LIFELONG

PARTICIPATION
AND ENGAGEMENT
IN TENNIS
HLPE1550: Major Essay

Luke Meyer
Student ID: 2167725 | Words: 1908



Tennis is a highly prominent sport in Australia as 768,900 people aged 15 years and
over reported they are playing tennis as a sport in 2005-2006 (Australian Bureau of
Statistics, 2007). The participation rate of 5% shows Tennis cumulative prevalence
when compared to outdoor soccer (3%) and Australian Rules Football (2%)
(Australian Bureau of Statistics, 2007). This essay will outline the participation life
cycle and development of athletes in tennis using the Long Term Athlete
Development Model (LTADM), the factors affecting participants experiences, and
the role of a sport, health and physical activity professional in lifelong engagement of
sport and physical activity behaviors.

Part 1:
In order to efficiently and effectively develop skills and fitness for tennis the right
training and development methods need to be done at the right time (Sport for Life
Society, 2016). As tennis players do not generally reach their peak performance until
around 24 years of age (Shulz & Curnow, 1988) they are classified as a late
specialization sport. The Long Term Athlete Development model for late
specialization was formed to balance this training load and competition throughout
childhood and adolescence (Ford et al., 2011). The LTADM typically includes six
stages: the FUNdamental stage, learning to train, training to train, training to
compete, training to win and retirement/retention (Bayli, 2001; Ford et al., 2011; Bayli
& Hamilton, 2004). These stages are designed to take place at different ages in a
persons life depending on the rate of physical and mental maturation. The LTADM
can be applied to athletes and potential athletes in tennis.
The FUNdamental stage focuses on the development of the athletes physical
capacities and fundamental movement skills (Agnew, 2016), this can include basic
agility, balance, coordination and speed (Sport for Life Society, 2016). Although not
always accurate due to deviation of growth and maturational rates between
individuals, this phase is usually implemented for boys at an age of 6-9 and girls, 6-8
(Ford et al., 2011). In this stage it is encouraged to use a range of sports which can
develop their interest and motivation while avoiding premature specialisation. The
application of this stage to tennis is minor. Because of the need to generalise in
many different types of sports and FUN physical activities this phase is similar for

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different athletes eventuating to specialise in particular sports. For this stage, Tennis
Australia have introduced the ANZ Hot Shots program (Richards, 2016). This
program engages children in a fun and age-appropriate method which is a major part
of their FUNdamental development (Richards, 2016).
Application for the learning to train stage takes place when the children are between
eight and twelve years of age (boys: 9-12, and girls: 8-11) (Agnew, 2016). This stage
focuses on learning and building all the fundamental sports skills without competition
(Sport for Life Society, 2016). These fundamental skills include running, throwing,
and jumping, hopping and bounding (Balyi, 2001). Specifically to tennis, fundamental
technical and tactical skills should be learnt such as ball skills (Reid & Crespo, n.d.).
This includes skills such as the forehand, backhand, volley and serve.
The training to train stage is appropriate for boys of an age of 12-16 and girls 11-15
(Mackenzie, 2006). The emphasis of this stage should be on the development of the
athletes physical capacities and fundamental movement skills. For tennis, this can
include building a larger aerobic capacity, development of speed and further
improvement of sport specific skills. This stage is also used to educate the athlete on
correctly use weights, stretching, nutrition and hydration, tapering and peaking
(Mackenzie, 2006).
After the goals of the training to train stage have been completed the training to
compete stage can be introduced. Typically, this occurs for adolescent boys at an
age of 16-18 years and girls at an age of 15-17 years (Agnew, 2016). In this stage
fifty percent of training should be focused on tactical and technical skills, strength,
power, speed and endurance (Bayli, 2001). The other fifty percent should be spent
on competition specific training. When training for tennis, it should be more related to
the specific game style of the athlete (Reid & Crespo, n.d.).
The training to win stage is used for men over 18 and over and women over 17
(Mackenzie, 2006). This phase is focused on optimization of performance. This
period allows athletes performance to peak for major competitions (Bayli, 2001). In
this phase tennis athletes training should have an emphasis on maintenance and

Lifelong Participation and Engagement in Tennis



recovery during tournaments and training may be surface specific (e.g. hardcourt,
grass or clay) (Reid & Crespo, n.d.).
After an athletes permanent retirement from competition the retirement/retention
stage is designed to take place. This stage refers to the former athletes moving into
a sports related field of expertise (Agnew, 2016). This can include coaching,
officiating, administration, masters competition and media (Agnew, 2016; Bayli,
2001; Mackenzie, 2006). For example, Boris Becker, once a professional tennis
player and six-time Grand Slam champion, now coaches Novak Djokovic, the current
world number one (France-Presse, 2016). Becker went as far to say that he is now
better as a coach than a player (France-Presse, 2016).
Throughout this cycle of participation of tennis there are many ranging experiences
for different people. Some athletes have a head start for elite development while
others may not be able to achieve elite status because of external factors. Some of
the factors assisting elite development in tennis include: parents achieving high
standards, high socio-economic status (SES), parents financial support of
participation and specialist support, parents investment of time to support the childs
engagement in tennis, parents are car owners, small family size, two-parent/carer
family, attendance at a private school and geographic proximity to facilities (Agnew,
2016; Richards, 2016). Because of the advantages that certain children get and
hence the disadvantages that others have a child with the potential to become the
greatest tennis player ever may never make it past social leagues.
These factors can also influence the experiences that children have when playing
tennis. These positive or negative connotations can affect the participation of
children for life. For example, if a child has parents who have not invested much time
and money into tennis they may perceive that tennis is not worth continuing because
now, like their parents, see it of little importance.
In order to increase participation and decrease negative connotations Tennis
Australia have released a facility development and management framework for
Australian tennis. This is based around better planning, more and better national
infrastructure and better management practices (Tennis Australia, n.d.). Creating

Lifelong Participation and Engagement in Tennis



more and better facilities will decrease the likelihood of negative associations with
geographic proximity to tennis facilities, therefore increasing participation rates.

Part 2:
In light of the relevance of the Long Term Athlete Development Model and its
application to tennis, a professional in the sport, health and physical activity industry
has an important role. In order for participation and the development of elite athletes
in tennis to increase, the professional needs to promote inclusion at a young age,
focus on improving performance (through implementing the LTADM and motivating
the athletes for success. It is also the role of a sport, health and physical activity
professional to encourage healthy living for individuals and the community.
Firstly, a sport, health and physical activity professionals role in tennis is to promote
participation and inclusion. Much of the time this is done through advertisements and
positioning. Advertisements generate initial interest in the sports programs that are
being run. To obtain participation of children, advertisements generally have to be
aimed at the parents. This is due to the fact that the parents take charge of their
children and are the decision makers. If the advertisement takes effect the parents
will enroll their children in the sporting program therefore participation rates will
increase. Another aspect of a professionals role is to be inclusive of all people within
sporting programs. This may mean modification of programs tailored to specific
needs of children. For example, if a disabled person was enrolled, the program
would have to cater to their specific abilities and needs.
Secondly, once the children are involved it is the professionals role to help them say
involved in physical activity. Many participants drop out of sporting programs
because they dont like their instructor or coach. Although dislike of the instructor
may be unavoidable occasionally it is the prerogative of the professional to stay
friendly and reliable.
Thirdly, a professional needs to have a focus of improving performance of the
athletes. Implementation of the Long Term Athlete Development Model as, described
previously, can instill the right approach into the minds of the athletes. It is the job of

Lifelong Participation and Engagement in Tennis



the coach or professional to guide the athlete through each of the steps outlined in
the LTADM, educating them on what needs to be done and motivating them to
accomplish it. It is their responsibility to ensure that the athlete can perform specific
skills, have a specific fitness level and the motivation and drive to succeed. It is the
professionals role to be there when the athlete has training, and depending on the
level of competition, when in competition.
Motivating athletes and individuals to improve and succeed is a major role for a
sport, health and physical activity professionals. Without the motivation that coaches
and other professionals provide athletes may never reach their potential. In
Australian Rules Football it is often it is seen that at half time when a side is losing
the coach gives the players motivation to put more effort in. Generally, this works
and the players often compete a lot better. Although the coach cannot talk to the
player during a match, similar methods can be applied to tennis. Motivational
methods can be applied though training can be taught to the player to be used in a
competitive situation.
Another aspect of the sport, health and physical activity professionals role is to
promote healthy living for the individual and the community. This includes educating
people of nutritional needs and healthy eating, and on the correct amounts of
physical activity that needs to be done regularly. It may also be their job to supply the
means by which this can be achieved (sports and physical activity programs).
Although community health is a large sector involving many different professions, the
professional in sport, health and physical activity plays a large part in it. This is done
though working in community sporting clubs. Community sports clubs can provide a
means of social interaction and increase mental health as well as it does physical
health. Though this sport, health and physical activity professionals can affect the
health of individuals and the community.

In order to become an elite athlete in tennis, the Long Term Athlete Development
Model is a viable method of achievement. For best effect in tennis, the LTADM
needs to be implemented at a young age where the athlete goes though the six
stages. These include the FUNdamental stage, learning to train, training to train,

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training to compete, training to win and retirement/retention. External factors play a
part in the experience of athletes with tennis. Many of these include the parents
situation and motivation to get their children involved. This has a large effect on
participation rates and elite development. It is the role of the professional in the
sport, health and physical activity industry in tennis to promote participation and
inclusion, improve performance and motivation, and promote a healthy lifestyle for
individuals and the community which plays a large role in community health.

References
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Lifelong Participation and Engagement in Tennis