| Jim Courier once said on Academy Training - "The | | | | Andre Agassi's career perhaps demonstrates that |
| ideas for improvement came naturally to me while I | | | | Academy training will eventually limit a player's |
| was a junior battling my peers at Bollettieri's Academy | | | | development. After leaving Bollettieri's, Agassi was |
| and the US Junior Davis Cup Team. That intense | | | | immediately recognised as one of the best ball strikers |
| competitive environment spurred me to look for | | | | on the professional circuit. However, it wasn't for many |
| avenues to raise the level of my game." | | | | years that he realised his potential. Early in his career |
| Coaching in groups has many advantages. Primarily | | | | he would blast his opponent off the court with his |
| students learn from each other and push each other | | | | ground strokes, or if this method failed he would lose |
| to greater heights and there are many examples | | | | (often accused of tanking.) Under the guidance of Brad |
| where training in groups and squads has produced | | | | Gilbert he learned to understand the subtleties of the |
| stunning results. | | | | game and became the ultimate competitor, finding a |
| Bollettieri's Academy - In the 1980's Bollettieri's | | | | way to win under any circumstances later in his |
| Academy had future stars Agassi, Courier, Krickstein | | | | career. Perhaps this is why he famously said: "I hated it |
| and Wheadon battling each other on a daily basis. | | | | at Bollettieri's Academy. The only way out was to |
| Equally in the 1990's Sharapova, Golovin and Jankovic | | | | succeed." Andre Agassi (1998) |
| were pushing each other to the limit as juniors and | | | | Martina Hingis blames the modern Academy coaching |
| translated that into success on the senior tour. This | | | | systems for the flaws in many of the top female |
| bringing together of the best players to practice | | | | players: "A lot of these young girls, they don't even |
| together created an ultra competitive environment and | | | | know what the game is about. They have never seen |
| ultimately success. | | | | a drop shot, a slice and all the mixture I have." Martina |
| Spanish Training Model - The Spanish model of training | | | | Hingis (2006) |
| has achieved mythical status. What is in the water in | | | | Certainly if you consider that Demetieva has a weak |
| Spain? The system is producing a stream of top | | | | serve, Ivanovic has struggled under pressure, |
| professionals and shows no signs of stopping as | | | | Sharapova doesn't handle "junk", and several top |
| Rafael Nadal and Fernando Verdasco become the | | | | players can't transition or volley Hingis has plenty of |
| latest young players to make their mark. The mix of | | | | evidence to support her criticism of the coaching |
| gruelling training, clay courts and regular tournament | | | | methods. |
| play attracted international players such as Marat | | | | Hingis herself was coached from a very young age |
| Safin, Svetlana Kutnezova (both Russia) and Andy | | | | by her mother, who taught her all aspects of the |
| Murray (Britain) to develop their games in Spain. | | | | game. Her all round prowess on the tennis court is a |
| To create performance environments in squads, | | | | contrast to many of the modern players, and while she |
| players must have challenging practice partners and | | | | may have struggled against her opponents power, she |
| suitable drills and activities to keep them tested. Equally | | | | certainly has a crowd pleasing game and the all round |
| the players of the squad must have the same attitude | | | | skill to return to the top 10 after two years in |
| and commitment. | | | | retirement. |
| To ensure the homogeneity of your squads enforce a | | | | Individual training can certainly compensate for any |
| criteria (based on both tennis skill and personal qualities) | | | | flaws in the academy or squad training. Individual |
| which players must qualify. | | | | lessons should address the technical weakness's that |
| Aspects of the criteria may include minimum standards | | | | are likely to limit the player's ability to progress to a |
| for: Competing in club, state and national tournaments; | | | | higher level. While academy training seems to produce |
| Sense of commitment to the team or squad; level of | | | | players that are all very similar, individual training can |
| fitness; and dedication to schooling and education. | | | | target specific strengths and weakness, moulding |
| Training in squads should be regarded as "sparring" | | | | unique players with their own style. |
| with players working together and acknowledging | | | | Performance Environment - Assessing the relative |
| each other's efforts. Impose a "work for every ball" | | | | strengths and weakness of Academy vs Individual |
| attitude, ensuring the players train at match intensity. | | | | Training environment it is apparent both methods are |
| Friendly match practice should form a core component | | | | important to player development. While some argue |
| of training and a sense of camaraderie between | | | | that one is superior to the other, both develop skills that |
| members is ideal, creating a "Davis Cup" type | | | | the other does not. |
| atmosphere which can also lead to inspirational | | | | The individually trained players may miss the |
| performance. | | | | competitive environment of the best players training |
| The coach must recognize that all players in the group | | | | together; while The Academy based player may miss |
| are individuals. Within each lesson or drill different | | | | the individual attention needed to develop an all round |
| players may have different objectives and the coach | | | | game and strategy. |
| must attempt to spend one on one time with each | | | | The two environments should complement each other, |
| member of the squad. General hitting sessions should | | | | not clash. The private coach of a talented individual |
| be avoided; each session or drill should have a clear | | | | should look for an appropriate squad for their player; |
| objective - working at different aspects of the player's | | | | while the squad coach should suggest some private |
| development. | | | | lessons for fast improving young player. |
| Individual Training - "Has any one player come out of | | | | In both squad and individual training, creating a |
| Bollettieri's a more complete player than when he or | | | | performance environment where hard work is |
| she went in? I can't think of one." Tony Trabert, US | | | | complimented by fun and enjoyment is the coaches |
| tennis legend of the 1950's. | | | | primary goal. |
| The output of professional players from academy and | | | | Some ideas for creating a performance environment |
| squad environments, such as Bollettieri's, supports the | | | | include: Create more pressure in training than in |
| group methodology. However there have been | | | | matches (overload); use longer sessions; shorter |
| several critics of the system. Many of these academy | | | | breaks, 2 on 1 drills; use the player's favourite drills and |
| trained players lack the nuances of the game - heavy | | | | they will be more likely to give 100%; stick to a limited |
| spin (both slice and topspin), approach shots, serve and | | | | number of drills and use variations of them. Simulate |
| volley, drop shots and variation of depth and pace. | | | | match play whenever possible. Live ball drills most |
| These players, such as Sharapova and Vaidisova, are | | | | effectively develops a player competitive play. |
| all about attack with flat, powerful ground strokes. | | | | Understand that quality is more important than quantity. |
| These same players often seem anxious under | | | | Mindless and repetitive hitting with no objective may |
| pressure and when faced with a player who can play | | | | improve your ability to hit a tennis ball, it will not improve |
| with variation, especially on a slower court. This anxiety | | | | match play! Train every aspect of the game - Tactical, |
| is most likely caused by a lack of viable options if Plan | | | | Technical, Physical and Mental; Playing Phases - |
| A begins to unravel. The recent retirement of Henin | | | | Defending, Rallying, Creating and Attacking; Ball control |
| and Hingis; and Amelie Mauresmo's struggles have | | | | - Speed, Spin, Depth, Direction and Height; Game |
| sadly sapped the women's tour of players who can | | | | situations - Baseline, Approaching, Passing, Serving and |
| play with variety. | | | | Returning. |