PERIODIZATION FOR UNDER 14

INTRODUCTION

In my article published in Issue 31 of ITF CSSR (Unierzyski, 2003) I presented some basic information relating to the planning and periodisation undertaken for tennis players aged 12-14. Now, in reinforcing some of the most important points from that article, I would like to highlight specific and practical training objectives for this age group. They are derived from personal experience and the collective thoughts of some of the tennis world's foremost experts, while being consolidated by research that has illustrated tennis to be a late specialisation sport. Here, the type, intensity and volume of training performed by players in the 12-14 age bracket is considered all-important (McCraw, 2002).

Indeed, we know that many of the world's current, elite players (i.e. Federer and Henin) did not undertake heavy or "professional" training loads at these ages. Generally, it is agreed that a player's long-term career plan should be divided up into shorter periods characterised by different training goals. Players aged 12-14 should follow the training stage called Semi-Specialised Training or the "Learning to Train Stage" (Balyi, 2003) or "Building up Training" (Schonborn, 1993).

Semantics aside, it is the general philosophy and common characteristics of this stage that become important:

. Broad motoric development is critical but, at the same time, training must increasingly target the factors that limit tennis performance.

. Concerted periodisation efforts should commence to assist players:

                - Achieve training goals.

- Maintain a balance between general and tennis-specific training, competition and the development of motor abilities (i.e. speed and endurance, strength and power).

- Co-ordinate and plan appropriate training intensities, volumes and loads.

- Respect their biological development (through super compensation,   hypertrophy, rest and recovery etc.).

- Accelerate their overall game development.

- Reduce the risk of injuries, overtraining and burnout.

. However, the aim of planning with players of this age should not to be to provide for "peaking".

- No peaking at the age of 12.

- One peak at the age of 13 can be planned, but the goal needs to be "to peak in order to learn how to peak".

- Two peaks can be scheduled for 14 year old players (for extremely well-prepared and talented players the plan can be divided into 3 cycles with three peaks), but it remains important to have relatively long training/preparatory periods.

. The younger/less experienced players are, the more time they need to learn/improve particular skills. It therefore follows that these players should practice proportionately more and partake in longer preparatory periods than advanced juniors and professionals.

. The quantity and QUALITY of training is important (van Aken, 1999).

. An annual plan, "doubled" with two preparatory and two competitive phases, is appropriate.

. Training methods will differ to those used for professional players. For example, interval, anaerobic lactic and heavy strength training tend not to be recommended for 12-14 year olds.

. From 15-16 (girls) and 17-18 (boys) years of age, planning and periodisation takes on a philosophy and structure similar to that adopted ith professional players. Improvement is still important, but programs should be tailored to elicit peak performance at the most important event(s) and less important tournaments used to optimise preparation.

. The structure of all cycles should take into account the school calendar (i.e. holidays).

TRAINING OBJECTIVES FOR PLAYERS BETWEEN 12 AND 14 (THE FOUNDATION OF

TRAINING PLANS)

Technical tactical development

A talented 12 year old player normally possesses sound technique, so typical technical (movement-oriented) training may be used to a lesser extent than with pre-pubertal (±11 years old) children (Pankhurst, 1999). The main goal of tactical-technical training at this age is to help players develop an all-round game, which will be the basis for the refinement of future, individual gamestyles. More specifically, the objectives will be:

. To learn to play in all five game situations and use five basic tactics (i.e. assuming court position close to the baseline, stepping in, hitting on the rise, opening the court, and realising different ways of approaching the net) confidently and positively.

. Improve shot precision and automaticity in all game situations. For example, at the age of 13-14 a player should be able to differentiate benefits of long-short crosscourt, long down-the-line and short crosscourt, etc.

 From 13-14 years of age, players should gradually begin to create their own, individual gamestyles. In doing so, these players should learn their own physical, mental, and tactical-technical strengths and limitations, and make an effort to use their favourite shots and shot combinations (Pestre, 1998). A tactical, game-based approach punctuated by open and semi-open drills should be used to help players reach this goal (closed drills may be used if technical refinement is needed).

. Group-lessons prevail (individual instruction may be required for exceptional talents), but individualised programming or differentiation of tasks is important (Krolak, 1990).

Physical development and conditioning

Obviously, there are some generalisations that can be made regarding physical training with players of these ages however, due to differences in chronological and biological age and associated physical diversity, training loads should be individually prescribed. In general terms the overriding physical training objective is to transfer all-round fitness into tennis-specific fitness (van Aken, 1999). The development of coordination, speed, agility, balance and footwork (factors limiting tennis performance) therefore become the physical training priorities, and should be worked more comprehensively oncourt (Strzelczyk, Wachowski, & Kowalski, 1991). Other primary training contents include:

. Further improvement in dynamic, explosive and general strength.

. Injury prevention (stretching, core stability).

. Endurance (predominantly aerobic, before shifting to more anaerobic after the age of 13-14).

. Enhance overall sporting prowess: ability to play 3-4 ball games proficiently.

Here, as it is almost impossible to maximise all physical abilities, a talented player should look to develop all (or almost all) abilities to a good (average or better) level.

Mental and psychological training/theoretical knowledge

To continue maturing, players need to learn to become more independent and to take more responsibility for their own decisions, on and off the court (Gabler & Zein, 1984) The coach's role is to facilitate players along this path through the use of effective questions and by allowing players to make and learn from their mistakes (van Fraayenhoven, 1999).

As part of this, the use of open drills that challenge a player's decision-making can be important. Similarly, as players start to travel regularly at these ages, they need to learn to:

. Understand and manage stress, and cope with under- or over-arousal.

. Use routines during competitions (including warm-ups, match evaluations, signing in for doubles, reserving practice courts, etc).

. Develop individual rituals, learning and using relaxation / concentration techniques.

. Participate according to the game's rules and tournament's regulations. To foster their independence, players should also:

. Try their best in all training sessions and matches.

. Understand the importance of rest and regeneration.

. Appreciate the potential benefits of visualisation.

. Be cognisant of the PLAYER - COACH - PARENT dynamic.

. Develop a basic understanding of training principles and the importance of planning.

. Pack their own bags and prepare their equipment (by the age of 12).

. Be on time.

. Keep a training diary.

Tournaments

Tournaments serve under-14 players entirely different purposes than they do professional players. Matchplay should support the training process and not interfere with the periodised plan's goals. That is, tournament planning should occur subsequent to the periodised plan (i.e. first prepare the plan, then search for suitable events), and the number of tournaments/matches per year should be specific to the players' age, skill, mentality and physical condition so as to avoid burnout and optimise development. To this end, players should play different kinds of tournaments and in different age groups, all the while endeavouring to maintain win:loss ratios between 3:1 and 2:1 (see Table 1 below). In summary, these junior competitors should participate in competition with a view to (Grosser, Loehr, Schonborn, & Weber, 1996):

. Enhance their performance, motivation and experience.

. Discover the nuances that characterise the travelling life of a tennis player.

. Build independence.

. Learn how to implement tactics/techniques in close matches.

All of these factors should assume considerably more importance than winning or improving one's under-14 ranking (Lubbers & Gould, 2003).

REFERENCES

Gabler H. & ,Zein B.(1984). Talentsuche und Talentforderung im Tennis. Czwalina.

Grosser M., Loehr J., Schönborn R., Weber K. (1996) An appeal to the ITF, ATP and WTA.

Unpublished manuscript.

Królak A. (1990). Introduction to modern tennis (in Polish). Trening nr 2.

Lubbers, P. & Gould, D. (2003). Phases of world-class player development, ITF CSSR, 30, 2.

McCraw, P. (2002). Player development philosophy, ITF CSSR, 12-13.

Pestre, B. (1998). Improving the game in fast courts through tactical situations, ITF CSSR, 14, 13-15.

Pankhurst, A. (1999). Game based coaching, ITF CSSR, 19, 11-13.

Schonborn, R. (1993). Players' performance and development, ITF CSSR, 2, 1.