How and when to get to the net in singles and what to do once you get there

1. The best opportunity to transition from the baseline to the net is in response to a weak shot hit by your opponent and/or a situation where you have gained a significant positional advantage. You can close with deliberate intent with an approach shot with any ball but generally will have more success moving in behind a mid-court ball or a ball hit short of the service line. In response to a low bouncing, short ball, approach the net with a slice forehand or backhand hit down-the-line either deep or short of the service line (with sidespin to create angle). In response to a deeper, higher bouncing ball, hit a heavy, loopy topspin forehand or backhand approach shot deep and down-the-line. For disguise, delay your move into the net as your opponent looks up to track your shot. In response to a short ball hit to the middle of the court, hit your approach shot deep and down the middle (to take away possible angles).
2. You can close with deliberate intent following a serve (with a serve-and-volley pattern). You can move in immediately after hitting the serve or you can delay your approach to the net and close only on anticipated weak returns (such as when you successfully pull your opponent off the court with your serve). The goal is to hit one of three targets with your serve (out wide, middle T or at the body) to get your opponent in a disadvantaged position. 
3. You can close into the net after hitting a successful lob over the reach of your opponent. Be careful to not initially close too tightly into the net. You need to be in a position to cover a potential lob (which you can expect if your opponent is able to run down your lob).
4. You can close after hitting a drop shot or any shot your opponent has trouble reaching on the first bounce (knowing the next shot will most likely be short or popped up).
5. You can close into the net in any rally or point sequence after pulling your opponent off court.
6. You can be drawn into the net not necessarily on your own terms and without deliberate intent in response to a drop shot or a low bouncing shot hit well short of the service line. You have several options should you get to the ball quickly. If not, your best option is often something short and/or angled (i.e. respond to a drop shot with another drop shot).
7. There are also strategic situations where you should come to the net or more frequently come to the net. It may be necessary to come to the net more frequently and perhaps not to your preference to strategically counter an aggressive opponent who looks to command the net and is not as comfortable playing from the baseline. The goal is to get to the net prior to your opponent and in doing so, pin your opponent back in a defensive position from the baseline. It may be necessary to come to the net more frequently when playing an opponent who is steady and rarely misses in your baseline exchanges. Coming to the net to take away time and to shorten the length of each rally may be your only chance to win. And it may smart to judiciously come to the net more frequently when playing an opponent who has solid retrieval skills but does not have the tools to hurt or pass you at the net.
8. There are general principles to follow once you get to the net. In closing, follow the line of your ball. Split (or square off to face your opponent with a dynamic split step) as your opponent is about to strike the ball to get a read on where the next shot is going and where you will need to be to intercept this next shot. The pace, spin, location, depth, and trajectory (penetration and effectiveness) of your approach shot, lob, drop shot or serve will determine how much you can then close both before and after the split step. Hit a shot difficult for your opponent to lift, close in more tightly. Hit a shot easier to lift, create a little more space between you and the net. Whatever the choice, always look to close as tight as you can to the net with your volley.
9. When responding to a ball above the net, drive your first volley deep to the weak side of your opponent. Close following the line of your ball and then hit a sharply angled or deep volley to the open court. When responding to a ball below the net, hit your volley deep and down-the-line. Close and follow the line of the ball to cover the line and a down-the-line passing shot. Then finish by hitting a sharply angled (short of the service line) or deep volley to the opposite side/corner of the court. Your ability to hit angled volleys (or any volley) will improve the closer you get to the net. Be alert to back off the net in recovery should you not finish the point with your previous volley.
10. In response to an extremely difficult ball shot hit at your feet, use an outside/in pattern with side spin to angle the ball short and down-the-line. Back off the net slightly anticipating a lob (should your opponent be able to run down your volley). Next, hit your overhead or volley to the open court.

Things to know about tennis vision.

1. Tracking of the ball requires a continual shift in focus and orientation between distances. It requires visual acuity and accommodation to maintain clarity of vision as the ball and opponent constantly move in distances both near and far. At a slow pace, the process involves a smooth pursuit tracking system with movement of both the head and eyes to follow the ball. At a faster and standard pace of play, the process requires a series of saccades with little to no movement of the head. A saccade is a rapid, conjugate shift in the point of eye fixation or focus. It involves a visual search strategy of shifting focus not only on the ball but also on the opponent, racquet, court, and other important variables to predict ball flight trajectory, pace, spin, net clearance, bounce, etc. A well-developed tracking mechanism establishes spatial awareness and orientation in relation to the ball, court, and position of your opponent and provides the proprioceptive input required to initiate your response (movement, stroke pattern, shot selection, etc.).
2. The visual search strategy begins with a concept called “quiet eye”. Quiet eye is the final tracking gaze or fixation of focus on your target, ball and/or opponent prior to executing a stroke or stroke sequence or moving in response to a shot hit by your opponent. It serves as the processing agent for determining where and how your opponent is to hit the ball and where and how you hit the ball in response. Better players with a skillful quiet eye focus their gaze on only the salient features necessary for response and execution. They are able to eliminate distractions and focus only on the important components necessary for success. The best players hold their gaze longer and with more deliberate intent than players with less ability.
3. Steady eye control and gaze requires a quiet upper body, quiet mind (shutting out all unnecessary outside stimuli), dynamic balance, postural stability, and a level head position. Similar to how a cheetah first sights and then advances to attack his prey, you need to be locked in and fixated on the task at hand with a steady head position and an unwavering gaze.
4. There are other benefits for a quiet eye. Fixating your gaze on a specific target anchors your vision and promotes your ability to peripherally scan for other important cues. A focused, stable, and longer gaze serves to quiet and slow the mind and improve the ability manage stress during competition.
5. So, what does this mean? In simple terms for tennis, tracking follows a three-step process. The process begins with a visual “quiet eye” assessment of relevant cues to predict the pace, spin, trajectory, and direction of the oncoming shot just prior to actual contact by your opponent. The next step is to follow the initial flight of the ball (with a “soft” focus) after contact to confirm and recalculate as necessary your initial assessment of ball direction and characteristics. The third step requires a saccadic redirection and a more narrowing of eye focus from the initial flight of the ball to your predicted interceptive point of contact with the ball (or where you now expect to hit the ball after factoring all other variables including your corresponding movement and racquet preparation).
6. There are factors and conditions to potentially hinder your visual acuity, recognition, spatial awareness tracking on the court. Vision and spatial awareness can be distorted by positioning on the court. An opponent who plays tighter to the baseline or inside the baseline (for example in returning serve) tends to shrink the court from your perspective and can cause your shots to fall short. Likewise, an opponent positioned further back behind the baseline can lead to a misjudgment of court depth and location of the baseline and cause you to overhit. Judgement errors can be compounded on clay composition courts when lines get covered by court material. The difficulty in judging depth based on positioning in relation to the baseline and net creates a potential obstacle to performance but also a potential opportunity. You can vary your positioning to disrupt the tempo and rhythm of your opponent(s).
7. Vision can be distorted by the court lines and fixtures (particularly the net), viewing background and play on adjacent courts. Targets on the court can only be viewed by looking through the net. This can inadvertently draw your shot line on a trajectory path through the net (which of course, is a big problem in tennis). The alternative is to use net clearance as your target and vary the height of net clearance depending on your position on the court. The net, specifically the net center strap can be used as a positive visual target reference. For example, directing your shots over the center strap helps to define cross courts angles.
8. A direct midday sun can hamper performance particularly for the serve. Means to deal with a difficult sun for the serve include wearing sunglasses and/or a hat with a visor, altering your starting position, opening or closing your stance (position in relation to the baseline), using your tossing hand to shield the sun and taking pace off the serve (preferably with spin) and/or modifying positioning and tactics after hitting the serve to provide more time to recover from any temporary blindness or loss of vision before you are required to hit your next shot. Shadows and diminishing light conditions can also be disruptive. Hitting out of a shadow or into a shadow can distort vision, time and shot recognition. Ball judgement requires more focus and advanced tracking skills (accomplished mostly by more time on the court). Tactics to use the sun to disrupt rhythm and shot execution include lobbing into the sun and taking time away by playing tighter to the baseline to return serve and/or closing after hitting the return. Similarly, manipulate your shot pace and directional targets, lines, angles, and trajectories to take advantage of shadows and changing light conditions.
9. How do you train your eyes for better vision tracking, recognition, timing, and spatial and positional awareness? There are several off-court options. Begin by training the eyes to follow a moving object (such as the tip of a pen held in your hand) without moving your head. Follow the tip of the pen into the tip of your nose and out to arm’s length and then up and down, diagonally up and down and left and right. Alternatively, track the tip of the pen by moving both your eyes and head together left and right, diagonally left and right and up and down. Next, train the eyes to switch focus between targets of different distances (one up close and one more distant). Switch your vision back and forth from the tip of the pen (held up close) to a more distant target. Establish a clear focus before making each switch. Increase the number of repetitions and decrease the interval of time between each switch as you get more proficient. There are other more sophisticated computer apps, tools, and games to improve vision. There are drills or games to test peripheral vision where subjects are asked to focus their gaze on a central, fixed target and then identify objects that randomly enter or appear in their peripheral field of vision. There are interactive “Whac-A-Mole” type games to test vision and reflexes where subjects touch objects on a panel or board when they light up or when they light up according to a specific pattern. Or you can keep things simple and use a tennis ball or multiple tennis balls in toss/catch and juggling games with a friend or coach to improve hand-eye coordination and ball-tracking skills.
10. Training vision also requires time on the court hitting balls and responding to balls hit from different angles and court positions. To improve both vision and timing in a live-ball rally, recite out loud “bounce” each time the ball bounces and “hit” when you contact the ball. Announce “forehand” when you recognize a shot is directed to your forehand and “backhand” when you recognize a shot is directed to your backhand. Use the court lines to divide and number the court into four quadrants and then announce which quadrant (1, 2, 3 or 4) you expect the ball to land each shot. Work to improve your ability to pick up early cues and reduce the time it takes to recognize shot trajectory, direction, and depth. Other options to improve tennis vision and reaction time include two ball rallies, maintaining rallies from inside the baseline, returning serves from a server hitting serves from inside the baseline and hitting balls with one eye covered to train each eye independently and to ensure you are not relying on one dominant eye to track the ball. The important thing to remember is that your tennis vision can be improved with regular training and emphasis during hitting sessions and play and that there are options to make this training and hitting more interesting and fun.

1. What are the ways players can cheat? Players can cheat with a line call by deliberately calling a ball out when they clearly saw the ball in. Players can delay or not make a call for a ball they clearly saw as out after waiting to see if their return in response to the shot is in (or worse after waiting to see if their return in response to the shot is a winner). Players can call a let for an unreturnable serve or not call a let if their return of serve is hit back for a winner. Players can delay by taking too much time between points, during changeovers and/or between sets. Players can attempt to unreasonably rush their opponent by serving before their opponent is prepared to hit the return. Players can feign injury or take an unnecessary bathroom break to buy time, disrupt rhythm and negate momentum gains by their opponent. Players can create diversions such as unnecessary movement just prior to when their opponent is attempting to serve. Players can be disruptive with excessive, strident and demonstrative celebrations after winning a point or tribulations after losing a point. Players can deliberately manipulate (change) the score. Players can violate the rules by not admitting to a double bounce or being hit (or grazed) by a ball. Players can also cheat in the form of projection by accusing their opponent of cheating. There are probably other ways by which players can cheat but this account above covers the most obvious forms of cheating.
2. You should not be quick to assume your opponent is cheating or even to question a call. Most players do not cheat or do not intentionally cheat. Everyone makes bad calls and bad non calls. In most cases, bad calls tend to even out with no clear advantage or disadvantage to one player or the other.
3. What prompts players to cheat? It could be that players who cheat have a tilted moral compass but generally an explanation as to why players cheat requires a more in-depth analysis. One explanation is that players who are more inclined to cheat or make tight line calls hold the belief that most people in general particularly in competitive situations will look to take advantage, exploit vulnerabilities and weaknesses, bend the rules and be dishonest if not confronted or do not perceive any adverse consequences for their actions. With this mindset, the decision to call a ball that just catches the line out becomes more of a retaliatory or preemptive response and is justified since “If I do not call close balls out, I will get burned at the other end by an opponent who definitely with have no hesitation to cheat given the same circumstances.” Players also cheat from a fear of losing or from an extreme determination to win at all costs. In a distorted desperation to win, players can be swayed to make bad calls or can convince themselves in the righteousness of their calls even when there is legitimate doubt. Players whose motivation and identity is closely tied to winning and losing versus more process-driven players may be tempted to cheat particularly when losing to a player they perceive to be inferior in talent. Players who are more short-term motivated and are less concerned with the long-term consequences of bad behavior such as their standing with peers can be more inclined to cheat or make bad calls.
4. If you accuse your opponent of cheating or in observing a match believe you are witnessing a player cheating, be advised that your eyesight may be distorted by the angle and distance by which by observe the ball. Your eyesight can also be distorted by how you track the ball. Following the ball with your eyes versus fixing your focus on the line or bounce can yield different results and outcomes. Understanding your potential fallibility in accurately calling balls on the opposite side of the net, the best course of action is to give your opponent the benefit of doubt.
5. Be careful in making accusations. You can legitimately question a call but persisting in questioning calls can lead to a loss of focus. Making claims that your opponent is cheating can also psychologically undermine your effort by excusing accountability for the result. “What could I do, I was cheated.”
6. What should you do if accused of cheating? The best response is to be respectful and not be defensive or antagonistic. You do not want to let accusations play with your head, sap your energy, or adversely impact your focus. At the same time, continue to be firm and decisive in making calls and do not be intimidated into questioning your calls and decisions. The best passive aggressive response I witnessed was when a player in a clay court match after having his calls continuously questioned proceeded without saying a word to circle the bounce of each ball that landed out on his side of the court whether the ball landed two inches or two feet from the line.
7. What should you do if you feel you are being cheated with bad calls? You can begin by questioning a call to ensure your opponent has no doubt about the veracity of his/her call. If playing on a clay composition court, you can ask your opponent to show a ball mark. In both cases, never cross your side of the court to check a call and do not challenge the call further if your opponent is insistent on the call. If it becomes more of a pattern of questionable line calls, you can ask for help from an official or coach (if available) to observe and arbitrate should there be further questions or disputes. You can avoid the risk of a bad call by hitting with higher margin and hitting to big targets. And, if playing for fun, you can choose not to play with this opponent again.
8. As for dealing with other potential issues, it is important to be familiar with the rules to be able to respond from a base of knowledge. How much time is allowed between points, sets and changeovers? What is the process when a player gets injured and what constitutes an injury? What happens when you cannot agree to the score? Without being confrontational, speak up to defend your position when necessary and hold your resolve when challenged. To prevent an incident with scoring, clearly state the score when serving and confirm the score when receiving prior to the start of each point.
9. How do you counsel a teammate or friend who you witness to be cheating or is witnessed by others to be cheating? Your main role as a teammate or friend is to bring awareness and lend support. You can also help to bolster confidence and reassurance in self-worth which in turn, could serve to dissuade any perceived need to cheat. However, if the cheating is particularly egregious, the best response may be an intervention with a measure of hard love.
10. As a teaching professional or coach, how do you counsel a student or player on your roster who you witness to be cheating or is witnessed by others to be cheating? Establish a constructive dialogue. Without being accusatory, state your observations (what you personally observed). Restate your expectations for sportsmanship, conduct and behavior both on and off the court. Enjoin the player in a discussion on how to best deal with the pressures of competition. What are the causes of anxiety that lead to poor decision making? Role play on the best behavioral responses to different competitive situations. Establish processed-based goals to better realign priorities. Of course, you may avoid the need to have these difficult discussions if you have your players or students sign and commit to a sportsmanship pledge prior to the start of training and/or match play.

If you are entering high school and contemplating a decision on whether to play high school tennis (particularly if you are a tournament player and are unsure of the advantages of playing high school tennis versus other paths to develop your game), here are ten plus one reasons to participate in a high school tennis program.

1. High school tennis is fun. Being actively engaged working together collectively with other players who share the same goals and aspirations is fun. The competition, travel to other schools and playing sites, the interaction before, during and after matches and practices with other players on your team all combine to make high school a rewarding and fun experience.
2. There is the opportunity to establish meaningful relationships and friendships. Sharing the same experiences such as the physical demands and the daily regime of practices and matches, pressures of competition, time management and the balancing of course work loads and other school commitments with team requirements and expectations create a common bond and a unique connection with other players on your team.
3. You get coaching support not only during practices but also during match play competition. Coaching can help overcome adverse momentum swings and mental obstacles characterized by the nature of the sport. Tennis is a tough sport requiring focus, mental toughness, and resiliency. There are times when all players get distracted, lose focus, and experience a loss of confidence. A coach who is not conflicted or bound to you by financial ties who interacts with you daily and knows your strengths as well as your weaknesses, vulnerabilities and insecurities can be an invaluable resource in getting you through rough patches on the court. Help could be as simple as a particular trigger word or general words of encouragement or it could be more specific and concrete such as strategic and/or technical advice on how to establish or reestablish rhythm, timing, composure and/or momentum.
4. You benefit from the support of your teammates to improve your playing skills and match play performance. Your teammates can provide inspiration, motivation, and encouragement to bring your game to a higher level.
5. You will develop complimentary/cooperative hitting skills (perhaps one of the most undervalued skills in tennis) in hitting with other players on your team. It begins with the ability to stay in a rally (get the ball in play) to extend rallies and execute specific shot patterns and progresses as you become more proficient to the ability to adjust your pace, spin, depth, and other controllable variables, mirror the pace, trajectory, spin, etc. of your hitting partner and vary your playing style in different role playing and hitting assignments as required for the benefit of players on your team. Acquiring these complimentary/cooperative hitting skills will not only will help your teammates but will also help you in your skill development and ability to both establish and disrupt rhythm. Plus, in acquiring these skills you will hopefully learn how to become the most valued and sought after player in tennis, a “player” with complete skills who finds joy and benefit in hitting with anyone regardless of level and playing style and genuinely sees the value of supporting others in their efforts to improve their skills.
6. You get to support your school and the athletic program at your school. Achievements take on a greater significance when playing for more than just yourself. Participation alone demonstrates a commitment to your school and commitment to the values established by your school.
7. You gain recognition, respect and acknowledgement for your commitment and effort with your peers. Your standing in the high school community is enhanced by your selection to the team.
8. Play other sports? Tennis provides cross training benefits for all sports. Tennis develops hand eye coordination, complex movement and footwork agility, dynamic balance, linear/multi-directional speed, strength, endurance, flexibility, core and shoulder stability and explosive and reactive power.
9. Your game will develop and improve with the commitment of tennis five to six days per week for the duration of the season. You will have the opportunity with the commitment of deliberate, disciplined, and purposeful practice and match play competition to develop lifetime playing skills and the foundational skills necessary to play tennis at the college level and/or play competitive tennis in adult and adult age-group leagues, tournaments and events.
10. There is an opportunity to take on a leadership role as you advance in grade and gain seniority on the team. Through your actions and leadership by example, you can bolster player confidence and development, elevate team spirit and enthusiasm, build team cohesion, ensure player inclusion, promote a culture of continuous improvement, excellence, and purpose, and most importantly, make things fun. You can take on specific roles such as assisting the coach and/or coaching staff in welcoming and mentoring new players, communications, marketing, public relations, planning, and logistics. Through the process, you can learn team dynamics and how to collaborate, contribute and interact as an integral member of a team, an invaluable skill that can serve you well in life and any future occupation or profession.

Plus…

Your prospect for college admission (whether pursuing tennis at the college level or not) is enhanced by your commitment and participation in high school tennis. Your high school tennis achievements and the achievements of your team also improve the possibility for recruitment by college coaches for play at the collegiate level. Play on a high school team demonstrates a high level of dedication to the sport of tennis. It also demonstrates your ability and willingness to interact in collaboration with your teammates and coach to achieve the collective and individual goals of the team. For the higher-level player, participation on a high school team shows a willingness to share the spotlight and sacrifice personal ego and self-interest for the advancement and betterment of the team.

Included below is a layout with options and progressions for an ideal warm-up or start to your practice to prepare for competition (applicable for two hitting partners or a group or team of players).

1. Dynamic stretching. Tennis is a difficult and physically demanding sport requiring complex coordination and movement, dynamic balance, linear/multi-directional speed, strength, endurance/stamina, flexibility, core and shoulder stability and explosive and reactive power. To prepare for the complexity and variability of the game of tennis, the warm-up should begin with dynamic stretching (continuous movement patterns operating in multiple anatomical planes to activate and engage the body in preparation for more strenuous effort). Start with more stationary patterns such as arm circles, bow draw torso twists, bend overs, side lunges, squats and split squats. Progress to more movement-based patterns such walking lunges with arm drivers, walking lunges with twists, walking knees to armpits, walking high knee pulls and monster walks. Then add complexity to include more footwork and plyometric patterns and sprints such crossover steps, side shuffles, carioca steps and high knee, A, B and C skips. All patterns should be performed at a moderate to submaximal level of intensity. The focus should be fluid and elastic controlled movement.
2. Groundstroke focus. Start with a short court groundstroke rally with players positioned at or just past the service line. Players should aim for a target midway between the service line and net. Hit with soft hands and a full swing. Start slowly and then accelerate with a fluid complete swing. Hit at a compatible and manageable pace. Maintain active feet. Establish down-the-line and cross-court hitting lanes/patterns. Set consecutive rally requirements or goals of x number of shots or x seconds (minutes). For added difficulty, when hitting cross-court, use only your outside stroke or inside-out stroke. When hitting straight ahead on a full court or down the line on half the court, hit using only your outside stroke or establish a cross-court/down-the-line (alternating forehand-backhand) pattern. As a graduated length process, follow the same groundstroke progression from a 3/4 court position aiming for the service line and then from the baseline with the goal of hitting past the service line. New to tennis? Start with an underhand toss and catch exchange. Progress next to a drop hit and catch exchange (alternating roles every x number of shots) before working up to a full rally of two, three, four and more shots.
3. Volley focus. For the volley, start with a volley-to-volley exchange. Progress to a tap volley to short-court groundstroke rally. Keep the volley short of the service line. Next maintain a volley to baseline groundstroke rally with the goal to hit the volley past the service line. Establish down-the-line and crosscourt hitting lanes/patterns. Set goals to keep it going consecutively for x number of shots or x number of seconds (minutes). For more advanced play, execute alternating forehand and backhand volley, all forehand volley, and all backhand volley sequences. Rotate positions and roles accordingly.
4. Volley and groundstroke transitions. Combine groundstrokes and volleys with an up and back accordion-style rally. Start with a volley-to-volley rally. Progress back with each shot transitioning from volleys to groundstrokes adjusting the depth and trajectory of each shot to maintain the rally until you both get to the baseline. Establish a baseline rally and then work your way back to the net. Reestablish a volley-to-volley rally and repeat. Set goals to maintain the complete up and back pattern x number of time or keep it going for x number of shots or x number of seconds (minutes).
5. Overheads (and lobs). Feed lobs from the baseline to be countered with an overhead. Use a countdown (count up) to track success with the overheads. Start at a count of x (i.e., 20). Every time the overhead is hit successfully to a designated target the count goes down by one. Count up by one with every overhead mistake. Work down to zero. To add more pop, require the overhead to bounce up over the back fence (curtain, wall) or to a specific height on the back fence (curtain, wall) or over another established barrier. For advanced play, vary randomly or by design the location, depth, and angular direction of the lob. Similarly, randomly or by design change the required target for each overhead. Announce the required target with each feed (e.g., left, right, short, deep). As with all progressions, periodically rotate roles for overheads and lobs.
6. Serves (and serve returns). Serve to a partner (who can either catch and serve the ball back or reply with a controlled return to the server). Hit serves (and returns) at a moderate pace. Start at a position close to the net and progress with success back to the baseline. Establish four serving stations – halfway between the net and service line, service line, halfway between the service line and baseline and baseline. Set a countdown (count up) target number. Work down to zero at each station. The goal is to establish timing, tempo, and accuracy with a smooth, fluid, and effortless swing pattern. After taking turns to successfully complete these initial graduated length progressions, play out extended serve/return/groundstroke crosscourt rallies. Set a goal of completing x number of rallies of x shots or more. For variation, work on cooperative serve/return/closing patterns and other more complicated serve/return patterns with similar goals for the number of shots per rally and successfully completed rallies.
7. I like to conclude the warm-up with a challenge. For serving, I often run a 40-Serve Challenge. Here is how it works… Use the same eight serving (close to the net to the baseline) stations or locations (four on the deuce side of the court and four from the ad side of the court) established earlier in the warm-up. You serve counting down (or counting up) from five to zero through each of the eight serving stations. Every time you make a serve the count goes down by one. Every time you miss a serve the count goes up by one. You continue serving until you get to zero at each station. After you get to zero at one station, you then move to the next station to begin another count down to zero until you complete all eight stations. You count the total number of serves you hit (in or out) to successfully count down to zero through all eight stations. The goal is to make 40 serves in a row and get a perfect score of 40. Miss one serve and the best you can score is 42. Miss two serves and your score is 44. If competing against other players, the challenge is to see who can get a score of 40 or the lowest score. Challenges can feature basic high percentage rallies where the focus is consistency and patience. I have established 500 Ball Clubs and 1,000 Ball Clubs with many programs and teams. To become a member, you need to sustain a rally of 500 or 1,000 shots in a row (without an error). For another rally challenge with four or more players, start by positioning two or more players on each side of the net. Players alternate with their partner or teammates after hitting each shot. The goal is to see how long the rally can be sustained in a row without an error. For more difficulty, maintain a cross court rally and require players to run around a cone on the opposite far corner of the court before returning in line. With four or more players, you can also set up rally game challenges where pairs or groups of players vie to the be first pair or team to hit x number of consecutive shots or be the first pair or team to complete a shot sequence x number of times. Challenges can be quite complex as players advance in skill. A “killer” one I use for more advanced players is a continuous loop sequence which requires one player to direct groundstrokes and lobs as designated to a second player who must hit two volleys, run down a lob on the bounce, close back in after retrieving the lob to repeat the second loop of the pattern with two more volleys. The goal is to keep the rally sequence going as long as possible (two, three or more complete loops).
8. The goal for all progressions is to establish consistency, rhythm, and timing. The pace of all rallies should be controlled and moderate at a compatible pace and tempo. The focus for the volleys is a centered, balanced hitting position with core stability, quiet upper body and hands, “soft” hands, active feet, and precise racquet head control. The focus for all other strokes is a centered, balanced hitting position with core stability, active feet, proximal initiation (loading) and elasticity, fluid and effortless stroke pattern, length through the hitting zone, whole body synchronization and integration with and a broad range of motion and an exaggerated complete finish to each shot. It is not about hitting or moving at a maximal level of intensity. It is about discipline and active engagement of the mind and body in preparation for more intense, competitive play to follow.
9. There is flexibility on how to structure this warm-up. You can streamline the timeline to a commitment of 10 minutes or lengthen the process to 60 or more minutes. There are options to change the sequence order (i.e., work on volleys before groundstrokes), streamline or eliminate certain segments or spend more time with one specific aspect or theme (particularly if the play or practice to follow is similarly focusing on the same aspect or theme). Another option is to set a goal to complete each segment or all segments in a specific amount of time. If there is a team or group of players on multiple courts, you can set up competitions on who can be the first to accomplish a specific pattern in x number of shots, hit a consecutive rally of x number of shots, or complete requirements and targets for one entire segment (i.e., groundstrokes) or all segments combined. For teams, it is beneficial for players to establish the warm-up as a set routine that can be accomplished without any guidance or minimal guidance from a coach or professional.
10. How do you make hitting for consistency and repetition fun? The key is engagement (how attentive and actively invested players are in the process) and how you structure practice and your time on the court to be more engaging and fun. The variety, progressions and general flow to this warm-up routine make the process more engaging and fun. The general format of collaborating with another player to reach goals and targets for consistency and execution of different patterns plus having the opportunity to compete against different pairs or teams of players to be the first to reach specific goals and targets make the process engaging and fun. Introducing challenges of increasing complexity and difficulty is another way to better engage players in the process and to make it fun. Being creative with the flexibility to change things as necessary and to add different dimensions to your hitting time can also make the process for engaging and fun. The goal of any warm-up is to prepare players for technical and/or competitive-based training and ultimately competition by improving focus and concentration, body awareness and movement, racquet skill proficiency, consistency, and the ability to execute basic patterns. To the extent the process can be fun, the better the results and more likely players will want to invest more time hitting and playing.

How to manage and define risk and unforced errors.

1. There will be times when things are not going so well, where you will make mistakes. There will also times when things are going well and you make mistakes. The reality is that mistakes are very much part of the game. The important thing is to recognize and distinguish what constitutes a “good” mistake (not that any mistake is necessarily good) from a “bad” mistake.
2. Right away you need to take away the net as a hindrance. This means no mistakes in the net and any mistake in the net is always considered a “bad” mistake.
3. Similarly, you want to eliminate mistakes hit wide of the sidelines. Aside from the serve (which I will get to later), mistakes missed out wide are generally considered forced mistakes and should be avoided. The focus should always be to stay in the point by making your opponent “hit one more shot”. If you are hitting from a disadvantaged court position and given an extremely narrow down-the-line passing window, rather than trying to make the spectacular pass and risk hitting the ball wide of the sideline, think of other options. Consider chipping the ball at the feet of your opponent or hitting a defensive lob. At the very least, make your opponent “hit one more shot”. Every shot requires a quick risk/reward calculation of best options. If in your analysis your only option is to aim directly at the sideline, understand there is most likely a 50% chance you will miss wide. In most situations, you need to establish a margin by aiming at the very least several inches inside the sideline.
4. So, what constitutes a “good” mistake. Missing a target and sending a ball long of the baseline when trying to get additional depth and spin would be considered a “good” mistake (except if the mistake was caused by a lack of weight transfer and follow through). Missing a ball long due to a tightness in the arm and racquet head deceleration would be considered a “bad” mistake.
5. Positioning (where you are positioned in hitting the ball) is a major factor in determining your risk in making any shot. You can be decisive with confidence when hitting the ball from inside the baseline. Making a mistake when attacking from inside the baseline (where the probability of success is high) is unfortunate but still considered a “good” mistake (particularly when hitting to a big target area). Trying the same shot from well behind the baseline is a low probability shot and not so smart and is considered a “bad” mistake.
6. You are rarely operating in a vacuum. If you have a history of consistently making a shot or executing a pattern that on one level seems risky (such as pulling the trigger early in a rally to redirect the ball up-the-line or stepping around your backhand to hit an inside in forehand), the few times you do make a mistake attempting the same shot or pattern would not be considered “bad” mistakes. This does not mean you can be free swinging. There is a fragile line to being careless. You need to build margin into any shot or pattern. You also must be cognizant of your positioning and preparation before attempting any shot (but particularly a shot that has a lower probability of success). On a related subject, beware of succumbing to the allure of a big shot. Proceeding to make a series of mistakes trying to replicate the impossibly difficult shot you made in the previous game is not smart.
7. The score creates a context for defining risk and the number and types of mistakes that are tolerable. Going for huge shot and making a mistake at 40 – 0 in a nonconsequential game would not necessarily be considered a “good” mistake but would not be a “bad” mistake. Making the same mistake at two all in the tiebreaker is a “bad” mistake. Making an error in trying to do something new to add versatility to your game when ahead in the score would be an example of a “good” mistake.
8. There are statement shots that serve their purpose even if resulting in a mistake. Targeting the alley off the return in doubles lets your opponents know you are not afraid to hit down-the-line and that they should be wary of poaching. Going at your opponent (although not the nicest thing to do) can have reverberations well past the initial shot.
9. Matchups and styles of play influence the number of acceptable errors. The number of unforced errors and winner to error ratios do not always show the true picture. For example, if you cannot stay (on a consistency basis) in the point from the baseline nor power through the court to get balls past an opponent, you will need to find ways to come into the net which requires a different mindset and the likelihood of more errors. A player who attacks and comes in on everything should never expect to win every point. The goal is not to win all the points but just most of the points. For another example, a player with a strong and dependable serve secure and confident in the ability to hold serve can be more aggressive off the return. It may lead to more mistakes with the return and quick service games but there is always the chance of hitting a few return winners in succession perhaps resulting in a nervous double fault and “boom”, the set is over. As a final example, a high-risk big hitter with a lively arm and explosive groundstrokes who has the potential to quickly reel off a series of spectacular winners but is also prone to just as quickly hit a series of mistakes can be extremely disruptive to your ability to find rhythm. This player may not present the cleanest stat sheet (with a high number of “bad” unforced errors) but as an opponent, can present a formidable challenge. It is difficult to feel in control or establish any rhythm and timing when playing this playing personality.
10. Managing risk with the serve and the acceptance of a certain number missed serves or “good” mistakes is based on a calculation of four factors – 1st serve percentage (the percentage of first serves put in play), the percentage of points won when getting the 1^st serve in play, 2^nd serve percentage (the percentage of 2^nd serves put in play) and the percentage of points won when putting the 2^nd serve in play. It is hard to do the calculation in your head while playing but with match play experience it becomes more intuitive. Your percentages are based on how well you are serving (serving rhythm and timing, ability to hit your targets and ability to generate pace and spin) which can vary match to match and the ability of your opponent to neutralize and attack your serve. There are many other factors which influence your success in winning your service games other than the serve, but it is interesting to play with the numbers. Strategies are not so obvious as highlighted by this simple case example. If you hit 70% of your 1^st serves in play and win 70% of the points when getting your 1^st serve in play and then get 90% of your 2^nd serves in play and win 50% of the points when getting your 2^nd serve in play and play a total 100 points with your serve, you would win a total of 63 points (with three double faults) or 63% of your service points. Interestingly (and you will have to trust me with the numbers), if you were to hit two 1^st serves or the same average velocity for both your 1^st and 2^nd serves (which many would feel is reckless) while maintaining the same 1^st serve percentage (70% of all serves put in play), you would double fault nine times but would still win 64 points (one more than you would win with the more standard serving strategy). Would you tolerate nine double faults to win one more overall point with your serve? Perhaps not, but what if you were able to win 75% of all your serves put in play while still maintaining the same serve percentage of 70% with this same two 1^st serves strategy? Would nine double faults be more acceptable? What would be the result if you could increase the average velocity of your 1^st serve to get more free points (unreturnable serves) and a better 1^st serve winning percentage but in doing so, lowered your percentage of 1^st serves put in play? What would be the result if you could close the gap between your 1^st and 2^nd serves by not necessarily hitting with the same pace for both serves but by incrementally scaling back your 1^st serve and incrementally beefing up your 2^nd serve? It is fun to play with different scenarios to analyze risk and determine what it takes to win the greatest number of points with your serve.

I am reposting this article which I initially wrote more than 15 years ago and published on http://www.TenThingsTennis.com in November 2017. My intent is to follow this post with other “Joy Of” articles.

1. Hitting is a great way to improve your consistency. Counting the number of your consecutive shots in play (regardless of what your partner is doing) is a good way to maintain your focus and provide a gauge on how you’re doing keeping the ball in play. To keep things more interesting, establish different parameters. Ideas include hitting only cross court, hitting to a specific target area, hitting with all forehands (backhands), etc.
2. The goal of a rally, much like Aikido, is to blend your shots with the shots of your partner (adjusting the tempo and flow as necessary) to ensure you and your partner have success getting the ball back in play, maintaining the length of the rally and avoiding the need to pick up balls. Developing the ability to manage your controllable variables (pace, spin, depth, trajectory, direction and net clearance) to establish and maintain a rally with players of different skill sets, playing level, mobility, etc. is arguably one of the best skills you can establish as a player. It ultimately defines your ability to dictate and control the pace and flow of the rally in a point situation.
3. Hitting helps to improve your rhythm and timing. Rhythm and timing involves the three main components of tennis – eyes and mind (ball recognition), feet (footwork and balance) and hands (stroke production).
4. Hitting provides an ideal opportunity to work on your technique for all your shots.
5. Hitting provides the repetition necessary to develop and hone skills.
6. Hitting provides an opportunity to experiment and try different shots. In cooperation with your partner, use your hitting time to hit outside of your normal comfort zone. Experiment by hitting with more or less spin, pace, depth, net clearance and trajectory. In his complete four-hour hitting session, Roger Federer works on every possible hitting pattern and shot in his repertoire (including specialty shots).
7. Hitting can offer a productive and beneficial conditioning workout providing an opportunity to hit more balls than possible in a match.
8. Hitting provides an opportunity to interact with a friend in a shared interest. The non-competitive format allows for more dialogue and interchange. What better way to get to know someone better.
9. The cadence and rhythmic construction of a rally can share similar characteristics to music and much like music can serve to rejuvenate the mind and spirit. A rally and the process of a rally can be a very engaging activity requiring intensity and focus. It’s also possible to hit in a more relaxed state of mind without major deliberation and concentrated focus with the goal of establishing a performance zone of effortless hitting (in other words, hitting without thinking).
10. Hitting is fun. It’s fun to hit the ball the ball back and forth regardless of the quality and length of the rally.

Feeding in tennis is an art and skill that only gets better with practice and time. It has applications primarily to teaching pros and coaches but also has applications for hitting partners looking to work on their skills. It is ideal for getting players to hit a lot of balls in a short amount of time, working on specific hitting skills and patterns and for setting up different competitive point situations (the subject of my last article). Outlined below is a review of considerations and applications for feeding tennis balls for training.

1. Feeding begins with underhand feeds and drop feeds at close range without use of the racquet. Both are great tools for getting players to hit a lot of balls in repetition (which is the key to improvement) and working on technique. Having players on a team pair up to drop feed or underhand feed balls to each other can be a more productive use of time than to have players line up in a group to receive balls from a single feeder. Hand feeds can work for most all shots including overheads. For overheads, players can team up in pairs with one player sitting right at the net to toss balls up with an overhand throwing motion to a second player to hit overheads. Hand feeding can also be quite dynamic with multi-directional and multi-shot patterns (such as footwork navigational patterns using cones).
2. All players (particularly playing members on a team) should learn how to initiate a rally or point with a drop-hit self-feed. This means the ability to hit targets and vary trajectory, depth, spin and pace. With this ability to control the ball with a drop-hit self feed, hitting partners and team players can work together to set up different point situations and drills.
3. The traditional feeding technique using the racquet in most teaching and coaching settings is to hit the ball out of the air with a volley stroke using the continental grip. The stroke pattern is short, concise, and easy to replicate leading to better accuracy in hitting targets. With a cart or raised hopper of balls at hip level (for quick and easy access), it is possible with this stroke pattern to feed balls in rapid succession (for up tempo drills and to move larger numbers of players quickly through lines).
4. One of the limitations of feeding with a continental grip is the difficulty in hitting topspin. To generate topspin with the feed, one alternative is to change the grip to an eastern or semi-western grip. The feed is easier hitting off the bounce with more of a full swing but can be accomplished with an abbreviated swing and no bounce. Feeding topspin with an abbreviated swing (to dispense balls more quickly) requires a relaxed grip, soft hands, and a windshield wiper brushing or swiping action with ulnar and radial deviation of the wrist.
5. A novel way to generate topspin with the feed is to hit the ball down onto your side of the court. How sharply and hard you hit the ball onto the court influences the trajectory, depth and height of the bounce of the feed. It is possible to generate some pretty heavy balls with this feed.
6. It can be argued that the traditional feed makes it more difficult to replicate the standard trajectory of most groundstrokes. One option for a different look is to feed with overhead tap service motion. The feed creates a natural loop and is easy to hit fairly rapidly from both a standing and half/kneeling position.
7. There are times where it is advisable to feed the ball off the bounce either with an abbreviated or complete swing. The bounce can help with timing for the player receiving the feed. A full swing with the feed helps players receiving the feed mirror the proper stroke technique.
8. Perhaps the best application is to use a feed to start a live ball point situation or a shot combination collaboration between two or more players. A feed can be used to simply to put the ball in play for a neutral start to the point, get players in motion, set up a specific pattern or sequence, challenge players to defend in response to a difficult shot or defend from a disadvantaged court position or create opportunities for players to attack and go on the offensive. Examples include a short feed to initiate a closing pattern, a feed requiring a player to run down and retrieve a lob and a high bouncing feed requiring a decision to fade back or move in to take the ball on the rise.
9. The ability to feed two or more balls at roughly the same time is a more advanced skill that can be utilized for larger groups where there is a need to quickly move players through a specific pattern. A double feed can be used for a two shot running drill where players in turn hit an inside-out forehand from the add court followed by a running forehand hit from the deuce court. As one player receives the second feed the next player in line receives his/her first feed at roughly the same time. It requires quick, easy and seamless access to a supply of balls, two or more balls readily in hand and the ability to replenish balls in hand without diverting attention and focus away from the players in line. It requires a repeatable pattern of two quick, crisp feeds, a pause or gap (to allow time for the second player time to run down the next shot) followed by two more quick, crisp feeds (pop, pop….pop, pop). The pause or gap between the two double feeds can be shortened or lengthened depending on how much you want to push the player hitting the running forehand.
10. If you want to be “monster” clever (if that is a thing) with a larger group of players, you can set up a drill or point situation feeding to two courts. One option is to set up a running drill with the feeder stationed between two courts. Players line up in the alley of each respective court. Players on the court positioned to the left of the feeder move with the feed to hit a running forehand (if right-handed). Players on the court positioned to the right of the feeder move with the feed to hit a running backhand (if right-handed). After receiving the feed players then play out the point versus a defender on the far side of the court. If a player loses the point, he/she moves to the end of the opposite court line. If the player wins the point, he/she moves to replace the defender on the far side of the court. For doubles, the first player in line runs wide in response to the feed. The next player in line moves to fill the gap. The two then play out the point together as a team. There are many possible alternatives and progressions as there are for every drill and point situation mentioned in this article. Variations include positioning players at the net to run down lobs with their forehands on one court and backhands on the other and positioning players at the baseline to hit forehand approach shots on one court and backhand approach shots on the other.

The trick to feeding is to be creative with the understanding of the role of feeding to get players hitting more balls in different and varied hitting situations. As mentioned at the beginning, it is a skill not just applicable to teaching pros and coaches but to all players who have the opportunity to cooperatively work with other players to improve racquet skills and court awareness.

I got a little carried away with the depth of information for this topic. I kept to the theme of 10 by referencing 10 different title subjects to explain the benefits and fun of training with point-situational competition. The article includes an explanation of what competitive point-situational training is all about, the objectives of competitive point situational play and eight categories of examples of point-situational games. Point-situational training has applications for teaching professionals working with groups of students, high school, college and USTA league teams and for playing partners looking to add variety to their hitting time.

One

Competitive Point and Point Situation Games Explained

In point situational play, general rules of play and playing formats are manipulated to place specific demands and expectations on players. Examples include point-situational formats requiring players to close out games when ahead or recover when behind, to execute specific shot combinations and sequential patterns either prior to playing out points, throughout the entirety of a point or at predetermined or non-predetermined times during a match, to increase or slow down the tempo and flow of play and decrease or increase the use of certain shots or shot sequences.

Two

The objectives of point-situational play are to improve:

1. Problem-solving skills,
2. Response under pressure,
3. Ability to hit targets and target areas,
4. Ability to execute specific patterns,
5. Score management,
6. Response to different playing styles and situations,
7. Ability to utilize strengths and mask weaknesses,
8. Weaknesses and strokes and stroke patterns most difficult to successfully execute,
9. Ability to control the tempo and flow of a match,
10. Ability to disrupt rhythm of your opponent,
11. First strike capabilities with the serve return,
12. Ability to dictate and control play with an aggressive, offensive style of play,
13. Ability to extend the point with a consistent, defensive style of play,
14. Ability to transition from defense to offense,
15. Dynamic court coverage (complex coordination and movement, dynamic balance, linear/multi-directional speed, and agility),
16. Level of fitness (strength, endurance, flexibility, core and shoulder stability and power),
17. Variety and the ability to utilize the entire court with a range of different shot options,
18. Ability to vary stroke variables (spin, trajectory, direction, pace, bounce, depth and net clearance),
19. Intensity, focus and concentration, and
20. Shot tolerance and ability to win points of different rally lengths (short points lasting 1 – 4 shots, medium length points lasting 5 – 9 shot and long points lasting 10 and more shots)

Three

Category #1 – Score/Risk Management

Learn how to assess risk based on the score. Learn when to “lock down” and refuse to make a mistake and when to be more free swinging. Learn how to close out a game, set, and match when ahead and how to stay in a game, set and match when behind. Learn how to establish and sustain momentum to build a lead and how to reverse momentum when down in the score. Learn how to recognize which points in a match have more consequence to the outcome and which points have less consequence and although there should be a mentality to fight for every point, learn how to manage effort and to be peak performance at the most pivotal points of the match. Examples of point situations include:

1. Start each game up or down x number of points. As a variation, start each game up or down x number of points based on results of the previous game(s).
2. Continue play until one player is ahead by x number of point (or games). End game and declare winner when one player (or team) is ahead by x number of points (or games).
3. Play points until one player or team wins x number of points in a row.
4. Continue serving complete games until broken. Serve then transfers to opposing player to continue serving until broken.
5. Assign weight or extra value to predetermined games (i.e., the fourth and fifth games of the set).

Four

Category #2 – Shot Tolerance/Consistency

Learn how to stay in a point as long as necessary to win the point. Learn how to sustain intensity and focus through the entire duration of a point. Learn to how get into a point and establish consistency, tempo and rhythm. Examples of point situations include:

1. Exact a penalty or subtract a point for hitting an unforced error, hitting the ball into the net and/or hitting the ball wide of the sidelines, etc.
2. Reward a bonus point for each point won when the rally exceeds x or a greater number of shots (i.e., for a rally of 9 or more shots). As an alternative, offer points of escalating value for each point won for rallies of 1- 4 shots, 5 – 8 shots and 9 or more shots.
3. Require completion of a specific basic one-lane rally or a more complex rally pattern of x number of shots to start each point. For example, hit a six-shot cross-court, down-the-line rally prior to the start of each point.
4. Allow only one serve to start each point.
5. Track and total the number of unforced errors. Establish a limit to the number of unforced errors. If a player or team exceeds the established limit, the player or team loses the match (regardless of the score). As an alternative, track both unforced errors and winners. Establish a limit to a negative differential. If the established differential is exceeded (x number more errors than winners), the player or team loses the match (regardless of the score).

Five

Category #3 – Offense/Defense Patterns and Tactics

From an offensive perspective… Learn how to execute offensive play patterns. Learn how to gain and maintain a positional court advantage. Learn how to take time away from your opponent by taking the ball early. Learn how to attack short balls. Learn how to aggressively finish a point with a winner or forced error. Learn how to create situations to hit your strongest, most offensive shots for the majority of shots played during a match. Learn how to shorten the average length of points played to your advantage. From a defensive perspective… Learn how to stay in the point by extending the rally, absorbing pace, changing the tempo, and varying pace, spin, and net clearance. Learn how to disrupt rhythm and do whatever is necessary first to neutralize the point and then to transition to offense. Examples of point situations include:

1. Designate one player with the role of being the first player allowed to dictate play with redirection. Require both players to hit cross-court until the designated player changes the direction (redirects the ball down-the-line) and then both players can play the point out with no restrictions on placement of the ball.
2. Have both players start each point hitting past the service line. If a player hits a ball short of the service line, the player receiving the short ball must approach the net and finish the point at the net.
3. Allow one player or team (or both players or teams) only x number of bounces (or no bounces) each point. All shots must be hit in the air prior to the bounce after the bounce limit has been reached.
4. Play an offense/defense game where one player must conclude the point by hitting no more than x number of shots. If the player tasked on offense must hit one more shot past the designated number of shots, he/she losses the point. From the defensive perspective, the player on defense tries to win the point by requiring the player on offense to have to hit one more shot past the designated number of shots.
5. Designate role-playing offensive and defensive assignments. Have one player or team play an aggressive, attacking, high-risk offensive game. Have the opposing player or team respond as necessary. Likewise, designate one player or team to play a defensive “get everything back in play” strategy. Have the opposing player or team respond as necessary.

Six

Category #4 – Serve and Serve Return and First Strike Capabilities with the Serve and Serve Return

Learn how to dictate play with the serve by hitting specific targets and target zones and executing specific serve patterns. Learn how to take time away from your opponent and apply pressure with the serve and subsequent shots. Learn how to attack and dictate play with the return (by similarly taking time away and applying pressure). Learn also how to neutralize the advantage of the server and get into the point with the return and subsequent shots following the return. Examples of point situations include:

1. Require the serve to be hit to a designated target area to start each point. To increase the complexity of the game, require the return to be hit cross-court, down-the-line or to a designated target area based on the target hit by the server. For example, require a cross-court (preferably angled) shot in response to receiving a serve hit out wide to the outside corner of the service box.
2. Require the server (serve returner) to finish the point in less than three shots (or lose the point regardless of the ultimate outcome). On a more positive note, award bonus points in escalating value if the server (serve returner) can successfully conclude the point in three shots, two shots or one shot (which in the case of the server would be an ace or unreturnable serve).
3. Choreograph the start of each point in a collaborative effort by both the server and serve returner. Require the server and serve returner to hit a two or more shot pattern hitting specific designated targets (including the serve) with specific designated shots after the serve. For example, require the server to hit a serve out wide, followed by a forehand approach hit deep to the opposite corner concluded with a forehand angled cross court volley.
4. Require one player to return serve from a starting position x feet inside the baseline (or x feet behind the baseline).
5. Require the server to state his/her plan for the first two (or more) shots hit prior to each point. Award bonus points whenever the shot pattern follows according to plan.

Seven

Category #5 – Mental Toughness/Concentration/Focus

Learn how to establish and maintain composure, focus, concentration, intensity, and confidence. Examples of point situations include:

1. Start and maintain a two-ball rally until a mistake is made with one of the balls. Then play out the point with the remaining ball.
2. Require one player or team to play all points from a disadvantage of playing on the court side looking into the sun or playing with other adverse playing condition (such as playing against a fierce headwind.
3. Require players to be silent (no talking or negative or positive outbursts) during match play. Players are to use only hand signals to make calls and not say anything (except to call out the score) during all play (including during changeovers between games and sets).
4. Using a time clock, reduce time between points to no more than x number of seconds between points. Or, using a time clock, extend time between points by requiring no less than x number of seconds between points.
5. Rally Games. With the goal of executing repetitive hitting patterns and the discipline and focus required to execute repetitive hitting patterns, have pairs or teams of players compete against each other to hit the most number of consecutive shots according to the pattern requirements before the end of the allotted game time or have pairs or teams of players compete against each other to be the first to hit x number of shots in a row according to the pattern requirements. Patterns can be designed to be progressively more complicated and difficult to perform as players improve in ability and execution.

Eight

Category #6 – Touch, Feel and Finesse

Learn how to absorb and vary pace, mix spins, hit acute angles, execute short and deep patterns, manipulate the bounce, etc. Examples of point situations include:

1. Require one or both players to hit groundstrokes with only slice (topspin).
2. Play a volley, no bounce game with a requirement to hit the ball up only. Limit the court to the service box only.
3. Play a mini-court game using only the service box(es). Require balls to be hit with no pace.
4. Play two bounce points (ball must bounce twice in the court prior to hitting each shot).
5. Play two-touch points where both players must first trap the ball (as the first touch) and then hit the ball back in play (with the second touch).

Nine

Category # 7 – Dynamic Court Coverage/Footwork/Fitness

Develop multi-directional speed, quickness, and agility. Develop endurance, power and strength. Develop strength, muscular endurance, core and shoulder stability and power. Examples of point situations (with an emphasis on escalating density) include:

1. Players play points with one player required to only cover half the court but free to hit to the full court while the other player must only hit to half the court but cover the full court. Roles are reassigned after the conclusion of each point. The winner of the previous point covers only half the court, and the loser covers the full court. The winner of each point can choose which side to cover (or which side the opponent must hit to) or sides can be designated by rotation or by the identified needs of the players.
2. Require players or teams to run wide left or right, up (to cover a drop shot) or back (to run down a lob) to start each point.
3. Require player(s) to run to, run around and/or touch a marker (such as a cone) or defined court area after each shot for x number of shots prior to start playing out the point.
4. Require one player to hit every ball with a forehand.
5. Play full court no volley points.

Ten

Category #8 – Point Construction/General Application

Through repetition and situation-based live competition, learn how to construct a point and develop better court and match presence. Learn by a “games theory” model of sequential repetition of basic patterns how to approximate and better determine probabilities and outcomes leading to better shot selections and choices. Examples of point situations include:

1. Play team singles. Players stay in and play points until they lose a point or until they win x number points in a row. When a player comes out, he/she is replaced by a team partner who similarly stays in until he/she loses a point or wins x number of points in a row.
2. Play a version of table tennis doubles. Players alternate hitting each shot with a team partner.
3. Designate (mark off) an area on the court players cannot hit without losing the point. For example, mark a mid-court area where the center service line intersects with the service line.
4. Rally Games – Play a rally game where a pair of players or team of players collaborate to execute a specific pattern or hit x number of designated shots in a row in less time than other opposing pairs or teams. Rally games can progress by increased demands for volume and complexity. Rally games can also include competition for pairs or teams of players to compete to see who can be the first to execute a specific stroke combination pattern or sequence x number of times.
5. King or Queen of the Court (Attack and Defend) – One or two players defend or receive on one side of the court. The remaining players on the opposite side of the court take turns trying to win a designated number of points or consecutive points to replace the player(s) on the receiving end of the court. Players vie to win x number of points or x number of consecutive points while defending or receiving to win the overall game. Points can be initiated by a serve, drop hit courtesy feed or a feed requiring players to hit or move to hit a specific shot or shot sequence. There are two basic rotational options. Players can either rotate out after each point until they win the designated number of points or consecutive points or they can stay in until they lose or win the designated number of consecutive points. With six or more players, the game could include points running simultaneously on each half of the court. After losing a point, players rotate to the end of the adjacent line until winning the designated number of points or consecutive points. When a player proceeds to win the designated number of points or consecutive points, the player then replaces the player he/she last defeated. Options can extend to multiple courts. Players work up to a top court by winning x number of designated points or consecutive points from lower court positions. Players get bumped down should they fail to win points to provide space for players moving up. (e.g., Player X wins two consecutive service points on court 3, replaces Player Y to then return serve, proceeds to win three service return points, then moves up to court 2 and in the process bumps down Player Z who takes his old spot to return serve on court 3.)

1. A player with skilled or “soft” hands has wrist mobility and can use wrist flexion and extension as well as ulnar and radial deviation of the wrist to generate racquet head speed, extra bite with the use of spin and sharper and more severe angles. It is ulnar and radial deviation of the wrist that helps create lag and an explosive whipping action as the body uncoils in hitting groundstrokes. It is this same wrist deviation that creates the windshield wiper motion and the ability to generate more topspin with the groundstrokes. Wrist mobility and flexibility provide the ability to maneuver the racquet face to create the sharp angles that players like Djokovic and Medvedev seem to make on a routine basis. It is wrist extension combined with forearm pronation and supination that help add that extra bite to the Federer slice forehand and backhand groundstrokes. It is a loose and relaxed wrist flexion at the beginning of the motion that initiates the whipping/cartwheel action and “snap” at contact for the Alexander Zverev serve.
2. A player with the ability to maneuver hand and racquet position and path is better able to disguise intent and all stroke variables (such as direction, spin, trajectory, and depth).
3. A player with flexibility and “soft hands” can better take advantage of the elastic energy generated through the stretch-shortening cycle. The stretch-shortening cycle is an active stretch of eccentric contraction of a muscle or muscle group followed by an immediate shortening or concentric contraction of the same muscle or muscle group. In this process of rapid stretch and eccentric contraction, the muscles and accompanying tendons experience an increase in their elastic energy. This stored elastic energy is released when the eccentric contraction is followed by an immediate concentric contraction leading to an increase in force production. The process almost by definition requires a relaxed grip and a fluid and effortless stroke pattern.
4. A player with “soft hands” can absorb pace (particularly important when handling pace with the volley). “Soft hands” create the ability to cushion the ball to create angles, drop the ball short and hit lob volleys when at the net. It provides the ability to deaden the drop shot so the ball drops short and sits or spins away from your opponent. “Soft hands” creates the ability to take pace of the ball with spin for the groundstrokes to disrupt rhythm and to better manage the tempo of the rally to your advantage.
5. A player with “soft hands” is more adaptive (can adjust to get a racquet on the ball in response to balls hit outside the strike zone) and as a result, tends to be better in retrieval skills when on the defensive.
6. A relaxed grip and “soft hands” leads to less fatigue. Relaxation promotes fluidity, flexibility, and elasticity through the entire kinetic chain and a more effortless stroke pattern. Maintaining a relaxed grip and “soft hands” when not hitting the ball (in support of the racquet in the ready position and when moving to the ball) also minimizes fatigue particularly over the course of a long match.
7. A player lacking “soft hands” and a relaxed grip tends to be more tense and rigid and is less able to generate that “pop” you see at contact with players who have a more fluid playing style. A player who is more rigid can generate arm speed but is less able to incorporate all body segments in a synchronized chain to transfer acceleration into the hand and racquet. A relaxed start to a stroke is particularly important for the serve to establish a lively arm which begins with wrist flexion at the start of the motion and to generate “pop” or racquet head speed at the point of contact. For relaxation, Pancho Gonzales (a prominent player in 50’s and 60’s) shook out his hand prior to gripping the racquet before hitting each serve.
8. Tension and a rigid grip can lead to muscle imbalances and injury by disrupting muscle group interactions (such as the relationship between agonist, antagonist, and synergist muscle groups) and fascial (connective tissue) lines responsible for body movement and force transmission. Players should seek to establish elasticity in the fascial system and fluid, effortless movement. Rigidity at the opposite end of the spectrum is like jumping rope while only landing on your heels (which invites stress and injury).
9. Soft hands” and a relaxed grip and stance enhance the ability to manipulate height, trajectory depth, bounce height and projection and direction of the ball after the bounce and provide players with variety and more shot options.
10. Perhaps this is more subjective but hitting and moving with fluidity and elasticity (by starting with a relaxed and grip and posture) is more aesthetically appealing and more fun. If not more aesthetically appealing, a more fluid style employing more elasticity is more functional and efficient by relying less on muscle power. This equates to being able to be able to play at a higher level of performance and sustain this high level of performance for a longer duration (which definitely is more fun).