Introduction
You might be familiar with LTAD or development models, but their significance lies in their role as a structured sequence of steps designed to guide development over an extended period.
We've developed a unique development model called 'The Level Up System,' which focuses on skill development progression instead of merely chronological age progression. By blending court sizes and ball colours, we aim to enhance player abilities and present suitable challenges for them to complete. This means you might see players might use a red ball over a slightly lowered net on a full-size court or orange balls on a full court as examples.
Player Skills Matrix
Our development model serves as a roadmap for coaches, guiding the enhancement of players' skills according to their competencies and building the essential tennis toolkit. Recognizing that players enter tennis at various life stages, our model is distinctive in its flexibility, allowing individuals to begin at a level that is right for them, with court sizes and ball colours tailored to their needs.
Players who develop their skills matrix are more likely to stay active for life and transition smoothly to competitive levels matching their abilities and needs. Encouraging players to train in groups and engage in various sports can significantly improve their athletic skills matrix while fostering a robust social aspect associated within sports and being active for life.
The risks of early sports specialisation in young athletes are well-recognised within our team. It can lead to a lack of diverse sports development throughout the year, increased dropout rates, physical burnout, diminished motor skill development, and fewer chances for enjoyable and comprehensive physical activity throughout life.
Levels Info
Levels 1 to 36
are designed to give players a good foundation and base. The focus is on techniques for the skill & behavioural aspects. LTAD stages 1 - 3.
are designed to give players a good foundation and base. The focus is on techniques for the skill & behavioural aspects. LTAD stages 1 - 3.
Levels 37 - 72
now focus on players refining their play and increasing their court demands, 2 lessons a week is now available for players who are interested &/or showing promise. LTAD stages 3 - 5.
now focus on players refining their play and increasing their court demands, 2 lessons a week is now available for players who are interested &/or showing promise. LTAD stages 3 - 5.
Levels 73 - 108
have increased intensity levels to test out players skills developed in Levels 1 to 72. Players are ideally now competing regularly and using what they have learnt on the competition court. LTAD stages 5 - 7.
have increased intensity levels to test out players skills developed in Levels 1 to 72. Players are ideally now competing regularly and using what they have learnt on the competition court. LTAD stages 5 - 7.
Learning Environment
The learning environment plays a crucial role in skill development and fostering the strong social dynamics associated with playing sports. We maintain a low coach-to-player ratio to ensure players are effectively learning skills and applying them in interactions with other players.
Bearing this in mind, we refrain from recommending a group if it poses a risk to the learning environment, as it could impede the effective development of players' skills. Although we have the option to just place players in any group and collect payment, it goes against our principles. Should we determine that the learning environment is unsuitable for the player, we will not place them in that group.*
*Individuals who fail to uphold our ethos, behave unreasonably, or levy accusations will be removed from our programs. This applies to both adults and children, with the latter being removed based on the actions of their parent or guardian, in accordance with our terms.
Groups vs Individuals
Learning and honing your skills in small group settings can be significantly more advantageous for players than solo lessons. This isn't to say that individual lessons are ineffective, but they should be employed strategically to positively impact your abilities and gameplay.
Players must be mentally prepared for individual lessons, as the focus is on improving particular aspects of their game. Without mental readiness, they won't gain from the lessons, lacking focus and motivation. The decision to pursue individual lessons should stem from a genuine need for improvement and the player's own willingness, not the parents or coaches.
To assess if they are mentally prepared, observe them over an entire school term. Note their responsiveness to the coaching team's instructions and whether the player proactively seeks to improve by regularly asking questions and applying the guidance received.
Youth players on Levels 1 to 36 should participate in group settings to avoid missing the social aspects and to prevent developing skills limited to playing against their coach in isolation. Predominantly attending one-on-one lessons can lead to early sports dropout, as players are only acquiring skills that are effective in very specific situations that rarely occur.
If your child is between Level 1 and 36 and they are eager to play more tennis (their decision not yours), consider enrolling them in a group session and the Friday Night Project. Additionally, incorporating recreational matches via our Play Series can help players become more versatile and deeply engaged in the sport.
Players at level 37 and above are advised to attend two lessons per week, choosing between a combination of group and individual lessons or two group sessions based on their own preference (not yours). Individual lessons then become increasingly important as these players are likely to be competing regularly in the Play Series or LTA official tournaments, necessitating precise adjustments to elements impacting particular game scenarios. The players are now in a position to decide whether they wish to incorporate individual lessons into their schedules and potentially becoming more serious in their tennis.
We acknowledge and respect the individuality of each player, and thus, on rare occasions, it may be suitable for a player within levels 1 - 36 to need one or two individual lessons. The necessity for such lessons will be assessed through a discussion between the Head Coach and the player's coach to determine if it is appropriate and necessary for the player's development.
Teaching
Our sessions maintain a low coach-to-player ratio to guarantee that participants have ample opportunity to learn, practice with other players, and form friendships. Each group lesson follows a consistent structure: a warm-up, a main theme, an activity burst, and a customised game.
Players' attention spans for learning new skills or enhancing existing ones are limited. Therefore, structuring our sessions into 45-minute lessons helps keep players engaged and reduces off-task behaviour. The established routine of these lessons informs players of what to expect, resulting in quicker transitions between activities and a more settled group.
Traditional coaching methods often involve the coach feeding balls and instructing players to swing from low to high on their groundstrokes, treating technique as an isolated skill, which isn't very beneficial. Our more modern approach integrates technique within movement, creating a versatile toolkit that enhances players' ability to successfully implement any strategy.
Consequently, players will develop a broad spectrum of skills within our program, and our coaching feedback will be detailed and specific, helping players develop each skill. For instance, in crosscourt hitting, our focus may be on guiding players to align their strings in the direction they want the ball to travel (which is more beneficial to success than just low-to-high).
Level Changes
A distinctive feature of our program offering is the convenience of not having to switch days or times as your child advances through different levels and court sizes. We group players according to their skill and age, enabling them to remain with their peers and continue improving while eliminating the concern of altering their schedule.
Ball Colour / Court Size Changes
The player's current level does not determine the colour of the ball or the size of the court they use. Therefore, on our schedules, you might see a Level 20 Red group as well as a Level 20 Orange group, for instance.
We will modify the ball colour and court size according to the players' skill levels, physical development, and age. It is crucial to address these three aspects correctly, as they can impact the players' skill progression, enjoyment of the game, and increase their risk of injury.
For instance, reaching the age of 10 does not guarantee a player's transition to the Green ball and full court size. Our review will assess their skills and techniques to determine if they are equipped to handle the quicker pace of the ball on a larger court. Additionally, we must evaluate whether they are mentally and physically prepared for this change, as everyone develops at their own pace and what suits one player may not be suitable for another.
By blending court sizes and ball colours, we aim to enhance player abilities and present suitable challenges for them to complete. This means you might see players might use a red ball over a slightly lowered net on a full-size court or orange balls on a full court as examples.
Where should I start?
If you are unfamiliar with our programmes, please contact us before booking so we can recommend the most suitable group for your child. New players are invited to a complimentary trial in a term group, allowing us to determine the best fit for them.
Please contact Head Coach Gemma today to discuss: [email protected]