athlete development pathway · able to hit off all supports (i.e. two feet, back foot, front foot,...

ATHLETE DEVELOPMENT PATHWAY

1

ATHLETE DEVELOPMENT PATHWAY NZ Tennis Player Development Training Pathway and Resources


2

PURPOSE Build community through tennis

HIGH PERFORMANCE GOAL ATP/WTA Top 100 singles rankings

QUALITIES OF STAFF United, respectful, striving to excel

ATHLETESGritty, respectful and physical

VISION FOR ATHLETEDEVELOPMENT


3

• New Zealand players are winning on the international stage

• A transparent and effective performance pathway supports the development of athletes

• The national competition structure is fit for purpose

• Increased quality and number of performance coaches available to our athletes

• Winning individual and team performances at both senior and junior level internationally

OUR OBJECTIVES

• Tennis NZ Performance system delivering minimum four world-class training environments throughout

New Zealand as a part of a structured, collaborative and systemic build in performance.

• Across 2020, 2021 and 2022 New Zealand qualifies a minimum of one junior representative team for

World Finals.

• Performance coaches throughout New Zealand are aligned with and impacted upon by Tennis NZ’s

coach development pathway as evidenced by 90 + % attendance and interaction from this cohort in

the recently created Performance Coach Support Programmeme and/or the Game-Changer coach

development workshop series.

• Minimum 4 athletes 15 + years of age achieving Gold standard criteria year on year.

• The performance tournament structure aligns with athlete development requirements and includes

competitive experiences from age group National events through to ITF world tennis tour pro events.

STRATEGIC GOALS

The athlete development criteria describes objective standards for players considering professional careers

that are interested in being part of the Tennis NZ High Performance programme. Tennis NZ believes that a

combination of a clear understanding as to the standards evidenced by the criteria, in addition to individual

athletes representing strong personal qualities (respect, commitment, grit) will increase the chances of New

Zealand being successful on the world stage (ATP/WTA top 100).

Tennis NZ will financially support these athletes based on the rigorous standards described above. The shift

that has taken place here in recent years to re-commit to domestic daily training environments as a priority

is one that we fully intend to continue to prioritise in the current strategy.

In recent years the Tennis NZ high performance strategy has experienced a significant re-shaping in line with

the overarching strategic framework that will guide our sport through to 2022 and beyond. The purpose of

the following documentation is to provide all of our stakeholders clarity around the changes that have taken

place in high performance and the resultant implications for all of our stakeholders.

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The L.T.A.D. is a process that takes into consideration

the maturity of a child and offers a more strategic

approach to a child’s development.

By following the seven different factors described

below, this gives a better chance to maximise the

potential and enjoyment for each player.

The health and well-being of all children is the

central tenet of L.T.A.D.

LONG TERM

Allows 8 -12 years of extensive practice to excel. There

is no emphasis on quick results that could result in

injuries, burnout and not reaching the child’s optimal

performance level

THE BASICS

To become a tennis player, a player needs to have

developed these skills so she/he is comfortable on and

off the court: agility, coordination, balance, hand/eye

coordination, reaction and speed.

EARLY VS LATE SPECIALISATION Children should be exposed to a variety of sports,

games and physical activities until

they at least turn 12 years old. Specialising early can

contribute to injuries, muscle

unbalance and lack

of development of basic

movement and sport skills.

DEVELOPMENT AGE - Kids do not grow at the same rate and growth is not a linear progression.

Not all children enter adolescence at the same age and

there are also different lengths of time to complete

the process. This process starts at around the age

of 10-11 years for girls and approximately two years

later for boys. Adolescence usually takes 3- 4 years

to complete, however there can be a variance of 2-4

years depending on the individual. This difference

in developmental age can create advantages and

disadvantages for the individual athlete.

These advantages and disadvantages create

challenges and opportunities for the sport system

The late developers have a longer period of time to

develop physical literacy and important fundamental

motor and sport skills. Prior to puberty, the child has a

developmental window that is perfectly designed for

the acquisition and refinement of sport skills.

OPTIMAL WINDOWS OF TRAINABILITY

Depending on the development age of the player,

there is an appropriate time to learn the different

physical and technical skills required.

PERIODISATION

Becoming a tennis champion or just a keen tennis

player requires various needs to be considered.

A coach needs to be able to assess each specific

requirements of the player and to be able to adapt

and plan the practices according to a competitive

schedule.

There are 3 different phases in periodisation:

MacroCycle: Full year

MesoCycle: Term

MicroCycle: Week

PLANNING COMPETITION

It is very important to plan competitions according to

the level and the ambition of the player.

1.0 LONG TERM ATHLETE DEVELOPMENT


5

A player in the beginner stage is someone of any age who

is having their first tennis experiences and learning the

basic technical and tactical aspects of tennis, learning the

rules of tennis and developing positive attitudes towards

competition. It is at this stage where players are most likely

to fall in love with tennis if they are supported and develop

the basic skills. Around 60% of all tennis players in New

Zealand fit into this stage.

WHO ARE TYPICAL BEGINNER PLAYERS? Players of any age learning technical, tactical, physical and

mental fundamentals of tennis. Beginner children aged 4 - 12

are likely to be participating in a Tennis Hot Shots programme

and beginner teens and adults will likely be taking part in

Tennis Xpress or a similar introductory tennis programme.

FOUNDATION

This stage represents a broad range of players with a

reasonable level of skill who can regularly execute all aspects

of playing tennis. Enjoyment and competition are the key

drivers for these players, but at the same time performance,

challenge and improvement are often key motivators.

During this stage, these aspirations across a wide age

range need to be catered for through the offering of more

in depth and advanced coaching and fun ‘have a go’ type

programmes. Around 40% of all tennis players fit into this

stage.

WHO ARE TYPICAL DEVELOPMENT PLAYERS? Players of any age who have developed relevant technical,

tactical, physical and mental skills to compete in tennis

to some level. This is a broad group that ranges from

progressing through a Tennis Hot Shots Coaching

programme, to business house and interclub players, and

through to Regional Age Group representatives.

DEVELOPMENT

This stage can begin from a young age and involves those

athletes who have the ability to play tennis to a high level

and are likely to be moving towards national representative

tennis and players who are competing in international tennis

competitions. It is at this stage that many performance

players will become part of talent identification programmes

designed to lead to High Performance tennis, and be

competing on international tours as a full time professional

athlete. Less than 1% of all players fit into this stage.

WHO ARE TYPICAL PERFORMANCE PLAYERS? Players of any age who have an advanced level of technical,

tactical, physical and mental tennis skills. Performance

players aged 18 and under are typically competing in National

Age Group Championships and Junior ITF tournaments.

Those over 18 may be competing in the US College system, or

playing tournament circuits in Europe and other destinations,

or may be gaining experience competing at the entry level

on the pro circuit (Futures). Performance players may also

be representing their region/country in inter-region or inter-

national events.

PERFORMANCE

At this stage athletes are able to translate their training and

technical skills into competing at a world-class level and

achieving excellence in tennis. Less than 1% of all players fit

into this stage.

WHO ARE TYPICAL HIGH PERFORMANC PLAYERS? High performance athletes have mental and physical

maturity required to compete at the highest level of tennis.

They exhibit the highest levels of technical, tactical, physical

and mental tennis skills. High Performance athletes spend

the majority of their career competing on professional tennis

circuits overseas (Futures, WTA or ATP Tournaments). These

athletes may also represent New Zealand playing in Davis

Cup or Fed Cup.

HIGH PERFORMANCE

1.1 TENNIS PLAYING STAGES

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15

+

HIG

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FOR

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TAG

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tran

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TH

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TH

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TH

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ST

AG

E O

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PM

EN

T

An

athl

ete

is b

egin

ning

to

dev

elo

p a

tenn

is-s

peci

fic

sk

ill-s

et w

hils

t si

mul

tane

ous

ly c

ont

inui

ng t

o g

row

fro

m a

ge

nera

l mo

tor

skill

per

spec

tive

. Ath

lete

s be

gin

to b

e ex

-po

sed

to a

ppro

pria

te c

om

peti

tio

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he IT

F ha

s m

anda

ted

that

all

10U

co

mpe

titi

on

will

be

deliv

ered

usi

ng t

he g

reen

ba

ll as

a m

inim

um in

tern

atio

nal s

tand

ard)

.

Fun

and

enjo

ymen

t o

f th

e tr

aini

ng e

nvir

onm

ent

and

co

mpe

titi

on

cont

inue

s to

be

prim

ary

driv

er, I

nten

sity

in

trai

ning

incr

ease

s, in

crea

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spec

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roun

d in

divi

dual

de

velo

pmen

tal p

rio

riti

es a

nd c

om

peti

tive

exp

erie

nces

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Trai

ning

to

per

form

: A p

laye

r is

clo

se t

o f

ully

est

ablis

hing

th

eir

bran

d o

f ga

me

styl

e an

d sk

ill s

et in

ord

er t

o t

rans

fer

thes

e sk

ills

on

to t

he in

tern

atio

nal s

tage

wit

h in

crea

sing

re

gula

rity

.

Elit

e pr

ofe

ssio

nal t

hat

dem

ons

trat

es f

ollo

win

g ca

paci

ties

: H

ighl

y co

mpe

titi

ve o

n a

cons

iste

nt b

asis

, abl

e to

pro

blem

so

lve

thei

r w

ay t

hro

ugh

adve

rsit

y re

peat

edly

, han

dles

ad

vers

ity

(cro

wd/

cond

itio

ns/i

njur

y). T

echn

ical

ly, r

elat

ivel

y st

able

and

diffi

cult

to

be

expo

sed

fro

m a

tec

hnic

al s

tand

-po

int

unde

r pr

essu

re. T

acti

cally

, inn

atel

y fa

mili

ar w

ith

own

gam

e st

yle

and

how

bes

t to

impo

se o

n to

opp

one

nts.

M

inim

um o

f 2

x w

eapo

ns f

rom

a t

acti

cal p

ersp

ecti

ve.

Co

ntri

bute

s ba

ck t

o T

enni

s in

New

Zea

land

cul

tura

lly.

DE

SIR

ED

OU

TC

OM

ES

P

HY

SIC

AL

• A

ble

to m

ove

pro

fici

entl

y pe

rfo

rm t

he b

asic

Fu

ndam

enta

l Per

cept

ual M

oto

r Sk

ills

(FP

MS)

suc

h as

tra

ckin

g an

d re

cept

ion

skill

s, ju

mpi

ng, h

opp

ing,

sk

ippi

ng, s

ide-

step

ping

, and

run

ning

, thr

owin

g,

catc

hing

and

str

ikin

g.

• A

ble

to c

oo

rdin

ate

uppe

r- a

nd lo

wer

-bo

dy d

urin

g ka

rao

ke s

teps

and

lung

e va

riat

ions

.•

Abl

e to

tra

nsit

ion

in t

o a

nd o

ut o

f al

l lo

com

oto

r pa

tter

ns (i

.e. s

ide-

step

to

run

to

sid

e-st

ep).

• D

ispl

ays

100%

eff

ort

mo

st o

f th

e ti

me.

• A

ble

to p

erfo

rm a

cqui

red

loco

mo

tor

skill

s at

hig

her

spee

ds, w

hile

mai

ntai

ning

co

rrec

t fo

rm.

• D

ispl

ays

impr

ovin

g co

ord

inat

ion

and

fine

mo

tor

cont

rol i

n al

l mov

emen

t pa

tter

ns (i

.e. d

urin

g la

dder

w

ork

).Fu

ndam

enta

l mo

tor

skill

s:•

Abl

e o

f th

row

ove

rarm

acc

urat

ely

at h

igh

spee

d an

d fo

r di

stan

ce.

• D

ispl

ays

athl

etic

ism

in s

ingl

e-ha

nded

cat

ch (r

ight

and

le

ft h

ands

) of

tenn

is b

alls

and

fri

sbee

s. A

ble

to la

nd

safe

ly w

hen

requ

ired

to

jum

p o

r di

ve.

• A

ble

to s

trik

e ba

lls t

o p

osi

tio

n, in

vir

tual

ly a

360

arc

.

Po

sses

ses

exce

llent

loco

mo

tor

and

fund

amen

tal

mov

emen

t sk

ills:

• D

ispl

ays

exce

llent

bal

ance

and

rhy

thm

.•

Mai

ntai

ns c

oo

rdin

ativ

e pr

ofi

cien

cy t

hro

ugh

sc

hedu

ling

appr

opr

iate

war

m-u

p ac

tivi

ties

and

cro

ss

trai

ning

init

iati

ves.

• A

ble

to r

epro

gram

(or

bela

tedl

y ad

just

) mov

emen

t pa

tter

ns h

avin

g an

tici

pate

d in

corr

ectl

y.

• D

ispl

ays

exce

llent

bal

ance

and

rhy

thm

.•

Mai

ntai

ns c

oo

rdin

ativ

e pr

ofi

cien

cy t

hro

ugh

sc

hedu

ling

appr

opr

iate

war

m-u

p ac

tivi

ties

and

cro

ss

trai

ning

init

iati

ves.

T

EC

HN

ICA

L

Dev

elo

ping

a c

oo

rdin

ated

link

bet

wee

n pe

rcep

tio

n an

d ac

tio

n:•

Abl

e to

judg

e an

d re

spo

nd t

o d

iffer

ent

ball

traj

ecto

ries

(hig

h, lo

w, s

hort

, dee

p) f

rom

all

area

s o

f th

e co

urt.

• A

ble

to a

djus

t an

d re

spo

nd t

o d

iffer

enti

al b

all s

peed

s an

d sp

ins.

• A

ttem

pts

to t

ake

balls

on

the

rise

as

oft

en a

s po

ssib

le.

Ass

umes

so

und

supp

ort

/ h

itti

ng p

osi

tio

ns:

• A

ble

to u

se o

pen

and

sem

i-ope

n st

ance

s.•

Abl

e to

hit

off

diff

eren

t su

ppo

rts

(i.e

. par

ticu

larl

y ba

ck le

g an

d tw

o le

gs) b

ut s

till

larg

ely

ende

avo

ur t

o

tran

sfer

wei

ght

forw

ard.

• In

tegr

ates

gre

ater

ho

rizo

ntal

ly le

g dr

ive

(tra

nsfe

r o

f w

eigh

t fo

rwar

d) in

gro

unds

tro

ke p

rodu

ctio

n.•

Mai

ntai

ns b

alan

ced,

neu

tral

sho

ulde

r-he

ad a

lignm

ent.

• A

ble

to p

erce

ive

and

use

cues

rel

ated

to

pla

yer’

s co

urt

posi

tio

n an

d ra

cque

t pr

epar

atio

n/sw

ing.

• R

espo

nds

earl

ier

to d

iffer

enti

al b

all s

peed

s an

d sp

ins.

• Ta

kes

or

visi

bly

wo

rkin

g o

n ta

king

a la

rger

num

ber

of

balls

on

the

rise

.•

Abl

e to

vo

lley

cons

iste

ntly

in s

hort

vo

lley

exch

ange

s.•

Abl

e to

adj

ust

stan

ce a

cco

rdin

g to

tac

tica

l int

enti

on

and

grip

.•

Abl

e to

hit

off

all

supp

ort

s (i

.e. t

wo

fee

t, b

ack

foo

t,

fro

nt f

oo

t, o

utsi

de f

oo

t, in

side

fo

ot)

, usi

ng t

heir

fee

t’s

inte

ract

ion

wit

h gr

oun

d fa

vour

ably

.•

Empl

oys

aggr

essi

ve h

ori

zont

al le

g dr

ive,

wit

h in

crea

sing

ly v

erti

cal c

om

pone

nt in

gro

unds

tro

ke a

nd

serv

e pr

odu

ctio

n.•

Mai

ntai

ns b

alan

ced,

neu

tral

sho

ulde

r-he

ad a

lignm

ent.

• A

djus

ts s

tanc

e ac

cord

ing

to t

acti

cal i

nten

tio

n.

• A

ble

to p

erce

ive

cues

rel

ated

to

pla

yer’

s co

urt

po

siti

on,

rac

quet

pre

para

tio

n/sw

ing

and

body

al

ignm

ent.

• R

espo

nds

earl

ier

to d

iffer

enti

al b

all s

peed

s an

d sp

ins.

• Ta

kes

a la

rger

num

ber

of

balls

on

the

rise

, off

bo

th

side

s an

d o

n re

turn

s.•

Abl

e to

bet

ter

hold

sho

t an

d pl

ay b

ehin

d m

ovin

g

opp

one

nt (e

spec

ially

fro

m in

side

-out

/ in

side

-in f

ore

-ha

nd s

et-u

p).

• A

ble

to p

erce

ive

and

mo

re q

uick

ly r

espo

nd t

o h

igh

spee

d se

rves

.•

Abl

e to

adj

ust

sho

t in

res

pons

e to

sur

pris

e ap

pro

ach

to

the

net

(i.e

. ser

ve a

nd v

olle

y)•

Aut

om

ated

sta

nce-

tact

ical

inte

ntio

n re

lati

ons

hip.

• A

ble

to h

it w

ith

incr

easi

ng v

elo

city

off

all

supp

ort

s (i

.e.

two

fee

t, b

ack

foo

t, f

ront

fo

ot,

out

side

fo

ot,

insi

de

foo

t).

• O

ptim

ises

use

of

low

er b

ody

in s

tro

ke p

rodu

ctio

n.•

Mai

ntai

ns b

alan

ced,

neu

tral

sho

ulde

r-he

ad a

lignm

ent.

Abl

e to

rep

rogr

am (o

r be

late

dly

adju

st) m

ovem

ent

pat-

tern

s ha

ving

ant

icip

ated

inco

rrec

tly.

• Te

chni

cal e

xcel

lenc

e ac

hiev

ed. A

ll sk

ills

are

robu

st,

whe

reby

no

mec

hani

cal fl

aws

exis

t to

jeo

pard

ise

thei

r pe

rfo

rman

ce u

nder

str

ess.

• A

ble

to d

evel

op

high

rac

quet

vel

oci

ties

(ho

rizo

ntal

and

ve

rtic

al) b

ut a

ble

to v

ary

rhyt

hm a

nd m

anip

ulat

e

tem

po f

rom

all

cour

t po

siti

ons

and

on

all s

urfa

ces.

• A

ble

to im

prov

ise

irre

spec

tive

of

situ

atio

n o

r su

rfac

e.•

Abl

e to

dir

ect

all s

tro

kes

to a

ll co

urt

loca

tio

ns.

• A

ble

to a

dapt

to

all

cour

t su

rfac

es.

T

AC

TIC

AL

Impl

emen

ts b

asic

sin

gles

tac

tics

in a

ll fi

ve g

ame

situ

atio

ns:

• P

rofi

cien

t at

hit

ting

the

bal

l bal

l ove

r an

d in

(c

ons

iste

ncy)

. •

Abl

e to

mov

e pl

ayer

(acc

urac

y) u

sing

bo

th w

idth

and

le

ngth

of

the

cour

t.•

Trie

s to

mai

ntai

n an

d re

-ass

ume

a re

ady

posi

tio

n ju

st

behi

nd o

r in

fro

nt o

f th

e ba

selin

e (c

our

t po

siti

on)

.A

ble

to e

xecu

te s

impl

e at

tack

, def

end

and

coun

ter-

atta

ck

acro

ss a

ll 5

gam

e si

tuat

ions

Abl

e to

co

nstr

uct

poin

ts b

y un

ders

tand

ing

caus

e an

d eff

ect

rela

tio

nshi

ps b

etw

een:

• W

hat

is li

kely

to

hap

pen

whe

n ba

lls a

re h

it t

o c

erta

in

part

s o

f th

e co

urt.

• Ta

king

the

bal

l ear

ly a

nd t

he p

ress

ure

impo

sed

on

an

opp

one

nt.

• Th

e ne

ed t

o p

lay

spec

ific

sequ

ence

s o

f sh

ots

(pat

tern

s o

f pl

ay) t

o a

chie

ve d

esir

ed o

utco

mes

.U

nder

stan

ds d

iffer

ent

play

ers’

ro

les

and

conc

ept

of

team

pl

ay in

do

uble

s.

• W

hat

they

do

wel

l and

use

s th

ose

str

engt

hs

acco

rdin

gly.

Abl

e to

mov

e to

max

imis

e o

ppo

rtun

itie

s to

use

the

ir w

eapo

n.•

Opp

one

nts

have

wea

knes

ses.

Abl

e to

exp

loit

the

m.

• Th

e co

ntin

ued

need

to

pla

y sp

ecifi

c se

quen

ces

of

sho

ts, a

nd p

ote

ntia

lly a

dapt

tho

se s

eque

nces

, to

ac

hiev

e de

sire

d o

utco

mes

.•

The

bene

fits

of

play

ing

the

ball

earl

y ra

ther

tha

n ju

st

tryi

ng t

o h

it h

ard.

• V

isib

ly t

ries

to

impl

emen

t th

eir

own

gam

e-st

yle

irre

spec

tive

of

cour

t su

rfac

e.•

Abl

e to

att

ack,

co

unte

r-at

tack

and

def

end

agai

nst

vari

ous

sty

les

of

play

.

• G

ener

ally

tri

es t

o im

plem

ent

thei

r pr

efer

red

ga

me-

plan

s o

n al

l sur

face

s.•

Opt

imis

es u

se o

f ow

n w

eapo

ns.

• A

ble

to in

depe

nden

tly

form

ulat

e, im

plem

ent,

eva

luat

e an

d - i

f ne

cess

ary

- ada

pt a

dvan

ced

sing

les

tact

ics

in a

ll fi

ve g

ame

situ

atio

ns.

• A

ble

to e

ffec

tive

ly a

dapt

tac

tics

to

all

cour

t su

rfac

es,

wea

ther

co

ndit

ions

, opp

one

nts

and

situ

atio

ns (i

.e. i

n pr

esen

ce o

f un

expe

cted

phy

sica

l im

pair

men

t/cr

amps

).•

Bet

ter

able

to

ant

icip

ate

opp

one

nt’s

sho

t te

nden

cies

fr

om

tac

tica

l (ba

sed

on

cour

t po

siti

on,

rac

quet

pr

epar

atio

n an

d bo

dy a

lignm

ent)

as

wel

l as

tech

nica

l (b

ased

on

tech

nica

l lim

itat

ions

) sta

ndpo

ints

(p

arti

cula

rly

base

line

play

and

on

retu

rn o

f se

rve)

.•

Pro

fici

ent

at d

etec

ting

/ant

icip

atin

g pr

efer

red

play

s (i

.e. t

ende

ncie

s) b

y th

eir

opp

one

nts

on

big

poin

ts.

• M

aint

ains

sco

utin

g di

ary.

• G

ener

ally

tri

es t

o im

plem

ent

thei

r pr

efer

red

gam

e-pl

ans

on

all s

urfa

ces.

• O

ptim

ises

use

of

own

wea

pons

.•

Abl

e to

inde

pend

entl

y fo

rmul

ate,

impl

emen

t, e

valu

ate

and

- if

nece

ssar

y - a

dapt

adv

ance

d si

ngle

s ta

ctic

s in

all

five

gam

e si

tuat

ions

.•

Abl

e to

eff

ecti

vely

ada

pt t

acti

cs t

o a

ll co

urt

surf

aces

, w

eath

er c

ond

itio

ns, o

ppo

nent

s an

d si

tuat

ions

(i.e

. in

pres

ence

of

unex

pect

ed p

hysi

cal i

mpa

irm

ent/

cram

ps).

• B

ette

r ab

le t

o a

ntic

ipat

e o

ppo

nent

’s s

hot

tend

enci

es

fro

m t

acti

cal (

base

d o

n co

urt

posi

tio

n, r

acqu

et p

repa

-ra

tio

n an

d bo

dy a

lignm

ent)

as

wel

l as

tech

nica

l (ba

sed

on

tech

nica

l lim

itat

ions

) sta

ndpo

ints

(par

ticu

larl

y ba

selin

e pl

ay a

nd o

n re

turn

of

serv

e).

• P

rofi

cien

t at

det

ecti

ng/a

ntic

ipat

ing

pref

erre

d pl

ays

(i.e

. ten

denc

ies)

by

thei

r o

ppo

nent

s o

n bi

g po

ints

.•

Mai

ntai

ns s

cout

ing

diar

y.

Complete & Integrated Player Development6

1.2 PE

RFOR

MANC

E PAT

HWAY

FRAM

EWOR

K

ME

NTA

LIT

Y

Mo

tiva

tio

n •

Intr

insi

cally

mo

tiva

ted.

• V

isib

ly w

ork

ing

on

doin

g th

ings

wel

l.•

Will

ing

to s

olv

e pr

obl

ems

and

seek

ans

wer

s.•

Enjo

ys le

arni

ng a

nd p

layi

ng, h

as f

un (w

hich

sti

ll ve

ry

muc

h dr

ives

par

tici

pati

on)

.•

Dis

play

s 10

0% e

ffo

rt m

ost

of

the

rim

e.•

Abl

e to

set

sim

ple

goal

s.

• In

trin

sica

lly m

oti

vate

d.•

Show

s pr

ide

in p

erfo

rman

ce.

• W

illin

g to

so

lve

pro

blem

s an

d se

ek a

nsw

ers.

• Se

eks

out

cha

lleng

es.

• En

joys

lear

ning

and

pla

ying

.•

Dis

play

s 10

0% e

ffo

rt, a

nd d

esir

e to

impo

se t

heir

st

reng

ths

on

an o

ppo

nent

reg

ardl

ess

of

mat

ch s

core

.•

Sets

per

form

ance

(sho

rt, m

ediu

m a

nd lo

ng-t

erm

) go

als,

cen

tred

on

deve

lopi

ng p

hysi

cal,

tech

nica

l, ps

ycho

logi

cal o

r ta

ctic

al s

kill.

Als

o a

ble

to s

et a

nd

wo

rk t

o s

peci

fic

and

mea

sura

ble

long

-ter

m o

utco

me

goal

s.•

Dem

ons

trat

es r

espe

ct f

or

the

gam

e, t

heir

opp

one

nts,

co

ach(

s) a

nd p

aren

ts.

• A

uto

mat

ed, i

ndiv

idua

lised

and

eff

ecti

ve p

sych

olo

gica

l pe

rfo

rman

ce e

nhan

cem

ent

rout

ines

(i.e

. fo

r

conc

entr

atio

n, e

mo

tio

nal c

ont

rol,

mo

tiva

tio

n, a

nd

cont

rol o

f th

oug

hts

to b

ring

abo

ut o

ptim

al

perf

orm

ance

sta

te).

• In

trin

sica

lly m

oti

vate

d.•

Abl

e to

pla

n an

d pr

epar

e. S

ets

and

achi

eves

SM

AR

TER

go

als.

(Go

al D

edic

atio

n an

d D

rive

).•

Indi

vidu

alis

ed u

se o

f al

l po

st-m

atch

str

ateg

ies

to

opt

imis

e pr

acti

ce, m

atch

and

to

urna

men

t pe

rfo

r-m

ance

.•

Po

sses

ses

gene

ral a

nd s

port

s co

nfide

nce.

• P

oss

esse

s go

od

imag

ery

abili

ty.

• A

ble

to c

ope

wit

h al

l fo

rms

of

pres

sure

and

adv

ersi

ty

inhe

rent

to

pro

fess

iona

l ten

nis

• A

ble

to r

evie

w m

enta

l per

form

ance

(i.e

. mo

nito

r

laps

es in

co

ncen

trat

ion

and

link

to p

erfo

rman

ce

out

com

es).

• A

ble

to in

depe

nden

tly

form

ulat

e, f

ollo

w a

nd r

evie

w

mat

ch p

lans

, as

wel

l as

dete

ct a

nd c

orr

ect

pe

rfo

rman

ce m

ista

kes.

• P

osi

tive

, opt

imis

tic

and

real

isti

c.•

Abl

e to

acc

ept

resu

lts

and

mov

es o

n.•

Inde

pend

ent

and

resp

ons

ible

.

P

ER

SON

• A

ble

to in

tera

ct w

ith

peer

s in

a v

arie

ty o

f di

ffer

ent

spo

rts

sett

ings

.•

Abl

e to

co

-ope

rate

in p

airs

and

tea

ms.

• A

ble

to a

nd e

njoy

inte

ract

ing

wit

h /

lear

ning

fro

m a

nu

mbe

r o

f co

ache

s o

r in

stru

cto

rs.

• A

ble

to w

ork

co

ope

rate

and

pla

y w

ith

both

boy

s an

d gi

rls.

• D

ispl

ays

resp

ect

for

oth

er p

laye

rs a

nd c

oac

hes.

• U

nder

stan

ds a

nd c

apab

le o

f fa

ir p

lay.

• A

ble

to id

enti

fy r

ole

mo

del s

port

sper

sons

.

• A

ble

to s

epar

ate

thei

r ow

n se

lf-w

ort

h fr

om

the

ir

resu

lts

in c

om

peti

tio

n o

r th

eir

rank

ing.

• D

ispl

ays

resp

ect

for

offi

cial

s, c

oac

hes

and

oth

er

play

ers.

Aw

are

of

post

ure

and

need

to

mak

e ey

e

cont

act

wit

h to

urna

men

t o

ffici

als

and

help

ers.

• En

joys

and

par

tici

pate

s in

oth

er s

port

s, s

oci

al a

nd

acad

emic

act

ivit

ies

out

side

of

tenn

is.

• A

ble

to g

ive

a po

st-m

atch

spe

ech,

tha

nkin

g pe

opl

e an

d sp

eaki

ng p

osi

tive

ly a

bout

opp

one

nts.

• Sh

ows

spo

rtsm

an li

ke c

ond

uct.

• D

ispl

ays

soun

d in

terp

erso

nal s

kills

and

app

reci

ativ

e o

f th

e re

sour

ces

requ

ired

to

ach

ieve

opt

imal

pe

rfo

rman

ce.

• Fe

els

team

spi

rit

and

a se

nse

of

resp

ons

ibili

ty a

nd

belo

ngin

gnes

s in

tea

m c

om

peti

tio

ns a

nd d

oub

les

play

.•

Beg

inni

ng t

o d

ispl

ay le

ader

ship

ski

lls.

• R

espe

cts

cult

ural

div

ersi

ty.

• P

rogr

essi

vely

co

pes

wit

h th

e ch

ange

s th

at

acco

mpa

ny p

uber

ty.

• D

ispl

ays

cont

inue

d re

spec

t fo

r vo

lunt

eers

, offi

cial

s,

coac

hes

and

oth

er p

laye

rs. A

war

e o

f po

stur

e an

d ne

ed

to m

ake

eye

cont

act

wit

h to

urna

men

t o

ffici

als

and

volu

ntee

rs.

• P

rofi

cien

t at

giv

ing

post

-mat

ch s

peec

hes,

tha

nkin

g pe

opl

e an

d sp

eaki

ng p

osi

tive

ly a

bout

opp

one

nts.

• Sh

ows

spo

rtsm

an li

ke c

ond

uct.

• A

ppre

ciat

ive

of

the

reso

urce

s re

quir

ed t

o a

chie

ve

opt

imal

per

form

ance

as

wel

l as

the

bene

fits

rec

eive

d fr

om

ten

nis.

Will

ing

to g

ive

back

to

the

dev

elo

pmen

t o

f yo

ung

play

ers.

• En

joys

res

pons

ibili

ty a

nd s

piri

t o

f te

am c

om

peti

tio

ns

and

doub

les

play

.

• A

ble

to b

alan

ce c

aree

r, r

elat

ions

hips

, co

ntin

ued

ed

ucat

ion.

• D

ispl

ays

cont

inue

d re

spec

t fo

r an

d de

als

ap

pro

pria

tely

wit

h vo

lunt

eers

, offi

cial

s, c

oac

hes

and

oth

er p

laye

rs.

• P

rofi

cien

t in

giv

ing

post

-mat

ch s

peec

hes

and

in

terv

iew

s.•

Incr

easi

ngly

pro

fici

ent

at d

ealin

g w

ith

the

med

ia.

• P

oss

esse

s go

od

mo

rals

and

spo

rtsp

erso

n sh

ip.

• A

ppre

ciat

ive

of

the

reso

urce

s re

quir

ed t

o a

chie

ve

opt

imal

per

form

ance

and

end

eavo

rs t

o ‘g

ive

back

’.•

Go

od

team

mat

e.•

Dea

ls w

ith

agen

ts a

nd s

uppo

rt n

etw

ork

wit

h ho

nest

y an

d in

tegr

ity.

• R

espe

cts

cult

ural

div

ersi

ty.

T

OU

RN

AM

EN

T

P

AT

HW

AY

Foun

dati

on

Stag

e: T

HS

tour

nam

ents

, int

ercl

ubR

egio

nal e

vent

s, N

atio

nal e

vent

s, in

divi

dual

ly s

peci

fic

inte

rnat

iona

l tra

vel

Nat

iona

l eve

nts,

incr

easi

ngly

exp

ose

d to

spe

cifi

c in

tern

a-ti

ona

l opp

ort

unit

ies,

tho

se in

tern

atio

nal t

our

s m

ay b

egin

to

incr

ease

in d

urat

ion,

Nat

iona

l jun

ior

repr

esen

tati

ve

team

tra

vel.

ATP

/WTA

To

urs,

ITF

wo

rld

tenn

is t

our

(tra

nsit

ion/

juni

or)

, D

avis

/Fed

Cup

rep

rese

ntat

ion

C

OA

CH

PA

TH

WA

Y

Foun

dati

on

Stag

e: C

oac

hing

Ass

ista

nt C

our

se O

R IT

F Le

vel 1

Qua

lifica

tio

n (J

unio

r D

evel

opm

ent

Co

achi

ng

Co

urse

). H

ot

Sho

ts, p

rogr

essi

ons

, eng

aged

, co

mpe

titi

ve

expe

rien

ces

thro

ugho

ut T

HS

ITF

Leve

l 2 Q

ualifi

cati

on

(Clu

b P

rofe

ssio

nal C

oac

hing

C

our

se).

Tal

ent

deve

lopm

ent

coac

h, r

egio

nal c

oac

h,

stre

ngth

and

co

ndit

ioni

ng c

oac

h

ITF

Leve

l 2 (C

lub

Pro

fess

iona

l Co

achi

ng C

our

se),

Spo

rt

New

Zea

land

dev

elo

pmen

t o

ppo

rtun

itie

s e.

g. P

erfo

rman

ce

Co

ach

Adv

ance

. Nat

iona

l Co

ach

role

s, T

NZ

perf

orm

ance

st

aff (i

nclu

ding

S a

nd C

), t

alen

t de

velo

pmen

t co

ach

co

ntin

ues

to s

uppo

rt, s

peci

alis

t SS

SM s

ervi

cing

as

requ

ired

ITF

Leve

l 3 Q

ualifi

cati

on

(Hig

h pe

rfo

rman

ce C

oac

hing

C

our

se),

dev

elo

pmen

t o

ppo

rtun

itie

s w

ith

TNZ

Perf

or-

man

ce T

eam

as

wel

l as

wit

h H

igh

perf

orm

ance

Spo

rt N

ew

Zeal

and

(if

wo

rkin

g w

ith

card

ed a

thle

tes)

. 1:1

Co

ach:

Pla

y-er

rat

io, S

tren

gth

and

cond

itio

ning

co

ach,

SSS

M s

ervi

cing

w

ith

regu

lari

ty (o

n th

e ro

ad),

man

ager

/age

nt.

Complete & Integrated Player Development7


8

Since 2017, the philosophy of the High Performance team is:

• Establishment of daily training alongside the Tennis NZ National Programme

• To uphold a level of excellence in standards, behaviours and culture.

There are many ways to achieve greatness in tennis. However ,there are key elements to optimise the

chance of success.

As seen in the Long Term Athlete Development (L.T.A.D.), a child needs to be part of a training environment

for ten years to optimize their chances for success. Tennis NZ has therefore created and encouraged

different programmes in line with a player’s development and skill.

As the player matures and is aligned with their personal interests and potential, different training options

and possibilities arise. Initially in their club environment, then extending to their region and ultimately

moving up to national and international level.

The High Performance team’s aim by the end of 2020 is to:

• Have a consistent high performance environment existing across New Zealand’s three major cities -

Auckland, Wellington, Christchurch (these cities have suitable indoor-outdoor facilities)

• Have a system that is consistent across the clubs, right through to the National Programme.

2.0 PROGRAMME STAGES


14+ Girls - 15 BoysNational

Programme

2.1 PLAYER TRAINING &PROGRAMMES PATHWAY

Tennis NZClub

Tennis Hot Shots

U10-U14

U16-U18

Club Player NCAA Pro Tennis

Fed CupSquad

Davis CupSquad

Region

U10 RegionalRegrouping

U12-U14Regional

Programme

U12 National Camp

U14 National Camp

9

Davis Cup/Fed Cup Development

Squad


10

It is vital to choose a programme that fits a player’s values and objectives. It is important to note that

research shows the clubs who follow the L.T.A.D. framework give children a better opportunity to achieve

their goals.

Tennis is a game that requires play, not just learning. Hours spent on the court practicing and competing

should reflect recommendations given by Tennis NZ (refer to section 2.8).

Before enrolling in a club programme, parents and caregivers should ensure the coach is qualified and can

provide a detailed schedule outlining both private and group sessions along with strength and conditioning

hours.

Depending on the age and level of the player, below are three different programmes available which can be

adapted to the individual.

• Tennis Hot Shots for 6 years old to 10 years old (https://tennis.kiwi/play/tennis-for-kids)

• Development programme for 11 and older

• High Performance programme for players with a more competitive mind set

2.2 TENNIS CLUB PROGRAMME


11

Regional programmes are expected to uphold standards and behaviour aligned to a world class tennis

programme with a strong focus on the 11-14 year old age bracket:

• Players are selected by the regional Head of Performance and the National Head of Performance

coaching team with selection based on both results (tennis and fitness) and potential

• Each region has a selection criteria aligned to Tennis NZ criteria

• It is a complimentary programme that gets the best players training together

• The programme is run by regional and national coaches in coordination with private coaches

As well as developing and giving a complimentary experience for the players, the programme aims to:

• Provide leadership for developing performance coaches in line with Tennis NZ performance coach

development guidelines

• Build relationships with private coaches

• Gain greater insights and meaningful contribution as to the challenges and opportunities that exist for

coaches at association/club level

• Help build the next layer of players who could be selected for the regional/national programme

2.3 REGIONAL PROGRAMME


12

Transitioning between playing junior events and the professional tour is a crucial period in the development

of a player. To further support players and their coaching teams during this transition phase, we will provide

support through the Davis Cup & Fed Cup Development Squad programme.

The selected athletes into the programme will play a pivotal role in New Zealand’s long term desire for

both Davis and Fed Cup teams to achieve at a world-class level. Each year, squads will be selected following

consultation with Davis and Fed Cup Captains.

These athletes will be included at mutually suitable times into the Auckland based daily training

environment. Tennis NZ will endeavour to provide on-the-road support for this group where athlete’s

schedules align.

It is important to note that this group can be added to at any time across the year by way of ranking, result

and commitment. These will be decisive factors to create further opportunities for aspiring 18th birth year

and older athletes.

2.5 TRANSITION PROGRAMME - DAVIS CUP & FED CUP DEV SQUADS

The national programme operates at the Albany Tennis Park in Auckland and starts at age 14+ for females

and 15+ for males:

• The national programme is responsible for leading and delivering a high performance tennis

programme to selected players while improving individual athlete performance via a specific and

targeted approach

• Eligibility for entry into the Tennis NZ National Programme is contingent upon athletes meeting the

requisite levels of commitment and upholding consistently high standards in terms of attitude and

behaviour

• The support provided to the athletes can be found in the “Criteria Document Appendix”

• The programme drives and upholds national standards and expectations aligned to world’s best

practice. In addition, both staff and athletes will desire a consistent level of excellence for all high

quality high performance coaches, and particularly those who are determined to positively impact the

development of New Zealand athletes

2.4 NATIONAL PROGRAMME


13

2.5 TRANSITION PROGRAMME - DAVIS CUP & FED CUP DEV SQUADS

Albany Tennis Park - Auckland


14

Davis/Fed Cup represents the pinnacle of national representation for New Zealand athletes. Culturally

we strive to be a united and high-performing group across athletes and staff alike, whilst prioritising our

commitment to compete with grit, respect and physicality at all times.

A major focus within the high performance team over recent years has been the integration of our Davis and

Fed Cup athletes into the daily training environment in Auckland whenever they are home. This benefits our

younger athletes who are able to experience how our professional athletes uphold training standards and

elite habits on and off the court.

The Davis and Fed Cup Captains, supported by the performance team keep in regular and ongoing contact

with the groups playing at this level regarding schedules, programmes and priorities with emphasis on

pre-season training blocks.

2.6 DAVIS CUP & FED CUP ATHLETES

Kiwi athletes who wish to continue their tennis journey in a post-junior capacity have the enormous and

significant opportunity that NCAA tennis provides in terms of resourcing and support . This enables the

athlete to continue to chase their dreams on both an academic and sporting front.

The experience that NCAA sport provides is hugely enriching. In the right programme with the right

coaching staff, athletes can continue to progress at elite levels from a developmental perspective.

Further details regarding academic eligibility requirements for New Zealand athletes can be found here:

http://www.ncaa.org/student- athletes/play-division-i-sports

College tennis athletes are eligible to receive support from the World Tennis Tour Support Scheme (see

Appendix). Upon submission of an approved annual plan they can be eligible for Davis and Fed Cup selection

whilst still at college.

2.7 NCAA COLLEGE TENNIS


15

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16

In order to plan a perfect competitive schedule Tennis NZ recommends players should follow these rules as

closely as possible:

• At an early age, play Tennis Hot Shots events. This develops skill in a competitive environment

• Participate in competitions at the right level of play and chose competitions that are ideal to help

develop the player’s game - not just to gain easy successes

• Select competitions using a 3 to 1 win/loss ratio to determine the suitability of the competition

• Compete as much as possible

• Always base your training environment on preparation for competition, giving enough time to make

technical, tactical, mental and physical changes

• Play doubles in competitions when available

• There is no need to travel nationally for an U10 player

• There is no need to travel internationally for a player U14 except if their ranking is in the top 3 in the

country

• There is no need to travel to an ITF J5 and J4 event outside of New Zealand if the player has not already

experienced this level of event in New Zealand with some success

3.0 COMPETITIONS

• Getting coaching at a tournament is a very important factor

of improvement. A player should try to have his coach with

him/her as much as possible. Playing tournaments as part of

a team or as an organised tour is a very good way to get the

competition experience and the immediate feedback from the

coach.


17

Tennis Hot ShotsRed

Tennis Hot ShotsOrange

Tennis Hot ShotsGreen

LocalTournaments

Tier 3 Interclub

Tier 2Interclub/KMT

NationalsTier 1 Masters

NCAA

ITF JuniorJ4-J5

ITF JuniorJ2-J3

ITF JuniorJA-J1

ITF World Tour$15k/$25k

Challenger TourWomen World Tour

$60k-$100k

WTA/ATP

Fed Cup & Davis Cup Squads

3.1 COMPETITIVE PATHWAY


18

3.2 COMPETITIONS & HOW TO ENTER DETAILS

EVENTS AGE RANKING HOW TO ENTER

Tennis Hot Shots 5-10 tennishotshots.kiwi

Local event 11+ S10+

https://tnz.tournamentsoftware.com

Tier 3 11+ S10+

Tier 2 11+ S7+

Kiwi Money Tournament (KMT)

13+ girls14+ boys

S4+

Interclub 11+ S12+Via your club

Nationals Age Group 11+ S5+

https://tnz.tournamentsoftware.comTier 1 11+ S5+

Junior Masters 11+ S7+

ITF J4-J5 13+ girls14+ boys

S3+

https://ipin.itftennis.com

ITF J2-J3 14+ girls15+ boys

S2+

ITF JA-J115+ girls16+ boys

S2+

ITF women & men World Tour $15k/$25k

S1

ITF women & men World Tour $60k-$100k 16+

Challenger 17+

https://www.atppz.com

ATP 18+

WTA 17+ https://www.wtapz.com

Fed Cup & Davis CupBy selection committee

Australian Tournaments 12+ S6+

Europe Tournaments 12+ S4+ https://ipin.itftennis.com tenniseurope.org


19

3.3 IMPORTANT COMPETITIONS IN NZ & ABROAD

NEW ZEALAND RANKING WORLD

JANUARY

ITF M15 Te Anau

ASB Classic

ITF J4 Wellington

ITF J4 Christchurch Tennis NZ

Tier 2 Auckland

Tennis NZ Tier 2 Wellington

Australian Open

FEBRUARY

ITF J3 Auckland

ITF W15 Hamilton

MARCH

World Junior Team Cup (U14)

APRIL

Tennis NZ Tier 2 Christchurch

Tennis NZ Tier 2 Wellington

Tennis NZ Tier 2 Hamilton

U12-U14 National Team event

Junior Fed Cup Qualification (U16)

Junior Davis Cup Qualification (U16)

JUNE

French Open

U11 & U13 Australian Teams event

JULY

Tennis NZ Tier 2 Dunedin

Tennis NZ Tier 2 Albany Wimbledon

AUGUST

Oceania Closed

SEPTEMBER

ITF J5 Hamilton US Open

OCTOBER

Junior Masters

ITF J5 Auckland

ITF J3 Christchurch

Asia Closed

DECEMBER

U12-U14-U16-U18 Nationals

Te Anau Invitational

Wellington Open NZ ChampsU12 & U14 Australian Showdown


20

athlete development pathway · able to hit off all supports (i.e. two feet, back foot, front foot,...

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