The Purpose of This Course

The Purpose of this Course:

The objective of this Workshop is to help Instructors, Coaches, teachers and any interested volunteer to become familiar with using the “Learn to Play” (LTP) curriculum as a tool for starter players in the fundamental stage of development. Note: The course leader should customize the course depending on the group that is being presented to or the theme of the seminar… ie. If the theme of the seminar is about summer camps, then orientate the content to the summer camp program found in the LTP content and adjust accordingly.

Course Outcomes:

Participants will be provided practical knowledge on how to use the progressive tennis system (which for U12 is called “Kids Tennis”) to implement the curriculum at various locations like the community clubs, parks and after school activities.

Participants will get to practice a variety of activities and implement lesson plans for different playing levels. They will experience running activities from all the skill sets outlined in the curriculum.

Participant will understand the tactical/technical progression of a starter Player. They will be able to modify the activities and give basic feedback on the technical fundamentals.

Course Structure

A. Introduction (30 mins)

B. Court set up options (30 mins)

C. Curriculum structure (2 hrs)

D. Activities variations and fundamental teaching points (75 mins)

E. Lesson and camp plans (75 mins)

F. Reflections (15 mins)

Notes to Course Facilitator on Delivery of Workshop

The course must be delivered using an interactive approach, which promotes discussion, problem-solving, etc. (Note: The intention is not to conduct a 6-hour lecture). Many of the sections include Practical Learning Activity (PLA). These are interactive ways participants can learn through activity.

2. The CF should refer to the TC Learn to play Curriculum throughout the course, using it as references to help in their own delivery of the material and to help candidates understand the materials.

Equipment Required

DVD player and TV (optional)
2 red, orange and green per participant
Samples of 19 to 25 inch racquets
Court creation materials (Mini nets or ropes, Drop-down-lines, Roll-down-lines, masking tape, tape measure or yardstick)

LEARN TO PLAY CURRICULUM WORKSHOP

time

topics &

references

IMPLEMENTATION

Introduction

9:00am

to
9:30am
(30min.) / TC Learn to Play curriculum (Pages 1-8)
TC Progressive tennis DVD (optional) /

Introduce yourself
Introduce participant and their background.
Fundamental stage of LTAD:

A starter lesson usually takes place in community courts, parks or school gyms. These lessons fit into the fundamental stage of development. This curriculum is designed to build a solid foundation for futures success and promote development and enjoyment.

Progressive tennis as a tool:

The revolutionary system of scaled courts, balls, rackets and scoring that is making tennis easy and fun for starter players.

Structure of the curriculum:

The curriculum identifies 4 skill sets required to play tennis successfully. They are called the “I can sets”.
I can rally, I can start a point, I can play the net and I can play points.

Creating a lesson:

The program adapts the play-practice-play method for creating a lesson plan. The most asked question is a junior lesson is: when can we play. The answer in this program is: Now!
Play will be used as a motivation for players to think how to play better. The practice part of the lesson answers this question.

The curriculum contains various lesson and camp plans for all 6 levels.

Red12, Orange12 and Green1.0&1.5

Court set up options

9:30 am

to
10:00 am
(30 min.) / TC Learn to Play curriculum (Pages 1-8) /

Have participants set-up 4 red and 2 orange courts (10 m.)

Split participants into groups (3-5 participant/group) in order they can experience the 4 modified components of progressive tennis.
PLA: Participants are placed into groups (3-5 participant/group) and set up 6 courts (4x red and 2 x orange court configuration)

Then they must organize themselves to play.

Have participants experience a game activity (10m)

PLA: CF organizes the participants to play the game team cones (G5 p.46) on all courts at the same time. Talk about the tactical connection with tennis.

Overview all court option (2 red and 2 orange) and the tactical connection of games to tennis in reality.

time

topics &

references

IMPLEMENTATION

Curriculum Structure

10:00 am

to
12:00 pm
(120 minutes with 10m break) / TC Learn to Play curriculum (Pages 13-51 for activities)
(Pages 54-103 for lessons) /

CF to start this section by implementing a lesson plan from the curriculum.

PLA: CF will ask for 6 volunteers to deliver a lesson plan from the curriculum.
Other participants will observe and get to understand the structure of alesson
2. Outline 4 skill sets (I can rally, I can start a point, I can play net and I can start a point).
3. Have participants experience the progression of each skill set.
PLA: Participants will practice all skills in pairs while CF leading the group.
CF will lead the group through “I can Rally” series of activities (P1-P10):

Throw tennis. P1P2
Floor tennis P3P4
Self rally P5
Student feed (close to far distance) P6&P7
Rally with control (catching on the racket). P8
Rally using self rally P9
Rally with direction P10

CF will lead the group through “I can start a point” series of activities (P11-P17):

Overhead throw P11
Flying targets (2 balls tossing and hitting) P12
Underhand serve and return P13
Serving from closer to further distance of the net P14
Overhead serve (same side of the court, crosscourt, to targets) P15-P17

5CF will lead the group through “I can play the net” series of activities (P18-P24):

Throw tennis without the bounce P18
Self volley P19
Student feed (hand feed, racket feed) P20 and P21
Approach, lob and net play P22-24

I can play points:

End the session with the 2 games stop tennis (G6- P47) and/or Up and down (G8- P49)
Lunch break from 12:00 pm to 1:00 pm

time

topics &

references

IMPLEMENTATION

Activities modifications and basic fundamental teaching points

1:00 pm

to
2:15 pm
(75 min.) / TC Learn to Play curriculum (Fundamental teaching points/less and more challenging options P.13-51) /

Outline the modification/adaption options provided in each activity through the less and more challenging option. These modifications are created by changing the size of the playing area; by using the forehand or the backhand or both during a practice activity and finally by using targets for more accuracy.

PLA: Participants practice coaching in a group of 3 or 4.

CFA assigns an activity to each group. Each participant tries to come with a less or more challenging option and apply that to other participants when playing the coaching role.

Outline the 5 fundamentals.

PLA: Participants practice coaching in a group of 3 or 4.

CF assigns the same activity for at least 2 groups and asks them to give feedback on 2 different fundamentals.
5. Finish this part by playing the game tag team tennis (G7- P48)

Lesson and camp plans

2:30 pm

3:45 pm

(75 min.) / TC Learn to Play curriculum (Pages 52-103) /

Participants will experience the implementation of a lesson plan.

PLA: Participants practice coaching in a group of 3 or 4.

CF to hand each group a lesson plan and gives participants 10 minutes to prepare for the lesson and to decide on the coach role rotation. Each group will present their lesson in approximately 10-15 minutes.

Reflections

3:45 pm

4:00 pm

(15 min.) /

Take down courts and equipment.

Reflections

Note: Encourage participants to look at the league format as a natural progression for all participants and the best way for them to stay in the game. This is the best approach for having them continue season after season as there is only so long they will take lessons but if there is a way for them to practice and compete in a team format (ie. League) this will help ensure that they become “hooked”. Have them go to the Tennis Canada website to find out further information about running leagues.