-
ponent is in an ideal volley position—halfway between the service line and the net and
ready to play a volley—and the player is out of position, a defensive lob is the player’s
best option. This lob is hit high and deep to give the player time to return and force
the opponent from the offensive net position to a position deep in the court.
A more neutral lob can be hit when the opponent is in the ideal volley position and
the player is balanced and in position to play a lob from a more normal groundstroke
position. The intent is to turn the tables and take an offensive position at the net as
a result of a lob hit over the opponent at the net and into the backcourt. While the
opponent retreats to hit the lob that will bounce in the backcourt, the player moves
forward to an offensive volley position for the next shot.
The player hits an offensive lob when he is in a good position at or inside the baseline
and the opponent is not completely set in the ideal volley position or has moved close
to the net, anticipating closing out the point with a winning volley. The offensive lob
is hit lower, just over the opponent’s racket and with topspin so the ball hits the court
and has a long bounce that runs toward the back fence.
In all situations, the player hitting the lob must be prepared quickly so he will have
options. When there is an opponent at the net, he will generally have control of the
point. No matter what happens, if the player’s preparation is poor or slow, he will only
have the option to hit a defensive lob because he will be out of position and will not
be able to use the full swing necessary for an offensive topspin lob. The player may
find it helpful to be in a ready position a few steps behind the baseline, especially if
the opponent is attacking with a powerful approach shot, an approach volley, or an
overhead smash.
126
Movement to the Ball
For both the neutral and the of-
fensive lob, the player must move
quickly so he is totally prepared
for the shot, with the body in a
balanced position and the racket
back and low so he can hit the
ball in a comfortable contact
position (see figure 4.55). The
player should have enough time
to hit with the intended height,
depth, and direction.
When hitting a defensive lob,
the player will most likely be out
of position, either very wide or
deep in the court, and quite pos-
sibly on the move. The player’s
goal is to get the ball up in the air
so it is high enough to give him
time to recover, and deep enough Figure 4.55 Player prepared to hit a neutral
to make the opponent retreat for or offensive lob.
the next shot.
Backswing
For all lobs, the backswing starts
well below the contact point so
the racket is moving up and for-
ward at the contact point (see fig-
ure 4.56). The racket face is open
to give the ball a high trajectory
over the net. The combination of
racket angle and swing pattern
starting low and finishing high
gives the ball height and spin.
Figure 4.56 Backswing for the lob.
(continued)
127
Lob (continued)
Contact Point
The offensive and neutral lobs have the same contact point as the typical groundstroke—
at waist level and even with the front hip with the elbow slightly bent (see figure 4.57).
For a defensive lob, however, the player may have little choice. Often, the only option
is to open the racket face and swing up and forward regardless of the contact point.
In this case the player is just trying to keep the ball in play and recover to a better
position for the next shot.
Lifting the ball with an open racket face imparts very little spin. This is most effec-
tive with a neutral lob. For the offensive lob, the player applies topspin by swinging
almost vertically low to high,
with a slightly open racket face
for the proper trajectory. The
spin will make the ball drop
sharply after going over the
opponent’s outstretched racket
and hit the court with a long,
forward bounce over the base-
line. This long bounce makes it
very difficult for the opponent
to retrieve the shot after it hits
the court.
Backspin is applied when
the racket face is open and
the racket moves forward into
the ball. This occurs when the
player is running and reaching
the ball at full extension. The
backspin is a defensive spin
that causes the ball to hit and
bounce up rather than long if Figure 4.57 Contact point for an offensive or
the opponent selects to play it neutral lob.
after it bounces.
Trajectory
All lobs are high, arching shots that are hit over the head and racket of the opponent
at the net. The defensive lob is hit the highest to give the player more time to recover.
The neutral lob is medium in height. Players should be sure to give themselves plenty
of margin of error both over their opponents and inside the baseline. The offensive lob
should have the lowest trajectory and the most topspin so the bounce will be longer,
making the ball very difficult to run down after making contact with the court.
128
Follow-Through
The follow-through for the neutral lob finishes with the arm and racket at head level
and the racket face open and directed at the target (see figure 4.58a). The offensive
lob finishes with the arm and racket up and behind the head (see figure 4.58b). The
swing pattern is almost vertical from the backswing through the contact point to the
follow-through. The defensive lob follow-through is very compact with an open racket
face (see figure 4.58c).
a b
Figure 4.58 Follow-through for (a) a neutral lob, (b) an offensive lob, and (c)
a defensive lob.
(continued)
129
Lob (continued)
Recovery
At a Glance
the text offer ad- If the player hits an offensive lob accurately, it will be an
The following parts of outright winner, but the player should be recovering to an
the lob:
ditional information on offensive position to play a winning volley or overhead if
the opponent returns the ball. For the neutral lob, recov-
t 59 ery is at the net. The player has now changed positions
178 with the opponent and is in the offensive net position; the
Offensive Lob opponent is in the defensive position at the baseline.
e Play- Recovery for the defensive lob is back in the center
Defending Against On
an d On e Player of the court and several steps behind the baseline. The
er at the Net 210
in the Ba ckc ou rt player needs to be prepared for an overhead smash, so
she will want to give herself as much time and distance
as possible to run down the next shot.
Common Errors
Following are several common errors you may run into when teaching your athletes
lobs:
The player hits the lob too Remind the player that the reason he is hitting a lob is to give
short and too low. himself time to get back in a good court position and to drive the
opponent away from an offensive net position. If he tries to be too
perfect by hitting the lob just high enough to get over his oppo-
nent and just deep enough to get behind him, he runs the risk of
hitting short or low. Encourage him to give himself plenty of mar-
gin of error and to hit the lob high with the apex of the lob over the
opponent. This will give him time to get into a good court position
and prepare for the return.
The player fails to get ready Encourage the player to always be ready to play the next shot
for the next shot by retreating after the lob. If the lob is short or low, she must get back deep in
deep in the court to return the the court and ready for the opponent’s smash. She might have
overhead or moving to the net to gamble and cover the open court, forcing the opponent to hit
to hit a volley or smash. harder or closer to the lines. If she hits a lob high and deep and
her opponent has to turn and retreat to run it down, she should
take advantage of this opportunity to move quickly to the net so
she is in an ideal volley position and ready to play a point-ending
volley or overhead smash.
The player doesn’t lob the ball The player should make sure he knows his opponent’s weak side
over the weak side. so that when he has enough time to line his lob up, he can direct
the lob over the weak side shoulder. Explain that very few people
can hurt you with a backhand overhead, so even if the player’s
lob is short or low, his opponent will have difficulty ending the
point with the weak backhand overhead.
130
Passing Shot
T he passing shot is hit when the opponent is at the net

and the player is in the backcourt. Because the net
player has the advantage to win the point in this situa- Key Points
tion, the player in the backcourt must hit a passing shot
with both speed and accuracy. To do this, the player must mponents of
the passing shot are as
quickly read the situation, get into position, determine the follows:
target, play the passing shot, and recover so she is in the • Preparation
best position to return the next shot if necessary. • Court positioning
• Backswing
Preparation • Contact point
• Speed
To hit a quality passing shot, the player must move • Follow-through
quickly so he is in a position in which he is steady and
on balance so he can take a full swing. While moving
into position, the player must pick out the target for
the passing shot based on the position of the opponent at
the net while keeping in mind the opponent’s strengths and weaknesses. The goal is to
move to the ball so he can make contact at or above waist level and drive forward off
the back foot. Before the hit, the player must determine the direction of the shot along
with the speed and spin necessary to hit to the selected target area.
Court Positioning
Players must be in a position to hit the ball quickly on either side or directly at the op-
ponent positioned at the net. The passing shot is easier when the player is closer to the
net, providing he hits the ball high enough in the contact zone so he does not have to
lift it to get it over the net. Players should learn to move forward and inside the base-
line before hitting the passing shot. This reduces the distance the ball must travel to
get past the opponent and limits the time they have to move to play a volley. When the
player is well behind the baseline, the lob is the best option because it is very difficult
to hit a ball with enough speed, accuracy, and spin when an opponent is at the net.
Backswing
In most situations the passing shot is hit with more speed than a typical groundstroke
when both players are rallying from the baseline. For this reason, a full backswing
is necessary to generate enough power for the passing shot. However, if the player is
forced to hit the ball quickly from a hard-hit approach shot or volley, she will have to
use a quicker, shorter, and more compact backswing.
(continued)
131
Passing Shot (continued)
Contact Point
To hit an effective passing shot, the player must hit the ball at the ideal contact point—
waist height and even with the front foot; the arm should be a comfortable distance
from the body (see figure 4.59). Generating power is difficult when the player is reach-
ing wide to play the ball. It
is also difficult to hit with
power and topspin when
the ball is hit close to the
court. Also, the lower the
player strikes the ball,
the more he must lift it to
get it over the net, which
makes the volley easier for
the opponent.
The best passing shots
are hit with topspin. Be-
cause topspin pulls the
ball down in the court,
the passing shot can be
hit with good speed and
still land in the court.
Topspin also makes the
ball dip as it crosses over
the net so the opponent is
forced to hit a volley soft
and up rather than hard
and down. This soft vol-
ley often leads to another Figure 4.59 Ideal contact point for a passing
passing shot from a slow shot.
and possibly short ball.
Speed
At a Glance
The speed of passing shots is greater than the typical rally
of the text offer
The following parts speed when both players are at the baseline. Hitting the
on the passing
additional information ball harder gives the opponent less time to move for a
shot: return volley, whether it goes right, left, or even directly
at the opponent at the net. However, players should be
47 careful never to sacrifice accuracy for speed. It does not
Applying Topspin
57
matter how hard the ball is hit if it does not land in the
Controlling Shot Angle court. Players would be better served by making the
d 61 opponent play an additional shot that might give them
an easier ball in return or open more court for the next
passing shot.
132
Follow-Through
The passing shot follow-through
is high because of the low-to-high
swing pattern; consequently, the
racket finishes above the head (see
figure 4.60). The follow-through
should be compact because the
player needs to move quickly after
hitting a passing shot to get back
into position if the opponent vol-
leys.
Figure 4.60 Follow-through for a passing

shot.
Common Errors
Following are several common errors you may run into when teaching your athletes how
to hit passing shots:
The player hits too hard and The player should concentrate on a comfortable contact zone
makes too many errors. and a solid hit. He should try to hit with power only when he is set
and on balance before starting the forward swing. Wild and fast
swings made when out of position result in far too many errors.
The player hits passing shots Teach your player to move forward before contact. Hitting the ball
from too far behind the base- from inside the baseline gives the opponent much less time to hit
line. a volley. If the player must hit a ball from behind the baseline, she
should lob rather than try to hit a passing shot.
The player hits passing shots Because topspin is necessary to keep a hard-hit passing shot in
without enough topspin. the court, the ball must be contacted so that the racket can make
a low-to-high swing pattern. It is difficult to hit with enough topspin
to keep a hard-hit ball in the court when the contact point is low.
When the contact point is too low, the player must hit the ball up
to get it over the net. When this happens, additional topspin is
necessary to keep the ball in the court.
133
Groundstroke From Deep in the Court
Key Points
O ften in the course of a match a player must hit a
groundstroke, either forehand or backhand, from deep
in the court. This is necessary when the opponent has hit a
high shot that lands deep in the court. One solution is for
components
The most important the player to develop the skill to take this ball on the rise
are as fol-
of deep groundstrokes and play it aggressively without giving up court position.
lows: The other alternative, which is easier and safer, is for the
player to move back and give herself plenty of time to play
• Preparation the ball in a comfortable hitting position.
• Grip
• Backswing
• Contact point Preparation
• Follow-through
When hitting groundstrokes from deep in the court, the
player must be in a balanced position behind the baseline
prior to contact and set so he can transfer his weight and
rotate his body as he hits the shot. The player’s stance will need to be either square (see
figure 4.61a) or slightly open (see figure 4.61b) so the weight can shift forward and the
body can rotate into the shot. Be careful that the player does not become lazy and hit
from an extremely open stance with the weight falling backward on the hit because it
will be difficult to hit through the ball for a solid and deep return. If the stance is closed,
the player will not be able to rotate into the ball and will hit the shot with only the arm
and without the advantage of the forward weight transfer and rotation of the body.
a b
Figure 4.61 Body positioning for groundstrokes from deep in the court: (a)
square stance and (b) slightly open stance.
134
Grip
For a groundstroke from deep in the court, the grips, for both forehands and backhands,
should be similar to those used when hitting shots from the baseline. The grips range
from the Eastern (page 35), semi-Western, and Western forehand grips (pages 37 and
39); the Eastern backhand grip for a one-handed backhand (page 43); and the two-
handed backhand grip with the top hand in a semi-Western and the bottom in either
a Continental or an Eastern grip (pages 37 and 45). However, if the player has moved
back and is still forced to hit a ball high in the contact zone, the grips need a slight
adjustment to maintain a vertical racket face at the contact point. This means that the
player will need to position the hand more behind the handle for a high forehand grip
(see figure 4.62a) and around toward the top of the handle for a high backhand grip
(see figure 4.62b). In both cases, the hand and wrist should be in a neutral and strong
position at contact.
a b
Figure 4.62 Grips for balls hit higher in the contact zone:
(a) forehand and (b) backhand.
(continued)
135
Groundstroke From Deep in the Court (continued)
Backswing
Players will never have more time to prepare
for a shot than on deep groundstrokes. They
will also need a complete backswing to gen-
erate the power necessary to return the ball
back deep in the court. The backswing should
be long and point at the back fence and be
positioned at least a foot below the contact
point (see figure 4.63). The weight should be
loaded on the back foot when the racket is in
the full backswing position.
Contact Point
Ideally, the contact point for a deep ground-
stroke should be the same as that for the con- Figure 4.63 Backswing for a
ventional forehand and backhand hit from groundstroke from deep in the
the baseline. However, if the contact point court.
is high, the backswing should start higher
and be positioned a foot below the contact
point. At contact, the weight transfers forward and the body rotates so the hips and
shoulders are facing the net when hitting with a forehand, as shown in figure 4.64a, or
a two-handed backhand, as shown in figure 4.64b. For the one-handed backhand, the
weight transfers to the forward foot and the racket drives from the forward shoulder
with more weight transfer than body rotation so it won’t hit across the ball.
a b
Figure 4.64 Contact point for groundstrokes deep in the court: (a) forehand
and (b) two-handed backhand.
136
Because the deep groundstroke is hit with the swing pattern beginning low and finish-
ing high, the shot imparts topspin. If the racket path is too vertical, there will be too much
topspin and the ball will drop short in the court. If the grip is not positioned so the racket
face is vertical at the contact point with the high ball, the racket face will be open and
cause the ball to be hit with backspin. The ideal shot is hit with moderate topspin so the
ball travels deep in the court and takes a high and long bounce. This forces the opponent
to play a shot from deep behind the baseline.
Also note that from the ready position, the player will have to retreat quickly so he
won’t hit with the weight on the back foot while falling away from the shot. Remem-
ber, because your player is well behind the baseline, he will have to hit the ball higher
over the net and with more force than if he were hitting from the baseline. If he can’t
set up and drive through this ball, he will probably hit a weak and short return that is
ideal for his opponent to play aggressively on the next shot.
Follow-Through
Because the deep groundstroke begins with a full backswing, the follow-through is long
and high. The racket travels in a low-to-high swing pattern, and the follow-through
finishes with the hand at least at head level and over the opposite shoulder for the fore-
hand and two-handed backhand (see figure 4.65a). The one-handed backhand should
finish with the hand at head level, the arm all the way through and pointing over the
net, and the racket head directed at the sky (see figure 4.65b). The best follow-through
for a groundstroke hit from deep in the court will be one with a complete forward
a b
Figure 4.65 Follow-through for a groundstroke from deep in the court: (a)
two-handed backhand and (b) one-handed backhand.
(continued)
137
Groundstroke From Deep in the Court (continued)
weight transfer and a full body rotation so that the hips

and shoulders are facing the net. The racket must also
At a Glance have a complete, unrestricted swing and a high follow-
the text offer ad- through so the ball can be hit high enough that it lands
groundstrokes deep on the opponent’s end of the court.
ditional information on
:
from deep in the court
Stance 22
Square Groundstroke
47
Applying Topspin
t 59
d 61
Common Errors
Following are several common errors you may run into when teaching your athletes
groundstrokes from deep in the court:
The player does not get far One of two things may be causing this error. The player may be
enough behind the baseline failing to get back far enough for the shot. She moves back, but
to set up and drive forward for the high-bouncing deep shot causes her to hit off the back foot
the shot. with the weight falling away from the net. A player with this prob-
lem needs to retreat quickly and all the way back so she can set
and load on the back leg and drive forward at the hit. If, however,
the player is late getting to the ball because she reacts too late
or moves back too slowly, she needs to improve on her reaction
time and speed. It is easy to get lazy on this shot because there
seems to be plenty of time to get back and set up. However, this
must be done quickly so the weight is not moving back when the
ball arrives.
The player hits the ball with It is easy to hit this shot with too much topspin, especially if the
too much topspin, and the player is leaning back at the hit. This lean away from the net
ball lands short in the court. causes the player to have a much more acute low-to-high swing
pattern, which results in too much topspin. The additional topspin
causes the ball to drop either in the net or short in the court, giv-
ing the opponent an easy ball to attack. The player should make
sure he is well balanced and that his racket goes from a low back-
swing that begins 1 foot below the contact point to a high follow-
through with the hand at head level.
The player’s shot falls short in In this case the ball lands short in the court because it is not hit
the court, making it easy for high enough or hard enough. Have the player use a full swing and
the opponent to attack. aim the shot higher over the net for consistently deep returns from
a position deep in the court.
138
Part III
Teaching
Tactical Skills
Tactical skills get at the heart of tennis. Without a proper understanding and
execution of tactical skills, your players will often commit basic errors in match
situations. You can empower them by teaching them how to read situations, apply
the appropriate knowledge, and make the correct decisions.
Chapters 5, 6, and 7 focus on the basic and intermediate tactical skills in tennis,
showing you how to teach your athletes to make good decisions. These skills
include offensive tactical skills such as keeping the ball in play, identifying and
hitting to the opponent’s weakness, playing to one’s own strengths, and moving
the opponent to create openings in the court. This part also covers styles of play
and how to help each player determine his most appropriate style based on his
skills, size, speed, physical condition, and temperament.
139
Thinking Tactically
Throughout the presentation of tactical skills in this part, we will often refer to what is called the game situ-
ation. As described in Rainer Marten’s Successful Coaching, Third Edition, the game situation includes shot
selection, the position of the players on the court, and the recovery after each shot. In other words, your
players need to know specific information when they face specific situations. For example, when serving at
30-40, the player should ask herself whether her opponent is winning points by hitting powerful and accu-
rate shots or as a result of her own serving errors. If she decides that she herself is making unforced errors,
she may elect to hit a safer first serve to her opponent’s weak side rather than go for a hard serve hit close to
a line to see if she can force an error on the return.
You and your players must know key information to make the best decisions. Following are a few ques-
tions that you and your team should ask yourselves when facing tactical situations during a match:
• What is your strategy?

• How does your game plan affect your strategy?
• How does the game situation (the score, the strengths and weaknesses of the players, the physical play-
ing conditions, and so on) affect your game plan?
For each skill in this part, we first present an overview that paints a picture or
puts your athletes into a specific scenario in the match in which you would be likely
to use the particular tactical skill. The Watch Out! section highlights distractions
that may affect your athletes’ ability to make appropriate decisions and provides
insights into what to look for. The Reading the Situation section offers important
cues that your athletes need to be able to read to make the appropriate decisions
for the situation. The sections under Acquiring the Appropriate Knowledge provide
the information your athletes need to make the proper decision and successfully
execute the skills, as presented in the overview. Finally, as in the technical skills
chapters, the At a Glance section refers you to the other important tools in the
book that will help you teach the skill.
chapter
5
Singles and
Doubles Tactics
Singles and doubles are two distinct games played on the tennis court that require
different skills and tactics. There are some obvious distinctions between the singles
and doubles games.
The first distinction between singles and doubles games is the total size of the
playing area. When playing singles, players must hit every shot that is returned
on their side of the court, which is 27 feet wide and 39 feet deep for a total of
1,053 square feet. A doubles team must return all balls from a larger doubles court
measuring 36 feet wide and 39 feet deep for a total of 1,404 square feet. Because
two players cover this larger area, theoretically each player is responsible for only
702 square feet of court, a considerable difference compared to the singles court.
Because both courts have the same depth, another way of looking at the court is
that the singles player must cover a 27-foot court in width, and each player on a
doubles team must cover 18 feet, or half of the 36-foot court width.
The second distinction between the singles game and the doubles game is the
increased width of the doubles court. Each doubles alley is 4 feet 6 inches in width,
so the doubles court is 9 feet wider (36 feet total) than the singles court (27 feet
total). The doubles alleys come into play especially with shots that are directed
away from opponents such as the serve return and passing shot. The wider court
gives players more space to hit the ball in the court and thus allows greater angles
on all returns.
This greater angle is even more pronounced when shots are played at the net.
When using the wider court, players can hit volleys and overheads with more angle
compared to hitting deep or down the middle. Even if an opponent can get to and
141
return a sharply angled volley or overhead, he will be well off the court, which
will create large openings. It is very difficult for the remaining doubles player to
cover the entire 36-foot court.
Finally, doubles tennis has the increased complexity of two players having to
coordinate their actions while playing against two opponents. A winning doubles
team must have a clear understanding of game strategy and the ability to com-
municate and work together on the court.
Tactical Differences Between Singles

and Doubles Play
These and other differences mean that singles and doubles players need differ-
ent skills and tactics. Let’s begin by taking a look at the main tactical differences
between singles and doubles play.
Singles
Singles players must keep the ball in play, hit to the open court, play to the oppo-
nent’s weakness, and play to their own strength, which we will learn more about
in the section Singles Tactics on page 145. Before learning tactics for singles play,
however, players should choose a style of play that can help them understand
how to develop individual play tactics. The styles of play for singles fall into the
following categories:
• Counterpunch
• Serve-and-volley
• Aggressive baseline play
• All-court play
A counterpunch player succeeds by moving well and keeping pressure on the
opponent by simply getting to and returning every shot that is hit back in the
court. This “keep the ball in play” tactic is especially effective if the player can
move quickly around the court and is in superior physical condition. Most shots
from counterpunchers fall in the neutral category because they rarely take risks
by trying to hit hard and close to the lines to end points quickly. Neutral shots are
played when both players are in the backcourt and neither has the advantage or
opportunity to hit a point-ending shot.
The serve-and-volley style of play is the fastest way to hit to the open court by
getting the player to the net quickly after a serve for a well-placed volley or over-
head. The serve-and-volley style of play puts a singles player in a position at the
net quickly so she can play an offensive volley or overhead very early in the point.
This style favors the player with a strong serve and aggressive play at the net.
The aggressive baseline style of play uses the strength of the baseline player
to put pressure on the opponent by creating openings in the court. He hits to
the opponent’s weakness and uses spin, power, and angles to hit openings in the
court, generally with a series of shots. Similarly, the all-court player has the same
attributes at the baseline but with the additional skill of moving to the net when
the opportunity arises to end the point with a well-placed volley or overhead.
Singles and Doubles Tactics 143
Doubles
Doubles is a game of positioning in which two players work as a team to create
and hit openings on the opponents’ side of the court. Singles players use many
neutral shots (neither offensive nor defensive) and more rally-type shots. Doubles
play has a much clearer differentiation between offense and defense.
It is fair to say that coaches work much more on net play with doubles teams
than they do with singles players. Learning how to play the net effectively is im-
portant in doubles, given that each player on the team covers only an 18-foot court
rather than the 27-foot court that singles players must defend.
Doubles tactics, which you will learn more about in the section Doubles Tactics
on page 147, include keeping the ball in play, hitting to the weaker player, isolating
the opponent at the net, hitting to the middle, taking control at the net, hitting
the correct shot, and working as a team. Shot selection and court positioning are
also essential for successful doubles play. Teamwork is critical, requiring that
each player either move to the best possible position to end the point or defend
against the attacking team.
Formations
In doubles play, the formations the team uses determine the tactics it uses. Pos-
sible formations include both players at the net, both players in the backcourt,
and one player at the net and one in the backcourt.
Both Players at the Net Because there is less court to defend in doubles, the
most favorable offensive formation is both players at the net. From that position
the team can execute several tactics by hitting to the weaker player, isolating the
opponent at the net, and hitting between the opponents. A team with both players
at the net is definitely in an offensive position, and both players should be trying
to end points as quickly as possible with well-placed volleys and overheads. The
opposing team will be forced to play defensive tennis by hitting over their heads
or by making them hit neutral shots by keeping the ball below the top of the net
when the opponents make contact in the net position. The opposing team will have
very little time to react and return shots when two players are at the net.
An aggressive doubles team with both players at the net should be in the best
position to win points, games, and matches. This formation is generally the most
successful, providing both players have solid volley and overhead skills at the net.
Because players must develop these skills, practice time should be devoted to vol-
ley technique, working as a team, positioning, and quick movement while at the
net. In addition, the team should practice overheads so that both players can hit
point-ending shots from inside the service line with either power or direction. The
players also need to master neutral overheads on shots hit behind the service line
along with recovery and positioning at the net when they are forced back from
the net by an opponent’s lob.
Both Players in the Backcourt When both players are in the backcourt, they are
in a defensive mode and have to rely on different tactics to win points. When both
opponents are at the net, the two backcourt players can hit to the weaker player,
hit to the middle, or drive the offensive team away from the net by lobbing over
their heads. Because hitting offensive shots successfully from the two-backcourt
position is difficult, the team in this position should use a series of shots to create
openings on the court and opportunities to win the point.
One Player at the Net and One Player at the Baseline The one player at the
net and one player at the baseline (one-up, one-back) formation combines both
offensive and defensive positions on the same team. The tactics the team uses will
depend on where the players hitting the shot are positioned and where the oppo-
nents are on the opposite side of the net. When hitting neutral or defensive shots,
the deep player has the options of keeping the ball in play by hitting to the deep
player on the opposite side of the court, hitting to the weaker player, and taking
control of the net by moving forward to hit a short ball and joining her partner at
the net. The player at the net should think more offensively than the deep player,
with tactics such as hitting to the weaker player, isolating the opponent closer to
the net, and hitting between the opponents.
Choosing a Doubles Formation

When selecting a doubles formation, you must look at several variables. Consider
whether your team is the serving or receiving team, whether they are hitting or
returning a first or second serve, and their individual playing styles.
Most high school tennis players use the one-up, one-back formation. This works
well because this is how the serving team is positioned before beginning the point so
the players are already in their positions and the shot selection is very simple.
The serving team has the option of either staying in the one-up, one-back forma-
tion or moving to the two players at the net formation. The serving team has the
advantage because it can make the first strike by hitting an offensive serve. The
server can move forward to the net immediately after the serve or wait for the first
short ball to move forward to join his partner at the net. The aggressive doubles
team will do this at the first opportunity to get both players at the net.
If the server is not comfortable at the net, the team could decide to play in the
one-up, one-back formation after the serve and most likely throughout the point.
The player already at the net has to think only about hitting volleys and overheads
because she is in a good starting position, and the backcourt player can focus on
directing shots to the opposite backcourt player or over the player at the net by
hitting a lob.
Choosing Doubles Pairings Wisely

The dynamic of selecting the right players to play singles and doubles has many variables. Choosing a dou-
bles team is easy if you have two aggressive players who get along well and have good skills and movement
at the net. Other, less obvious pairings can also work.
If your doubles team will be playing predominantly in the one-up, one-back formation, you could select
one aggressive net player and one backcourt retriever. This team might consist of a tall player who loves to
be at the net and a small player who likes the backcourt, moves quickly, and is willing to run down any shot
that gets over or past the player at the net.
Coaching a one-up, one-back team involves ensuring each player understands his role. The backcourt
player should be consistent and give the partner at the net opportunities to hit shots that will end points
from the net position. The backcourt player should not hit risky shots but be content to play errorless tennis
and let the partner at the net hit the winning shots.
Another team formation is two players with good skills from the baseline. The two players at the baseline
should use good groundstrokes, lobs, and court positioning to force opponents to hit many shots from either
the baseline or the net. Two-back teams try to win points by forcing opponents to make unforced errors.
Regardless of the formation of a pairing, you must consider how well these players communicate and get
along. If the partners like each other, they will be a better team. They will compete hard, work together to create
openings and win points, and encourage and support each other when their opponents have the momentum.
The receiving team has three options. The first is to remain in its starting posi-
tion and play the one-up, one-back formation. This gives the team the opportunity
to have the net player hit winning shots at the net from a good volley position,
while the backcourt player plays groundstrokes to the other backcourt player or
lobs over the player at the net.
After the serve return, the aggressive returner can get to the net so the team is
in the two-up formation. The goal is to beat the serving team to the net so either
player at the net can win the point quickly. The backcourt player can move forward
after returning a weak serve or on the first short ball.
Finally, the receiving team might start with the two players in the backcourt.
It might do this because the server is very effective and the returns create easy
volleys or overheads as a result of the serving team attacking the net. By moving
back, the receiver’s partner avoids being the target of the player closer to the net.
This also gives more defensive-minded teams, or teams that are content to keep
the ball in play, additional time to react to and run down all shots returned to
their courts.
Singles and Doubles Tactics

Now that you’ve had an overview of the differences between singles and doubles
play, let’s look at each of the tactics for singles and doubles in more depth. We
have discussed the styles of play for singles players and the formations of doubles
teams. The next section explains the various tactics used by both singles players
and doubles teams. These tactics are explained from the simplest to the more
complex. All of these tactics build on the information covered earlier on singles
players’ styles of play and doubles teams’ formations.
Singles Tactics
Singles play puts one individual against another individual. The player with the
best serve or forehand does not always win the match. Singles players who can
keep the ball in play and hit the ball from side to side and short and deep will be
able to set the stage to win points by either causing the opponent to make errors
or creating and hitting open areas of the court to end points. In singles, the tactics
are as follows:
• Keeping the ball in play
• Hitting to the open court
• Playing to the opponent’s weakness
• Playing to one’s strength
Keeping the Ball in Play

One of the most fundamental singles tactics is to keep the ball in play. A player who
can keep every ball returned in play will never lose. This tactic forces the opponent
to hit winning shots to end points. By keeping the ball in play and eliminating
errors, players can be very successful at almost all levels of play.
The advantages of keeping the ball in play are quite simple. First, it is an easy
tactic to follow and execute. Second, it puts all of the pressure on the opponent
to hit winning shots to end points.
Players use this tactic when they determine that they can win more points than
they lose just by keeping the ball in play. If a player can win points simply by get-
ting balls back in the court so the opponent makes errors, there is no need to even
think about any other tactic. Keeping the ball in play requires hitting shots with
very little risk of an error; that is, not hitting hard or close to the lines.
Keeping the ball in play is helpful when the opponent is off balance and there-
fore cannot hit with a good stroke, or is not in good court position. Players should
understand that they are in trouble and at risk of making an error when they are
out of position or off balance. Just getting the ball back in play at these times will
simplify their shot selection and help reduce errors.
The best way to keep the ball in play is to use solid and consistent groundstrokes.
Players who move well and are patient enough to let their opponent make errors
are very comfortable with this tactic. Court positioning is also important in ex-
ecuting this tactic. The more a player is out of position, the closer to the middle
of the court and higher over the net she should be aiming. Players keeping the
ball in play should always select the highest-percentage shots that will give them
the most court to hit and the lowest net to clear, and that will place them in the
best possible recovery position.
Hitting to the Open Court

When just getting the ball back in the court is not effective because the player
makes more errors than the opponent, or the opponent hits more winning shots
than errors, the player must be more aggressive to create openings and then hit
to those openings. A player uses this tactic to move the opponent and force him
to hit a variety of shots from different areas of the court. This movement will
eventually wear down the opponent, and as he becomes tired, the openings will
become larger.
The closer a player is to the net, the faster she can hit the ball to an opening
and the less time the opponent will have to react for the return. Creating openings
from the backcourt generally takes a series of shots directed side to side or short
and deep. The intent is to keep the opponent on the move until she is out of posi-
tion and her return is weak so the player can hit a strong shot from an offensive
position inside the baseline.
Playing aggressive shots from side to side from the baseline can create open-
ings. Another way to create an opening is to hit to the opponent’s weakness. The
opponent will either make a weak return or run around the weakness thus open-
ing up the court. Getting to the net will allow the player to hit a winning shot to
the open court with either a volley or overhead. A player should hit the first ball
that lands short in the court in a rally and move forward with an approach shot
that will enable him to move to the net position. Similarly, if the opponent hits
soft, high, and deep, the player can move forward and hit the ball out of the air
and follow that shot so he is in the net position and ready for the next shot, either
a volley or an overhead.
Playing to the Opponent’s Weakness

The reason for this tactic is to break down the opponent by forcing her to hit her
weakest shot or by hitting balls that place her in her weakest position. This not
only affects her confidence and rhythm but also makes her hit from her weakest
side or position.
A player should direct shots to an opponent’s weakness any time there is an
opportunity. Once he has determined the weakness, the players should be relent-
less in playing as many shots as possible to that weakness. The thinking player
will hit to the weakness regardless of the situation. For example, if a player is in
a defensive position deep in the court and the opponent is in a strong offensive
position at the net, a defensive lob might be the best shot. Keeping in mind the
weaker side, the player could direct a lob over the backhand shoulder of the player
at the net so he will be unable to hit an overhead.
Neutral shots such as groundstrokes when both players are at the baseline can
easily be directed to the weaker side. Offensive shots such as aggressive ground-
strokes from inside the baseline, volleys, and overheads should be directed at the
weaker side with more pace, giving the opponent less time to prepare or move
around the weak side to play the shot on the strong side. A player can exploit an
opponent’s weaker side by first hitting to the stronger side to create an opening
on the weak side. This is effective if the opponent tries to cover up her weakness
by moving closer to her weak side, thus making it more difficult to hit the ball
there. Hitting to the strength forces the opponent to the stronger side and opens
up the weakness for the next shot. Players should always take advantage of any
short or easy ball and play their best or favorite shot to the opponent’s weaker side.
A player hitting her best shot to the opponent’s weaker side will have a definite
advantage.
Playing to One’s Strengths

Once a player has determined his favorite shots, it makes sense that he should
try to play those shots as much as possible. This is also the case for the player’s
favorite style of play. If a player likes to hit volleys and play short points, he should
try to get to the net at the earliest opportunity and should definitely be using the
serve-and-volley style.
Playing their favorite style and best shots puts players in a comfortable playing
condition. When they are comfortable, they have an easier time playing at their
own pace and rhythm. The game is easier and more fun when players can play
their best shots, especially when they can hit their best against an opponent’s worst.
Players should play their best shots from their favorite areas of the court at every
opportunity. This is easier if their opponents have not determined their strengths
and weaknesses. Players should always be looking for weak returns and be ready
to move quickly so they can play those returns with their best shots. Players can
anticipate opponents’ weak returns any time their opponents are in trouble be-
cause they are hitting from a deep or wide position on the court, they are rushed
or off balance, or they are playing a shot on their weaker side.
To play to her strengths, the player should be ready to move so she can play
her best shot from her favorite position on every shot possible. If the opponent
is doing her best to hit to the player’s weakness, the player should look for an op-
portunity to be in a position to play her best shot. When the player has done her
work and has moved into a good position so she can hit her best shot, she should
go for it. This is not the time to play defensively or tentatively. This is when the
player should relax and hit with more pace and closer to the lines.
Doubles Tactics
Doubles matches one pair of players against another pair of players. The team
that plays well by creating and hitting openings and preventing the opposing team
from exploiting openings will beat the team that does not understand the strengths
and weaknesses of both players and the formation of the doubles team. A team
that thinks, communicates, and plays as a unit, rather than two individuals, will
have success using some or all of the tactics explained in this section. In doubles,
the tactics are as follows:
• Keeping the ball in play

• Hitting to the weaker player
• Isolating the opponent at the net
• Taking control at the net
• Hitting to the middle
• Hitting the correct shot
• Working as a team
Keeping the Ball in Play

Just as in singles, keeping the ball in play is the most fundamental tactic for dou-
bles. Even though doubles play provides more opportunities to hit point-ending
shots, keeping the ball in play puts pressure on the opponents to hit more place-
ments than errors. By not giving the opposing team any “free” points because of
unforced errors, a team can frustrate its opponents because they have to win all
of their points by hitting great shots.
A doubles team that can get balls back in play will win more points than it will
lose. This happens when the opponents make errors, they become impatient or
frustrated, or they get tired. Keeping the ball in play also is an excellent tactic to
use in adverse playing conditions. In windy conditions, for example, executing
a more complex tactic can be difficult; getting the ball back in play will be very
effective.
The doubles team using this tactic will need a great deal of patience and consis-
tency. The key is to get to and return every shot and not make errors by trying to
hit too hard, too close to the net, or too close to the lines. Players should hit high-
percentage shots to the largest areas of the court and over the lowest part of the
net. It is also important that the players work as a team so they are in good court
positions. That way they will be set and on balance when hitting shots rather than
having to react and lunge to retrieve balls returned to their sides of the court.
Hitting to the Weaker Player

Hitting to the weaker player is a tactic that works especially well if there is a dis-
cernable difference in skill level between the players on the opposing team. The
tactic is to put tremendous pressure on the weaker player. Because he is forced to
play most of the shots, he is the one who will have to beat your team. Using this
tactic also tends to frustrate the stronger player, who may try to cover more of the
court or work too hard to end points, often resulting in errors.
A doubles team will want to identify the weaker player and hit in her direction
at every opportunity. This tactic can be used as early as the serve return. All shots
that can be hit offensively with more power and spin are especially effective.
When players have time to set up and hit their best shots, they should have the
opportunity to hit to the weaker side of the weaker player. Even when a team is
out of position and it must hit a defensive return, directing the ball at the weaker
player will still be the best tactic.
Executing this tactic requires that the team determine very early in the match, or
even during the warm-up, which is the weaker player. In addition, they should know
the weaker side of that player for when they have opportunities to hit there.
Isolating the Opponent at the Net

Isolating an opponent at the net is a good tactic to use when a team has one or
two players at the net and the opponents have at least one player at the net. When
a player or team is in the offensive position at the net, they want to take away
the offensive position of the opponent by putting pressure on the player closer
to the net. They hit hard and down toward that player. This reduces the time the
net player has to react. Even if the player can return this shot, he must hit it up
and soft. This sets up an even more aggressive shot from the opposing team or
player at the net.
A player or team will use this tactic when they are in a good position at the net
and can hit balls with a volley or overhead from above the top of the net. They
can hit these high balls down firmly so even if the opponent can return them, the
shots should result in another easy, high ball that they can hit with another ag-
gressive volley or overhead.
The team or player using this tactic has to initially be in a good position, half-
way from the service line to the net or closer. On the first high ball they can reach,
they want to move and hit the ball down in the direction of the opponent at the
net. Hitting firmly at the opponent in the backcourt is not effective because that
player has much more time to react to and play the shot from the baseline.
Once a team or player can hit a volley or overhead down at the opposing net
player, that team is in control of the point. All shots the opponent can play will
have to be hit up. If the opponent hits up and hard, the ball will go long. If the op-
ponent hits up and soft, the next shot can be another volley or overhead hit down,
giving the opponent less time to react to and return this aggressive shot.
Taking Control at the Net

When a doubles team gets to the net, it is in a good position to hit volleys and
overheads that will end the points quickly. These shots can be played into open
areas of the court or at the closer opponent, forcing that player to play defensive
shots with less reaction time.
To take control at the net, a team must first get to the net before the opposing
team does. Getting to the net could occur when the server follows the serve to
the net, the returner comes in after the serve return, or either player moves to the
net following an approach shot or approach volley. Another way is to wait until
the best opportunity to get to the net and not provide the opponents an open-
ing to move forward by returning the ball deep in the court. A final way to take
control of the net is with a well-placed lob when the opposing team is at the net.
This forces the team at the net to retreat to the backcourt and gives the team that
hit the lob an opportunity to move forward to a strong net position. The key to
controlling the net is to get both players to the net before the opponents can take
that offensive position.
Once at the net, a team can control the points by playing offensive volleys and
overheads. Because these shots are played close to the net, they are hit quickly to
the open areas of the court and opponents have less time to react. Players can hit
volleys and overheads with greater angles because they are hitting them closer
to the net.
Hitting to the Middle

When two opponents are at the net, a very basic tactic is to hit between them.
This is a good tactic for several reasons. Hitting down the middle is definitely the
highest-percentage shot. There is a large margin of error because if the player
does not hit the shot well, it will probably land in the court because it is nowhere
near the sidelines. The shot will travel over the lowest part of the net, because the
net is lower in the center than at the net posts. Even though the opposing players
are in a good position, they might be confused, resulting in neither player moving
to get the ball. Conversely, they might move at the same time and clash rackets
attempting to hit the ball. Lastly, if either player at the net volleys the ball, he will
not be able to hit with much angle because he is playing the shot from the center
of the court.
Hitting to the center is especially effective when both opposing players are in
a good position at the net. When in the backcourt, a player must choose a low-
risk shot. This is the perfect first shot to see who moves and how they recover
after playing a volley. The drive down the middle is also the preferred shot if both
players move back and hit overheads well. Finally, hitting to the middle is also ef-
fective when a doubles team is at the net and can play either a volley or overhead.
Between the two opponents is generally a very good and safe target.
Hitting to the middle is probably not the best choice when the ball will be played
very deep or wide in the court. Also, if one of the opposing players at the net has
an obvious weakness or a definite weaker side, it is probably best to hit to the
weaker player or weaker side rather than go down the middle.
Hitting down the middle should nearly always be the first option when playing
a shot from the baseline against two players at the net. Players should set up early
and hit their best shot, preferably with some topspin that will make the ball dip
below the top of the net before the opponents can play it. If the opposing team vol-
leys the ball back deep, a second or third down-the-middle shot is a good option.
If the opponents volley short and wide, this will create more openings, depending
on how they are positioned at the net.
Hitting the Correct Shot

Hitting the correct shot when playing doubles is challenging. This is made more
difficult because of the combinations available—both at the net, one up and one
back, or two in the backcourt. Each player is in a neutral, defensive, or offensive
position and should hit the correct shot depending on that position. A player deep
in the court should hit either neutral or defensive shots to the opponent deep in
the court so she can stay in the point. A player at the net should be thinking more
offensively and directing balls back sharply at the closer player.
Players should choose their shots based on the position of all players on the
court. Hitting from deep in the court to the opposing deep player is an excellent
starting shot. It will keep the team in the point and make the opponents play the
next shot. The player at the net should hit a close-to-close shot to finish a point.
This shot is hit to overpower the closer opponent, because she will have very little
time to react. This tactic is especially important to use when both players on the
opposing team are of equal ability and the player cannot exploit a weakness by
directing shots at the weaker player. If opponents are of equal skill level, hitting
the right shot becomes key to either staying in or ending the point.
Working as a Team
A doubles team has a choice of various tactics. All can be successful, but the most
effective doubles teams are those that work together as a team. Players should
be trying to set up their partners so they have easy shots, aggressively hit point-
ending shots, or can conservatively hit shots to stay in the point. Players should
always be moving to place themselves in the best possible position to put the ball
away or to defend against openings on the court.
Doubles players must hit every shot with a purpose. They should move after
every shot to cover any court openings as well as move before opponents can play
to defend against any court openings. The best doubles players move together as
a team and understand what shots their partners will play so they can anticipate
the return. This is only possible if both players are executing the same plan. This
requires constant communication so each player knows the plan and can concen-
trate on executing it. When partners work in sync, they can create a rhythm and
flow that will get the momentum on their side.
Communication between partners should begin even before they take the court.
Partners should discuss the formation they intend to play and under what condi-
tions they would move from one formation to another. They should discuss who
will serve first and on what side of the court they will return from, either the deuce
court or ad court. They should also discuss the playing conditions and reinforce
what each player will do if there are wind or sun considerations that day.
Another time to communicate is during the warm-up period. Both players should
be looking for the weaknesses and preferences of the opposing team. Together they
should determine the stronger and weaker player and the strongest and weakest
positions. By helping each other with this analysis, they will be ready to attack
the weaker player or position when play begins.
Good doubles teams communicate after every point. This could be in the form
of an encouraging word, a high five, or specific instructions on what to do or
where to go with the next return. Each player should determine the tendencies of
the opposing players and share these observations with the partner. This might
involve identifying the opposing team’s poor court position or simply the frustra-
tion either player has with a certain shot.
Communication can even occur during play, when one player tells his partner
what the opponents are doing during a point. For example, if both players are at
the net and the opponents lob, as players go back to return the shot, the player not
hitting can tell his partner whether the opponents are both moving to the net or
are staying back. He can also warn his partner at the net to move back if he hits
a short lob and thinks his partner will be a target for an opponent’s overhead.
chapter
6
Offensive
Tactical Skills
This chapter covers the offensive tactical skills players must know to be success-
ful. In this chapter, you will find the following skills:
Skill Page
Aggressive baseline play (singles) 154
Drop shot (singles) 157
Keeping the ball in play (singles) 160
Keeping the ball in play (doubles) 163
Serve-and-volley (singles and doubles) 166
Swinging midcourt volley (singles and doubles) 169
Approach shot (singles and doubles) 172
Volley and overhead (singles and doubles) 175
Offensive lob (singles and doubles) 178
Passing shot (singles and doubles) 181
Attacking weak serves (singles and doubles) 184
Playing with two players at the net (doubles) 187
153
Aggressive Baseline Play (Singles)
A ggressive baseline play is one of the most

common styles of play in the game today.
The aggressive baseliner capitalizes on every op-
portunity to take the ball early from a position
inside the baseline and hit forcing groundstrokes
that put the opponent on the run. The aggressive
baseliner puts pressure on the opponent by forc-
ing him to hit the ball deep in the court consis- Readin g the Situation
tently. The aggressive baseliner takes advantage
of the first short ball and puts the opponent in Players should do the
following to gain the
a defensive position by hitting aggressive shots best advantage by be
ing aggressive and
to the corners of the court. keeping the opponent
on defense:
• Know their oppone
nts’ strengths and
Watch Out! weaknesses.
The following tendencies in your athletes may • Recognize and rea
ct to the first short
cause poor play: ball from the opponent.
• Play an aggressive
• Not being patient and waiting for the right shot only when they
can make contact in a
ball to attack. comfortable
hitting position.
• Being overaggressive on shots. The intent
• Before hitting, decid
is to keep the opponent on the run and e whether the next
shot will be a volley fro
create an opening, not to hit an outright m the net or
another aggressive gro
winner on the first shot. undstroke from
the backcourt.
• Not getting to the right position on the
• Hit to the open court
court before attempting to hit a forcing if the opponent is
slow or tired. Hit behin
groundstroke. d the opponent if
she is anticipating the
• Watching just the ball and not being shot and moving
to the open court.
aware of the opponent and the openings
on the court.
Acquiring the Appropriate Knowledge

To be aggressive baseliners, players must know about the following:
Physical Playing Conditions

The physical playing conditions can significantly affect the game. Thus, players should pay
attention to the following conditions when playing aggressive baseline shots:
• Court speed. The smoother the court surface, the faster
the game is because the ball will slide or skid on the
court and move forward without losing much speed
Reminder! after the bounce. When the court is rougher or more
ssive baseline play,
When trying to use aggre textured (i.e., slow), the ball bounces up higher and loses
d the match strategy
players must understan speed on contact with the court. This upward bounce
should also consider
and game plan. They takes speed off the shot.
140.
the questions on page • Wind direction. Playing forceful groundstrokes is dif-
ficult when the wind is blowing directly from the op-
ponent’s end of the court.
154
• Ball speed. Depending on the court surface and the amount
of spin players use, the felt nap of the ball can either become At a Glance
fluffed up, which slows the ball down, or worn down, which
causes the ball to travel through the air faster. The following parts of
the text offer
on aggressive
Strengths and Weaknesses of Opponents baseline play:
Players must account for their opponents’ strengths and weaknesses Square Groundstroke
to know how to gain the best advantage when using aggressive Stance
groundstrokes. They should consider the following about their 22
opponents: nce 25
Applying Topspin
47
• Does the opponent have a favorite side, either forehand or Controlling Shot Angle
backhand? The player should determine this and direct her 57
shots to the weaker side when possible. d 61
• Is the opponent right or left handed? The player should think 66
One-Handed Backhan
about who he is playing before automatically going to what d
Groundstroke
he considers to be the weak side. 73
Two-Handed Backhan
• Does the opponent prefer to hit the ball with angles, or does d
Groundstroke
she keep the ball back in play down the center of the court? 80
Approach Shot
If the opponent likes to hit with angles, the player can look 100
for more angled shots in return. It is more difficult for the Forehand as a Weapon
122
opponent to create angles when the ball is hit deep and
down the middle.
• Is the opponent slow or tired? If so, the player’s shots can
have a greater margin of error inside the lines and still be effective.
• Is the opponent predictable? If the opponent always plays a forehand crosscourt, or if she always
hits the backhand with backspin, the player should be ready in advance for the specific return.
Self-Knowledge
In addition to being aware of their opponents’ strengths and weaknesses, players need to know their
own abilities. When using aggressive groundstrokes, players should answer the following questions:
• Can you use your best shot? If the player has a favorite side, he should get into position quickly
to play an aggressive shot. If not, he will have to be content to return the ball deep and safe on
his less favorite side.
• Can you use topspin well? The player will need topspin to pull the harder-hit shot into the court.
A ball hit hard with backspin will fly long. A flat shot is effective but has a low margin of error
over the net and inside the baseline. Too much topspin takes speed off the ball, causing it to land
short in the court.
• Do you understand the dimensions and geometry of the court? Wider balls give better opportuni-
ties for angled returns.
• What is your favorite shot? For example, if the player’s favorite shot is a crosscourt forehand,
she should set up the point so she hits this shot as much as possible.
Decision-Making Guidelines
When deciding whether to hit aggressive groundstrokes, players should be sure to consider the previ-
ous information. They should also consider the following guidelines:
(continued)
155
Aggressive Baseline Play (Singles) (continued)
• Recover into a good court position. If the player hits a hard shot, the opponent could use that
speed to return the shot into the open court.
• Pick on the weak side. Sometimes playing to the weak side is a better choice than playing the
highest-percentage shot. Playing to the weak side will always produce more errors from the
opponent. If there is a distinct difference between the strong and weak sides, hitting the lower-
percentage down-the-line shots rather than the safer crosscourt shots could be the best option
because doing so will create more errors from the opponent. Sometimes just hitting a firm shot
to the opponent’s weakness is all that is necessary to elicit an error.
• Be able to shift from offense to either neutral or defense. If a player’s attacking groundstrokes
are returned aggressively, she may have to retreat and play a neutral or even defensive return.
She must be patient on these shots and avoid the errors caused by trying to be offensive from a
defensive area of the court.
• Players need to play aggressively but also move the opponent around the court to create an open-
ing before attempting the point-ending shot.
156
Drop Shot (Singles)
T he drop shot is a great way to end a point when the player

is in good position inside the baseline and the opponent is
behind the baseline. A well-placed, softly hit drop shot is the
most delicate of all shots and can be an outright winner. It
can also bring the opponent to the net as a setup for a passing
shot or lob to the open court.
The drop shot is hit with very little racket movement and
requires soft hands and a great deal of touch. It definitely
changes the pace of the point. Players who can hit the drop Readin g the Situation
shot accurately and confidently show variety in shot mak-
Players should do the
ing. following to gain
the best advantage by
hitting soft drop
shots:
Watch Out!
• Recognize when the
The following tendencies in your athletes may cause poor opponent is
behind the baseline.
play:
• Know when the oppo
nent is slow
• Attempting the drop shot in tricky wind conditions. or tired.
• Having an extreme grip such as an extreme Western • Be inside the baselin
e to hit an
grip. This will impede players from opening the racket effective drop shot.
face enough to hit the drop shot. • Be able to hit a dro
p shot from
• Not watching their positions. Players shouldn’t attempt the same position as a
forehand
a drop shot if they are behind the baseline. or backhand drive. Dis
guise is
• Not being in a comfortable contact zone. Players should important.
hit a drop shot only if the ball is in such a zone. The high • Grip the racket softly
and apply
ball is very difficult to control. backspin to make the
ball die after
hitting the court.

To use the drop shot, players must know about the fol-
lowing:
Rules
Players need to know several main rules when hitting drop shots:
• Rules about hitting the ball before the second bounce

• Rules pertaining to touching the net with the racket, shoes, or anything one is wearing

The physical playing conditions can significantly affect the game.
Thus, players should pay attention to the following conditions
when contemplating a drop shot:
Reminder!
When trying to decide
• Wind direction. Players should rarely hit drop shots when whether to use a drop
shot, players must un
the wind is at their backs. However, when the wind is blow- derstand the match
strategy and game pla
ing from the opponent’s side of the net, drop shots are very n. They should also
consider the questions
effective. The wind prevents the ball from traveling too far on page 140.
once it clears the net and after the bounce.
(continued)
157
Drop Shot (Singles) (continued)
• Court speed. Slow courts, or courts that are soft or have a lot of texture, are best for drop shots.
Hard, smooth courts (i.e., fast courts) such as concrete courts don’t grab the spin as well; plus,
the ball will bounce higher.
Strengths and Weaknesses of Opponents

Players must account for their opponents’ strengths and weaknesses to know how to gain the best ad-
vantage when using drop shots. They should consider the following about their opponents:
• Does the opponent move forward well, or does he get a slow start because he is too comfortable
at the baseline? Drop shots are very effective when the opponent prefers to stay back and hit
groundstrokes. An opponent who is comfortable hitting groundstrokes at the baseline is less
comfortable moving forward to play a short, low ball. The drop shot forces the opponent forward,
pulling him out of his comfort position at the baseline playing higher-bouncing shots.
• Is the opponent slow or tired? A slow or tired opponent will have trouble getting to a well-placed
drop shot. Because the drop shot lands just over the net, the opponent will have to run a long
way just to get to the ball. If she is slow, she may not reach the ball before it bounces twice on
the court. If she is tired, she will have to spend a great deal of energy just to get to the ball. She
might even decide it isn’t worth the effort to run for the shot, giving the player an easy point.
If the opponent does run all the way to the net to return the drop shot, she may play a weak or
sloppy shot because she is hitting on the run and is not set to play her best shot.
• Even if the opponent can run to and get the drop shot before it bounces twice on the court, can
he hit shots well while running forward at full speed? The player should know whether his op-
ponent can hit a counter drop shot or push the ball back deep in the court. If not, and he tends
to hit the ball too firmly when running at full speed, the drop shot is an ideal shot to play.
• If the opponent reacts well and moves forward quickly, is she agile enough to stop, recover, and
assume a good court position to be ready for either a passing shot or lob? Many players run well
but have a hard time stopping and setting up for the next shot.
• Is the opponent uncomfortable at the net, or does he have a weak volley? If so, an average drop
shot will do the job of bringing him into the net and exposing the weak volley or overhead. He
has no chance to run forward to retrieve the drop shot and return to the baseline for a ground-
stroke.
Self-Knowledge
own abilities. When using the drop shot, players should answer the following questions:
• Can you recognize a fairly easy ball? The player needs to have a fairly easy ball that she can play
from inside the baseline to have an opportunity to hit a good drop shot. It is very difficult to hit
an effective drop shot from behind the baseline or from a hard-hit shot. The player must look
for a ball that is not hit hard and lands short in the court from the opponent because this will
give her the best opportunity to hit an effective drop shot.
• Can you take speed off the ball? Only players who can take pace off the ball and absorb the shot
with soft hands will be able to hit the drop shot. The drop shot must be hit only hard enough to
get over the net. This means that if the player strikes the ball firmly, it will have too much speed
and will travel too far. The player must have soft hands to absorb the speed of the ball and return
it gently back over the net and into the court.
158
• Do you have the right grip to be able to play the ball with an
open racket face for some backspin? Western grips make drop At a Glance
shots very difficult to hit. The drop shot must be hit with an
open racket face to get the necessary height over the net and The following parts of
the text offer ad-
backspin. Because the Western grip closes the racket face, a ditional information on
the drop shot:
better grip would be a Continental or Eastern grip.
• Can you disguise a shot? Disguise plays a large part in hit- Square Groundstroke
ting the drop shot effectively. The player must prepare for a Stance
22
drop shot with the same body position and preparation as Eastern Forehand Grip
35
he would with a ball he would drive. Eastern Backhand Gr
ip 43
• Do you know your favorite side for hitting a drop shot? If the Applying Backspin
player does not know her favorite side for the drop shot, she 51
should figure it out. Most players prefer to hit the drop shot t 59
on one side or the other; they should hit most drop shots on d 61
the preferred side.
When deciding whether to use the drop shot, players should be sure to consider the previous informa-
tion. They should also consider the following guidelines:
• The player shouldn’t even think of hitting a drop shot if the opponent is very fast, is on or inside
the baseline, or prefers to be at the net, or if the wind is at the player’s back. Chances of winning
the point with a drop shot are slim to none in these situations.
• After hitting the drop shot, the player should return to a good position so if the opponent does
reach the ball and get it back, the player is in position to hit either a passing shot or lob to the
open court.
• If the player can’t play an effective drop shot, or he is making too many errors trying to hit the
shot, he shouldn’t use the shot that day. Players should not play the drop shot if they are losing
more points than they are winning with this shot.
• A player shouldn’t use the drop shot if he is under pressure and his hands go from soft to firm.
The drop shot might be an easy shot to play early in a match when there is no pressure, but it
becomes very difficult when under pressure. The drop shot is probably not the best shot if the
player is tight.
159
Keeping the Ball in Play (Singles)
A gainst many players, just getting

the ball back over the net and
into the court is all that is necessary.
Tennis at most levels is a game of
errors, and winners are often the
players making the fewest errors.
If a player always gets one more
ball back than his opponent, he
will never lose a point. That sounds
very simple, but it requires skill,
determination, good court aware-
Readin g the Situation
ness, recovery to the right area of Players should do the
following to gain the be
the court, and the ability to hit the vantage by keeping the st ad-
highest-percentage shot. ball in play:
• Remember that gettin
g the ball back in play
forces the opponent to
Watch Out! take risks to win point
s.
• Use lower-risk shots
The following tendencies in your with good net clearanc
that land well inside the e
athletes may cause poor play: lines such as crossco
or down-the-center sh urt
ots hit with moderate
• Not thinking strategically. If topspin. These shots
have very low risk of an
the player is just not getting unforced error and for
ce the opponent to hit
more shot. In addition one
balls back, she should still , lobs when the oppone
is at the net are less ris nt
be trying to dictate points by ky than passing shots
• Add topspin for be .
picking on the weaknesses tter net clearance and
of her opponent and setting inside the baseline. safety
up to her own strengths. • Keep backswings co
mpact and under contr
• Being impatient and not avoid overhitting. ol to
letting the opponent make • Don’t try to outslug
an opponent who hits
mistakes. Many players but makes lots of errors hard
tend to go for too many . Playing steady will win
most points in this situa
tion.
winners, giving opponents
easy points by making un-
forced errors.
• Not focusing well because
of errors. Everyone makes
errors, but players must
be careful not to let their
errors discourage them so much that they change their style. They should find out what is working
and continue to execute to the best of their abilities.
• Not playing within one’s own style. Players should not try shots that are not in their repertoires.

Reminder!
w to keep the ball in To get more balls back than their opponents do, players must
When considering ho
derstand the match know about the following:
play, players must un
n. They should also
on page 140.
160
The physical playing conditions can significantly affect the game. Thus, players should pay attention
to the following conditions when keeping the ball in play:
• Court speed. The speed of the court can determine the length of the points being played. Slow
courts make hitting winners difficult, so there are more chances to make errors. Winners are
easier to hit on smooth fast courts, so players will want to keep opponents deep in the court and
limit their offensive opportunities.
• Wind direction. A player can be more aggressive when the wind is at her back because the op-
ponent will have a difficult time hitting winners into the wind. When the wind is in her face,
though, she can, and must, hit through the ball to keep her shots deep in the court.
• Ball speed. Changing conditions can change the speed of the ball. If the ball fluffs up, it will be
slow, and the points will be longer. If the ball wears down, it will speed up so players have to be
careful not to overhit and to put more spin on the ball to keep it in the court.

Players must account for their opponents’ strengths and weaknesses to know how to gain the best
advantage when keeping the ball in play. They should consider the following about their opponents:
• Does the opponent have a low shot threshold? Does she become impatient after a few balls and
try to end the point regardless of the shot that must be hit and her court position? Players with
low shot thresholds are easier to play because they generally make unforced errors just because
they lack the patience for waiting for the right ball to attack.
• Is the opponent in poor physical condition? Is he slow or just out of shape? With this kind of
opponent, the player should hit more balls to force him to make errors. He won’t be able to hit
well on the run, if he even tries to run down shots that require that extra effort.
• Does the opponent have a strong and weak side? It makes sense to hit as many balls as possible
to the weaker side.
• Is the opponent uncomfortable at the net? The player doesn’t have to hit great passing shots or
lobs if the opponent can’t put volleys or overheads away.
• Can the opponent do anything with the ball that is hit right down the center of the court? This
is a player’s safest shot. If the opponent cannot capitalize on this shot and eventually makes an
unforced error by trying to hit too hard or create an angle that is a low-percentage shot, the
player should just keep the ball going right to the opponent.
Self-Knowledge
own abilities. When keeping the ball in play, players should answer the following questions:
• Are you in good physical condition? Keeping the ball in play makes points last longer, so players
must be in better physical condition than their opponents.
• Do you know how to position yourself on court and select shots? Court positioning and shot
selection are critical so the player is always hitting the highest-percentage shot and then recover-
ing into the best possible court position.
• Do you know your opponent’s preferences? If the opponent has a favorite shot or area of the
court in which he is most comfortable, the player shouldn’t let him get into that position.
• Do you know how to find the opponent’s weakness and exploit it? This does not mean trying to
overpower the opponent. Sometimes the opponent will struggle with a high-bouncing ball. This
(continued)
161
Keeping the Ball in Play (Singles) (continued)
is a perfect opportunity for a player to play very high percentage returns by giving herself more
net clearance and playing right to the opponent’s weakness.
• If your opponent likes speed, can you take pace off the ball? Taking pace off the ball can be re-
ally frustrating to many players and will force them into early errors by trying to hit the ball too
hard.
When deciding whether to keep the ball in play on every shot,
At a Glance players should be sure to consider the previous information.
They should also consider the following guidelines:
the text offer ad-
keeping the ball • Change court position to be better prepared for the oppo-
nent’s most potent weapons. For example, if the opponent
in play: has a big first serve, the player should stand farther back
to give himself more time to hit the return and then move
Stance 22
Square Groundstroke into a good court position for the next shot.
47 • Decide to hit very neutral shots when winning points.
Applying Topspin
51 There is no need to try anything risky if the player is win-
Applying Backspin ning most of the points with very high percentage shots.
57
Controlling Shot Angle • Take advantage of situations which can end points, but be
t 59 in the right position in the court and have a ball that can
Controlling Shot Heigh be played comfortably in the hitting zone. Getting the ball
d 61
Controlling Shot Spee back in play when the player has huge court openings is
66 not the intent.
• Let the opponent self-destruct if she is mentally fragile. If
d
One-Handed Backhan 73 the opponent starts to make a series of errors and becomes
Groundstroke angry, the player should just give her more of the same
d and let her completely fall apart. There is no need to try
Two-Handed Backhan 80 anything more risky if the opponent is giving the player a
Groundstroke
126
lot of easy points because she has lost her concentration
Lob or rhythm.
ep in • The best offense is a good defense when out of position.
the Court The player should hit defensive shots when off balance or
in a poor court position. The goal is to get the ball back,
recover to a good court position, and get ready for the
next shot.
162
Keeping the Ball in Play (Doubles)
E ven in doubles, in which points are more likely

to be won than lost in comparison to singles,
keeping the ball in play can be an effective tactic.
No matter what formation either team is in, the
team that gets the final shot back in the court
always wins.
Many successful high school doubles players
are determined to get to and return every shot
that is hit to their side of the court. They may
lack power and maybe even pinpoint placement, Readin g the Situation
but they are very difficult to beat because they
force their opponents to try to hit point-ending following to gain the be
advantage by keeping st
shots. Opponents are pressured into hitting with the ball in play:
more pace or closer to the lines (or both), which • Keep the ball betw
increases the likelihood of an error. een the opponents. Hit
down the middle is the ting
highest-percentage
shot by a doubles tea
m.
Watch Out! • Direct all balls playe
d from the backcourt
The following tendencies in your athletes may back to the backcourt
player on the
cause poor play: opposing team. If both
opposing team
players are at the net,
the ball should be hit
• Not staying focused and determined to get down the middle or lob
bed over their heads.
every ball back in the court. The opposing • Use topspin to curve
team might hit several winning shots, but the ball down in the
court for better safety
your team should keep the pressure on them inside the baseline.
This also makes the vo
to hit winners for the entire match. lley more difficult to hit
for the player at the ne
t.
• Not keeping errors to a minimum. Errors • If the opponents like
happen, but your team can minimize them to get to the net,
the partners should mo
by hitting higher over the net and well inside ve together to the
baseline so the net tea
the lines. m cannot overpower
the player at the net.
• Not being prepared to play long points. • Lob any time they are
Your players should get to and return every in trouble. This will giv
both players time to ge e
ball and make their opponents hit a lot of t in the best possible
position for the next sh
shots until they make an error. ot.
• Getting overly aggressive and trying for
point-ending shots from the baseline.
Team members should be at the net be-
fore they try a more offensive shot.

To get more balls back than their opponents do, players must know Reminder!
about the following:
When considering ho
w to keep the ball in
play, doubles players
Physical Playing Conditions match strategy and ga
must understand the
me plan. They should
The physical playing conditions can significantly affect the game. also consider the ques
tions on page 140.
when keeping the ball in play:
(continued)
163
Keeping the Ball in Play (Doubles) (continued)
• Court speed. The speed of the court can determine the length of the points being played. Slow
courts make it more difficult for opponents to hit winners so they have more chances to make
errors. Opponents will hit more winners on smooth fast courts, so players must keep them deep
in the court and away from the net where they will have more offensive opportunities.
• Wind direction. Doubles teams should play the wind to their advantage. They can be more ag-
gressive when the wind is at their backs because their opponents will have a difficult time hitting
winners into the wind. When the wind is in their faces, they can and must hit through the ball
to keep their shots deep in the court.
• Ball speed. Changing conditions can change the speed of the ball. If the ball fluffs up, it will be
slow and the points will be longer. If the ball wears down, it will speed up and players will have
to be careful not to overhit and put more topspin on the ball to keep it in the court

advantage when keeping the ball in play. Doubles players should consider the following about their
opponents:
• Can your opponents end points at the net? If not, the players must wear them down by getting
balls back until they make an error.
• Are your opponents uncomfortable at the net but solid from the backcourt? Players can force
opponents to the net by hitting short so they will have to move to the net and hit volleys and
overheads. When opponents are at the net, players can also lob the ball over their heads.
• Are your opponents hard hitters? If this is the case, players should be patient. The opponents
might hit a winning shot or two, but if the players keep the pressure on, the hard hitters will
eventually break down and make errors.
• Are the opponents getting tired or frustrated? Keeping the ball in play should work well with
tired or frustrated opponents.
Self-Knowledge
In addition to being aware of their opponents’ strengths and weaknesses, doubles players need to know
their own team’s abilities. When keeping the ball in play, doubles players should answer the following
questions:
• Are you in good physical condition? Keeping the ball in play will make the points last longer so
players must be in better physical condition than their opponents are for this tactic to work.
• Do you know how to position yourselves on the court and how to select shots? Court positioning
and shot selection are important so players can hit the highest-percentage shots and then recover
to the best possible court positions.
• Do you hit deep? Doubles players should keep out of harm’s way as much as possible by hitting
balls back to the player deep in the court. The player at the net has too many opportunities to
end the point with an overhead or volley.
• Do you know how to use topspin? Adding topspin to their groundstrokes allows players to hit
higher over the net and gives them more safety inside the baseline. It also creates shots that are
more difficult for the player at the net to volley.
• Is there a weaker player on the opposing team? Players should direct most shots at opposing
players who have difficulty putting shots away or who are more prone to errors.
164
When deciding whether to keep the ball in play on every shot,
At a Glance
doubles players should be sure to consider the previous informa- The following parts of
tion. They should also consider the following guidelines: the text offer ad-
keeping the ball
• Players should position themselves a step or two deeper in play:
in the court. Players will have more time to prepare for
the hard-hit shots if they take a step or two back. Also, the Square Groundstroke
deeper position will give them time to move for all shots. Stance 22
Eastern Forehand Grip
• Be patient and be willing to play neutral or defensive shots, 35
especially when the opponents are on offense. Semi-Western Grip
37
• Take easy shots at the net to end the points when there Eastern Backhand Gr
is very little risk. Even though doubles players should be ip 43
thinking about keeping the ball in play, they should also Two-Handed Backhan
d Grip 45
take advantage of point-ending opportunities when they
Applying Topspin
arise. 47
• Give angry or hurried opponents more opportunities to Controlling Shot Angle
57
lose control. An opponent who is agitated will have dif- Controlling Shot Heigh
ficulty thinking clearly and hitting accurately. t 59
• Keep communicating as a team. Communication helps d 61
partners determine what is working best that day and Forehand Groundstroke
helps them play the same style and play to the weakest 66
position or the weaker player. One-Handed Backhan
d
Groundstroke
73
Two-Handed Backhan
d
Groundstroke
80
Lob
126
Groundstroke From De
ep in
the Court
134
165
Serve-and-Volley (Singles and Doubles)
T he serve-and-volley style is the most offensive

style of play in the sport of tennis. The serve
is followed by a rush to the net with the intent to
end the point quickly at the net with a volley or
overhead. This tactic is especially effective when
the player has a powerful serve that consistently
results in weak returns. It is also effective for play-
ers who are more aggressive than patient because
the points will not last as long. This section looks Readin g the Situation
at the decisions the serve-and-volley player must
make for serve placement, spin, and power along Serve-and volley playe
rs should do the fol-
with the first volley options either as a setup for lowing:
the final shot or going for a winner.
• Serve the ball to the
opponent’s
weakness.
Watch Out!
• Plan their first serve
The following tendencies in your athletes may placement, depth,
speed, and spin, along
cause poor play: with the first
volley, before hitting the
serve.
• Rushing by not getting physically, mentally, • Go to the net after a
successful first
and emotionally prepared to serve. The serve.
serve is the only shot in tennis that players • Develop a serve an
d follow-through
have complete control of, so they should that causes them to mo
ve forward
slow down and be focused and completely after the hit.
prepared to serve and play their next shot. • Hit the first volley ba
Even though the points don’t last long, play- sed on the height
of the ball at contact.
ers must take the time to prepare for and hit They can go for
a winner on a high ba
good first serves. ll, but they must
play a deep volley on
a low ball.
• Becoming predictable. Players should mix • “Follow the ball” by
their serve placement, spin, and speed to moving in and to
the side where the ret
keep their opponents off-balance. urn is hit.
• Not noticing the opponent’s position. The
opponent may change position slightly,
either right, left, forward, or back, to make
a better return. Players should observe
these changes and be able to exploit the
new weakness.
• Counting on a fast serve. Using the fast serve might overpower an opponent early in the match, but
the opponent could adjust to the speed. Also, the balls will get slower as the match progresses. Play-
ers should rely on more than just power later in the match.

Reminder! To use the serve-and-volley, players must understand the fol-
e when to use serve- lowing:
When trying to decid
st understand the
and-volley, players mu
match strategy and ga Rules
tions on page 140.
also consider the ques Players need to know several rules when serving and volleying:
• Rules about playing to the pace of the server
166
• Rules about foot faults
• Rules about walking or running before the serve

to the following conditions when serving and volleying:
• Court speed. For example, if the court is smooth and fast, the server might hit a big, fast serve
on both first and second serves because this would result in a serve return error or weak return.
• Ball speed. Depending on the court surface and the amount of spin the players are using, the felt
nap could fluff up and slow the ball down considerably.
• Wind direction. Serving and volleying is even better with the wind blowing from the server to the
receiver. Both serves and volleys will have more pace, and returns will have less speed. However,
when the wind is into the server’s face, serving and volleying is more difficult because the big
serve is slowed by the wind. A crosswind gives the server the opportunity to hit wide serves that
drift even wider by the wind.

vantage when serving and volleying. They should consider the following about their opponents:
• Can the opponent hit a return that drops below the top of the net so the onrushing server is forced
to volley the ball up on both the forehand and backhand side? To do this, the opponent must be
able to hit a topspin return of serve or a low chip return that just clears the net and drops at the
server’s feet.
• Can the opponent move out of the way on the serve hit at the body, or does this serve jam them so
they pop up a weak return? The serve at the body is very effective because the swing is cramped
and the ball is generally blocked back with an open racket face. If this happens, it gives the server
a high and soft ball to volley. A quick opponent can move out of the way and hit the return with
a complete swing, which could result in a more forceful and controlled return.
• Does the opponent begin in a starting position well behind the baseline to allow more time for
the return? The deeper the opponent stands, the closer to the net the server can get to play the
first volley. The returner is also vulnerable to the wide serve when she begins in a very deep serve
return ready position.
• Does the opponent have a strong and weak side? Most serves and first volleys should be directed
at the weaker side so the server can play easy shots at the net.
Self-Knowledge
own abilities. When serving and volleying, players should answer the following questions:
• Can you take into account the wind, court speed, and your opponent’s weaknesses; play the right
serve; and follow up with an effective first volley? As conditions change, so must the serve. On
a windy day, the server might decide to serve and volley only when the wind is at her back. The
serve will have more speed and the opponent’s return will have less, so it should make the volley
an easier shot. Also, a player using the serve-and-volley might not be as effective on a slow court.
She may decide to use this tactic only on a first serve. Balls change during the course of a match.
Sometimes they get slower as the felt fluffs up, making it more difficult for the serve-and-volley
style of play. Sometimes the balls wear down and become lighter, smoother, and faster, which
would favor the serve-and-volley style.
(continued)
167
Serve-and-Volley (Singles and Doubles) (continued)
• Can you accurately hit serves, in both deuce and ad sides, to the alley corners of the service court,
at the body, and to the center T of the service court? Being able to do this will enable the server
to vary the serve and keep the opponent from developing a rhythm on the return. Sometimes
the returner alters his position to cover up a weakness, which exposes an opening either to the
alley or center side. A serve directly at the body will almost always produce a weak return that
is easy for the server to volley.
When deciding whether to use the serve-and-volley, players should be sure to consider the previous
information. They should also consider the following guidelines:
• Always plan ahead, including planning the placement of the serve and the direction of the first
and second volleys. Serves with no plans are very predictable and often fail to hit the appropriate
areas of the court.
• Make the correct decisions on the first volley by either go-
ing for an outright winner on the first volley or playing the
first volley deep in the court and closing in to the net for
At a Glance a put-away shot from the next return. If the return is low,
the tex t off er ad - the player must play the volley easy and deep. If the return
The following parts of rve -an d-
the se is high, she can hit the volley hard and down into the open
ditional information on court.
volley:
• Make sure the second serve has enough speed, spin, and
31 depth to be effective. Following a second serve to the net is
Open Volley Stance more difficult because the returner usually has additional
Sta nc e 33 time to hit a more aggressive return.
Crossover Volley
41 • Move in after the serve to play floating returns. Even if the
Continental Grip player is not comfortable going to the net after the serve, it
51
Ap ply ing Ba cks pin is a very good option when the returner is simply blocking
57 back returns high and deep in the court. Such returns make
Controlling Shot Angle for easy volleys that force the opponent to hit lower and with
86 more speed on future returns.
First Se rve
92 • Watch for the position of the receiver. If the receiver moves
Second Serve
forward to receive the serve, the ball will come back much
105
Volley quicker and the server will not have as much time to move
lley 11 0 forward and be in a good position to make the first volley. A
Swinging Midcourt Vo good response to this position is to hit the serve at the body
of the returner because she will have less time to get out of
the way to make an effective return.
168
Swinging Midcourt Volley (Singles and Doubles)
T he swinging midcourt volley is the answer to how to beat

the pusher, the player who hits very cautious soft, high,
and deep shots that have very little risk and are intended to
keep the ball back in the court and the opponent behind the
baseline. The opponent who is content to float every return
back with great margin of error over the net and deep in
the court is frustrating to play and gives most players a
great deal of difficulty. If the player waits in the backcourt,
he will often have to retreat to play the return shot well
behind the baseline and must supply his own power. It is Players should do the
easy to fall into this style and trade moonball (soft, high, following when play-
ing a swinging midcou
and deep) groundstrokes with an opponent, causing each rt volley:
point to be a marathon. Rather, the player should strive to • Anticipate the shot
and get a rolling
move in and hit that floating ball out of the air to break the start so they can play
the ball high
opponent’s rhythm and force the opponent into playing a and well inside the ba
seline once they
different, less comfortable style. know the opponent wil
l hit a floating
return.
Watch Out! • Hit with a full swing
and either flat or
with topspin. This shot
The following tendencies in your athletes may cause poor must be hit
firmly.
play:
• Hit the swinging mi
dcourt volley to the
• Being discouraged by an occasional error. The player open court, away from
using the swinging midcourt volley is forcing the play the opponent.
• If the midcourt volle
and changing the pace of the game. Even with an y is poorly hit,
either move quickly to
error now and then, the player can begin to dictate the net or
retreat to the baseline.
the style of play more toward her liking.
• Keep steps quick an
• Not anticipating and moving quickly and decisively. d short to adjust
to a ball moving in the
If the player hesitates, he won’t be able to move in as wind.
close to the net as necessary for an offensive return,
or the ball might drop below the top of the net forcing
the return to be hit up and defensively rather than
down and offensively.
• Hitting the midcourt volley cautiously so it lands short in the court. The midcourt volley must be hit with
a full stroke, unlike a placement volley played close to the net. If the stroke is only a punch or block
rather than a full stroke, the ball will land short in the court and it will be easy for the opponent to play
the next shot.
Acquiring the Appropriate Knowledge Reminder!

To use a swinging midcourt volley, players must understand the When trying to decide
when to use a swing-
following: ing midcourt volley, pla
yers must understand
the match strategy an
d game plan. They
Physical Playing Conditions should also consider the
questions on page
140.
when using a swinging midcourt volley:
• Wind at the back. Aggressive midcourt volleys are very effective with the wind at the back. How-
ever, players must hit these shots with some topspin to pull the ball down in the court.
(continued)
169
Swinging Midcourt Volley (Singles and Doubles) (continued)
• Wind in the face. Players should use a flatter hit when they are facing the wind. Too much spin
will drop the ball short in the court for an easy return by the opponent.
• Court speed. If the courts are smooth and fast, an aggressive midcourt volley with extra pace
is very effective. The faster court will allow the player to hit the midcourt volley firmly and ag-
gressively, sending the ball through the court. A rougher, slower court will cause the ball to slow
down after contacting the court. For this reason, the faster and smoother court is preferred for
this shot.

Players must account for their opponents’ strengths and weaknesses to know how to gain the best advan-
tage when using a swinging midcourt volley. They should consider the following about their opponents:
• Can the opponent change from a very conservative game with high-bounding groundstrokes to a
more aggressive hard-driving game, if pressured? This will determine whether the player will hit
midcourt volleys and move in for a put-away shot or hit and return to the baseline if an opening
is not apparent.
• Does the opponent play conservatively? If a conservative style of play is the only option the op-
ponent has, the player should keep the pressure on because the opponent can’t hurt her with
more powerful shots. Letting the opponent determine the style and pace of the game will frustrate
players and force them to play their opponent’s style of play.
• Does the pusher play defensively? Usually, pushers play more defensively when under pressure,
so players should be prepared to hit overheads if they move to the net behind an aggressive
midcourt volley.
• What type of shots does the opponent hit? Many players hit high and deep shots when forced
either out of the court or very deep behind the baseline. Players should take advantage of these
shots by moving forward and hitting midcourt volleys to end these points quickly.
Self-Knowledge
In addition to being aware of their opponents’ strengths and weaknesses, players need to know their own
abilities. When using a swinging midcourt volley, players should answer the following questions:
• How quickly do you react, move, and prepare for the midcourt volley? The contact point for this
shot must be above the top of the net so the player can hit the volley hard and deep.
• Can you move in to finish the point with a volley or overhead if necessary, or are you more com-
fortable moving back and waiting for another opportunity? If the player stays back, the points
will be long—probably just what the opponent wants.
• Can you make the correct decision to hit to the open court, play an angled volley, or play an ap-
proach volley, depending on the situation and court position of the opponent? If the opponent
is off the court, there is an opportunity to play an angled midcourt volley into the open court to
end the point. If the opponent is in a good position, the approach volley is the best option with
the player hitting the midcourt volley and moving immediately to the net position.
• Can you hit the ball with enough topspin? To hit the ball hard enough for a winner, a player needs
some topspin to keep the ball in the court. Players need to learn to hit with some spin, but not
so much that the ball will land short with little pace.
170
When deciding whether to use a swinging midcourt volley, players
At a Glance
should be sure to consider the previous information. They should The following parts
also consider the following guidelines: of the text offer
on the swinging
• React quickly as soon as the ball is hit to get into the propermidcourt volley:
position before hitting the shot. Players cannot play an
aggressive midcourt volley from well behind the baseline, Semi-Western Grip
even if the return is a real floater. They must move up to 37
or inside the baseline. Ap ply ing Top spin
47
• If the midcourt volley is hit in the middle of the court, play Controlling Shot Angle
the shot back to the opponent’s weak side. 57
• Angle the midcourt volley if the ball is high and off center. t 59
Balls that are high and off center offer a good angle op- Controlling Shot Spee
d 61
portunity.
Volley
• Determine a two-shot sequence to end the point, such as 105
a down-the-line midcourt volley followed by an angled
volley hit from a closer position to the net, away from the
opponent.
• Hit behind the opponent if she anticipates the direction of the midcourt volley and begins to
move early to cover the open court.
• Keep pressure on the opponent by playing every floating return back before it bounces. Players
should avoid letting the opponent get into a rhythm and force them into long, floating ground-
stroke rallies.
171
Approach Shot (Singles and Doubles)
A n approach shot allows the player to

move from a rallying position at the
baseline to a volley position at the net.
Playing an effective approach shot posi-
tions the player in an offensive position
at the net and forces the opponent to hit
a passing shot or lob. The better the ap-
proach shot is, the weaker the passing
shot or lob from the opponent will be.
For the best execution, the player must
know when to play the approach shot Readin g the Situation
and where to direct it. In addition, the Players should do the
player should also consider spins and following to gain the be
advantage when hittin st
speeds for maximum effectiveness. g approach shots and
ing the opponent on de keep-
fense:
Watch Out! • Make sure the ball
is short enough so the
can play the approach y
The following tendencies in your athletes shot and be in an
ideal volley position be
may cause poor play: fore the opponent
plays the next shot. Th
e short ball permits the
• Stopping and hitting, rather than player to move forward
in the court to play
running through approach shots. the approach shot. Aft
er the shot she needs
A player will not make it to an ideal to take only a few quick
steps to get to the
volley position if she stops to hit net position.
the shot before running to the net. • Keep moving throu
gh the approach shot
they can get to the ne so
• Watching just the ball and not t before the opponent
being aware of the opponent and can return the ball.
the openings on the court. • Know the opponent’
s strengths and
• Hitting the ball so hard that weaknesses. Is the for
ehand or backhand
there’s less time to get to the net his best side? Does he
press when the ball is
before hitting the volley. Hard-hit high and hard or low an
d soft? Unless there
shots also give the opponent is a glaring weakness
, players should hit the
pace to use on the return shot. approach shot deep an
d either down the line
or down the center of
the court.
• If the player hits a sh
ort approach shot, sh
e
Acquiring the Appropriate should take a split ste
plays the next shot, ev
p before the opponent
en if she is not yet at
Knowledge the net.
When hitting the approach shot,

players must know about the fol-
lowing:

to the following conditions when playing approach shots:
• Wind direction. With the wind at the player’s back, approach shots are extremely effective because
passing shots and lobs are difficult to hit effectively against the wind.
• Court speed. Slower courts give the opponent more time to set up and hit better passing shots
172
or lobs. The player will have to select shorter balls before
hitting the approach shot when the courts are slow. Balls Reminder!
tend to skid more on smooth courts and stay low. Rough or When trying to decide
textured courts cause the ball to bounce higher. Keeping when to use approach
shots, players must un
the ball lower on smooth courts forces the opponent to hit derstand the match
up on passing shots. n. They should also
• Ball speed. As the match progresses and the felt nap of on page 140.
the ball fluffs up, the ball slows down. The player needs
to be more selective and choose short balls before hitting
the approach shot and moving forward to the net since the opponent has more
time to prepare when the balls are slow.

advantage when playing approach shots. They should consider the following about their opponents:
• Does the opponent like to use the speed of the oncoming shot to generate power on his return?
If so, soft and deep approach shots are the best choice. Some players are very good at using an
opponent’s speed to generate power on their returns. Players should deny such opponents the
luxury of their speed by hitting their approach shots deep and soft so opponents have to generate
all of their own power.
• What does the opponent tend to do when under pressure to lob or hit a passing shot? If the op-
ponent lobs, the player doesn’t have to get as close to the net after hitting the approach shot. If
the opponent prefers to drive passing shots, the player should close in to the net for easier volleys.
• Does the opponent have a strong and weak side, either forehand or backhand? Hitting to the op-
ponent’s weakness will result in an error or a soft return. These soft balls are easy to hit, either
with a volley or an overhead.
• Is the opponent slow or tired? The player up against a slow or tired opponent can pull him wide
with an approach shot and force him to hit a weak return.
• Does the opponent move forward well? Short, low approach shots are not usually recommended,
but they can be very effective against a player who does not move forward well. An opponent
who does not move forward well is forced to lift or scoop the short approach shot. This ball will
lack speed and come in high over the net, making it easy for the player at the net to hit a volley
or overhead.
Self-Knowledge
own abilities. When hitting approach shots and moving to the net, players should answer the follow-
ing questions:
• Are you comfortable at the net? If the player likes to volley, she should hit an approach shot on
the first relatively short ball. She should wait for a very short ball if she is not as comfortable at
the net.
• Do you know the possible angles of return? The player should position himself in the middle of
the possible angle of return. If he approaches down the center of the court, the ideal volley posi-
tion is in the center of the court. He should move to the same side of the center service line as
the direction of the approach shot.
• Do you know how to hit an approach shot on a very low ball? A low ball requires the player to hit
with an open racket face producing backspin. She should work on these shots so the ball stays
low and doesn’t sail long.
(continued)
173
Approach Shot (Singles and Doubles) (continued)
• Do you know to split step just before the opponent hits? The purpose of the approach shot is
to move forward from the baseline to the net for a point-ending volley or overhead. The player
must split step just before the opponent hits so he can react forward and side to side for a volley
or back for an overhead.
When deciding whether to play approach shots and move to the net, players should be sure to consider
the previous information. They should also consider the following guidelines:
• If the opponent likes the oncoming ball with speed so she
can hit back hard in return, slow the ball down when hitting
At a Glance
the approach shot. The opponent will have to generate her
own power, and the player will have more time to get into
text offer addi-
The following parts of the an ideal volley position.
pr oach shots:
tional information on ap • Keep the approach shot low to force the opponent to hit up
and provide an easier volley opportunity. The low approach
Stance 22 shot makes the opponent hit up with an open racket face.
Square Groundstroke
This high return is much easier to volley than a ball hit with
47
Applying Topspin topspin that drops over the net at the volleyer’s feet.
51 • If you can overpower the opponent and force weak returns,
Applying Backspin
54 wait for the best shot so you can set up and go for it. The
Applying Sidespin player should make sure she continues to play until she
57 puts away the weak passing shot or lob.
t 59 • If you hit a poor approach shot, get to the net quickly and
Controlling Shot Heigh be ready for an aggressive passing shot or offensive lob.
d 61 The player can’t realistically retreat to the baseline, so she
should get ready for some quick action at the net!
174
Volley and Overhead (Singles and Doubles)
O nce a player is at the net, he is in an excellent position

to end the point. When he can hit an overhead or a
volley from inside the service court and over the top of the
net, he is able to drive the ball into the court and should be
able to win with one shot.
Even though volleys and overheads should be point-
ending shots, this is not always the case. Players should
also understand when they need to play a more neutral or
even defensive shot and also what to do to improve their
position so they can end the point with the next shot. The Readin g the Situation
hard work is done, and the player has arrived at the net so
she can end the point with one shot. She must understand Players should do the
following to control
how to maintain this offensive position and end the point points at the net with vo
lleys and over-
with a winning overhead or volley as quickly as possible. heads:
• In windy conditions
or with very high
Watch Out! lobs, let the ball boun
ce before hitting
an overhead.
The following tendencies in your athletes may cause poor
play: • Hit high volleys down
and angled
away from the oppone
nt. Low volleys
• Playing a cautious shot and failing to end the point should be played deep
with one shot when at the net. and either
down the center or do
wn the line.
• Getting excited and overplaying a volley or overhead • Hit overheads from
behind the service
by hitting much too hard for the desired results, mak- line deep in the court.
Follow up by
ing an error on an easy ball. closing on the net to the
side where
• Not playing until the point is over. The player may the ball will be returned
.
think he hit a point-ending put-away, only to watch • Hit overheads from
close to the net
the ball go by because he is out of position for the sharply down and boun
ce them over
opponent’s return. the opponent’s head.
• Any time the oppone
nt is out of
position, hit the volley
Acquiring the Appropriate Knowledge the open court.
or overhead to
To hit successful volleys and overheads, players must

understand the following:
Rules
Players need to know several main rules when hitting volleys and overheads:
• Rules pertaining to touching the net with the racket or

clothing
• Rules about making contact with the ball before it crosses Reminder!
the net When trying to decide
when to use volleys
and overheads, players
must understand the
Physical Playing Conditions match strategy and ga
also consider the ques
The physical playing conditions can significantly affect the game. tions on page 140.
when playing volleys and overheads:
(continued)
175
Volley and Overhead (Singles and Doubles) (continued)
• Wind strength. Because the wind can cause the ball to move while in flight, players should focus
on the ball and make contact in front of the body. The ball moves quickly from a passing shot,
so tracking is important for solid contact when it is being blown around by the wind.
• Wind at the back. The wind can play havoc with a lob and make it very difficult to time and hit
with solid contact. When the wind is at his back and the lob is high, the player should let the
ball bounce and adjust to the lower-bouncing ball rather than trying to hit it out of the air.
• Crosswind. Players can use the angle of the shot plus the wind to hit the ball away from the
opponent. They should be careful about playing angles into a crosswind because the wind will
blow the ball back toward the opponent.
• Clear sky. A clear sky hinders depth perception when hitting an overhead. Letting the ball bounce,
especially from high lobs, makes the ball easier to see, time, and hit.
• Sun direction. A lob hit directly into the sun is very difficult to see, not to mention hit. Players
should either let the ball bounce, shade the sun with their nonracket hand, or position themselves
slightly off center so they can see the ball better.

vantage when hitting volleys and overheads. They should consider the following about their opponents:
• What shot does the opponent prefer to hit when your player is at the net? Would he rather hit
a passing shot or a lob? If the opponent would rather hit a passing shot, your player should be
ready to move forward and across to reach these shots so he can play a firm volley back into the
open areas of the court. If the opponent prefers to hit a lob, your player can position himself
closer to the service line so that he is ready to move back and play an aggressive overhead.
• Is the opponent slow or tired? Both overheads and volleys can be hit with a greater margin of
error inside the lines if the opponent is either slow or tired. Because the opponent can’t cover as
much court, the player can hit safer shots to the open court.
• Does the opponent have a strong side and weak side? If the passing shot is hit off the weaker
side, the player will have a better opportunity to either lob or drive away because the weaker
side generally hits with less speed and spin. The return from the weak side is usually a higher
and softer ball making for an easy volley or overhead by the player at the net.
• Does the opponent have enough power to hit the ball past the person at the net? Some players
lack the power to win points if they are forced to hit powerful shots, especially from behind the
baseline.
• Does the opponent panic and rush? Just being at the net causes some opponents to panic and
rush either a passing shot or a lob. An opponent who rushes his shots is more likely to fail to
even get the ball back over the net and in the court.
Self-Knowledge
own abilities. When playing at the net and hitting volleys and overheads, players should answer the
following questions:
• Can you move quickly right and left to reach wide balls, and forward to close in on the net and
end the point? Can you move back quickly for an overhead if your opponent lobs? Quick reac-
tion times are necessary when at the net. The player at the net can end any point with one shot
into the open court. However, she has less than half the time to react to the return. She must
be ready to intercept shots to the right or left. She must move forward to volley a ball before it
drops below the top of the net and move back to put away lobs with an overhead.
176
• Can you hit volleys that are played below the top of the net? Most people can hit firm, crisp vol-
leys, but players also need to develop soft hands for those volleys that need to be hit up and still
land in the court.
• Related to the above point, can you hit a drop volley that just goes over the net and dies when it
hits the court? This is an excellent shot when the opponent is deep in the court and the player is
playing a volley below the top of the net. The volley hit below the top of the net must be hit up.
The drop volley is hit up with just enough speed to clear the net. If this same volley is hit deeper
in the court, the opponent should have time to get to the ball and hit a strong return.
• Can you hit with control and direction? Many players like to hit overheads hard, but many times
good placement with moderate speed is more than adequate.
• Can you determine the spin of the ball off the opponent’s racket? Topspin will drop, so the player
must move forward to play the volley before it drops below the top of the net. Backspin will stay
in the air longer, so the player must realize that a hard-hit ball with backspin will probably travel
beyond the baseline.
When hitting volleys and overheads, players should be sure to consider the previous information. They
should also consider the following guidelines:
• Determine when to play an overhead in the air, and when

to let it bounce. Letting the lob drop and playing it after the
bounce is prudent when the lob is very high, the ball will land At a Glance
close to the net, the ball is in the sun, the ball is blowing in
the wind, or the player is just not prepared to play the ball The following parts
in the air. of the text offer
on volleys and
• Identify which ball to hit sharply for a winner and which overheads:
to hit gently as a drop volley or soft but deep in the court.
Although the intent is to win the point when at the net,
Open Volley Stance
sometimes the opponent can neutralize an offensive position 31
by hitting low shots that force the player to hit the volley up Crossover Volley Stanc
e 33
and much softer.
Continental Grip
• Keep playing until the point is over. This means that even 41
after good overheads and volleys, the player must work to Applying Backspin
51
get into the best possible position, just in case the opponent
can get to the ball and return it back in the court. There is 57
nothing worse than hitting a solid overhead or volley only Controlling Shot Spee
d
to have the opponent block the ball weakly back into the 61
Volley
open court. 105
• Stay back behind the baseline to prepare for the next shot Swinging Midcourt Vo
lley 110
if the lob is effective and hit deep into the backcourt. If the Overhead
player has to retreat to play an overhead, most of the time 113
he will return to the net and be ready for the next shot.
Sometimes, however, he might be in a better position if he
stays behind the baseline when the overhead is hit from
very deep in the court.
177
Offensive Lob (Singles and Doubles)
T he lob is not always a defensive shot. At the

right time and in the right situation a player
can use the lob to win the point. The lob is an
easy shot to execute and can exploit an oppo-
nent’s poor position or condition. It can also be
an excellent alternative to a passing shot and
can be hit as a variation if the opponent is an-
ticipating a passing shot and is moving forward.
Watch Out!
The following tendencies in your athletes may following to gain the
best advantage when
cause poor play: hitting offensive lobs:
• Know when the oppo
• Predictably lobbing all the time. When a nent is too close
to the net.
player lobs predictably, the opponent can
• Be in a good enough
adjust and be ready to move back and hit position to set up
and swing with a full fol
an overhead. low-through.
• Get enough height
• Not hitting a safe lob without a lot of to clear the
opponent’s racket. A hig
topspin if there is a large opening in the h lob will give
the opponent time to mo
backcourt. The extra topspin requires bet- ve back and
play an overhead.
ter timing on contact, and too much spin
will make the ball drop short in the court. • Know that topspin wil
l bring the ball
into the court and boun
• Not being cautious about using the lob ce it away from
the opponent toward the
when well inside the baseline. Players back fence.
well inside the baseline don’t have as • Be aware that all lob
s are more difficult
much court to hit into safely. in windy conditions. Pla
yers should
play with topspin when
• Overhitting when using the lob. The lob is the wind is
at their backs and hit
a controlled shot that does not demand hard and deep
when the wind is in the
a lot of racket head speed. ir faces.
Acquiring the Appropriate

Knowledge
To use the offensive lob, players must know about the following:

to the following conditions when contemplating an offensive lob:
• Wind in the face. A player with the wind in his face will have difficulty hitting an effective of-
fensive lob. Even if it gets over the opponent’s head, the ball will not bounce and travel beyond
the baseline with a stiff oncoming wind. However, this lob is effective because it neutralizes the
opponent’s offensive net position and drives him back to the baseline.
• Wind at the back. The wind at one’s back is ideal for an offensive lob. A carefully placed lob that
gets over the opponent at the net will be very difficult to run down because the wind will carry
the ball toward the back fence after the bounce.
• Crosswind. Players must learn to use a crosswind to their advantage. They may even have to
178
aim the lob outside the sideline and let the wind blow the
ball back in the court. Even if this lob is short, it will make Reminder!
hitting a solid overhead very difficult. When trying to decide
when to use offensive
lobs, players must un
derstand the match
Strengths and Weaknesses of Opponents strategy and game pla
n. They should also
Players must account for their opponents’ strengths and weak- on page 140.
nesses to know how to gain the best advantage when using an
offensive lob. They should consider the following about their
opponents:
• Is the opponent quick? A player has to hit a perfect offensive lob if her opponent can prepare
quickly and move back for an overhead.
• Is the opponent winded or tired? A winded or tired opponent will have little desire to run for a
ball that is lobbed over his head.
• Does the opponent have a weak overhead or dislike playing an overhead at all? This is not un-
common, especially in players who prefer to hit groundstrokes from the baseline.
• Do you know the opponent’s weak side? Offensive lobs are most effective when hit over the weak,
backhand side. Directing the lob over the backhand side is very effective because the backhand
overhead is generally much weaker than the forehand overhead. Even if the opponent can play
a backhand overhead, the player should have an easy ball to hit from the return, either another
lob or a passing shot into the open court.
• Is the opponent slow? Almost any lob that gets over a slow opponent’s head will be difficult to
run down and return.
Self-Knowledge
In addition to being aware of their opponents’ strengths and weaknesses, players should know their
own abilities. When hitting an offensive lob, players should answer the following questions:
• Can you disguise the shot so your opponent cannot read whether it will be a drive or lob? Disguise
is a great benefit and will freeze the opponent at the net and give the player more room for the
lob in the backcourt.
• Do you plan the offensive lob situation by drawing the opponent to the net and following up with
a lob over his head? Hitting a drop shot or very short ball forces the opponent to move forward
to play the shot near the net, opening up the backcourt for an easy offensive lob.
• Can you hit a lob with topspin that will bring the ball down in the court and have it run toward
the back fence after the bounce? The topspin lob is the perfect offensive lob and only needs to
get over the net player’s head to be effective.
• Do you have a favorite side? A player should set up and hit most offensive lobs on her best side.
Occasionally she might have to resort to hitting a more defensive and higher lob from her weaker
side.
When deciding whether to use an offensive lob, players should be sure to consider the previous infor-
mation. They should also consider the following guidelines:
• Hit it over the opponent’s head and into the backcourt when the opponent is in a poor court
position very close to the net.
• Determine whether to hit a drive or a lob partially based on the opponent’s position on the court.
(continued)
179
Offensive Lob (Singles and Doubles) (continued)
Players must not only watch the ball but also be aware of
the opponent and court openings.
At a Glance • Do not attempt to hit an offensive lob when very deep in the
the text offer ad-
The following parts of court or pulled wide and out of the court. The offensive lob
offensive lobs:
ditional information on may not be the best shot when the player is not in a good
court position. In this situation, a higher defensive lob would
47 be the better option.
Applying Topspin
t 59
d 61
126
Lob
180
Passing Shot (Singles and Doubles)
A lthough not every passing shot is an offensive opportu-

nity, at times players can use it more offensively than
defensively. If the opponent comes to the net after a poor
approach shot, or if the opponent hits a poor volley, an ac-
curate passing shot can result in a one-shot winner. Other
offensive opportunities are available when the opponent fails
to be in the correct position at the net, thus creating a large
opening for a passing shot.
following to hit ef-
Watch Out! fective passing shots:
The following tendencies in your athletes may cause poor play: • Know the opponent’
s position at the
• Getting greedy with passing shots and trying to go for net.
winners. Players should remember that opponents have • Know the opponent’
s stronger side
the offensive advantage when they are at the net. Players for volleys.
should not be too aggressive if they are out of position • Move to the ball qu
ickly to play it in
or well behind the baseline. the ideal contact zone
.
• Having difficulty hitting passing shots on low balls. Play- • Keep the ball low so
ers must hit passing shots up to get them over the net the opponent
will have to hit the volle
and give them enough topspin to drop into the court. y up.
• Hit directly at the op
ponent to reduce
• Hitting passing shots hard, but not accurately. his angle at the net.

To hit effective passing shots, players must understand
the following:

to the following conditions when playing passing shots:
• Wind at the back. In this situation, players should hit solid passing shots without overhitting.
Even if the shot is not an outright winner, the opponent will have difficulty volleying with much
pace against the wind.
• Wind in the face. In this case, offensive passing shots are
more difficult because the wind will slow the ball down
before it can get by the opponent at the net. Hitting with Reminder!
topspin against the wind will make the ball drop even faster. When trying to decide
A neutral passing shot with a little topspin is probably the when to use passing
shots, players must un
best option. derstand the match
n. They should also
• Crosswind. A player can use a crosswind to her advantage. consider the questions
on page 140.
She can hit the passing shot wide of her opponent’s reach,
and the wind will blow the ball back into the court.
(continued)
181
Passing Shot (Singles and Doubles) (continued)

advantage when playing a passing shot. They should consider the following about their opponents:
• Is the opponent agile or mobile? If not, the player can hit passing shots with a greater margin
of error because the opponent will not be able to cover much court.
• Does the opponent have a strong and weak side? If so, the player should direct as many passing
shots as possible to the weak side. Even if the passing shot does not get by the opponent, he will
probably hit a weak volley if he is using his less favorite side.
• Does the opponent move early to cover the open court? Early movement creates an opportunity
to hit behind the opponent.
• Does the opponent hit a very easy ball that is short and high? In this case, the player could choose
to go right back at the opponent. If she moves right or left in anticipation of the shot, she will
be out of position. If she remains stationary, she will be forced to play a very weak volley just to
protect her body.
Self-Knowledge
own abilities. When playing passing shots, players should answer the following questions:
• Can you hit with enough topspin to pull the ball down into the court on a ball hit with a little
extra speed? Because the player is trying to hit the ball past the person at the net, extra power
is beneficial, but only if the player can add extra topspin to pull the harder-hit shot down in the
court.
• Can you disguise the shot so the opponent can’t tell whether to prepare for a passing shot or lob?
Disguising the shot will freeze the opponent long enough that he doesn’t get a quick start to the
oncoming shot.
• Can you play aggressive passing shots when hitting from your best side and more neutral passing
shots or lobs from your less potent side? Players should hit their most aggressive passing shots
from their favorite side. The less powerful side should be used to hit shots with less speed and
more net clearance, and that are more safely inside the lines, or simply lobbed over the opponent
at the net.
• Can you move forward quickly to play the ball early and at the top of the bounce? Players cannot
hit effective passing shots if they wait for the ball to come to them at or behind the baseline. If
they wait at the baseline, two things happen: They are forced to hit the ball up, and the ball must
travel a longer distance to get to the net player. Both of these make it easy for the opponent to
volley from a position at the net.
When deciding whether to use a passing shot, players should be sure to consider the previous informa-
tion. They should also consider the following guidelines:
• Be aware of court position. Even if the player has a ball he can play in a very comfortable hitting
zone, if he is well behind the baseline, he will have to hit an almost perfect passing shot to get
it by the net player.
• Don’t get caught just watching the ball. When an opponent is at the net, the exchange of shots is
much quicker. The player has to watch not only the ball but also her opponent, her movement,
and the open court.
182
• Make quick decisions on low balls to either drive offensively
with topspin or play a defensive or neutral shot with back- At a Glance
spin. It is possible to play a low ball firmly and hit it up and
over the net and into the open court with topspin. However, The following parts of
the text offer ad-
if the player must contact the ball a few inches lower, he will ditional information on
passing shots:
be forced to open the racket face and hit under the ball to
get it up and over the net. He should not hit this shot hard
because it has backspin and will tend to sail long if hit with Square Groundstroke
Stance 22
enough speed to get by the opponent. Open Groundstroke Sta
nce 25
• The player should keep playing until the point is over, even
Closed Groundstroke
if she thinks she has hit a great passing shot. The opponent Stance 28
might be able to get enough racket on the ball to hit a weak Semi-Western Grip
return that just gets over the net and dies quickly on the 37
Applying Topspin
court. The player who hits good passing shots should im- 47
mediately prepare for any possible return. Controlling Shot Angle
57
t 59
d 61
Lob
126
183
Attacking Weak Serves (Singles and Doubles)
U nless a player can break the opponent’s serve,

he will not be able to win matches. Because
the server has the advantage of hitting the first shot
of the point with complete control of speed, spin,
and direction, players have to take advantage of
opportunities in which they can return the serve
aggressively and offensively.
In most, but not all, matches, opportunities to
return aggressively and offensively occur on second Players should do the
serves. Servers usually hit second serves farther following to gain the
best advantage by att
inside the lines and with more spin and less speed acking a weak sec-
ond serve:
than first serves. These factors allow receiving
players to move into a good position and hit an • Quickly move forwa
rd to play a weak
aggressive return from their better side. Hitting serve.
offensively might also occur when the server is • Learn the situations
very predictable so the returner can anticipate in which the
opponent hits a weak
and play an offensive return. serve.
• Hit either an aggress
ive approach
shot or a sharp-angle
Watch Out! d shot from a
short and weak serve
.
The following tendencies in your athletes may • Play the shot on the
ir favorite side
cause poor play: when the serve is not
hit hard.
• Be aggressive and
• Not being patient and waiting to attack the hit with topspin to
keep the ball in the co
right ball, given that the server has the ad- urt.
vantage.
• Not being aware that a slow serve may be
difficult to attack. Returners should watch out
for a high bounce or a ball spinning away
from them or into them.
• Not being aware that some servers have weak serves and are content to put the ball in play and are
ready to play when the return is hit. These servers probably prefer to hit groundstrokes and are not
intimidated when a return is hit aggressively back at them.
• Being wild, not just aggressive. Players should not be losing points when returning weak serves be-
cause they make unnecessary errors.

To attack weak serves, players must know about the following:

Reminder! Thus, players should pay attention to the following conditions when
contemplating attacking a weak serve:
a weak serve, players
When trying to attack
match strategy and
must understand the • Wind at the back of the server. When the wind is at the back
ld also consider the
game plan. They shou of the server, returners will have a much more difficult time
0.
questions on page 14 attacking even a weak serve. The serve will tend to land deeper
in the service court, and the return will lack the speed because
it is being hit into the wind.
184
• Wind in the server’s face. The returner can go for more offensive returns when the wind is blow-
ing into the server’s face. Not only does the serve tend to land short, but all of the returns will be
wind assisted and have better depth and speed because the wind is at the back of the returner.
• Court speed. A smooth, fast surface will make the ball skid low and get past the returner very
quickly. If the court is rough, or slow, a topspin serve will kick up high and be more difficult to
attack.
• Sun angle. The angle of the sun can make it difficult for the server to see the ball when he tosses
it for the serve. When this happens, the server is just trying to get the ball in play, and the returner
should be ready for the opportunity to attack.

vantage when attacking a weak serve. They should consider the following about their opponents:
• Does the opponent have a strong and weak side? The player should determine this and attempt
to attack the weaker side whenever possible. The weaker side will either produce more errors or
a much softer return that will be easy to attack.
• Does the server prefer to serve and stay back and hit groundstroke rallies? Sometimes the best
shot is not an aggressive shot deep in the court, but a short, soft shot forcing the opponent to
move toward the net. If the server doesn’t like to come to the net, the returner can bring her in
with her return.
• Does the opponent like to hit a huge first serve and follow it up by just popping a second serve
into the court? In this case, the returner should make the server pay the price for hitting a very
weak second serve and force him to take some speed off the first serve so he can get that serve in
play and avoid being attacked on the second serve. If a player has a very weak second serve, he
is forced to take speed off the first serve to get the ball in play. He loses some offensive advantage
from a powerful first serve, but he avoids losing points because the weak second serve is an easy
put-away shot by the player returning the serve.
• Can the opponent hit a serve with a lot of spin that kicks high after the bounce? This might look
like an easy shot to attack, but the high-bounding kick serve is difficult to drive because of the
high and long bounce.
• Does the opponent almost always use the same type of serve or serve it to the same place? In this
case, the returner can set up and hit the best return by getting that slight head start toward the
ball.
Self-Knowledge
In addition to being aware of their opponent’s strengths and weaknesses, players need to know their
own abilities. When attacking weak second serves, players should answer the following questions:
• Do you know how to put topspin on the ball to bring it down in the court? Players should learn
to hit with enough spin to pull the ball into the court but not so much that the shot will lack
speed and depth. Any time a player is hitting hard, she must impart additional topspin to pull
the ball down into the court. However, too much topspin will take speed off the ball and it will
bounce up high so the opponent can return the shot rather than having it run through the court
and past the opponent.
• Are you aware of the angles? A wide and weak serve can be returned by an even wider serve
return. Players should work on sharp-angled serve returns.
• Do you hit weak serves on your best side? Because players returning the serve have to cover only
half of the court (the service court), they should be able to move quickly and attack a weak serve
using their best side, either forehand or backhand.
(continued)
185
Attacking Weak Serves (Singles and Doubles) (continued)
• Can you start well inside the baseline to return the serve? This puts more pressure on the server
to hit a deep serve and could force her into more errors.
• Do you watch to see if the server is angry or discouraged? If the server is angry or discouraged,
all the returner may have to do is get the ball back in the court and let the opponent self-destruct
with the next shot. The returner may not have to hit an aggressive return if the server is not in a
position or frame of mind to play a solid return.
At a Glance When deciding whether to attack a weak serve, players should
be sure to consider the previous information. They should also
the text offer ad-
The following parts of consider the following guidelines:
attacking a weak
serve: • Decide in advance where to return the weak serve. The
returner should have a plan and look for the right oppor-
22 tunity and go for his shot.
Stance
Square Groundstroke • Decide where to go after attacking a weak serve. The player
nce 25
Open Groundstroke Sta must decide to follow up the return by moving to the net
37 to play a winning volley or overhead, or to move back to
Semi-Western Grip play an aggressive groundstroke.
47
Applying Topspin • Mix up returns when playing easy balls. Not every shot
57 needs to be hit with power. Players should try mixing in a
sharp-angled return or even a drop shot.
d 61
95
Serve Return
100
Approach Shot
122
186
Playing With Two Players at the Net (Doubles)
W hen playing doubles, the formation of two

players at the net is the most aggressive and
offensive position available to a team. Both play-
ers have the opportunity to hit a point-ending
shot with an overhead or a volley. This formation
leaves little room for opponents to hit between or
on either side of the team at the net, and a short
or medium-depth lob is usually an easy overhead
to hit hard and accurately for an aggressive team. Readin g the Situation
The two players at the net can put pressure on
the opposing team. The team controlling the net Players should do the
following to play aggre
can quickly and firmly hit either forcing volleys sively when both are at s-
the net in doubles:
and overheads or sharp-angled shots for winners.
• Be ready for both a
If the opposing team has one person at the net, drive and a lob. Beca
play is fast when two use
the two-up team can isolate and hit to the person players are at the net,
at the net and end points quickly. these players will have
to react much more
quickly than if they we
re at the baseline.
• Know the tendencies
Watch Out! Players should know wh
of both opponents.
ether their
The following tendencies in your athletes may opponents prefer to dri
ve or lob, what they
cause poor play: will do when hitting on
the backhand side,
and whether they play
• Being wild rather than aggressive with shots. shots to the middle of
the court or to the doub
A team is in a good position to win the point les alleys.
• Play shots to the sid
when both players are at the net. They should e of the closer oppone
especially one at the ne nt,
not lose points as a result of hitting sloppy t.
shots. • Move in quickly if op
ponents hit with heavy
• Not keeping the pressure on the opponents. topspin. Balls hit with
heavy topspin will go
If ball comes back after a volley or an over- over the net and drop,
forcing players to hit
head, the team should be ready and in posi- up. Players should mo
ve forward and get to
tion to finish the point with the next shot. the ball while it is still
above the top of the
net.
• Not playing the right shot. Players at the net
should hit openings with an angle or down
the middle between the opponents. Even
strong shots hit back to the player behind
the baseline will probably be returned.
• Not being extra quick. Opponents might try to hit one-shot winners even from a poor
court position, so the team at the net should be ready for anything.
• Crowding the net. If the players at the net get too close to the net, opponents can easily hit lobs over
them.

Reminder!
To be successful with both players at the net, doubles teams
must understand the following: When two players are
at the net, they must
understand the match
strategy and game
plan. They should als
Rules tions on page 140.
o consider the ques-
Players need to know several rules when both players are at the
net in doubles.
(continued)
187
Playing With Two Players at the Net (Doubles) (continued)
• Rules about touching the net after hitting a volley or an overhead

• Rules about volleying a ball before it crosses the net
• Rules about both players simultaneously hitting the ball

The physical playing conditions can significantly affect the game. Thus, doubles teams should pay at-
tention to the following conditions when playing with both players at the net:
• Wind in the face. If the wind is at the opponent’s back, the balls will come at the players quickly.
When opponents lob with the wind, any balls your players can’t hit in the air will be very difficult
to catch up to after the bounce.
• Wind at the back. The team can move closer to the net when the wind is blowing at the oppo-
nents. Lobs are difficult to hit deep, and soft and medium-speed drives should be volleyed when
the ball is close to and above the net before the wind blows the ball down below the top of the
net.
• Sun in the face. A lob hit up into the sun can be very difficult to see and hit. Players might need
to let the ball bounce so they can see it better before hitting an overhead.

advantage when they are both at the net in doubles. They should consider the following about their
opponents:
• Can the opponents lob effectively? If the opponents are not proficient with the lob, both net play-
ers can position themselves closer to the net for better angles on the volley. They will be able to
hit before the ball drops below the top of the net.
• Do the opponents lob often? A ready position closer to the service line might be the ideal start-
ing point when opponents lob frequently because the players won’t have to move as far to play
the overhead. When players start at the service line, it is almost impossible for a lob to get over
their heads and land in the court.
• Do the opponents hit flat or with backspin? A ball hit flat will stay up when it crosses the net rather
than dropping when hit with topspin. A hard-hit ball with backspin will probably go long.
• Do the opponents recover well? If opponents don’t recover well, players at the net should volley
wide and hit their next shot to the opening in the center of the court. The wide volley will draw
the opponent out of the court and leave a large opening in the center for a point-ending volley.
• Are the opponents caught with one player in the backcourt and one at the net? In this situation,
the players at the net should isolate the opponent at the net. An isolated opponent at the net will
have very little chance of returning any balls that are volleyed or smashed to his side.
Self-Knowledge
In addition to being aware of their opponents’ strengths and weaknesses, players need to know their own
abilities. They should answer the following questions when two players are at the net in doubles:
• Are you aggressive? Do you play firm overheads and volleys? Any weak shot will give opponents
an opportunity to hit the ball back quickly and hard because weak shots are slow and land short
in the court.
188
• Can you hit volleys on the forehand and backhand sides? Can you hit balls hit directly at you
using the backhand side of the racket? Players need the complete volley arsenal: They must be
able to play volleys on the wide right and left and also on the backhand side when the ball is hit
directly at the body.
• Can you take speed off the ball if you have to volley the ball up to get it over the net? This shot
should be played back deep in the court to keep opponents back behind the baseline. To hit the
ball up, the player must hit softly so it lands in the court but deep near the baseline so the op-
ponent cannot attack a short ball.
• Can you identify the positions of your opponents? Players should be able to hit the openings
with the first volley or overhead. An opponent might be in a position close to the net or out of
the court. Players need to recognize when they have openings in the court so they can hit volleys
and overheads in these gaps or at the person who could not handle the return and win points
with one shot.
When deciding how to play aggressively with both players at the net, players should be sure to consider
the previous information. They should also consider the following guidelines:
• Keep thinking offensively. Players should end the points

as soon as possible. They don’t want to be in an offensive
position and extend points; rather, they want to end points
At a Glance
as quickly as possible so their opponents don’t force any The following parts of
unnecessary errors or have an opportunity to hit a winning the text offer ad-
shot. playing with two
players at the net:
• Attack the weaker player or isolate the player closer to the
net.
• Get back into position if forced to play a wide volley or a Controlling Shot Angle
57
deep overhead. Players should return to the net position Controlling Shot Spee
d 61
so their opponents won’t be able to hit to any openings.
Volley
• Don’t assume your partner is going to get the ball that is 105
hit down the middle. It is better to have both players go Overhead
for the ball than to have both players standing still and 113
watching the ball go between them.
189
chapter
7
Defensive
Tactical Skills
This chapter covers the defensive tactical skills players must know to be success-
ful. In this chapter, you will find the following skills:
Skill Page
Serve return (singles) 192
Playing defensively using the passing shot (singles) 195
Playing defensively using the lob (singles) 198
Defending against aggressive baseline players (singles) 201
Defending against the serve-and-volley (singles) 204
Defending against two players at the net (doubles) 207
Defending against one player at the net and one player 210
in the backcourt (doubles)
Defending with two players in the backcourt (doubles) 213
191
Serve Return (Singles)
R eturning a well-placed, hard-hit first serve

should be considered a defensive tactic.
Players should be thinking about getting the ball
back in play to neutralize the server’s advantage.
They can also neutralize the server with a deep
return if the server is staying back, or with a ball
hit at the server’s feet if the server is following
the serve to the net. Readin g the Situation
Watch Out! best advantage by ret
urning a powerful or
The following tendencies in your athletes may well-placed serve:
cause poor play:
• Know the best place
to stand when
• Hitting offensively if the server has an effec- preparing to return the
serve.
tive serve. This will only result in too many • Focus on and identi
fy the flight, speed,
unforced errors. and spin of the ball at
contact.
• Not watching their own court position. If a • Determine whether
the server is coming
player is being overpowered, he should to the net or staying at
take a step or two back and give himself the baseline.
• Move across and for
extra time for the return. ward to cut off the
angle on a wide slice
• Getting caught covering a weakness. A serve.
• Keep the backswing
player who moves to cover her weaker short to return
hard-hit serves.
side exposes some extra court for the
server to hit. • After the return, qu
ickly recover to the
center of the court be
• Not being ready to hit an offensive return. hind the baseline
and be prepared for the
If the server hits a safe serve, the returner next shot.
should return the ball from a comfortable
hitting position.

To return the serve effectively, players must know about the following:
Rules
Players need to know several main rules when returning the serve:
• Rules pertaining to being ready when the server is ready

• Rules about calling faults and double faults
• Rules about let serves

Reminder!
to gain the best ad-
When deciding how Thus, players should pay attention to the following conditions
return, players must
vantage with the serve when returning the serve in various game situations:
strategy and game
understand the match
o consider the ques-
plan. They should als
tions on page 140.
192
• Court speed. The speed of the court determines the amount of time the receiver has to make
the return. Because smooth, fast courts make aggressive returns difficult, players should use
defensive returns instead.
• Wind direction. Wind conditions affect the ball speed. If the server has the wind at his back, the
serve will have more speed and the return will have less pace going back.
• Crosswinds. Crosswinds can pull the returner well out of the court and create a huge opening
for the server. Returners must get the ball back in play crosscourt and deep when pulled off the
court with a crosswind.
• Ball speed. The ball speeds up as the nap wears down. The advantage goes to the server, so re-
turners must play these faster serves more defensively.

vantage when returning the serve. They should consider the following about their opponents:
• Does the opponent come to the net after hitting a hard serve? If so, the player should force her
to play the volley up by dropping her return at the feet of the oncoming server.
• Does the opponent stay back? The returner will be able to hit an easy return with plenty of net
clearance as long as the ball lands deep in the court.
• Does the opponent serve predictably? Even if the serve is hit hard, if it is predictable, the returner
should be able to time his swing to hit more aggressively.
• Does the opponent have a weak side? The returner should figure out the server’s weak side and
return to that side when possible, both when the server stays back and when he comes to the
net. Playing shots to the weak side is always preferable to hitting shots to a player’s strong side.
The weaker side will produce more errors. Shots played on the weaker side are hit with less
confidence and usually lack consistency in power, spin, and direction. The weaker side will also
break down under pressure more frequently than the stronger side will.
Self-Knowledge
own abilities. When returning the serve, players should answer the following questions:
• Can you take speed off the ball by either chipping with backspin or hitting with a compact stroke
with some topspin? Players should develop some variety against various styles of play. Using
variety by changing spins and speeds makes it more difficult for opponents to time their swings
and develop a rhythm and confidence on their strokes. They will be forced to think about correct
positioning, preparation, contact, and follow-through rather than performing automatically and
thinking about placement and tactics.
• Can you modify your stroke and play with a much shorter backswing so you can make contact
out in front, even on a hard-hit serve? The shorter backswing allows the player to make good
contact in front of the body because it takes less time to prepare and make the forward swing.
• Can you pick up the flight of the ball right off the server’s racket so you can move quickly and
make good contact? If the movement is slow, the return will be weak. If the player recognizes the
direction of the serve as the ball leaves the racket and moves quickly to the ball, she will be in the
best possible position and on balance to hit her best return with power, direction, and spin.
(continued)
193
Serve Return (Singles) (continued)
At a Glance When deciding how to gain the best advantage with the serve re-
the text offer turn, players should be sure to consider the previous information.
The following parts of They should also consider the following guidelines:
n on the serve
additional infor matio
return: • Be aware of possible angles of return. For example, a serve
out wide should be returned crosscourt because a defensive
47 down-the-line return creates a big opening for the server’s
Applying Topspin
51 next shot.
Applying Backspin
57 • Be aware of the fact that a big server can’t always follow up
t 59 with a volley or aggressive groundstroke. The returner can
Controlling Shot Heigh decide to just block the ball back deep in the court, taking
d 61
Controlling Shot Spee the advantage away from the big server and making him
95
Serve Return play another shot.
• Get into rhythm before attempting any return with much
spin or angle. A player may need a game or two to adjust to
the speed of a powerful serve; as she does, she can gain the
confidence and rhythm to return these powerful serves. If the player is not accustomed to return-
ing a fast serve, she will need to make some adjustments in her starting position, movement, and
backswing. She must make sure she can get to and make good contact with the fast-moving ball
so she can get it back in the court before attempting any additional spin or angle.
• Always be ready for a weak serve. If the server delivers an easy ball, the returner should always
be ready to take advantage of the mistake.
• Don’t forget to use the chip return. With a chip return, the ball stays low and forces the server
to move in and hit up.
194
Playing Defensively Using the Passing Shot (Singles)
W hen the opponent is at the net and the player is at the

baseline, the player must be thinking about playing good
defense. She must be able to get the ball back in play. If she is in
the right position and can hit the ball in a comfortable hitting
area, she may be able to neutralize her opponent. She has the
option of hitting a passing shot for an outright winner (which
is unlikely if she is behind the baseline), making the opponent
volley the ball up if she can drop her passing shot below the
top of the net, or lobbing the ball over the opponent’s head Readin g the Situation
(which will be covered in Playing Defensively Using the Lob).
When forced to volley up, the opponent can’t hit the ball following to gain
the best advantage wh
hard to the open court or easily angle the ball off the court. en playing defen-
If she volleys the ball up, soft, and short, the player should sively using the passing
shot:
be in a much better position to hit a passing-shot winner to • Know how close to
the open court from a position inside the baseline. the net the
opponent is positioned
.
• Determine whether
Watch Out! the opponent is
comfortable at the net
and can hit
The following tendencies in your athletes may cause poor play: volleys effectively on bo
th sides.
• Getting greedy and trying for too much speed or angle the opponent
is quick or tired and slo
when behind the baseline. w.
• Play their best shots
• When deciding on a shot, not being aware of the op- with good
contact once they can
ponent’s position, the open court, and whether they can picture the
situation. They should
play the ball in a comfortable hitting zone. Players should stay away
from changing their str
be aware of all three variables. oke just
before hitting the ball.
• Counting on a one-shot passing shot as a winner. Players • Be ready to play the
should be thinking at least two or three shots ahead for next shot.
A volley by an oppone
best results. nt will
come back twice as fas
t as a
• Stopping playing and not being prepared for the return groundstroke.
because the player thought he hit a great passing shot.
A player should not lose the point because the oppo-
nent could get just enough racket on the ball to return
it weakly back in the court, where he is standing and
not ready to return.

To play defensively using the passing shot, players must know Reminder!
about the following:
When playing defensiv
ely using the passing
shot, players must un
Physical Playing Conditions derstand the match
n. They should also
The physical playing conditions can significantly affect the game. consider the questions
on page 140.
when playing defensively using the passing shot:
• Court speed. The speed of the court has a huge impact on the type of passing shot the player can
hit. When the courts are smooth and fast, a deep approach shot hit with good pace will be very
difficult to handle. The combination of smooth courts and a low approach shot hit with backspin
(continued)
195
Playing Defensively Using the Passing Shot (Singles) (continued)
will make the ball skid and stay very low, which makes a passing shot difficult because it must
be hit up just to get over the net.
• Wind in the face. A wind blowing in the player’s face slows down the passing shot and gives the
opponent more time to move in for the volley. Also, with an oncoming wind, any ball played by
an opponent at the net will have extra wind-aided speed to get by quickly.

advantage when defending against the net person by hitting passing shots. They should consider the
following about their opponents:
• Does the opponent have a strong and a weak side? Because the opponent will be volleying at the
net, the player should play the passing shots to the weaker side if possible. Playing to the weak
side is always preferable because the strong side generally hits with more confidence and with
greater speed, accuracy, and spin.
• Is the opponent tired and slow? When the opponent is tired and slow, the player should hit pass-
ing shots with plenty of margin of error inside the sidelines. Even if the opponent reaches the
ball, he should give the player a big opening for his next shot. If the opponent is slow, the player
doesn’t have to hit risky shots close to the lines to create an opening. If the opponent can’t recover
quickly after playing a shot from the side of the court, there will be ample room for the player
to hit his next shot to the opposite side.
• How well does the opponent handle high or low balls? Many players have a weakness in playing
high backhand volleys. Players should force opponents to hit this shot even when they are in a
good position. Another common weakness is the low volley especially for tall players or players
who use the Western grip. With opponents who struggle with low volleys, players should give
them a steady diet of low passing shots.
• Is the opponent timid and not comfortable at the net, or does he hit a two-handed backhand vol-
ley? (A shot hit directly at an opponent is difficult to execute with a two-handed grip.) A player
can hit at the body in either of these situations. If the opponent is not comfortable at the net, the
last thing she wants to see are balls hit directly at her. The reaction is to do whatever it takes to
avoid getting hit rather than thinking about volleying the ball to the open court. The two-handed
backhand volley is almost impossible to hit without releasing one hand when the ball is directed
at the body. Even a strong two-handed player is ineffective when forced to play with one hand.
Self-Knowledge
own abilities. When playing defensively using the passing shot, players should answer the following
questions:
• Can you hit with topspin on both sides? Players’ options are very limited if they can’t hit with
topspin with both forehand and backhand groundstrokes. Topspin allows a passing shot to be
hit hard and still drop into the court. Without topspin, the player cannot hit the ball fast and so
his options are to lob or hit passing shots with very little margin of error close to the top of the
net and just inside the lines.
• Can you drive high and low balls on both sides? If a player has a weakness, her opponent is
sure to exploit it so she can play easy shots at the net. If the player has a weakness hitting high
backhand passing shots, and if the opponent recognizes this and hits high-bouncing approach
shots to the backhand side, the player should lob in this situation to push her opponent away
from the net. Uncomfortable balls that are either high, low, or wide in the hitting zone are best
196
played as lobs because hitting a weak passing shot will result
in an easy volley from the opponent. At a Glance
• Are you calm under pressure? Can you execute a solid passing
shot, or do you get excited when being attacked and either the text offer
rush or overhit? Rushing and overhitting result in a large on playing de-
fensively using the pa
number of errors and give the opponent points without even ssing shot:
having to play a volley. If the player can stay calm when be-
ing attacked, he will not rush and make unforced errors. He Controlling Shot Angle
will use better judgment and hit the right shot if he doesn’t 57
panic and overhit. t 59
d 61
Decision-Making Guidelines 66
One-Handed Backhan
d
When deciding how to gain the best advantage when playing de- Groundstroke
fensively using the passing shot, players should be sure to consider 73
Two-Handed Backhan
the previous information. They need to be prepared to make these d
Groundstroke
decisions on their own when the opportunities arise. They should 80
Passing Shot
also consider the following guidelines: 131
• Be aware of the opponent’s position, the openings in the

court, and the ball in the contact zone. Players must under-
stand all three of these things before deciding what shot to use and where
to hit it.
• Determine quickly what type of passing shot to hit. The player must decide whether to hit right
back at the net person, to hit a topspin shot that drops below the top of the net, to hit to the weak
volley side, or to hit a high ball to the weak side. He must make this decision quickly based on
his opponent’s strengths and weaknesses, his opponent’s court position, and his own ability to
hit the passing shot. If he can set up and play his best shot, he can go directly back at the op-
ponent if he is timid at the net, drop the ball below the top of the net if the opponent is too far
away from the net, or hit to the opponent’s weak side if the opponent is in good position for the
volley. The player may even decide to go for an outright winner if the opponent at the net is not
covering the court properly and there is an open court.
• Think two or three shots ahead. If the opponent is very predictable, the player should hit her
passing shot and recover to where she likes to volley the return so she is ready for the second
passing shot.
• Don’t just watch the ball. The opponent might be getting in a perfect position for the return, or
he might be out of position and give the player an opening. On the other hand, the player should
be careful not to just watch his opponent to see where he is and the direction in which he is
moving. If he does, he might be late getting to and playing the ball.
197
Playing Defensively Using the Lob (Singles)
T he lob is hit to drive the opponent away

from the net, where he has the best op-
portunity to hit hard or with a sharp angle to
win the point. The lob also gives the player
time to recover from a poor court position,
either very deep or very wide in the court. The
lob is the most defensive shot, but if played
properly, it will give the player time to recover
back into a good court position and move the Readin g the Situation
opponent away from the net.
Watch Out! best advantage when
playing defensively us
ing the lob: -
The following tendencies in your athletes may
cause poor play: • Know where the op
ponent is in relation to
the net.
• Being afraid to hit the ball high. Even if
• If at all possible, lob
it is short, a high ball will give the player the ball over the
opponent’s backhand
time to recover to a good court position. side.
The opponent might even miss with the • Be aware of the win
d. The wind will blow
next shot. a lob around, but it is
also very difficult to
hit good overheads in
• Giving up. Even if the opponent is in windy conditions.
the best position and the player is in • Transition quickly if
the opponent plays
the worst, she should play a few more an overhead and does
not recover to a
shots and be ready to run the ball good position. One op
tion is to dip the
down to keep it in play. She should next shot at the oppone
nt’s feet.
make the opponent play additional • When behind the ba
seline or pulled out
shots by running for every overhead wide, make solid conta
ct and get the ball
or volley (even if helplessly out of po- high in the air so there
is time to recover
sition), hitting a high lob, recovering before playing the next
shot.
to a better position, and getting ready
for the next shot.
• Not taking something away from the
opponent, even in the worst situation.
Even if the lob is low and short, the
player can at least move to the biggest or most logical part of
the court for a possible next shot.
• Panicking and rushing the lob once the opponent is in a good position at the net.

To play defensively using the lob, players must know about the
following:
Reminder! Physical Playing Conditions

fensively using the lob,
When trying to play de
d the match strategy The physical playing conditions can significantly affect the game.
players must understan
should also consider Thus, players should pay attention to the following conditions
and game plan. They when playing defensively using the lob:
140.
the questions on page
198
• Wind direction. The wind is a huge factor when lobbing. With the wind at her back, the player
may only need to get the ball up and let the wind carry it over her opponent’s head. It is very
difficult to hit a successful lob with a stiff oncoming wind. An oncoming wind will keep the ball
both short and low.
• Angle of the sun. The lob does not have to be great when there is a bright midday sun. The player
can simply hit the lob up and let his opponent battle the sun to even see the lob.
• Clear sky or lights at night. A clear sky or playing at night under the lights makes it very difficult
to establish good depth perception for returning the lob. Cloudy skies are much better for judg-
ing where lobs will land because the player has better depth perception.

advantage when playing defensively using the lob. They should consider the following about their op-
ponents:
• Can you lob the ball over the opponent’s backhand side when she is at the net? In almost all situ-
ations, lobbing the ball over the backhand side will send it to the opponent’s weaker side. Very
few players have effective backhand overheads.
• Is the opponent great at hitting volleys but weak with the overhead? Players should lob to these
opponents. Forcing the opponent at the net to hit a weak overhead will cause more errors than
letting him hit strong volleys.
• Can the opponent move back quickly for an overhead? If the opponent is slow, tired, or uncom-
fortable moving back, the player has more court to hit the lob into. A slow or tired opponent at
the net will not be able to retreat fast enough to hit an overhead, so the lob is very effective. It
will get over the opponent’s head and land well out of the opponent’s reach in the backcourt.
Self-Knowledge
own abilities. When playing defensively using the lob, players should answer the following questions:
• Can you slow the ball down by taking a very short backswing and using a compact stroke? The
lob requires the player to take speed off the ball. A complete player hits lobs equally well on both
the forehand and backhand side. If she has a weakness, a smart opponent will play shots to her
weak side to force more errors. This is especially true when lobbing back a hard-hit overhead.
All the backcourt player needs to do is block the ball back with an open racket face to hit an ef-
fective lob.
• Can you hit defensively on both sides? Players should be able to lob equally well on both the
forehand and backhand side.
• Do you understand open-court percentages? For example, hitting a lob crosscourt gives the
player more court to hit compared to a down-the-line lob. Hitting from the same spot but going
crosscourt gives him 82 feet, 9 inches (25 m) of court. The higher-percentage shot is the one that
is hit to the larger area of the court.
• Can you hit a defensive lob and run down the opponent’s overhead? Doing so lengthens the point
and puts pressure on the opponent to hit harder and closer to the lines to win the point.
(continued)
199
Playing Defensively Using the Lob (Singles) (continued)
At a Glance When deciding how to gain the best advantage when playing
defensively using the lob, players should be sure to consider the
text offer addi-
The following parts of the previous information. They should also consider the following
ying defensively
tional information on pla guidelines:
using the lob:
• Determine the best lob to hit. High and crosscourt is the
22 best choice when the player is out of position. However,
Stance
Square Groundstroke when the player can set up and play the ball in a comfort-
nce 25 able position, the lob over the backhand side of the oppo-
28 nent is the best option.
Stance
Closed Groundstroke • Drive, rather than lob, when the opponent is anticipating
47 a lob and is in a ready position close to the service line. By
Applying Topspin
51 making the opponent volley up from a deep volley position,
Applying Backspin the player should have an easy ball for the next shot.
57
Controlling Shot Angle • Keep the ball in play and give the opponent a chance to
t 59 make mistakes. Many high school players can win points
Controlling Shot Heigh if they play good defense. If they are patient, select good
d 61
Controlling Shot Spee shots, and play every ball back in the court, they can force
126 their opponents to make errors.
Lob
200
Defending Against Aggressive Baseline
Players (Singles)
A s discussed in chapter 6, aggressive baseline play is

the most popular style of play in the game today. Al-
though both players might prefer this style, at times play-
ers will need to play defensively. Good shot selection and
court positioning are essential when defending against
the aggressive baseline player to stay in the point and in
a position to take advantage when the opponent hits an
ineffective return. Readin g the Situation
Watch Out! Players should do the
best advantage when
The following tendencies in your athletes may cause poor defending against
an aggressive baselin
play: e player:
• Know their position
• Trying to attack an attacker. When the opponent has on the court.
• Be aware of the op
the advantage, trying offensive shots from a defensive ponent’s favorite
and strongest shots.
position is a formula for defeat.
• Even when the oppo
• Not playing defense. Players can’t always be in an nent has the
advantage, make him
offensive position. work to
win every point by ge
• Not being prepared to hit an easy shot. Players must tting to and
returning every ball.
be ready to go from defense to offense if they get an
• Always be aware of
easy ball to return. an opening if the
opponent hits a poor
• Not thinking about going from defense to neutral shot or fails to
recover quickly.
before hitting offensively. Rarely does a player have
• Play more defensiv
the opportunity to go from defense to offense in one ely the farther
behind the baseline the
shot. player is.

To defend against an aggressive baseline player, players
must know about the following:

Reminder!
when defending against the aggressive baseline player. Wh en de fen din g ag
ain st an ag gres siv e
baseline player, players
• Court speed. It is easier for an opponent to attack when must understand the
match strategy and ga
the courts are smooth and fast. me plan. They should
also consider the ques
tions on page 140.
• Wind in the face. The opponent can take advantage when
he has the wind at his back. It is also more difficult to
defend when the wind is in the player’s face.
• Ball speed. Tennis balls have different characteristics as the match progresses. If the balls fluff
up, they become slower and give players more time to get to and set up for returns. If the balls get
worn down and smooth, they become faster, thus giving the advantage to the aggressive baseline
opponent.
(continued)
201
Defending Against Aggressive Baseline Players (Singles)
(continued)

advantage when defending against the aggressive baseline player. They should consider the following
about their opponents:
• Do you know how to move around a weak return to play an aggressive shot? The player should
be ready to neutralize her opponent if she has poor shot selection, poor court positioning, or
both, after playing the shot.
• Is the opponent predictable? If the opponent likes to hit the same area of the court when he gets
an easy ball to return, the player can position himself to give his opponent less room in which
to hit his favorite shot.
• Does the opponent move in for a volley or overhead as a follow-up to an effective approach shot?
Is the opponent comfortable hitting both overheads and volleys? If there is a weakness at the net,
it would be a good tactic to draw the opponent into the net rather than let her play aggressive
groundstrokes.
• If the opponent stays back, does he overhit a deep return? Many players become impatient and
try for too much when they are forced to play the ball from deep in the court.
Self-Knowledge
own abilities. When defending against an aggressive baseline player, players should answer the fol-
lowing questions:
• Can you change the speed of your shots to give the opponent his least favorite ball? Aggressive
baseline players prefer to attack slower balls or like to use the pace of the opponent. Some players
like to use the speed of the opponent’s shots to generate the power on their shots. Others prefer
a slower ball so they can set up and drive the ball from a controlled and balanced position.
• Do you rush when under pressure? Players need to stay focused and play solid, high-percentage
shots when the pressure is on. It is easy to rush and try to hit a powerful shot back with even
more speed when under pressure. Obviously, rushing and overhitting will result in many unforced
errors, so players should work on playing controlled and steady shots when under pressure.
• Can you play the ball on the rise and not retreat well behind the baseline? Playing the ball on the
rise gives the opponent less time between shots and allows the player to maintain a better court
position.
When deciding how to gain the best advantage when defending against an aggressive baseline player,
players should be sure to consider the previous information. They should also consider the following
guidelines:
• Keep the ball in play until the opponent makes an error. This is a good strategy with an opponent
who likes to hit aggressive groundstrokes but is inconsistent. With this strategy, the player doesn’t
have to take any risks or play shots close to the lines.
• Always be ready to play aggressively if the opponent is on the offensive but hits a weak return.
Even though a player is in a good position to attack, he may mis-hit or misjudge a shot so it
will be weak. The player can go from defense to offense if he is prepared to capitalize on this
opportunity to attack this weak shot.
202
• Change speeds, height, and spin to keep the opponent from
getting in a comfortable groove or rhythm. At a Glance
• As much as possible, play error-free tennis, even when the
opponent is attacking. Make the opponent work to win every The following parts of the
text offer addi-
point. tional information on de
fending against
an aggressive baselin
e player:
Square Groundstroke
Stance 22
nce 25
Closed Groundstroke
Stance 28
Applying Topspin
47
Applying Backspin
51
57
t 59
d 61
66
One-Handed Backhan
d
Groundstroke
73
Two-Handed Backhan
d
Groundstroke
80
Groundstroke From De
ep in
the Court
134
203
Defending Against the Serve-and-Volley (Singles)
T he server who follows her serve

to the net is constantly putting
pressure on the returner to make
an effective serve return so the re-
turner can follow up with a passing
shot or lob. When the server comes
to the net, it forces the returner to
do more than block the ball back
in play with ample net clearance.
The returner should hit solidly
and either wide to make the on- Readin g the Situation
rushing server reach, or low to Players should do the
make her volley the ball up to get following to gain the be
tage when defending st advan-
it over the net. against the serve-and-v
olley:
• Be aware of how qu
ickly the server gets to
The returner should no the net.
Watch Out! tice whether the serve
inside or behind the se r is
The following tendencies in your rvice line when playin
first volley. The closer g the
athletes may cause poor play: to the net the server ge
lower the returner need ts, the
s to hit to force the se
to volley the ball up rat rver
• Hitting the return too de- her than hitting it with
down in the court. power
fensively or cautiously. This
gives the server an easy • Determine whether
the server likes to come
ball to volley. wide serves, makes do in on
wn-the-center serves,
serves into the body. Th or
• Hitting the return too ag- e opponent might like
move to the net after hit to
gressively. The server will ting a wide serve beca
she has a large open use
probably win points due court for the volley. Th
down the center is dif e serve
to the errors that will result ficult to return with an
The serve hit at the bo y angle.
from trying to hit hard re- dy is difficult to return
much power. with
turns from a fast serve.
• Getting discouraged early the opponent is vulne
the lob because he ge rable to
in the match because the ts too close to the net.
server is winning points • Determine whether
the opponent moves clo
with either the serve or and to the side where ser
the ball is hit for the se
volley. The player should volley. cond
keep the pressure on by
making returns. He might
need only a couple of
good returns in one game
to break serve.

Reminder! To defend against the serve-and-volley, players must know about
the following:
ain st the se rve -an d-
Wh en de fen din g ag
derstand the match
volley, players must un Physical Playing Conditions
n. They should also
on page 140.
consider the questions The physical playing conditions can significantly affect the game.
when defending against the serve-and-volley:
204
• Court speed. Fast, smooth courts make it more difficult to control the serve because the ball will
not slow down as much when it hits the court. This creates an advantage for the server playing
the serve-and-volley style. Rough, slow courts make the ball bounce slower, but extra spin on the
serve could also make the ball bounce high, making for a difficult serve return.
• Wind in the face. The wind at the server’s back makes the serve faster and slows down the re-
turn.
• Crosswind. A crosswind can force players out of the court and create a huge opening for the first
volley.

vantage when defending against the serve-and-volley. They should consider the following about their
opponents:
• When the server follows the serve to the net, how well can he play the low volley? Can he hit it
firmly and deep in the court, does he have trouble getting under the ball to hit it up and back
over the net, or does he pop up the ball weakly? The first option against the serve-and-volley is to
return the ball low at the feet of the server moving to the net. If the server plays this shot weakly
by scooping and popping the ball up, there is no need to change the return. If he plays the low
volley well and can hit it back deep in the court, the returner will be forced to make the return
lower or wider to get the opponent to move and reach either right or left.
• Does the server split step and cover balls both to the right and left? If the opponent is moving
forward too fast or split steps too late, she will have difficulty moving either right or left. The
player should exploit this weakness by hitting returns to either side of the server to make her
reach for the first volley.
• Even if the server moves well to both his right and left, does he have a strong and weak side when
executing the volley? The player should try to hit as many returns as possible to the server’s weak
side. The weak side will produce more errors than the strong side.
• Is the opponent tired or slow? Slow or tired opponents often hit the first volley from a deep vol-
ley position. They can’t do much harm from that area of the court because it is difficult to hit a
hard, well-placed volley from behind the service line.
Self-Knowledge
own abilities. When defending against the serve-and-volley, players should answer the following ques-
tions:
• Can you hit with topspin? Topspin from both the forehand and backhand side is necessary to
drop the ball low to the feet of the onrushing server, forcing her to volley the ball up and easy
rather than with power.
• Can you hit a chip return (a very short swing with the racket face open)? Sometimes a chip return
is very effective. Players should hit chip returns against the serve-and-volley opponent, especially
when hitting from the side where they have the most trouble imparting topspin. Chip returns
are not hit hard, and there is very little racket motion before and after the hit. They are effective
against the hard-hit serve. If a player has confidence in this return, it is very effective. If the chip
return is high, it is a very easy ball for the server to volley, so the effective chip return is low.
• Do you play the returns early by standing on or inside the baseline? Playing returns early gets
the ball back quicker and gives the server less time to move forward to a more advantageous
position closer to the net.
(continued)
205
Defending Against the Serve-and-Volley (Singles) (continued)
• Do you play high-percentage serve returns? The highest-

percentage return is the crosscourt return. Crosscourt
At a Glance returns go over the lowest part of the net and require
text offer addi- the shortest distance for recovery. Down-the-line returns
The following parts of the
fending against must be hit higher and open up more court for the first
tional information on de volley.
the serve-and-volley:
47
Applying Topspin
When deciding how to gain the best advantage when defending
51
Applying Backspin against the serve and volley, players should be sure to consider
57 the previous information. They should also consider the follow-
Controlling Shot Angle ing guidelines:
t 59
• Be aware of the server’s style to be in a position to set up
d 61
Controlling Shot Spee for the next shot. Quick thinking is essential when playing
95 against the serve-and-volley. The returner should notice,
Serve Return for example, that the server hits firmly to the open court
126
Lob when she gets a high ball, or that she hits low balls deep
and down the line.
• Consider the lob if the server is serving well and able to
move in quickly for a high return. Because the server is
closing in on the net quickly, he may have difficulty stop-
ping and retreating for the lob.
• Consider hitting directly back at the server if she is moving in quickly. The server may not be able
to move either right or left fast enough to play a good return when she is moving quickly.
• Don’t forget to try a chip serve return. The chip return takes speed off the serve and forces the
server to hit the first volley up.
206
Defending Against Two Players at the Net (Doubles)
W hen playing doubles, the most aggressive and offen-

sive position is for both players to be at the net. This
formation puts both players in a position to win the point
with one shot, either an overhead smash or a volley. When
playing against this formation, players must understand
that this is the time to play defensive tennis. Shot selection
and court positioning are essential for success against this
well-positioned doubles team.
Watch Out!
The following tendencies in your athletes may cause poor following to gain the
best advantage when
play: defending against
two players at the net:
• Not hitting the first shot to neutralize the opponents • Know their oppone
before trying to hit offensive shots. nts’ strengths and
weaknesses.
• Trying to win the point with one shot. • Hit lobs if the oppo
sing team has
• When the opponents are in a good position at the net, weaker overheads tha
not making sure their own team is in a solid defensive n volleys.
• Hit passing shots if
position at the baseline. the opposing team
has better volleys than
• Panicking and trying to overpower the opponents with overheads.
• Isolate and hit to the
wild shots. Players should choose to hit well-placed weaker player.
lobs and passing shots instead. • Direct passing shots
to the middle of
the court over the low
est part of the
net.
Acquiring the Appropriate Knowledge • Always be ready an
d in position to
play another shot. Pla
yers should be
prepared to hit a serie
To defend against two players at the net, players must s of shots to
create an opening rat
know about the following: her than try to
win points with one sh
ot against a
team in an offensive po
Physical Playing Conditions sition.
The physical playing conditions can significantly af-

fect the game. Thus, players should pay attention to
the following conditions when defending against two
players at the net:
• Wind direction and speed. Lobs blow around in the wind, but players can hit them effectively if
they make allowances for the speed and direction of the wind.
• Location of the sun. If the sun is high in the sky, players will have difficulty playing overheads
because the ball will be in the sun.
• Ball speed. As balls fluff up, play becomes slower and pass-
ing shots will not have as much pace. When balls wear down
and become smooth, they move through the air with more Reminder!
speed, but spins are not as effective.
When defending again
st two players at the
net, players must un
derstand the match
n. They should also
on page 140.
(continued)
207
Defending Against Two Players at the Net (Doubles) (continued)

advantage when defending against two players at the net. They should consider the following about
their opponents:
• Is one opponent stronger and one weaker? Players should determine the stronger and weaker
players at the net and direct shots at the weaker player. It is a good tactic to hit at the weaker
player, who is more likely to make errors than the stronger player.
• Does the opposing team prefer to hit overheads? When playing against teams that prefer over-
heads, players should force them to hit volleys. Or, if the opponents like to hit volleys, players
can force them to hit overheads. When a team is at the baseline in a defensive position and the
opponents are at the net in an offensive position, the team at the baseline will have a better
chance of winning points if its opponents are playing their least favorite shots because these will
produce more errors.
• After the opponents play their first shot, either an overhead or volley, does the person who played
the shot quickly recover to a good position at the net? If the person who played the shot does
not recover to a good position, the defending team can catch her out of position and exploit the
player in the weak court position.
• Do the opponents at the net prefer to hit angles, or do they try to hit hard and overpower their
opponents? The defending team should study their opponents’ preferences so they can anticipate
their returns. If the opponents like to overpower, players can adjust by moving back a step or
two in the backcourt. If the opponents use angled volleys, players need to anticipate shorter and
wider volleys.
Self-Knowledge
own abilities. When defending against two players at the net, doubles teams should answer the fol-
lowing questions:
• Can you hit well-placed passing shots under pressure? Hitting passing shots low and down the
middle of the court will neutralize the return from the opponents and give the team an easier
shot on the next return.
• Can you hit soft, high, and deep defensive lobs? Such lobs will make the offensive team at the
net retreat to a defensive position.
• Do you know and hit high-percentage shots when on defense? There is more open court when
lobs are hit crosscourt because the distance is greater crosscourt compared to down the line
or straight ahead. When players force a team at the net to volley, hitting down the middle is a
higher-percentage shot because it goes over the lowest part of the net and the players avoid the
very risky shot to the doubles alley.
• Can you recognize when an opponent is out of position? If one player is out of position or recovers
slowly, the team should make that person play the next shot from a poor court position. A couple
of situations are common. In one, a player is positioned closer to the service line than the net.
Hitting an effective volley this far away from the net is difficult. Also, the team at the baseline
can hit the ball at her feet. In another situation, one player gets too close to the net. This creates
a large opening in the backcourt; hitting a lob over that player’s head is easy because there is so
much open court to hit into.
• Can you hit and recover quickly? Because defending teams rarely win points with the first shot,
they must develop the skills of hitting, recovering quickly, and moving quickly to the next shot.
208
When defending against two players at the net, players should
At a Glance
be sure to consider the previous information. They should also The following parts of the
consider the following guidelines: text offer addi-
tional information on de
fending against
• Be patient and know that more than one shot is usually two players at the net:
required to win the point.
• Choose the right shot. When the players are behind the Applying Topspin
baseline, they should hit lobs. If they are hitting from inside 47
the baseline, passing shots are the better option. 57
• Take away the angles available to the players at the net by Controlling Shot Heigh
t 59
hitting down the middle of the court. Controlling Shot Spee
d 61
• Isolate the weaker player and hit shots at that player when
possible. More specifically, defending players should hit Lob
126
to the weakest shot from the weaker player. Passing Shot
131
209
Defending Against One Player at the Net and One Player
in the Backcourt (Doubles)
D oubles formations vary from two

players at the net to two players at
the baseline to one player at the net and
one at the baseline. The majority of high
school doubles teams use the one-up, one-
back formation, so this skill will address
the best way to defend against teams in
this formation by teams who are also in
this formation. The player at the net on Readin g the Situation
either team is in an offensive position and
should be thinking aggressively because Players should do the
advantage when defen st
she can end points with one shot, either ding against one playe
at the net and one pla r
a volley or an overhead. The player in yer in the backcourt:
the backcourt needs to think more de- • When at the baselin
fensively and play safe shots that the net e, know their target
before hitting the shot.
player cannot hit. The backcourt player The target is usually
either away from or ov
should direct shots back to the opposite er the head of the
player at the net. Howe
deep player (deep to deep) or hit a lob ver, a player can
hit at the person at the
over the opposing player at the net. net if that person
doesn’t volley well or is
out of position.
• Don’t hesitate to we
Watch Out! ar the opponents down
Lobbing over the playe .
r at the net will force
The following tendencies in your athletes the backcourt partner
to run from side to
may cause poor play: side to return the lob.
• Don’t forget the short
• Backcourt players not playing target in front of the
person at the baseline.
defensive shots. Trying to hit win- A soft, short-angled
shot or drop shot migh
ners from behind the baseline will t be very effective if
the baseline player is
produce many unforced errors. tired or slow.
• Backcourt players not keeping an
eye on net players. The net player
might anticipate your return to the
deep player and move across to
intercept your shot from the back-
court.
• Changing their minds about what shot to hit or where to hit it at the last moment because of movement
from their opponents. Changing just before contact will almost always result in an error.
• Net players not playing aggressively. Players at the net need to play aggressively. Backcourt players,
on the other hand, should play more conservatively to avoid unforced errors.

Reminder! To defend against one player at the net and one player in the
st one player at the backcourt, players must know about the following:
When defending again
backcourt, players
net and one player in the
match strategy and Physical Playing Conditions
must understand the
ld also consider the
game plan. They shou The physical playing conditions can significantly affect the game.
0.
questions on page 14 Thus, players should pay attention to the following conditions
when playing against one player at the net and one player in the
backcourt:
210
• Wind direction and speed. Players should watch the wind and make allowances for speed and
direction, especially when hitting lobs. Lobs are most affected by the wind because they are hit
higher and with less speed than most other shots. Players should allow for this when hitting
lobs.
• Location of the sun. Even if a lob is not hit perfectly, hitting an overhead when the ball is lobbed
up in the sun is always difficult because it is difficult to see the ball clearly when it is in the sun.
• Ball speed. As the cover of the ball fluffs up, players have to hit harder to keep the ball deep in
the court because the ball becomes larger and has more friction through the air.

advantage when defending against one player at the net and one player in the backcourt. They should
consider the following about their opponents:
• Is the player at the baseline comfortable hitting groundstrokes? If so, the lob from side to side
is a good option. It forces the baseline player to move and hit shots from a high-bouncing ball.
• Is the baseline player slow or tired? If so, the short target just over the net is a good option be-
cause it forces the baseline player to run a long way to get to and return the ball.
• Is the player at the baseline uncomfortable at the net? If so, players should bring her in with a
short ball and force her to hit a volley or an overhead with her next shot. Many players are very
steady when hitting groundstrokes but very error prone when they are drawn to the net and
forced to hit volleys and overheads.
• Does the opposing player at the net volley or hit overheads confidently? Does he move well and
hit point-ending shots with both volleys and overheads? If so, players should direct shots to the
person in the backcourt so the net player won’t have the opportunity to hit point-ending shots.
If the net player is not confident, it may not be necessary to avoid him.
• How consistent is the opponent at the baseline? If the baseline player is inconsistent, the focus
should be on keeping the ball away from the partner at the net and directed at the player at the
baseline. If the backcourt player is comfortable at the baseline, lobs over the person at the net will
force the backcourt player to move side to side and hit balls from a more difficult high bounce.
Self-Knowledge
own abilities. When defending against one player at the net and one player in the backcourt, players
should answer the following questions:
• Can you hit deep shots away from the net player from the baseline position? This will keep the
net player from hitting point-ending volleys and overheads and force the baseline player to win
points from the backcourt.
• Can you hit the lob over the player at the net and prevent her from hitting strong overheads?
This will also force the backcourt player to move side to side and play the more difficult high-
bouncing groundstrokes or lobs.
• Can you hit a short ball in front of the opposing baseline player? This will force the backcourt
player forward to make the shot. If he is more comfortable in the backcourt, this takes him out
of his comfort zone and forces him to play his next shot at the net with a volley or an overhead.
• Is the baseline player steady and consistent? A team with a player that is consistent from the
baseline can win most of the team’s points by simply engaging in a rally from the backcourt and
letting the backcourt opponent lose points as a result of making more errors than the team’s own
baseline player.
(continued)
211
Defending Against One Player at the Net and One Player
in the Backcourt (Doubles) (continued)
At a Glance When deciding how to play against one player at the net and one
player in the backcourt, players should be sure to consider the
text offer addi-
The following parts of the previous information. They should also consider the following
fending against
tional information on de guidelines:
d one player in
one player at the net an
• If the net player can’t hurt your team with a volley or an
the backcourt:
overhead, don’t take unnecessary risks to keep the ball
away from her. Teams need not avoid a player if she can’t
57
Controlling Shot Angle hurt them from the position she is in. Not having to direct
t 59 shots away from the player at the net provides the team
Controlling Shot Heigh with more court to hit to.
d 61
Controlling Shot Spee • If opponents are of equal skill level, play shots to the player
126 at the baseline to keep the ball away from the offensive
Lob
131
player at the net.
Passing Shot • Don’t be too predictable. Teams should mix up ground-
ep in
strokes away from the net player and lobs over the net
the Co urt player.
• If one player is weak, slow, discouraged, or out of rhythm,
force that player to play more shots. This player will make
more errors.
• Have the backcourt player keep the ball in play long enough
for the net player to play an offensive shot. The priority
for the player in the backcourt is to force a return so his
partner at the net can hit an easy winning shot.
212
Defending With Two Players in the
Backcourt (Doubles)
W hen playing doubles, the formation of two

players in the backcourt is a definite defen-
sive position. Both players will be hitting neutral
or defensive shots to try to force the opponents to
make an error to win the point. This formation
rarely gives players opportunities to win points
by hitting openings in the court. Both players
must be willing to play longer points that will
ultimately end when the opponents make errors.
The two players in the backcourt formation Readin g the Situation
can be an effective position if the opponents are
winning points quickly at the net by isolating the Players should do the
net person or by hitting the opening between the advantage when defen st
ding with two players
two players. By moving both players to the base- backcourt: in the
line, the team deprives its opponents of a close
• Have both solid gro
player target and greatly reduces the opening in undstrokes and solid
lobs to force the oppo
the middle of the court. Opponents are forced sing team to hit many
shots every point. If the
to hit angled volleys and overheads or use more opponents become
impatient, they will try
speed to overpower the players. to hit too hard or close
to the lines and increa
se the likelihood of an
error.
Watch Out! • Lob when opponents
crowd the net to move
The following tendencies in your athletes may the ball over their head
s.
cause poor play: • When opponents are
closer to the service
line, hit groundstrokes
• Not realizing that they are in a defensive with lower net
clearance so these sh
position and should play defensive shots. ots land at the
opponents’ feet.
• Not being patient and willing to play longer
• Play to the center of
points. the court to go over
the lowest part of the
• Trying to hit winning shots to end points. net and to reduce the
angles for the oppone
nts’ volley.
• Not making opponents work hard. Oppo- • Direct shots at the
nents will hit winning shots at times, but weaker player.
• Hit balls to get the
teams at the baseline should make them weaker returns, either
weak volleys or overh
work hard for every point and pressure eads.
them into unforced errors.
Acquiring the Appropriate

Knowledge
To defend with two players in the backcourt, players must know about the following:

Reminder!
Thus, players should pay attention to the following conditions When defending with
two players at the net,
when defending with two players in the backcourt: players must understan
d the match strategy
and game plan. They
• Wind direction. If the wind is blowing into the opponents’ should also consider
the questions on page
faces, they will have difficulty generating speed to hit 140.
(continued)
213
Defending With Two Players in the
Backcourt (Doubles) (continued)
forcing volleys and overheads. Windy conditions make lobs difficult, but when played effectively,
they make overheads very difficult for the opposing team.
• Clear sky. A clear and sunny day makes overheads very difficult because the ball can be lost
against the sun. Tracking the ball is also difficult with a clear sky because of the lack of depth
perception. Players should lob the ball up in the sun. Even if a player can track and return a ball
hit into the sun, the next shot can be difficult because the opponent’s eyes are still adjusting to
the intense light.
• Ball speed. As balls fluff up, they become slower and make points last longer.

vantage when defending with two players in the backcourt. They should consider the following about
their opponents:
• Can both opponents hit effective overheads? If not, the players should hit a large number of lobs
to force the opponents to play a lot of overheads.
• Are both opponents effective at volleying? Do they try to hit hard volleys to overpower the team
at the baseline or soft and sharp-angled volleys? Teams at the baseline must be ready for their
opponents’ preferred shots. If opponents prefer powerful shots, players in the backcourt can
move back an extra step or two to have more time to react. If the opponents prefer sharp-angled
volleys, baseline players must be prepared to move forward and wide to return their shots.
• Does the opposing team have a weaker player? A team in the backcourt should try to make the
weaker opponent hit most of the shots at the net. The weaker player could be either the less skilled
or the more frustrated or tired player. This person will produce more errors than the stronger or
more consistent player.
Self-Knowledge
own abilities. When defending with two players in the backcourt, teams should answer the following
questions:
• Are you patient and willing to play lots of shots before your opponents make errors? Players
in the backcourt cannot expect to win points in one or two shots; they will win many points by
producing errors from their opponents. Such teams must be patient and consistent to give their
opponents plenty of opportunities to make errors.
• Can you lob well? If the opponents move very close to the net, backcourt players should lob. When
the opponents are close to the net, they expose a large open area in the backcourt to hit lobs
into. If the opponents are closer to the service line, backcourt players should hit groundstrokes
with low net clearance at their feet.
• Do you hit the right shots, either lobs or groundstroke drives, depending on which is more ef-
fective? The choice of shot is determined by the strengths of the opponents, either volleys or
overheads, and their position. If the opponents are very close to the net, backcourt players should
hit lobs over their heads; if the opponents are closer to the service line, backcourt players should
hit low groundstrokes that land at their feet.
• Do you play every point hard and never give up? Players never know when opponents will miss
an easy shot. Backcourt players must be willing to never give up on any shot and be prepared to
get every ball back in play. This puts pressure on the opponents to not make errors on any shots.
They will also have a tendency to hit harder and closer to the lines to end points quickly.
214
• Do you play smart and not take unnecessary risks that will
produce unforced errors by getting to every ball and then At a Glance
playing shots that produce the fewest number of unforced
errors? This is the formula for players in the backcourt. The following parts of
the text offer ad-
Opponents become frustrated when they have to hit good ditional information on
defending with
shot after good shot, only to have the ball keep coming back two players in the back
court:
over the net by the players in the backcourt.
Decision-Making Guidelines 57
d 61
When deciding how to play defensively with two players in the
backcourt, players should be sure to consider the previous in- Forehand Groundstroke
66
formation. They should also consider the following guidelines: One-Handed Backhan
d
Groundstroke
• Force the weaker opposing player to hit point-ending 73
shots. Because the weaker opponent will make more er- Two-Handed Backhan
d
rors, backcourt players should force that person to play Groundstroke
the majority of the shots. 80
Lob
• Mix up shots with drives and lobs to keep the opponents 126
out of rhythm. Backcourt players should not allow their
opponents to get comfortable with all volleys or all over-
heads. They should add variety to keep the opponents
from getting on a roll and winning several points in a row with the same shots.
• Let opponents make errors. Teams in the backcourt don’t have to hit winners to win points. They
should stay in every point by getting the ball back in play. If the opponents get frustrated, they
will make even more errors as they attempt to hit harder or closer to the lines.
215
Part IV
Planning for
Teaching
Part IV helps you apply what you learned in the previous chapters to develop-
ing a plan for the upcoming season. By having a season plan that outlines your
practices for the year and then creating specific practice plans that make up your
season plan, you will be ready to coach and get the most out of your season.
Chapter 8 explains how to create your season plan, which is a framework for
the practices that make up your season. Besides teaching you about the six
essential steps to developing the season plan, this chapter provides a sample
season plan using the games approach. A sample season plan using the tra-
ditional approach can be found in the Coaching Tennis Technical and Tactical
Skills online course.
After you have created your season plan, you must create what is called a
practice plan, which outlines how you will approach each practice. Chapter 9
helps you do this by explaining the components of a good practice plan and
then providing samples of the first eight practices of your season based on the
season plans using the games approach. A sample practice plan using the tra-
ditional approach can be found in the Coaching Tennis Technical and Tactical
Skills online course.
217
chapter
8
Season Plans
The preceding chapters of this book describe the game of tennis and the multitude
of skills you must teach to develop your players. Teaching these numerous and
varied skills to a variety of players requires a comprehensive, systematic approach.
Putting a team together is like assembling a jigsaw puzzle. When you open the
puzzle box and dump the pieces on the table, you may feel overwhelmed at the
prospect of making order out of the chaos. Facing the job of teaching dozens of
skills to players of varying abilities, you may feel similarly overwhelmed.
Before touching any of the pieces in a jigsaw puzzle, you must have a vision
of the completed project—what the puzzle will look like—which is provided by
the picture on the cover of the box. For you as a tennis coach, this picture is your
coaching philosophy, or what you want your team to look like, which you garner
from your own experience and exposure to other coaches’ ideas through clinics,
workshops, and conversations. You must decide if you will emphasize consistency
and keeping the ball in play, an all-court game with both backcourt and net play,
or an aggressive attacking style by getting your players to the net to end points
quickly. You must decide how you want your team to dress, on and off the court;
how much to try to control their emotions and reactions, on and off the court;
how regimented to be with policies and practice sessions; and how involved you
219
want to be in their lives away from tennis. You must consciously and systemati-
cally review your philosophy every year so that you have an up-to-date blueprint
for your program. Just as the picture on the puzzle box constantly guides you as
the puzzle takes shape, you should frequently refer to your coaching philosophy
to be sure your teaching strategies are producing the team you desire.
Once you have the picture of the jigsaw puzzle, you must organize and priori-
tize the pieces of the puzzle so that the project has some starting points. You first
find all the pieces with at least one straight edge to create the borders. Next, you
sort the pieces into groups by colors and design. Finally, you analyze the particu-
lar lines and curves of each piece and work diligently to match that piece with
its adjacent pieces. This chapter provides the straight edges and color groupings
of your coaching project, giving you a place to start planning and a method for
prioritizing your teaching. Then, with the plan in place, you can take each piece
of the puzzle—each isolated skill required to play the game—and fit it into the
larger picture. Just as the completed puzzle transforms a chaotic pile of cardboard
pieces into a beautiful picture, the well-coached tennis team, built by players all
following an organized plan, miraculously blends diverse skills into a fascinating,
systematic team effort.
Six Steps to Instructional Planning

As with building a puzzle, using a systematic approach can help you put together
your season plan. After you have articulated your philosophy, you can begin plan-
ning for the season ahead by following the Six Steps to Instructional Planning:*
Step 1: Identify the skills that your athletes need
Step 2: Know your athletes
Step 3: Analyze your situation
Step 4: Establish priorities
Step 5: Select methods for teaching
Step 6: Plan practices
Step 1: Identify the Skills That Your Athletes Need
The first step in organizing the season plan is to identify the specific skills that the
athletes must be able to execute for the team to be successful, as shown in column
one of figure 8.1. This list of skills is based on the technical and tactical skills in
this book as well as the information on communication and physical, character,
and mental skills from Successful Coaching, Third Edition. In the following steps,
you will examine the list of skills and add others if necessary. Step 4 of the plan-
ning process explains further how you can put this list to work.
Step 2: Know Your Athletes
The next step in the planning process is to refine the list of skills that you are plan-
ning to teach, based on an evaluation of the strengths, weaknesses, and abilities
of the athletes in your program. For example, assume that you want your singles
players to play an aggressive baseline style of play because you think they will be
successful if they can work toward ending points from the backcourt when the
*Reprinted, by permission, from R. Martens, 2004, Successful Coaching, 3rd ed. (Champaign, IL: Human Kinet-
ics), 237.
Figure 8.1 Identifying and evaluating skills
Step 1 Step 4
Teaching priority Readiness to learn Priority rating
Skill Must Should Could Yes No A B C
Foundational skills
Square groundstroke stance M S C Yes No A B C
Open groundstroke stance M S C Yes No A B C
Closed groundstroke stance M S C Yes No A B C
Open volley stance M S C Yes No A B C
Crossover volley stance M S C Yes No A B C
Eastern forehand grip M S C Yes No A B C
Semi-Western grip M S C Yes No A B C
Western grip M S C Yes No A B C
Continental grip M S C Yes No A B C
Eastern backhand grip M S C Yes No A B C
Two-handed backhand grip M S C Yes No A B C
Applying topspin M S C Yes No A B C
Applying backspin M S C Yes No A B C
Applying sidespin M S C Yes No A B C
Controlling shot angle M S C Yes No A B C
Controlling shot height M S C Yes No A B C
Controlling shot speed M S C Yes No A B C
Controlling shot depth M S C Yes No A B C
Strokes and shots
Forehand groundstroke M S C Yes No A B C
One-handed backhand groundstroke M S C Yes No A B C
Two-handed backhand groundstroke M S C Yes No A B C
First serve M S C Yes No A B C
Second serve M S C Yes No A B C
Serve return M S C Yes No A B C
Approach shot M S C Yes No A B C
Volley M S C Yes No A B C
Swinging midcourt volley M S C Yes No A B C
Overhead M S C Yes No A B C
Drop shot M S C Yes No A B C
Forehand as a weapon M S C Yes No A B C
Lob M S C Yes No A B C
Passing shot M S C Yes No A B C
Groundstroke from deep in the court M S C Yes No A B C
Offensive tactical skills
Aggressive baseline play (singles) M S C Yes No A B C
Drop shot (singles) M S C Yes No A B C
Keeping the ball in play (singles) M S C Yes No A B C
(continued)
221
Figure 8.1 (continued)
Step 1 Step 4
Offensive tactical skills (continued)
Keeping the ball in play (doubles) M S C Yes No A B C
Serve-and-volley (singles and
doubles) M S C Yes No A B C
Swinging midcourt volley (singles
and doubles) M S C Yes No A B C
Approach shot (singles and doubles) M S C Yes No A B C
Volley and overhead (singles and
Offensive lob (singles and doubles) M S C Yes No A B C
Passing shot (singles and doubles) M S C Yes No A B C
Attacking weak serves (singles and
Two players at the net (doubles) M S C Yes No A B C
Defensive tactical skills
Serve return (singles) M S C Yes No A B C
Playing defensively using the
passing shot (singles) M S C Yes No A B C
Playing defensively using the lob
(singles) M S C Yes No A B C
Defending against aggressive
baseline players (singles) M S C Yes No A B C
Defending against the serve-and-
volley (singles) M S C Yes No A B C
Defending against two players at the
net (doubles) M S C Yes No A B C
Defending against one player at the
net and one player in the backcourt
(doubles) M S C Yes No A B C
Defending with two players in the
backcourt (doubles) M S C Yes No A B C
Physical training skills
Strength M S C Yes No A B C
Speed M S C Yes No A B C
Agility M S C Yes No A B C
Power M S C Yes No A B C
Flexibility M S C Yes No A B C
Other M S C Yes No A B C
Mental skills
Emotional control—anxiety M S C Yes No A B C
Emotional control—anger M S C Yes No A B C
Maturity M S C Yes No A B C
Self-confidence M S C Yes No A B C
222
Season Plans 223
Step 1 Step 4
Motivation to achieve M S C Yes No A B C
Ability to concentrate M S C Yes No A B C
Experience M S C Yes No A B C
Other M S C Yes No A B C
Communication skills
Sends positive messages M S C Yes No A B C
Sends accurate messages M S C Yes No A B C
Listens to messages M S C Yes No A B C
Understands messages M S C Yes No A B C
Receives constructive criticism M S C Yes No A B C
Receives praise and recognition M S C Yes No A B C
Credibility with teammates M S C Yes No A B C
Credibility with coaches M S C Yes No A B C
Character skills
Trustworthiness M S C Yes No A B C
Respect M S C Yes No A B C
Responsibility M S C Yes No A B C
Fairness M S C Yes No A B C
Caring M S C Yes No A B C
Citizenship M S C Yes No A B C
From Coaching Tennis Technical and Tactical Skills by ASEP, 2009, Champaign, IL: Human Kinetics. Adapted, by permission, from R. Martens, 2004, Suc-
cessful Coaching, 3rd ed. (Champaign, IL: Human Kinetics), 250-251.
opportunity presents itself. Before teaching this style of play, you must evaluate
the ability of the singles players in your program to determine if they have the
consistency necessary to keep the ball in play long enough to force a short ball
from the opponent. You also need to know whether they have the power and ac-
curacy to put a short ball away once they get the opportunity to move forward
and return aggressively.
As you learned previously, player evaluation takes many forms. You should study
your players in drills and matches to determine their strengths and weaknesses.
Simple charting and postmatch reports can also provide useful information.
Using all this information, you need to add or delete skills on the list that you
began developing in Step 1, based on the ability of the players in your program.
Step 3: Analyze Your Situation
As you prepare for the season, you must also weigh the external factors that will
both guide and limit you. Budgetary issues and related fund-raising options will af-
fect scheduling, off-court training facilities, practice equipment, and court time.
Administrative and community support will influence goal setting and expec-
tations. Teaching loads will set parameters for both off-season and in-season
programming. Clearly, then, many factors influence your planning. In evaluating
these factors, you will find it helpful to spend some time working through the
questions in figure 8.2 on page 224.
Figure 8.2 Evaluating your team situation
How many practices will you have over the entire season? How long can practices be?
How many matches will you have over the entire season?
What special events (team meetings, parent orientation sessions, banquets, tournaments)
will you have and when?
How many athletes will you be coaching? How many assistants will you have? What is the
ratio of athletes to coaches?
What facilities will be available for practice?
What equipment will be available for practice?
How much money do you have for travel and other expenses?
What instructional resources (videos, books, charts, CDs) will you need?
What other support personnel will be available?
What other factors may affect your instructional plan?
From Coaching Tennis Technical and Tactical Skills by ASEP, 2009, Champaign, IL: Human Kinetics. Reprinted, by permission, from R. Martens,
2004, Successful Coaching, 3rd ed. (Champaign, IL: Human Kinetics), 247-248.
224
Season Plans 225
Step 4: Establish Priorities

Steps 1, 2, and 3 of the Six Steps to Planning describe general factors that provide
an important base of information regarding your players and your program. Now,
in Step 4, you must make a decision about where to start and how to progress in
the teaching of skills. Refer back to figure 8.1 beginning on page 221 and notice
the three columns under “Step 4.” You are asked to evaluate each essential skill
based on two factors—teaching priority and the athletes’ readiness to learn. To
assess the teaching priority, think of your overall scheme and plan for the season
and, for each skill, ask yourself, Is this a skill that I must, should, or could teach?
Then, think about each skill and your athletes and ask yourself, Are my athletes
ready to learn this skill?
Take some time now to rate the skills on your form. These ratings will divide
the skills into three groups. Skills that are A-rated are obviously priority skills that
you must teach immediately and emphasize. Include B-rated skills in the planning
process and teach them periodically. Finally, depending on the progress of the sea-
son and of the athletes, you can incorporate instruction for the C-rated skills.
Step 5: Select Methods for Teaching
Now you should go through the schedule and determine the methods you will use
in daily practices to teach the skills you have decided are necessary to your team’s
success. As you learned previously, the traditional approach to practice emphasizes
technical skill development and usually involves using daily drills to teach skills,
interspersed with group and team drills. In the games approach, players learn to
blend decision making with skill execution as you add the elements of pressure,
competition, and match-day nuance to the performance of essential skills.
The traditional method might cover all the techniques of tennis adequately and
may even cover most of the skills players would typically use during matches, but
it has at least two glaring shortcomings: First, traditional practice sessions by
their very nature emphasize techniques at the expense of tactics, and second, they
involve too much direct instruction. Typically, a coach explains a skill, shows the
players how they are to perform the skill, and then sets up situations in which the
players can learn the skill, without placing that skill in the context of match-day,
tactical decision making.
Recent educational research has shown that students who learn a skill in one
setting (e.g., the library) have difficulty performing it in another setting (e.g.,
the classroom). Compare this finding to the common belief among coaches that
today’s young players don’t have tennis sense, the basic knowledge of the sport
that players used to have. For years, coaches have been bemoaning the fact that
players don’t react as well to match situations as they used to, blaming video
games, television, the Internet, and the popularity of other sedentary activities.
But external forces may not be entirely to blame for the decline in tennis logic.
Bookstores offer dozens of drill books to help coaches teach the technical skills of
tennis, and players around the country practice those drills ad infinitum. If drills
are so specific, numerous, and clever, why aren’t players developing that elusive
tennis sense? Perhaps just learning techniques and performing drill after drill
creates not expertise but simply the ability to do drills.
An alternative way to teach tennis skills is the games approach. As outlined in
chapter 1, the games approach allows players to take responsibility for learning
skills. The games approach in sports can be compared to the holistic method of
teaching writing. Traditional approaches to teaching students to write involved
doing sentence-writing exercises, identifying parts of speech, and working with
various types of paragraphs. After drilling students in these techniques, teachers
assigned topics to write about. Teachers used this method of teaching for years.
When graduating students could not write a competent essay or work applica-
tion, educators began questioning the method and began to use a new approach,
the holistic method. In the holistic method of teaching writing, students wrote
compositions without learning parts of speech or sentence types or even ways
to organize paragraphs. Teachers looked at the whole piece of writing and made
suggestions for improvement from there, not worrying about spelling, grammar,
or punctuation unless it was germane. This method emphasized seeing the forest
instead of the trees.
This holistic approach is applicable to teaching tennis skills as well. Instead of
breaking down skills into their component parts and then waiting until match day
for the players to put the pieces together, you can impart the whole skill to the
players and then let them discover how the parts relate. This method resembles
what actually occurs in a match more than the traditional drill method does, and
learning occurs at match speed.
The games approach does not take you out of the equation; in fact, you must
take a more active role. You must shape the play of the athletes to get the desired
results, focus their attention on the important techniques and components of
the match, and enhance the skill involved by attaching various challenges to the
games they play.
You can use the games approach to teach almost any area of the game. For ex-
ample, instead of having players work endlessly on crosscourt groundstroke drills,
you can create games around backcourt play and encourage competition.
Step 6: Plan Practices
In Step 6 you sketch out an overview of what you want to accomplish during
each practice for your season using all the information you have gathered from
the previous steps.
Figure 8.3 shows a season plan for the games approach (for a sample season
plan for the traditional approach, please refer to the Coaching Tennis Technical and
Tactical Skills online course). Although this season plan was created in isolation,
you can use it in your season planning. You may find that you are more comfort-
able teaching the drop shot using the traditional approach but that the games ap-
proach works best for teaching players to serve and volley. Use these season plans
as templates to help you create the plan that works best for you and your team.
In the sample season plan, notice that the first two weeks are completed. After
the matches begin in the season, the practice plans are more open ended so you
can focus on problems that occur in matches and develop practices accordingly. We
have also identified some technical and tactical skills that are important to teach
during later practices. Keep those skills in mind as you are further fine-tuning your
practices during the season. The main objective of your practices at this point is
to focus on your players’ game plans, but as time permits, you should fit in these
key skills to help your players continue to learn throughout the season.
After you have developed your season plan, you can further refine individual
practices. We will help you do that in chapter 9 by showing you the components
of a practice and providing sample practice plans for the games approach.
Figure 8.3 Games approach season plan
Purpose New skills to introduce
Practice 1 Rally skills using the forehand groundstroke Forehand groundstroke (p. 66), move-
ment, tracking, recovery
Practice 2 Rally skills using the forehand and backhand Forehand groundstroke (p. 66), backhand
groundstrokes groundstroke (pp. 73 and 80), movement,
tracking, recovery
Practice 3 Serve and return First serve (p. 86), second serve (p. 92),
serve return (p. 95), positioning, move-
ment, recovery
Practice 4 Volley Volley (p. 105), positioning, movement,
hitting to targets
Practice 5 Overhead and lob Overhead (p. 113), lob (p. 126), position-
ing, movement, recovery
Practice 6 Approaching the net Approach shot (p. 100), approach volley,
movement, split step, positioning at the
net
Practice 7 Singles positioning and tactics Shot selection, court positioning, recovery
Practice 8 Doubles positioning and tactics Formations, shot selection, court position-
ing, recovery, playing as a team
Practice 9 Serve tactics First serve (p. 86), second serve (p. 92),
preparation, direction, spin
Practice 10 Serve return tactics Serve return (p. 95), positioning, recovery
Practice 11 Serve and volley First serve (p. 86), second serve (p. 92),
movement, split step, swinging midcourt
volley (p. 110), volley (p. 105)
Practice 12 Doubles tactics with one player at the net Positioning, shot selection, volley (p. 105),
and one player in the backcourt overhead (p. 113), forehand groundstroke
(p. 66), backhand groundstroke (pp. 73
and 80) defending against one player at
the net and one player in the backcourt
(p. 210)
Practice 13 Aggressive baseline tactics Forehand groundstroke (p. 66), backhand
groundstroke (pp. 73 and 80), movement,
recovery, shot selection, power
Practice 14 Doubles tactics with two players at the net Volley (p. 105), overhead (p. 113), court
positioning, working as a team, two play-
ers at the net (p. 187), defending against
two players at the net (p. 207)
Practice 15 Defensive singles tactics Forehand groundstroke (p. 66), backhand
groundstroke (pp. 73 and 80), position-
ing, lob (p. 126), recovery
Practice 16 Doubles tactics with two players in the back- Forehand groundstroke (p. 66), backhand
court groundstroke (pp. 73 and 80), lob (p. 126),
shot selection, positioning, recovery
(continued)
227
Figure 8.3 (continued)
Purpose New skills to introduce
Practice 17 Patterns of play Shot selection, forehand groundstroke (p.

66), backhand groundstroke (pp. 73 and
80), approach shot (p. 100), volley (p.
105), positioning, recovery
Practice 18 Second serve tactics Second serve (p. 92), spin, direction,
preparation
Practice 19 Emergency situations Lob (p. 126), reflex volley, movement,
recovery
Practice 20 Alternative doubles formations Australian formation, I-formation, commu-
nicating with partner
Practice 21 High-percentage tactics from the backcourt Forehand groundstroke (p. 66), backhand
groundstroke (pp. 73 and 80), lob (p. 126),
targets, shot selection, positioning
Practice 22 Transitioning from defense to offense Anticipation, movement, shot selection
Practice 23 Easy point-ending shots Volley (p.105), overhead (p. 113), short
groundstrokes
Practice 24 Isolating a vulnerable doubles player Shot selection, volley (p. 105), overhead
(p. 113), forehand groundstroke (p. 66),
backhand groundstroke (pp. 73 and 80)
Practice 25 Aggressive net play Volley (p. 105), overhead (p. 113), move-
ment, recovery
Practice 26 Taking speed off the ball Drop shot (p. 118), drop volley, chip serve
return
Practice 27 Neutral, defensive, and aggressive ground- Forehand groundstroke (p. 66), backhand
strokes groundstroke (pp. 73 and 80), position-
ing, shot selection
Practice 28 Playing in windy conditions Spin, shot selection, height, depth
Practice 29 Slow court tactics Forehand groundstroke (p. 66), backhand
groundstroke (pp. 73 and 80), drop shot
(p. 118), shot selection, shot patterns, lob
(p. 126)
Practice 30 Fast court tactics First serve (p. 86), volley (p. 105), swing-
ing midcourt volley (p. 169), shot selec-
tion
228
chapter
9
Practice Plans
To get the most out of your practice sessions, you must plan every practice. Com-
pleting the season plan, as described in chapter 8, helps you do this. But you have
to take that season plan a step further and specify in detail what you will be doing
at every practice.
As described in Successful Coaching, Third Edition, every practice plan should
include the following:
• Date, time of practice, and length • Teaching and practicing new
of practice session skills
• Practice objective • Cool-down
• Equipment needed • Coaches’ comments and evalua-
• Warm-up tion of practice
• Practicing previously taught
skills
Using these elements, we developed eight practice plans based on the games
approach season plan in chapter 8, beginning on page 227.
Note that we have developed these practice plans to work with teams that in-
clude both singles and doubles players. In many situations you will be responsible
for coaching several players on multiple courts so it is important to design drills,
activities, and games that your players can start and direct themselves.
At times, especially during the warm-up and the practice-ending game or ac-
tivity, all of your players will be on one or two courts. Take this opportunity to
mix all of the players on your team regardless of skill level. This gives them the
opportunity to interact with one another in a setting that is more relaxed than a
match or challenge situation. These are great times for team building and are very
important for the development of your team.
The following games-approach practice plans are based on the season plan from
chapter 8. The early practices focus on tennis as a whole, including the essential
tactical skills. Then, as players need to refine technical skills, you can bring those
skills into the practices. When athletes play focused games early in the season,
they quickly discover their weaknesses and become more motivated to improve
their skills so that they can perform better in match situations.
229
Practice 1
Date:
Monday, August 15
Practice Start Time:
8:00 a.m.
Length of Practice:
2 hours, 15 minutes
Practice Objective:
To practice rally skills using forehand groundstrokes
Equipment:
Tennis balls, low-compression balls, foam balls, flat targets (spots or donuts)
Time Name of activity Description Key teaching points

8:00-8:15 a.m. Prepractice meeting Review coach’s expectations of
players
8:15-8:30 a.m. Warm-up Partners perform various racket and • Balance
ball drills such as roll and catch; • Movement
toss and catch; toss and trap; and • Contact point
toss, turn, and trap.
8:30-9:15 a.m. New skill: Forehand Introduce the forehand ground- • Movement
groundstroke stroke. Players practice the skill by • Recovery
performing the following: self rally, • Contact point
partner rally to a target spot, partner • Direction
rally over the net, partner rally to • Depth
targets (side to side), partner rally to • Consistency
targets (short and deep), and step-
back rally.
9:15-9:30 a.m. Serve and return Partners serve and return the ball
over the net.
9:30-10:00 a.m. Game: Tag Team (singles) Separate the team into two groups • Consistency
and play the game in challenge • Cooperation
matches. • Control
10:00-10:10 a.m. Cool-down Dynamic stretching: The entire team
stretches on one court; the coach
leads the team in the stretching ex-
ercises.
10:10-10:15 a.m. Coach’s comments Review practice, collect challenge • Working as a team
match results and scores, distrib- • Hustling
ute match schedule, outline travel • Intensity
procedures and policies, announce
topic of next practice, take sugges-
tions for after-practice sessions.
230
Practice 2
Date:
Tuesday, August 16
8:00 a.m.
Length of Practice:
2 hours, 15 minutes
Practice Objective:
To practice rally skills using forehand and backhand groundstrokes
Equipment:

players.
8:10-8:25 a.m. Warm-up Partners warm up by performing • Balance
various racket and ball drills such • Movement
as roll and catch; toss and catch; • Contact point
toss and trap; and toss, turn, and
trap.
8:25-8:35 a.m. Skill review: Forehand Players perform step-back fore-
groundstroke hand groundstrokes with a partner.
8:35-9:15 a.m. New skill: Backhand Introduce the backhand ground- • Movement
groundstroke stroke. Players practice the skill by • Recovery
performing the following: self rally, • Contact point
partner rally to a target spot, part- • Direction
ner rally over the net, partner rally • Depth
to targets (side to side), partner • Consistency
rally to targets (short and deep),
and partner rally alternating with
forehands and backhands.
over the net.
9:30-10:00 a.m. Game: Champion of the Separate the team into two groups • Constructing points
Court (singles) and play the game in challenge • Using strengths
matches. • Identifying and
exploiting an oppo-
nent’s weakness
10:00-10:10 a.m. Cool-down Dynamic stretching: The entire
team stretches on one court; the
coach leads the team in the stretch-
ing exercises.
10:10-10:15 a.m. Coach’s comments Review practice, explain impor-
tance of groundstroke base, an-
nounce topic for next practice,
take suggestions for after-practice
sessions.
231
Practice 3
Date:
Wednesday, August 17
8:00 a.m.
Length of Practice:
2 hours, 15 minutes
Practice Objectives:
To practice the serve and serve return
Equipment:

players.
8:10-8:25 a.m. Warm-up Partners rally with a foam ball from • Movement
service line to service line using • Balance
groundstrokes. • Consistency
8:25-8:35 a.m. Skill review: Forehand and Partners rally using alternating fore-
backhand groundstroke hand and backhand groundstrokes.
8:35-9:15 a.m. New skill: Serve and serve Introduce the serve and serve re-
return turn. Players practice the skill by
performing the following: throw to
partner; toss, touch, and freeze;
serve and trap; serve, return, and
trap; serving to targets A-B-C; step-
back serve, return, return and trap.
over the net.
9:30-10:00 a.m. Game: Serve Relay Separate the team into two groups • Preparation
and play the game in challenge • Serving under
matches. pressure
ercises.
10:10-10:15 a.m. Coach’s comments Review practice, collect results and
scores of challenge matches, re-
view importance of preparation for
the serve and consistency for serve
and return, take suggestions for
after-practice sessions, announce
topic for next practice.
232
Practice 4
Date:
Thursday, August 18
8:00 a.m.
Length of Practice:
2 hours, 15 minutes
Practice Objective:
To practice the volley
Equipment:

8:00-8:10 a.m. Prepractice meeting Review coaches’ expectations of
players.
8:10-8:25 a.m. Warm-up Partners alternate forehand and • Balance
backhand groundstrokes with foam • Movement
balls from service line to service line. • Direction
• Control
8:25-8:35 a.m. Skill review: Serve and Review the serve and return (step-
return back serve, return, return, trap).
8:35-9:15 a.m. New skill: Volley Introduce the volley. Players practice • Contact point
the skill by performing the following: • Racket direction
volley progression with partner hold- • Hand facing target—
ing halfway down the handle; volley before, during, and
progression with partner holding after the hit
handle; volley with partner on back- • Hand and racket
hand side; groundstroke and volley together
combination; step-back volley– • Crossover step
groundstroke after four-ball rally.
over the net.
9:30-10:00 a.m. Game: One Ball Live Separate the team into two groups • Consistency
and play the game in challenge • Attacking the short
matches. ball
• Ending the point with
a volley
10:00-:10:10 a.m. Cool-down Dynamic stretching: The entire team
ercises.
scores from challenge matches,
discuss styles of play, take sugges-
tions for after-practice sessions, an-
nounce topic for next practice.
233
Practice 5
Date:
Friday, August 19
8:00 a.m.
Length of Practice:
2 hours, 15 minutes
To practice the overhead and lob
Equipment:
Tennis balls, low-compression balls, foam balls

players.
8:10-8:25 a.m. Warm-up Partners rally using groundstrokes
with foam balls from service line
to service line and using ground-
strokes to volley rallies with foam
balls in the service court.
8:25-8:35 a.m. Skill review: Volley Review volleys. Players practice the
skill by performing the following:
step-back volley to groundstroke
starting at the service line and mov-
ing back after each successful four-
ball rally.
8:35-9:15 a.m. New skill: Overhead and Introduce the overhead and lob. • Preparation
lob Players practice the skill by per- • Good contact point
forming lobs, overheads, and over- • Maintaining balance
head–lob combinations. • Recovery
over the net.
9:30-10:00 a.m. Game: Team Doubles Separate the team into two groups • Moving together as
and play the game in challenge a team
matches. • Hitting groundstrokes
deep to deep
• Hitting volleys close
to close
• Setting up the
person at the net to
win the point
ercises.
10:10-10:15 a.m. Coach’s comments Review practice, collect challenge
match results and scores, take sug-
gestions for after-practice sessions
over the weekend, announce topic
for next practice.
234
Practice 6
Date:
Monday, August 22
8:00 a.m.
Length of Practice:
2 hours, 15 minutes
Practice Objective:
To practice approaching the net
Equipment:

players.
8:10-8:25 a.m. Warm-up Partners hit groundstrokes with foam • Contact point
balls from service line to service • Recovery after each
line. They work a series of shots—all shot
topspin, all backspin, down the line,
crosscourt.
8:25-8:35 a.m. Skill review: Overhead and Review the overhead and lob. Part-
lob ners practice the skill by performing
a series of shots under control. The
player at the net hits a forehand
volley, backhand volley, and over-
head. See how many three-shot
sequences can be played consecu-
tively.
8:35-9:15 a.m. New skill: Approach shot Introduce the approach shot and • Moving through the
and approach volley approach volley. Players practice the shot
skill by performing the following: ap- • Accelerating to the
proach shot from a coach or player net
bounce; approach shot from a coach
or player toss; approach volley from
a coach or player toss; approach
shot or volley, move forward and split
step, volley to open court.
over the net.
9:30-10:00 a.m. Game: Champions of the Separate the team into two groups • Moving quickly to the
Court (doubles) and play the game in challenge net as a team
matches.
ercises.
scores of challenge matches, review
status of challenge matches and
doubles teams, announce topic for
next practice.
235
Practice 7
Date:
Tuesday, August 23
8:00 a.m.
Length of Practice:
2 hours, 15 minutes
To practice singles positioning and tactics
Equipment:

players.
8:10-8:25 a.m. Warm-up Partners rally with foam balls from
service line to service line. Player
A must match all spins applied by
player B; partners volley a foam ball
back and forth from the ideal volley
position (players halfway between
the service line and the net); partners
volley from service line to service line
using low-compression balls.
8:25-8:35 a.m. Skill review: Approach Review the approach shot and
shot and approach volley approach volley. The coach or a
player tosses a ball and players run
through an approach shot, volley,
and overhead sequence on both
forehand and backhand sides.
8:35-9:15 a.m. New skill: Singles Using players on both sides of the • Keeping the ball in
positioning and tactics court, give player A the situation to play
(situation tennis) play. Player B must determine the
best style to play to beat player A.
over the net.
9:30-10:00 a.m. Game: Champion of the Separate the team into two groups • Varying tactics
Court (singles) and play the game in challenge depending on the
matches. champion’s style of
play
leads the team in the stretching
exercises.
match results and scores, discuss
importance and differences in styles
of play for singles players, take sug-
gestions for after-practice sessions,
announce topic for next practice.
236
Practice 8
Date:
Wednesday, August 24
8:00 a.m.
Length of Practice:
2 hours, 15 minutes
To practice doubles positioning and tactics
Equipment:

players.
8:10-8:25 a.m. Warm-up Partners rally service line to service • No errors
line using foam balls; partners vol- • Good preparation for
ley using low-compression balls; shots
partners serve and return using • Hitting and recovering
low-compression balls. • Good contact point
on every shot
8:25-8:35 a.m. Skill review: Singles Using players on both sides of the • Keeping the ball in
positioning and tactics court, give player A the situation to play
play. Player B must determine the
best style to play to beat player A.
8:35-9:15 a.m. New skill: Doubles Doubles teams are stationed on • Keeping the ball in
positioning and tactics both sides of the court. Team A play
(all position doubles) plays points in a designated forma-
tion and style, and team B defends
against that style.
over the net.
9:30-10:00 a.m. Game: Deep Desperation Separate the team into two groups • Moving and playing
and play the game in challenge as a team
matches. • Keeping the ball in
play
• Communication
leads the team in the stretching
exercises.
match results and scores, solicit
comments on doubles formations,
take suggestions for after-practice
sessions, announce topic for next
practice.
237
Part V
Match
Coaching
You can plan and have your players practice all day long, but if they do not per-
form to the best of their abilities during matches, what has all that planning done
for you? Part V helps you prepare players for match situations.
Chapter 10 teaches you how to prepare long before the first match, address-
ing issues such as communication, scouting opponents, and creating a match
plan. Chapter 11 teaches you how to prepare your players to make decisions
before and during the match about issues such as choosing to serve or receive
first, deciding the end of the court to begin the match, playing at the right pace,
handling errors, dealing with line calls, and keeping focused between points.
After all the preparation you have done, match day is when it really becomes
exciting, especially if you and your players are ready for the challenge.
239
chapter
10
Preparing for
Matches
A tennis team’s performance on match day reflects its preparation. A well-prepared

team has players ready to play using their strengths as singles players, doubles
players, or both. They are confident because they have prepared for handling their
opponents’ various styles of play and formations. Following are the areas that you
should consider when preparing yourself and your team for a match.
Communication
As a coach, you must communicate well at many levels—with players, team
captains, your coaching staff, school and community officials, parents, officials,
students, and the media. You must be aware of your nonverbal communication,
which can be just as loud as what you say.
Players
When you communicate well with your players, you engage them in the learn-
ing process. When you make players partners and give them a stake in their
own development, you become a facilitator, not merely a trainer. The players’
241
participation in the learning process is the key to the games approach and what
makes it such a valuable approach to coaching. Although shaping, focusing, and
enhancing play can be more challenging than using the traditional approach to
coaching, doing these things is ultimately more rewarding because it allows play-
ers to take ownership of their development.
As part of the communication process, you should assemble a team manual
that covers basic styles of play for singles and doubles formations, including the
strengths and weaknesses of each style and formation. The manual should also
include the season plan, match dates, and practice schedules while also outlining a
basic practice and the procedures to follow for practice on inclement weather days.
The longer the manual is, the less apt the athletes are to read it, so make it short.
Meet with players often and encourage them to study the manual thoroughly.
Before the beginning of a season, prepare a list of expectations that outlines
the policies you expect players to follow. The term expectations is preferable to
the term rules, which conveys a sense of rigidity. The term expectations also com-
municates to players that they are responsible for living up to them. You and the
other members of your coaching staff must reinforce expectations daily so that
they become second nature to the team. Handle any breaches of discipline that
arise immediately and evenhandedly. You must treat all players alike, starters no
differently than subs. Finally, make sure that your list of expectations covers any
situations that may occur in your school or community.
You may decide to have the team elect captains, who can then assist you in
communicating to the team. Emphasize to captains that their main role is to help
make their teammates better players, not to order them around. Show captains the
many ways to accomplish that—by encouraging teammates, helping them work
on their skills, supporting them, and modeling good practice habits.
Parents
Before the season begins, schedule a preseason meeting with the parents of all
players, separate from the meeting that most schools already sponsor during each
sport season. A few weeks before the season begins, mail a letter to the homes of
players with an RSVP enclosed. This personal touch will pique the interest of par-
ents and make them feel valuable to the program. A special invitation letter should
go to the superintendent, the principal, and the athletic director, who should be
present to explain school policies, athletic codes, and general school issues.
Prepare a simple agenda for this meeting and follow it to keep the meeting on
track and to convey to parents a sense of your organizational ability. Besides set-
ting an agenda, you should prepare and distribute a simple list outlining the roles
of parents, players, and coaches. Parents want to be involved in their children’s
progress, so stating the method of communication between parent and coach is
important.
Coaching Staff
Many tennis teams do not have assistants or other coaches. If you are a head coach
with a coaching staff, you need to communicate well with your assistants or fellow
coaches. Each season, hold a formal preseason meeting with your coaching staff
to outline expectations. Discuss your coaching philosophy and specific techniques
you will emphasize during the season, especially if changes have occurred from
the previous year or if new members have joined the staff. You should spell out,
Preparing for Matches 243
or even write out, the roles of assistants or volunteer coaches, including how to
deal with parents (they should be referred to you). Assistants should be firm and
immediate in noting breaches of discipline and bringing them to your attention.
Officials
In many dual matches, coaches also serve as officials. Officials are often used in
larger events such as league championships or district, regional, or state tourna-
ments, so you should know how to communicate well with them. Treat officials
with respect at all times. Players will model your behavior with officials. Because
most states and leagues provide outlets for official evaluations, you can address
shortcomings and commendations of officials through that process.
Community and Media

Involvement with the community and the media demands that you be a good
communicator. You speak each day with your demeanor. If you are irritated by
the lack of media coverage, players will assume that demeanor. If you are enthu-
siastic, positive, and accommodating, the players will be that way too. In most
communities, tennis is not the focus of the local media, so be appreciative when
your players or matches are covered.
You should be accommodating to the press and instruct players in tactics for
talking to the media. Players need to understand that the role of the media may be
in conflict with the goals and expectations of the team. Players should respectfully
answer questions that deal with matches but defer questions about philosophy or
opponents to the coaching staff.
Scouting an Opponent
Football and basketball teams develop scouting reports by watching video record-
ings of opponents or even by watching games in person. Because tennis teams do
not usually do this, coaches must rely on observations of the opponents in previous
matches or even in previous years.
The important elements to note are the opponent’s style of play and physical
strengths and weaknesses. It is also helpful to note the emotional stability of an
opponent. Does he self-destruct after a few errors, or is he calm, even when he is
struggling or losing momentum? You may be able to decipher not only the speed
and quickness of an opponent but also her physical condition. Does she play well
in a third set, or do long matches spell disaster for her? Also, although you may not
be able to observe opponents in person, it can be helpful to collect match scores
for all of your opponents. These scores might indicate whether a player starts
quickly and fades in a long match, or whether a player or a team starts slowly but
finishes strong because they are in exceptional physical condition.
Often your players will have to do their own scouting during the warm-up to a
match. Teach them to look for strengths and weaknesses. Does the opponent prefer
to hit a forehand or backhand when the ball is coming directly at him? Does he
prefer to play the ball low or high in the strike zone? Is she more comfortable at
the net or at the baseline? When she warms up at the net, which shot is stronger,
the volley or overhead? Your players can determine how well their opponents
move from side to side and up and back by hitting balls to different areas of the
court during the warm-up period. When taking practice serves, players should
notice the speed, spin, and direction of the serve. Can the opponent change the
speed and spin of the serve?
All of this information is extremely helpful when your players have to develop
game plans based on 10-minute warm-ups. Teach them to do more than physi-
cally warm up during this time. They should also develop a critical eye for the
strengths and weaknesses of their opponents so they can select the best tactics to
use beginning with the first game of the match.
Because matches occur frequently during the course of the season, scouting
opponents in advance is very difficult. However, the more information you have
about opponents, the better you can prepare your team during practices and the
better your plans for each match will be.
Coaches are generally rotating from court to court on match day, monitoring
matches, collecting scores, offering advice, and providing encouragement. This
leaves little time to observe and analyze the players on the opposing team. One
way to get this information is to have each player complete a postmatch analysis
of the player or doubles team they just competed against. They can write this
information on a card immediately after every match (see figure 10.1). Create a
file for every opponent; this will serve as a scouting report for the next time your
players play that opponent.
Developing the Game Plan

After gathering as much information about each player or doubles team as you
can, you must provide guidance on how to play this particular player or doubles
team. Take into consideration your players’ strengths and preferences. Give them
tactics to use when playing each opponent. Consider the opponents’ physical
condition and emotional stability. If your players can force a few errors, or play
some long points, the opponent might self-destruct mentally or give up physically
from fatigue.
If you are forced to plan for a match without knowing much or anything about
the opponent, focus on maximizing your player’s strengths. Help her recognize
her strengths and have her focus on using them for the first set of the match. If
she wins, have her maintain the same game plan for the second set. If she loses
the first set, she will have to change something, either a tactic or style of play, to
change the momentum.
Structuring Practices
Because matches occur frequently during the tennis season, each practice is
important for skill development and understanding and using various tactics in
matches. Devote time to controlled repetitions to build solid strokes and develop
confidence in your players.
It is not possible to practice all shots in any practice, but all practices should
include some time for the serve and the serve return. These two shots are the most
important shots in the game, and your players will be successful if they develop
consistent returns and serves hit with direction, various spins, and speed. You may
have a tendency to work on weaknesses, but don’t forget to strengthen and sharpen
your players’ best shots and develop them into weapons. The weapon might not
be a hard-hit ball, but rather, movement around the court or pinpoint accuracy.
Figure 10.1 Sample postmatch analysis card
Opponent’s name: ___________________________________ Date: _____________________

School: ___________________________________________ Grade: ____________________
Right handed ____ Left handed ____
Physical condition: Poor ____ Fair ____ Good ____ Excellent ____
Foot speed: Poor ____ Fair ____ Good ____ Excellent ____
Reaction and speed at the net: Poor ____ Fair ____ Good ____ Excellent ____
Weather Conditions
____________________________________________________________________________
____________________________________________________________________________
Temperature: ______ Wind speed: ______
Opponent Information
Opponent’s strongest or best shot: _______________________________________________
Opponent’s weakest shot: _______________________________________________________
Opponent’s favorite area of the court: Net ______ Backcourt ______
Style of Play
Hard hitter (ends points quickly) ______
Retriever (lets opponent make the errors) ______
Serve-and-volley ______
Shot Threshold
Points end, win or lose, in how many shots? 2 shots ____ 4 shots ____ 6 shots ____ more ____
Emotional Stability
Showed no emotion ______
Occasional frustration ______
Quick temper ______
Quality of Serve
Excellent first and second serves ______
Good first serve, poor second serve ______
Consistent and accurate first and second serve ______
Your name: _________________________ Score: ____________ Win or Lose
Comments (e.g., What did I do to win today? What will I do differently if I play this opponent
again?):
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
245
Your players must be aware of their most effective style of play in singles and
practice this style against a variety of opponents. Playing games that emphasize a
certain style of play or one or two tactics are fun for your players and teach them
to play against various players and styles of play. Point play is an effective way to
prepare for matches. Structure games that replicate match situations so you can
work on both skills and tactics. You can teach consistency by not allowing anyone
to win a point until the ball crosses the net four times. You can encourage players
to move to the net by rewarding them with two points for a put-away volley.
Some teams have players who play both singles and doubles. Other teams have
players who specialize in either singles or doubles because they can’t play both
in high school matches. Make sure your practices include doubles drills and give
your teams opportunities to play points in various formations against a variety
of players and positions.
Controlling Your Team’s Performance

By establishing a consistent routine on match day, you help your athletes prepare
themselves physically, mentally, and emotionally for their best possible perfor-
mance. You have great flexibility in designing your prematch ritual. Whatever
routine you choose, staying with it for the entire season is more important than
its actual elements. When the team is on the road, the outline should remain as
similar as possible to the routine at home. This regularity produces consistency
in performance that might not exist if the timetable were erratic. See Sample
Prematch Routine for a routine that you may want to use with your team.
Sample Prematch Routine

Your team’s routine should become part of the events leading up to the match itself to breed a comfortable
atmosphere and help players feel relaxed and ready to give their best. Following is a suggested routine for
the hours leading up to a match.
Four Hours Before the Match

Players should eat a training meal that provides them with the proper nutrition for optimal performance.
This meal should include moderate portions of carbohydrate, be low in fat, and contain no sugar. Players
should get into a habit of eating the same meal at the same time before every match so they can regulate
how much they eat and feel their best throughout the match. For more information on your athletes’ diet,
refer to chapter 16, Fueling Your Athletes, beginning on page 357 of Rainer Marten’s Successful Coaching,
Third Edition.
One Hour Before the Match

Players should arrive at the courts an hour before the match. They should check all their equipment to make
sure rackets, strings, and grips are in good condition. All players should do some dynamic warm-up with
movement in dynamic stretching. After this group warm-up, singles players should hit with each other to
get a feel for the court, the balls, and weather conditions. This should be easy hitting as part of a dynamic
warm-up. Doubles teams should hit with other doubles teams to get comfortable with the court and weather
conditions. After this easy hitting with partners, players should leave the court at least 10 minutes prior to
the match to prepare for the team introductions and court assignments.
Preparing for Matches 247
Team Building and Motivation

Team building in tennis can be a challenge because competition is made up of
individual singles and doubles matches. Individual results count for the success
or failure of the team. Individuals will play better, be more motivated, and handle
individual challenges better if they feel they are an important part of the team.
Each practice can include team participation and team-building activities.
Several great warm-up activities are available for the team to use as a group on
one court. Also, you can use cooperative partner drills and activities for all ability
levels; these work well when players change partners frequently. These partner
drills keep everyone active and give players lots of repetitions to develop strokes
and consistency. The final activity of every practice can be an exciting group game
that mixes all ability levels and has everyone on the team leaving energized and
excited about coming to practice or playing a match the next day.
The underlying point is that you must motivate your players to practice so
that they will be motivated to play well in the match. They have to know why it
is important for them to grasp the concepts and learn how to execute them. They
must make the connection between preparation and performance and realize that
they can reach their goals only if they practice diligently. Then, when the match
comes, they are confident in their abilities, committed to the goal, and ready to
play hard for the entire match.
Despite your best efforts to plan and prepare your team, one factor trumps
everything else. One of the main reasons high school students play on a tennis
team is that they enjoy the friendship, camaraderie, competition, and life lessons
that they share with their teammates. Because they go through both tough and
exciting experiences together, they develop deep and committed bonds of friend-
ship. The commitment of team members to each other is the most powerful form
of motivation in sport. You must strive to find ways to encourage and enhance
opportunities for players to spend time together, work to break down barriers
between isolated groups on the team, and help players develop the kind of friend-
ships that move mountains.
chapter
11
During and
After the Match
One of the great challenges of coaching tennis is the fact that the season com-
prises many matches and few practice days in comparison to other sports such
as football or basketball. In many instances a team will play dual matches and
get the opportunity to play that same opponent in a larger conference or district
tournament at the end of the season. As the coach, you must manage the practices
wisely so each player can work on the skills and tactics needed to be prepared and
equipped for each match.
The three-step tactical triangle approach to analyzing a match situation detailed
in chapter 1 creates a blueprint for you and your players to follow in making im-
portant decisions during a match. While the match is in progress, players must
be able to accurately read the cues presented, apply technical and tactical knowl-
edge on the spot, adjust the plan accordingly, and make immediate decisions. The
logical format of the triangle helps them slow the speed of the match and apply
organized, logical thinking to the situation.
Leadership does not just happen; it is a gradual process of education and experi-
ence. You should prepare your team to be led by telling them how you expect them
to behave. Describe to the team your expectations for them on match day—how
they should act on the court; how they should talk to officials, coaches, and oppo-
nents; how they should react to adverse situations; and how they should respond
to success. Then, follow up by insisting on those behaviors through reinforcement
249
during and after the match. Everything your team does on match day is the result
of something you have taught or something you have allowed to happen. Teach
match day the right way, and your team will perform admirably.
During the Match

Communicating with your players during the match is very important. This takes
place in brief on-court meetings and before the racket spin or coin toss.
Meetings
Although the rules for on-court meetings vary from state to state, most high school
coaches can talk with their players during the 90-second time on the odd-game
changeover period, between sets, or both. Make sure your players know the loca-
tion and purposes of your meetings with them on the court. Establish meeting
locations, either on the court or through the fence, depending on the court situ-
ation. Because these meetings are very short, instruct them to give you a brief
update on the progress of the match, including the score, who is serving, match
momentum, injuries, and the physical and emotional condition of themselves and
their opponents.
It is also important for each player or doubles team to know the game plan,
style of play, and formation that works best for them. They should start with a
well-defined plan. If this plan is successful, there is no need to change during the
course of the match. If the player is not successful, you need to determine whether
the plan is valid for that particular player against the opponent that day. If a player
loses a close first set, you may tell her to stay with her plan but try to execute it
better by reducing the number of unforced errors. If the style of play is simply not
working against the opponent, you may instruct the player to go to another plan
to see if she can develop a rhythm or disrupt the opponent’s momentum.
Racket Spin or Coin Toss

A racket spin or coin toss is done on each court prior to the match to determine
who will serve and what side of the court each player will begin on. Meet with
your players before the racket spin or coin toss to help them decide whether to
serve or receive and which side of the court to take if they win the spin or toss.
Some players like to serve, and others are more comfortable receiving the first
game. Your player may have a preference of side depending on the position of
the sun or direction of the wind. Also remember that your players’ and doubles
teams’ strengths and weaknesses can influence their decision if they win the spin
or toss. Review these strengths and options before the match so each player or
team has a plan and can make a well-thought-out decision to get off to the best
possible start.
After the Match

At the conclusion of every match, players should go to the net and shake hands.
When your players meet their opponents at the net, their actions will reflect the
training, or lack thereof, that you have given them about this custom. Long before
During and After the Match 251
this moment, preferably at the beginning of the season before the first match, you
should address this situation with your players. A simple formula for the handshake
is to be brief and, in defeat, to extend congratulations and quickly move on. Any
further comments could be perceived as either provocative or patronizing.
After your players shake hands with their opponents, you have the opportunity
to meet with them as they come off the court. Remember to think before you
speak, and be aware of your emotional condition and theirs. In defeat, console
your players and praise their effort. This is the perfect time to recognize improve-
ments they made since the previous match. Find positives to build on and move
forward to the next opponent. In victory, let them know that you are happy and
point out any areas in which they performed especially well—following the plan,
good mental focus, few unforced errors, or great determination in getting to all
balls. Reinforce how their hard work in conditioning and practice prepared them
for their performance.
At this time, win or lose, your players should not disappear to the bus or locker
room. Instead, they should go to another court where a match is in progress to
encourage and support teammates who are still playing. Even though their in-
dividual match is over, the team outcome is more important than an individual
result. You should stress this attitude at team meetings and require all players to
stay and support their teammates until the last match has concluded.
When all matches are over, each player on your team should take time to con-
gratulate the opposing coach for a win, or thank him or her for a good match in
defeat. A handshake by all members of your team is a first-class acknowledgment
that they respect the opposing coach’s dedication. If officials were used, especially
in larger tournaments, make sure your team thanks these officials before leaving
the site.
After all of the individual matches are concluded, your team will gather on the
bus or in the locker room. This is your time to praise their effort and congratulate
them. Acknowledge some individuals for outstanding individual performances,
even if they lost. Point out that their hard work in practices is moving them in
the right direction. Be happy for your team in victory. If the match went in your
favor, tell them how proud you are and how happy you are for them. If the match
ended in a loss, tell them how proud you are and how much you appreciated their
effort. Your players will vividly remember these postmatch moments. They will
never forget that you coached them in life as much as you did in tennis.
Players who speak to the team at the postmatch meeting often provide the most
poignant messages. At the beginning of the year, set up a team policy that play-
ers’ comments must be positive and sincere. Players should keep their comments
brief, compliment teammates who played hard and well, and try to motivate the
team for the next match.
All players who played in the match should fill out the scouting cards while
the match and opponents are still fresh in their minds. You may want to add a
few comments on each card before you file them for reference in future matches.
These cards will help you determine what your players need to work on during
upcoming practice days. Even the best season plan will change direction based
on the results and needs of your players at that point in the season. You may be
able to accelerate into more advanced tactics, or you might have to return to the
basics.
index
Note: The italicized f following page numbers refers to figures.
A for overheads 115, 115f

aggressive baseline play 142 parallel 82f
defending against 201-203 for passing shots 131
singles 154-156 for second serves 93, 93f
aggressive shots for serve returns 96-97, 97-98f
hitting to open court and 146 shot depth and 63
playing to weaknesses and 147 straight 77f, 82f
agility 13 straight back 47, 47f
all-court play 142 for swinging midcourt volleys 110
analysis for two-handed backhand groundstrokes
situation 223 82, 82f, 85
tactical triangle and 6 for volleys 106
approach shots 100-104, 101-102f, 104f, ball speed
172-174 approach shots and 173
defending against aggressive baseline play
B and 201
backhands defending against one up, one back and
down the line 79 211
groundstrokes from deep in court 135f, defending against two players at net and
136f 207
one-handed 43, 73f, 75f, 77f, 78f defending against two players in backcourt
one-handed groundstrokes 73-79 and 214
one-handed v. two-handed 73 keeping ball in play (doubles) and 164
two-handed 45, 80f, 82f, 83f, 84f keeping ball in play (singles) and 161
two-handed groundstrokes 80-85 serve-and-volley and 167
volleys 45, 107f serve returns and 193
backspin 51-53, 51f, 101f shot depth and 63
Continental grip and 41 singles aggressive baseline play and 155
for drop shots 121 two players at net and 189
for lobs 128 body positioning
for one-handed backhand groundstrokes for closed groundstroke stance 28, 28f
75f, 78 for crossover volley stance 33, 33f
for two-handed backhand groundstrokes for drop shots 120
84 for groundstrokes from deep in court 134f
for volleys 107 for open groundstroke stance 25, 25f, 26f
backswing for open volley stance 31
for approach shots 102-103 for square groundstroke stance 22, 22f,
defensive lobs and 199 23f
for drop shots 119, 119f for volleys 105
for first serves 87, 88f body rotation
for forehand as weapon 123, 123f for first serves 89
for forehand groundstrokes 69 for forehand as weapon 124
for groundstrokes from deep in court 136, for groundstrokes from deep in court 136,
136f 138
for lobs 127, 127f shot speed and 61
loop 47, 47f, 75, 76f, 82f for square groundstroke stance 23, 23f
for one-handed backhand groundstrokes for two-handed backhand groundstrokes
75, 75f 82
253
254 Index
C defending against serve-and-volley and

character skills 14 205
chip shots 52f drop shots and 158
defending against serve-and-volley and keeping ball in play (doubles) and 164
205 keeping ball in play (singles) and 161
serve returns and 98, 193 passing shots and 195-196
coaching serve-and-volley and 167
responsibilities 4 serve returns and 193
as role model 17 singles aggressive baseline play and 154
staff 242-243 swinging midcourt volleys and 170
traditional v. games approach 6-8 weak serves and 185
coin toss 250
communication D
with coaching staff 242-243 decision-making
with community 243 approach shots and 174
doubles teamwork and 151 defending against aggressive baseline play
evaluating 10 and 202-203
keeping ball in play (doubles) and 165 defending against one up, one back and
with officials 243 212
with players 241-242 defending against serve-and-volley and
skills 11, 14 206
technical skills and 5 defending against two players at net and
community 243 209
contact point defending against two players in backcourt
for approach shots 101-102, 101-102f and 214-215
for closed groundstroke stance 29f defensive lobs and 200
for drop shots 119 keeping ball in play (doubles) and 165
for first serves 89, 89f keeping ball in play (singles) and 162
for forehand as weapon 123, 123f offensive lobs and 179-180
forehand groundstroke 69, 70f passing shots and 182-183, 197
for groundstrokes from deep in court 136- serve-and-volley and 168
137, 136f serve returns and 194
for lobs 128, 128f singles aggressive baseline play and 155-
for one-handed backhand groundstroke 156
77, 77f swinging midcourt volleys and 171
for overheads 116, 116f tactical skills and 140
for passing shots 132, 132f tactical triangle and 6
for second serves 93, 93f two players at net and 189
for serve returns 97-98f, 97-99 volleys and overheads and 177
shot angle and 58 weak serves and 186
for swinging midcourt volleys 111, 111f, direction 3
170 disguising
for two-handed backhand groundstrokes drop shots 119, 159
83, 83f offensive lobs 179
for volleys 107, 107f passing shots 182
Continental grip 41-42 distance 3
contact point 83f doubles 164
for drop shots 118 alley 141
for first serves 86 formations 143-145
for overheads 113 shot selection 150
for second serves 92 singles v. 3-4
switching to 46 styles of play 143-145
for volleys 105 tactics 141-142, 147-151
core strength 12 teamwork 150-151
counterpunch 142 doubles players
courts, singles v. doubles 141-142 in backcourt 143
court speed in backcourt, defending against 213-215
approach shots and 173 choosing 144-145
defending against aggressive baseline play at net 143, 187-189, 207-209
and 201 at net, defending against 207-209
Index 255
one up, one back 144 nonphysical skills 13-14

one up, one back, defending against 144 physical skills 11-13
down the line shots 79 skills 11-14, 221-223f
down the middle shots 149-150 team situation 224f
drills vi evaluation tools 14-17
technical skills and 5 expectations 242
drop shots 52f, 118-121, 118f, 119f, 120f
disguising 119 F
singles 157-159 feedback 10
finish point
E for applying backspin 52-53
Eastern backhand grip 43-44, 73-74, 83f for applying sidespin 55-56
for second serves 92 for applying topspin 49, 49f
Eastern forehand grip 35-36, 35f for chip shots 52f
Eastern grip 70f for drop shots 52f
for drop shots 118 for groundstrokes 52f
forehand groundstroke 67 for volleys 52f
emotional control 17 flat shots 77
enhancing 7 for one-handed backhand groundstrokes
errors 75f
applying backspin 53 for serve returns 98f
applying sidespin 56 flexibility 13
applying topspin 50 focusing 7
approach shot 104 follow-through
closed groundstroke stance 30 for applying backspin 52-53
Continental grip 42 for applying topspin 49
controlling shot angle 58 for closed groundstroke stance 30
controlling shot depth 64 for drop shots 120, 120f
controlling shot height 60 for first serves 89, 89f
controlling shot speed 62 for forehand as weapon 124, 124f
crossover volley stance 34 forehand groundstroke 71, 71f
drop shot 121 for groundstrokes from deep in court 137-
Eastern backhand grip 43 138, 137f
Eastern forehand grip 36 for lobs 129, 129f
first serve 91 for one-handed backhand groundstrokes
forehand as weapon 125 78, 78f
forehand groundstroke 72 for overheads 116, 116f
groundstroke from deep in court 138 for passing shots 133, 133f
keeping ball in play (singles) and 160 for swinging midcourt volleys 111, 111f
lob 130 for two-handed backhand groundstrokes
one-handed backhand groundstrokes 79 84, 84f
open groundstroke stance 27 for volleys 108
open volley stance 32 foot faults 167
overhead 117 foot positioning
passing shot 133f for closed groundstroke stance 28
second serve 94 for crossover volley stance 33
semi-Western grip 38 for first serves 86, 87f
serve return 99 for open groundstroke stance 25
square groundstroke stance 24 for open volley stance 31
swinging midcourt volley 112 for square groundstroke stance 22
technical skills and 5 forehands
two-handed backhand grip 46 contact point for 70f, 123f
two-handed backhand groundstrokes 85 crosscourt 72
volley 109 defensive 41
Western grip 40 evaluation tool 16f
Essentials of Personal Training (NSCA) 12 follow-through for 71f, 124f
evaluating groundstrokes 66-72
consistency of 10 groundstrokes from deep in court 135f,
frequency of 11 136f
guidelines 9-11 high-bouncing 37
256 Index
forehands (continued) L
with power 38 Launder, Alan G. 7
ready position for 66f lobs 16f, 126-130, 127f, 128f, 129f
semi-Western grip and 37-38 defending against serve-and-volley and
with topspin 40 206
volleys 107f defending against two players at net and
as weapon 122-125 208
Western grip and 39 defensive 198-200
offensive 178-180
G overheads and 113
game plans 244 shot height and 60
game situation 140 two players at net and 188
goal boards 10
grip M
for approach shots 100 Martens, Rainer 5-6, 13, 140, 220-226
changing 79, 96 matches
contact points 70f, 83f after 250-251
Continental 41-42 meetings during 250
for drop shots 118 technical skills and 5
drop shots and 159 match performance v-vi
Eastern backhand 43-44, 73-74 meetings
Eastern forehand 35-36, 35f during matches 250
for first serves 86 player 10
for forehand as weapon 122 mental game 3
forehand groundstroke 67 mental skills 10, 14
for groundstrokes from deep in court 135 mental toughness 14
for one-handed backhand groundstrokes motivation 10, 17, 247
74
for overheads 113 N
for second serves 92-93 National Strength & Conditioning Associa-
semi-Western 37-38, 37f tion (NSCA) 12
for serve returns 95-96 net clearance
for swinging midcourt volleys 110 keeping ball in play (singles) and 160
switching 46 shot depth and 63-64
two-handed backhand 45-46 for swinging midcourt volley 112
for two-handed backhand groundstrokes Western grip and 40
81 neutral shots 147, 162
for volleys 105 nonphysical skills 13-14
Western 39-40 NSCA. See National Strength & Conditioning
groundstrokes Association
from deep in court 134-138
finish point for 52f O
forehand 66-72 officials 243
one-handed backhand 73-79 open court, hitting to 146
with sidespin 56 opponents
stance 22-24, 25-27 approach shots and 173
two-handed backhand 80-85 defending against aggressive baseline play
and 202
H defending against one up, one back and
Half-Court Singles 7-8 211
defending against serve-and-volley and
I 205
instructional planning 220-226 defending against two players at net and
208
K defending against two players in backcourt
keeping ball in play and 214
defending against aggressive baseline play defensive lobs and 199
and 202 drop shots and 158
doubles 148, 163-165 first serves and 90
singles 145-146, 160-162 isolating, at net 149
Index 257
keeping ball in play (doubles) and 164 knowing 220-221

keeping ball in play (singles) and 161 meetings with 10
offensive lobs and 179 motivating 10
passing shots and 182, 196 two at net 187-189
scouting 243-244 weaker, hitting to 148
serve-and-volley and 167 Play Practice (Launder) 7
serve returns and 193 positioning
singles aggressive baseline play and 155 after approach shots 104
swinging midcourt volleys and 170 defending against two players at net and
volleys and overheads and 176 208
weaknesses of 90 doubles shot selection and 150
weak serves and 185 for drop shots 121
overheads 113-116f, 113-117, 175-177 for forehand as weapon 122
Continental grip and 42 keeping ball in play 146
defending against two players at net and for lobs 126-127
208 for overheads 114
scissor kick 115f for passing shots 131
passing shots and 182, 197
P playing to one’s strength and 147
pace for serve returns 96, 96f
drop shots and 158 for swinging midcourt volleys 110
keeping ball in play (singles) and 162 for wide serves 99
shot speed and 62 postmatch analysis card 245f
parents 242 power
passing shots 131-133, 132f, 133f, 181-183 Eastern forehand grip and 36
defending against two players at net and evaluating 13
208 for passing shots 133
defensive 195-197 semi-Western grip and 38
physical playing conditions for volleys 106
approach shots and 172-173 Western grip and 40
defending against aggressive baseline play practice plans 230-237
and 201 practices
defending against one up, one back and planning 226
210-211 structuring 244-246
defending against serve-and-volley and prematch routine 246
204-205 preparation
defending against two players at net and for approach shots 100
207 for drop shots 118
defending against two players in backcourt for first serves 86
and 213-214 for forehand as weapon 122
defensive lobs and 198-199 forehand groundstroke 66
drop shots and 157-158 for groundstrokes from deep in court 134
keeping ball in play (doubles) and 163-164 for lobs 126, 127f
keeping ball in play (singles) and 161 for one-handed backhand groundstrokes
offensive lobs and 178-179 73, 73f
passing shots and 181, 195-196 for overheads 114f
serve-and-volley and 167 for passing shots 131
serve returns and 192-193 for second serves 92
singles aggressive baseline play and 154- for serve returns 95
155 for swinging midcourt volleys 110
swinging midcourt volleys and 169-170 for two-handed backhand groundstrokes
two players at net and 188 80, 80f
volleys and overheads and 175-176 for volleys 105, 106f
weak serves and 184-185 pre-serve ritual 86, 94
physical skills 10, 11-13 priorities, establishing 225
play-by-play analysis 15 punch 108
players. See also doubles players
communication with 241-242 R
feedback for 10 racket angle
hitting between 149-150 for applying backspin 52
258 Index
racket angle (continued) defensive lobs and 199

for applying sidespin 55 drop shots and 158-159
controlling shot angle with 57 keeping ball in play (doubles) and 164
controlling shot height with 59, 59f keeping ball in play (singles) and 161-162
for drop shots 120 offensive lobs and 179
for groundstrokes from deep in court 137 passing shots and 182, 196-197
for lobs 127 serve-and-volley and 167-168
racket positioning serve returns and 193
for applying backspin 51, 51f singles aggressive baseline play and 155
for applying sidespin 54, 54f volleys and overheads and 176-177
for applying topspin 48 weak serves and 185-186
for crossover volley stance 34f semi-Western grip 37-38, 37f
for topspin 47 contact point 70f, 83f
racket spin 250 serve-and-volley 142, 166-168
ready position defending against 204-206
for drop shots 118f serve returns 95-98f, 95-99
forehand groundstroke 66f defending against serve-and-volley and
for one-handed backhand groundstrokes 206
73f doubles formations and 145
open volley stance 32 floating 168
for overheads 113f singles 192-194
for serve returns 95f, 96 serves
for two-handed backhand groundstrokes beginner 36
80f Continental grip and 42
record boards 10 Eastern backhand grip and 43
recovery Eastern forehand grip and 36
for approach shots 103, 104f first 86-91, 87-89f
for drop shots 121, 159 second 92-94, 93f, 168
for first serves 89 serve-and-volley and 167-168
for forehand as weapon 124 with sidespin 55f, 56
for lobs 130 weak 184-186
for overheads 117 wide 99
for swinging midcourt volleys 112 shaping 7
for volleys 108 shot angles
responsibility 4 approach shots and 173
returns. See serve returns controlling 57-58
rituals 86, 94 serve returns and 194
rules weak serves and 185
drop shots and 157 shot selection
serve-and-volley and 166-167 defending against two players at net and
serve returns and 192 209
two players at net and 187-188 defensive lobs and 200
volleys and overheads and 175 doubles 150
passing shots and 197
S sidespin 54f
season plans 227-228f applying 54-56
self-confidence 17 Eastern backhand grip and 44
self-knowledge for first serves 90
approach shots and 173-174 singles 161
defending against aggressive baseline play doubles v. 3-4
and 202 styles of play 142
defending against one up, one back and tactics 141-142, 145-147
211 skills
defending against serve-and-volley and development 13
205 evaluating 10-14, 221-223f
defending against two players at net and identifying 220, 221-223f
208 mental 10, 14
defending against two players in backcourt speed 3, 12-13
and 214-215 spider run 13
Index 259
spin 3. See also backspin; sidespin; topspin shot angle and 57

for approach shots 103 shot height and 60
for first serves 89 shot speed and 61
for forehand groundstrokes 70 swing pattern
for groundstrokes from deep in court 137 for applying sidespin 54
for lobs 128 for applying topspin 48
for one-handed backhand groundstrokes forehand groundstroke 70
77-78 for groundstrokes from deep in court 137
for second serves 92-93 high-to-level 51f
for swinging midcourt volleys 111 for lobs 127
for two-handed backhand groundstrokes low-to-high 48f
84 swing speed 61f
for volleys 107 controlling shot speed with 62
stance for first serves 90
for approach shots 100 shot height and 60
closed 68f
closed groundstroke 28f, 29f T
crossover volley 33f, 34f tactical skills 5-6
defensive open 69f evaluation tools 15
for first serves 87, 87f singles v. doubles 142-145
for forehand as weapon 122 teaching 139-140
for forehand groundstroke 67-68, 67-68f tactical triangle 6
groundstroke 22-24, 25-27 tactics
for groundstrokes from deep in court 134f doubles 141-142, 147-151
for one-handed backhand groundstrokes singles 141-142, 145-147
74, 74f teaching 4, 225-226
open 67f, 81f team
open groundstroke 25f, 26f building 246
open volley 31f performance 246
semiclosed 74f situation, evaluating 224f
square 67f, 74f, 81f teamwork 150-151
square groundstroke 22f, 23f technical skills 4-5
for two-handed backhand groundstrokes evaluating 9-10
81f evaluation tools 15-16
standing long jump 13 value of v
strength 12 10-yard test 12-13
strengths, playing to one’s 147 testing. See evaluating
styles of play 142-145 topspin
Successful Coaching, Third Edition (Martens) applying 47-50
5-6 approach shot contact point 102f
instructional planning 220-226 for approach shots 100, 103
skills development 13 Continental grip and 42
teaching tactical skills 140 Eastern backhand grip and 44
sun Eastern forehand grip and 35
defending against one up, one back and finish point for 49f
211 for first serves 90
defending against two players at net and for forehand as weapon 123, 125
207 offensive lobs and 179
defending against two players in backcourt for one-handed backhand groundstrokes
and 214 76-77f, 77-78
defensive lobs and 199 for passing shots 132, 182
two players at net and 188 for second serves 92-93
volleys and overheads and 176 semi-Western grip and 38
weak serves and 185 for serve returns 98f
swinging midcourt volleys 110-112, 111f, shot angle and 58
169-171 swinging midcourt volleys and 170
swing path too much 50
forehand groundstroke 70 for two-handed backhand groundstrokes
for forehand groundstrokes 69 84-85
260 Index
topspin (continued) for crossover volley stance 33

volleys and overheads and 177 for drop shots 120
Western grip and 39-40 for groundstrokes from deep in court 136,
tosses 138
for first serves 89, 89f for one-handed backhand groundstrokes
for second serves 92-93 74
variation of 89 for open groundstroke stance 26
trunk rotation for open volley stance 31, 31f
for closed groundstroke stance 29 for overheads 114, 116
for crossover volley stance 34 for square groundstroke stance 23
for open groundstroke stance 26, 26f for two-handed backhand groundstrokes
for open volley stance 32 84
Western grip 39-40
U forehand groundstroke 67
unforced errors 8 wind direction
controlling shot depth 64 approach shots and 172
shot speed and 62 defending against aggressive baseline play
United States Tennis Association (USTA) 5 and 201
unit turn 66 defending against one up, one back and
USTA. See United States Tennis Association 211
defending against serve-and-volley and
V 205
vertical jump 13 defending against two players at net and
videos, as evaluation tool 14-15 207
volleys 35f, 52f, 105-109, 106f, 107f, 175-177. defending against two players in backcourt
See also swinging midcourt volleys and 213-214
approach shots and 101 defensive lobs and 199
backhand 43, 45 drop shots and 157
Continental grip and 41 keeping ball in play (doubles) and 164
Eastern forehand grip and 36 keeping ball in play (singles) and 161
high forehand 35 offensive lobs and 178-179
reflex 107 passing shots and 181, 196
semi-Western grip and 38 serve-and-volley and 167
with sidespin 56 serve returns and 193
stance 31-32, 33-34 singles aggressive baseline play and 154
timing 109 swinging midcourt volleys and 169-170
two-handed 46 two players at net and 188
two players at net and 189 volleys and overheads and 176
weak serves and 184-185
W winners
weaknesses, playing to keeping ball in play and 145
doubles 148 shot speed and 62
singles 146-147 swinging midcourt volley 112
singles aggressive baseline play and 156 wrist snap 116
weight transfer
for closed groundstroke stance 29
about the authors
Kirk Anderson, who is the United States Tennis Association’s director of rec-
reational coaches and programs, started playing competitively when he was a
sophomore at Parchment High School in Parchment, Michigan, a suburb of Kal-
amazoo. He attended Western Michigan University in Kalamazoo and graduated
with a major in physical education.
Kirk spent 12 years as a club professional in Michigan in Holland, Battle Creek,
and Kalamazoo and one year as a resort professional in Hawaii. Along the way he
returned to Western Michigan University and earned a master’s degree in exercise
science. In the mid-1980s, Anderson joined the Midwest Tennis Association and
became the schools director in Springfield, Ohio, where he remained for 6 years
before moving to Atlanta to work for Penn Racquet Sports as its promotions
manager.
He then joined the United States Professional Tennis Association as its director
of education, a post he held for 2 years before coming to the USTA in 1996 as the
manager of the Play Tennis America program. But throughout his journey within
the tennis industry, this premier tennis teacher has never stopped learning. Kirk
is one of only a handful of tennis teaching pros worldwide who are designated as
master professionals in both the Professional Tennis Registry and USPTA. And
Anderson’s goal to become the best tennis teacher possible was recognized in
2003 when the International Tennis Hall of Fame honored him with its Tennis
Educational Merit Award.
Anderson, who lives in New Fairfield, Connecticut, frequently is a featured
presenter, both on court and off, at industry conventions. And he is one of the
codirectors of the USTA Tennis Teachers Conference, the annual gathering held
at the beginning of the US Open that attracts hundreds of teaching pros from the
United States and around the world. In 2006 the TTC drew nearly 750 attendees,
the largest number since 2001. Kirk also is in charge of the on-court activities for
the yearly Arthur Ashe Kids’ Day, which takes place at the USTA Billie Jean King
National Tennis Center on the Saturday before the US Open begins. In 2005 more
than 33,000 kids attended the event.
In his role as USTA director of recreational coaches and programs, one of
Anderson’s key initiatives is the Recreational Coach Workshops (www.usta.com/
261
262 About the authors
coaches), which involve parents and other volunteers in teaching and coaching
players at the recreational level. This national program, presented in cooperation
with the USPTA and PTR, offers training to help develop recreation coaches.
Both the PTR and the USPTA praise Anderson for his leadership in the Quick-
Start Tennis format that uses slower balls, lower nets, smaller courts, shorter
rackets, and modified scoring for children ages 10 and under.
The United States Tennis Association (USTA) is the national governing body
for the sport of tennis and the recognized leader in promoting and developing the
sport’s growth on every level in the United States, from local communities to the
crown jewel of the professional game, the US Open.
Established in 1881, the USTA is a progressive and diverse not-for-profit or-
ganization whose volunteers, professional staff, and financial resources support
a single mission: to promote and develop the growth of tennis. The USTA is the
largest tennis organization in the world, with 17 geographical sections, more than
750,000 individual members and 7,000 organizational members, thousands of
volunteers, and a professional staff dedicated to growing the game.
The American Sport Education Program (ASEP) is the leading provider of
youth, high school, and elite-level sport education programs in the United States.
Rooted in the philosophy of “Athletes first, winning second,” ASEP has educated
more than 1.5 million coaches, officials, sport administrators, parents, and ath-
letes. For more than 25 years, local, state, and national sport organizations have
partnered with ASEP to lead the way in making sport a safe, successful, and enjoy-
able experience for all involved. For more information on ASEP sport education
courses and resources, call 800-747-5698, visit www.ASEP.com, or look inside
this book.
If You Like the Book,
You’ll Love the Online Course!
The Coaching Tennis Technical and Tactical Skills book you hold in your hands serves
as the text for the online course of the same title, available from the American Sport
Education Program (ASEP).
Featuring video, audio, Flash animation, interactive quizzes, downloadable coaching
aids, and online test, the course takes you chapter by chapter through the book,
providing you with an engaging, interactive learning experience.
A highlight of the online course is the use of

Dartfish video technology, which allows you
to view video of the most essential technical
skills of tennis frame by frame. The video
is housed on a CD-ROM that you’ll receive
with your course registration, along with the
course textbook.
Coaching Tennis Technical and Tactical
Skills online course is a component of
the ASEP Professional Coaches Education
Program. Completion of the course puts you
one step closer to earning the program’s
Bronze Level credential.
Register for Coaching Tennis Technical and Tactical Skills online

course today! Visit www.ASEP.com and select “Course Catalog” from
the “Quick Clicks” menu or call ASEP at 800-747-5698.
Developed, delivered, and supported by the American Sport Education Program,

a 25-year leader in the sport education field, the ASEP Professional Coaches
Education Program fulfills the coaching education requirements of nearly 40 state
high school associations.
It starts with the coach
Much is expected of today’s high school coach. On any given day, you may play the
role of mentor, motivator, mediator, medic, psychologist, strategist, or trainer. Each
requiring a separate set of skills and tactics that together make you a “coach.”
The Bronze Level credential—offered through the ASEP Professional Coaches
Education Program—is designed with all of these roles in mind. It includes courses
on coaching principles, sport first aid, and sport-specific techniques and tactics, and
requires CPR certification. The Bronze Level prepares you for all aspects of coaching
and is a recognized and respected credential for anyone who earns it.
To enroll in any of these courses, visit the Course Catalog on the ASEP Web
site at www.ASEP.com or contact your state association.
To learn more about how you can adopt the program for your state association
or organization, contact ASEP at 800-747-5698 or e-mail ASEP@hkusa.com.
Developed, delivered, and supported by the American Sport Education

Program, a 25-year leader in the sport education field, the ASEP Professional
Coaches Education Program fulfills the coaching education requirements of
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ISBN-10: 0-7360-5380-8 (print) ISBN-10: 0-7360-8607-2 (Adobe PDF)

Copyright © 2009 by Human Kinetics, Inc.

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Part I Teaching and Evaluating . . . . . . . . . . . . . . . . . 1

Part II Teaching Technical Skills . . . . . . . . . . . . . . . . 19

Part III Teaching Tactical Skills . . . . . . . . . . . . . . . . . 139

Part IV Planning for Teaching . . . . . . . . . . . . . . . . . . 217

Part V Match Coaching . . . . . . . . . . . . . . . . . . . . . . . . 239

improve their match performance by incorporating matchlike situations into

do everything possible to return balls to openings on the opponents’ side of the

Technical and Tactical Skills

• Clearly communicate the basic elements of each skill to the athlete.

Traditional Versus Games Approach

Guidelines for Evaluation

Evaluating Physical Skills

Evaluating Nonphysical Skills

Figure 2.1a Forehand groundstroke technical skill evaluation

Key focal points

Figure 2.1b Offensive lob tactical skill evaluation

after a week of practice, or after a preseason or spring practice segment, athletes

Square groundstroke stance 22

Open groundstroke stance 25

Closed groundstroke stance 28

Open volley stance 31

Crossover volley stance 33

Eastern forehand grip 35

Eastern backhand grip 43

Two-handed backhand grip 45

Controlling shot angle 57

Controlling shot height 59

Controlling shot speed 61

Controlling shot depth 63

Initial Body and Foot Position

Error Error correction

B ecause of the speed of the game, the open stance has

Initial Body and Foot Position

Figure 3.4 Body positioning for the open groundstroke stance.

Error Error correction

Initial Body and Foot Position

Figure 3.7 Body positioning for the closed

Error Error correction

Error Error correction

Initial Body and Foot Position

Figure 3.11 Initial body positioning for

Figure 3.12 Racket in position for the vol-

Error Error correction

T he Eastern forehand grip is the standard forehand grip

High Forehand Volleys

Error Error correction

T he semi-Western grip provides a good balance of

Forehand Groundstrokes With Power

Error Error correction