January 2010 -- Question: I realize that sport science has been playing a role in tennis for quite awhile but I am interested in how much really goes on in the scientific community specific to tennis research. Could you share some of the latest findings?
Answer: In my last column, I reported on some of the latest research findings in tennis that might be applicable to your work as a tennis-teaching professional. This month's column will serve as the conclusion of that report and, hopefully, you will have gleaned some useful information for your teaching and coaching programs. You might remember that in my last column, I was discussing the research from the
Strength and Conditioning Journal that was completely dedicated to our great sport. I will first continue with that reporting, then discuss some research being conducted by leading investigators.
In the August 2009 issue of the above-mentioned journal, Todd Ellenbecker (a USPTA Master Professional), along with Pluim, Vivier, and Sniteman, discussed common injuries in tennis and the exercises that one might do to address these injuries. Notably, they discussed the lower back and hip, citing several studies that show the impact of repetitive loading on tennis players, which can lead to various hip pathologies, lumbar disc disease, sciatica, and facet syndromes. However, these authors discussed that coaches must concern themselves with preventative conditioning strategies to help players, which would include core stability exercises, as well as lunges involving rotation, and various hip rotation training.
Ochi and Campbell, of the USTA Player Development program, discussed the progression of a high performance player, but of note they centered on pre-pubescent children and training strategies. For males (ages 8-11) and females (ages 9-12), they believe a core concern should involve the nervous system. However, they advise us to "err on the side of caution, underestimating rather than overestimating the athlete's neural development." They believe that "high repetition, low intensity training performed twice a week for 30 minutes is appropriate to develop adaptations in strength, coordination and muscular endurance." These authors suggest focusing on fundamental skill development such as agility, balance, coordination and speed, in addition to emphasizing whole body strength development and injury prevention.
Another key point from the work of Ochi and Campbell is that pubescent boys (ages 11-15) and girls (ages 10-13) may need to train differently. Since maturation occurs at different points, girls will have the ability to train and develop strength earlier. Boys will definitely develop strength but the 'window' is different for strength improvements. They go on to cite that, since growth spurts in young players can affect balance, footwork, and movement patterns, a temporary loss of coordination will occur with rapid height increases. This would create the need for the young athlete to relearn some fundamental movement patterns. Moreover, these authors alert us to the importance of understanding all the issues with young, high-performance athletes, so we can deliver a safe and effective conditioning program.
USPTA member Mark Kovacs gave a tremendous treatise on lateral movements in tennis, discussing the jab step, pivot step and gravity step in detail. After an examination of the neural aspects of movement required in tennis, he offered practical suggestions for training. Aside from the specific exercises, however, he observed that the "demands of tennis movement are vastly different from that of other sports, and appropriate training programs should address the work-to-rest ratios, distance, number of directional changes, and the types of movement."
In the journal's concluding article, Jeff Greenwald, USPTA, presented the case that mental skills need to be part of a coach's arsenal when working with an individual on strength and conditioning. Citing a study from the Institute for the Study of Youth Sports, Greenwald noted that "excess focus on winning was the No. 1 parental factor impacting the players that coaches work with." And, as parents and players become more focused on outcome, coaches may find themselves in a difficult position. But, the author offers up that this may also be an opportunity to shift from the outcome goal to a goal of skill mastery. This begins with a player's sense of autonomy, enhancing focus, and improving the emotional connection between coach and player. Noting that strength coaches and tennis coaches have similar objectives, they should work together, to develop positive relationships and training protocols that will facilitate performance.
Greenwald discussed reflective listening, the ability to self-disclose, and the use of positive reinforcement. He concludes his article with comments on goal orientations for parents and players, how to reframe negative self-talk, and how to cultivate a relationship of empathy. A key point in all this seems to be that these are life skills we are teaching to parents and players and not just some specific skill that will only help them be better tennis players.
Changing gears to another arena of research, Professor Bonita Marks, at the University of North Carolina, has been conducting fascinating research that can and will continue to have major ramifications for our sport. Dr. Marks has been conducting tennis-specific research for years, examining nutrition habits as well as training and physiological phenomena, but has been aligning herself recently with the effects of exercise on the brain. Dr. Marks has turned her attention to the more seasoned player to find out just what tennis, along with other types of exercise, does for the brain. We all know the health benefits derived from a lifelong affair with tennis - better reaction time, more muscle, stronger heart, lower cholesterol. But what about the
other part of the body - our brain? We hear a lot about the mind-body connection, especially when it comes to match play or stress management. But is there more to it than that? Do people who exercise regularly have stronger brains? More brain power? And if so, are some sports and activities better than others? There's a lot of science talk about aerobic activity being "related" to more brain mass and maybe even "causing" more brain volume via less atrophy, but does quantity translate to quality? With the help of a small army of collaborators, including experts from cognitive neuroscience, computer science, radiology, brain resuscitation research and athletic training, Dr. Marks is using MRI techniques to look at the structural integrity of those brain fibers used to transmit and process thoughts. Specifically, she is comparing brain images of middle-aged and older adults who have been 'historically' active to those who have basically been couch potatoes to see if those who have higher aerobic fitness have fibers that have more "integrity" than those who would rather sit and watch Oprah day after day. The preliminary results are promising - and affirmative. Her next step is to examine people playing tennis, and track what happens to their brain as well as their game.
Dr. Marks is conducting other research that has ramifications for seniors relative to the effects of activity (e.g., tennis) on their overall balance and coordination. After all, falling is a major concern in an aging population. Dr. Marks is definitely a leading researcher in her field and she loves the game of tennis. I will definitely stay in touch with her and keep you posted on her research findings.
Send questions to jgroppel@LGEPerformance.com.
