CONSTRAINING

8U TENNIS
A collection of Constraint Led Tennis
drills to enhance player development.
 THANK YOU

Firstly, thank you for buying this book and investing in

not only me but your self-development.

I want to thank my wife, Alison, for her love and support

over the past few years. Without her help, I wouldn't be in
such a privileged position.

Thanks to the thousands of players and parents who

have trusted me to help them, or their kids, on their
journey.

The games in this book have been shaped, inspired and

tested by you!

And thank you to the following people who have helped

get the book up and running:

Brendan Roberts, Pavel Duffej, Matt Wigham,

Sebastian Dietrich, Rob Salmon, Stephen Garvin and
Constanze Buettner.

Your generosity and donations were a great help in

getting this book written.

Lastly, thank you to my nan, Rose. You gave me anything

I ever needed and helped shape the person I am today.

2
Table of Contents

5
5
INTRODUCTION TO CONSTRAINT BASED COACHING
Understand the theory

26
26
SKILL BUILDERS
Develop Great Skills with these fun warm
ups

31
31
MAIN GAMES
Both Back, Serve, Return and Net Games for
Players

88
88
COMPETITION
Lets get competitive
WHAT IS CONSTRAINT -
BASED COACHING?
In Constraint-Based Coaching (CBC), players are
encouraged to discover effective movements and
develop tactical awareness via playing games.

Rather than focusing on mastering technique and

then attempting to use it in a game; CBC places the
players in games where they must discover how to
use their skills to find success in the game effectively.

The games in this book are designed to allow players

the freedom to develop skills at their own rate. The
games encourage players to play in all three phases,
attack, defence and neutral situations.

This encourages both technical and tactical skills

development. Players will better understand when to
play certain shots and how.

The player leads most of the learning, and the coach

is the facilitator. Using effective questioning and
manipulating elements such as the task, environment
or the players themselves - the coach helps guide the
player to find the solution.

5
ADVANTAGES OF CONSTRAINT -
BASED COACHING
✅ Players play the game (or modified versions) -
Players develop better problem-solving skills

✅ Practice is varied, and players develop more

versatile skills

✅ Implicit learning encourages better decision

making

✅ CBC players perform better under stress - Less

competition anxiety

6
 WHY WE NEED IMPLICIT LEARNING
Implicit Learning is where information is learnt in an
unintentional manner eg learning through play.

As a young sportsman, I played multiple weekly sports,

such as Football, Cricket, Basketball, Tennis and
Athletics.

I also spent hours every day playing sports in school

and after school, climbing trees, making camps and
creating games with my friends.

Through these activities I was developing a wide range

of mental, physical and emotional skills, alongside
sport-specific skills. This was implicit learning.

Physical literacy is declining in young children and

they are getting less physical exercise than ever
before. Children play outside less, do minor sports in
school and generally specialise in one sport from an
early age.

There are less opportunities for implicit learning; less

demand on children to problem-solve, use physical
adaptation and develop their creativity.

Tennis requires all of these skills.

Traditional Tennis coaching often involves a coach

leading the session; they choose the drills, give the
majority of the feedback and are very technical heavy.

The opposite of the game we play. 7

 HOW TO ENCOURAGE
IMPLICIT LEARNING

So, how can coaches create an environment that

develops a wide range of critical skills, such as
Physical, Mental, Emotional and Tennis specific skills,
in a single or small number of lessons?

The answer: Constraints Based Activity

The theory is based on the principles of non-linear

pedagogy; it promotes a more hands-off approach to
teaching and learning within a physical skill
development setting.

Non-linear pedagogy is a teaching approach that

can allow players to acquire skills more effectively.

The research on Non-linear pedagogy suggests a

close connection between movement and the
environment which players will find themselves in.

As Tennis is an open sport, the ball can land in

multiple positions, with various ball characteristics
such as height, speed and spin.

Players need to learn receiving and sending skills in

more open environments and less closed or isolated
situations.

8
 CONSTRAINTS ON SKILL
DEVELOPMENT
There are certain elements or factors that we are
faced with as coaches and these factors will develop
or hinder player development.

A coach can manipulate certain factors to enhance

and improve player development.

They are

• The Player
• The Environment
• The Task

9
 THE PLAYER

These are the players we coach; every player is an

individual and has a set of personal skills.

These can be physical skills or attributes such as

weight, height, fitness levels, muscle, or genetic
makeup. As coaches, we may have two children aged
seven but have a vast difference in physical
development; one child may be taller or have more
developed motor skills. Therefore, movement skills or
solutions for both players should be very different.

Along with the physical aspects, psychological factors

such as maturity, behaviour, motivations, and
emotions must also be considered. A player's
emotional level will significantly impact their learning,
especially within a sporting environment.

Along with the physical and psychological skills of a

player, we must consider the tennis/sporting skill
levels; this may include past or current other sporting
experiences. Players will have different levels of
sporting experience; this needs to be factored in when
designing lessons.

Many of these physical and phycological attributes

we have limited control over. Still, an awareness of
them can help us as coaches with our expectations
within our squads and individual lessons.

10
THE PLAYER

9
 THE ENVIRONMENT

When we think of the ‘environment’ as a coach, we

immediately think of the surroundings in which our
lessons take place.

The court, the surface, and it’s physical surroundings.

However, we must look deeper into our learning
environment, the culture we create as coaches, our
values, beliefs, and how we coach and communicate.

This is often referenced as a socio-culture.

How would comparing an environment that

encourages independent learning to one with more
direct instruction impact skill acquisition?

The culture we create within our clubs and sessions

will impact our player's learning and development.

As well as our club and coaching environments, we

must also consider the impact of other external
factors such as parents, peers, governing bodies etc.
What are their expectations, values, and their own
cultures?

How much of what we do in lessons and our coaching

is impacted by these socio-cultural factors? My
feeling is that it's quite a lot.

12
 THE ENVIRONMENT

This is an area for us coaches to understand better

and develop.

What learning environment do you set up, encourage,

and support?

And how much do you hinder or facilitate learning in

your lessons?

13
 THE TASK

By far the easiest one for coaches to manipulate, we

do it daily; therefore, this is arguably the most
important.

The task is the games, drills, and activities we set up.

We usually set the rules, equipment, court sizes,
objectives, and players; therefore, it's the information
we give the players during lessons.

As coaches, we can direct our players to acquire

specific movement solutions by manipulating the
task. For example, placing a rope of barrier tape
above the net will automatically force the player to hit
the ball higher. You have used the barrier tape to
force players to change how they move/hit the ball.

As coaches, we can modify specific areas, including

changing the space, rules, equipment and rotating
players.

By modifying task constraints, we can allow the

players to optimally learn movement patterns that
consider their unique variations of performer
constraints and how they interact with the
environment and task constraints.

14
 8U TENNIS CONSTRAINTS

At the 8 & under level, each constraint will have

certain demands - things the players must be able to
do. As a coach, you need to be aware of the specific
demands each brings to the age group.

The demands of the environment

The environment primarily will be the practice or

match court; this environment is set up and
manipulated by you. However, before creating your
culture or environment, it's important to find out why
your players are attending, what are their goals, and
what do they want from the sessions.

What are the parent's expectations and goals?

How can you as a coach combine these and create a

learning environment that will satisfy all three?

We will look later at how to set up a learning

environment, but the demands of the environment
ultimately come down to you, the players and the
parents.

15
 THE DEMANDS OF THE GAME AT 8U

The demands of the task

At this early stage, the demands of the task are

relatively quite simple to us; you hit the ball over the
net. Young players however, have little or no sporting
experience never mind tennis experience.

As coaches, we must focus on the basic demands of

the game first. Get this right at 8 & under and you are
building strong foundations for the future.

Players must be able to:

Send and receive the ball, both underarm and

overarm, after and before a bounce.
Be aware of court boundaries.
Be able to move, hit and recover.
Understand serving rules.
Understand how to win and lose a point.

16
 THE DEMANDS OF THE GAME AT 8U

The demands of the player

The player at this stage must be able to start to work

independently; be able to be set up a fun activity and
be allowed to explore how to perform it.

If the player can’t work without supervision, they may

need to attend a parent and player squad/class.

The player will be required to use physical skills such

as running, balance and throwing actions and start to
develop social skills such as working with others and
problem-solving.

At this age, the demands on the player are limited.

Tennis should be fun and engaging, and the player
should be allowed to explore and express themselves
in tasks and environments suited to their age and
maturity.

17
 THE NATURAL CONSTRAINTS AT 8U

These constraints will influence how the game is

played at this stage of the player pathway.

The constraints of the environment

The Ball

The 36’ foam or red ball is much bigger and slower

than a regular tennis ball.

It will have a consistent bounce between the knees

and bottom of the rib cage when the players are
trading from the baseline.

This is the ideal ‘hitting zone’ for these young players,

therefore, making the game easier to pick up and
play.

It takes much work to get the ball to bounce higher

due to the constraints of the ball.

This enables players to develop their consistency and

accuracy when playing.

18
 THE NATURAL CONSTRAINTS AT 8U

The Court

The 8U court is 11m x 5.5m, the same size as a quarter

of a full tennis court.

The court is relatively narrow for the player, so players

need to primarily learn a little sideways and forwards.

They don’t need to move backwards due to the low

bounce and pace of the ball.

With this in mind, we must understand that players at

this stage don’t need to cover big distances, they will
rarely move forwards to the net and won't find
themselves pushed too far behind the baseline.

19
 THE NATURAL CONSTRAINTS AT 8U

The Constraints of the Player

The players at this age are still developing many

mental and physical skill sets. It's important that you,
as the coach understand what constraints are in
place on the player at that age.

Tactical Awareness

Players at this age will have a limited understanding

of tactics; they may be able to find space and hit the
ball away from their opponent but would need help
understanding other tactical intentions such as
controlling time, using their strengths etc.

An advanced player, or coming towards the end of

the age group, may become more self-aware, but the
majority will be very limited in this area.

The player has a limited range of understanding and

will mainly be focused on the ball and themselves and
not so much on their opponent.

20
 THE NATURAL CONSTRAINTS AT 8U

Physical Skills

The player's physical literacy at this age is still in

development.

Players for example will struggle to read shot balls.

This is due to the fact the eyes in an 8-year-old are

different compared to a twelve-year-old; the smaller
the eyes, the quicker light bounces back from the rear
of the eye, making judging distance more
challenging.

An 8-year-old will struggle with complex coordination

and will find moving multiple body segments in a
coordinated manner difficult.

This developing kinetic chain will find complex

movements such as serve extremely difficult.

The young player also lacks muscle, so the use of legs

to drive up into the ball is impossible.

21
 THE NATURAL CONSTRAINTS AT 8U

Mental Skills

Players at this stage will find sharing challenging and

are still developing social skills.

Tennis requires two players, so some cooperation

must occur, i.e. players must wait for each other
before starting the point.

How often do you find players start a point or activity

without their partner being ready?

This is because they are still developing their

awareness of working with others.

This must be taken into consideration when planning

and designing activities, and a great degree of
patience from the coach.

Children 8 & under will also be very kinaesthetic in

their learning.

They learn by exploring and doing.

They rarely listen or watch, so your ten-minute

demonstration of hitting a perfect forehand could
have been a better use of time. We still must demo
activities so they know what they must try, but we
need to understand that they will want to have a go
and explore the game themselves.

22
 THE NATURAL CONSTRAINTS AT 8U

Tennis Skills

The lack and continued development of these

physical skills will impact tennis skills.

Players at this age will need help to control time, i.e.

hit the ball quicker due to a lack of physical skill and
the constraint of the court and slower ball.

Players at this age will struggle with complex tennis

skills and should focus on getting the ball over and in
and moving their opponent.

The technical skills at this stage should be very basic,

small, simple shapes.

23
 SUMMARY
Under 8 Tennis is the most fun, rewarding and
arguably critical stage of a player's Tennis journey.

At this stage, you, the coach or parent, help develop

critical skills that will last a lifetime. It's also where
players fall in love with the game.

This book contains FUN tennis games where most of

the learning is hidden. Let the kids play, explore and
enjoy each game.

KEY TIPS
Explain the What, Why and How.
What the game is (Name), why we need it as a
tennis player (Intention), and how (Ball
characteristic).
Allow the children to set their own targets - You
just guide them. If they set a too easy or difficult
target, let them adjust it after a small amount of
time.
Talk less, listen more - Let them play.
Include the serve in every practice.
Every game has an element of competition either
individually or cooperatively.
Encourage children to focus on the process (how)
of each game and less on the outcome (result).
Focus on what the kids can do when delivering
feedback.
Avoid heavy technical coaching - Let the game do
the work.
24
SKILL BUILDERS

26
 TIP TAP TENNIS
1. Players start close to the net.
2. Players must tap the ball over to each
other.
3. Players can use forehands only,
backhands only or hit alternative
shots.

2 TOUCH TENNIS
1. Players must take two touches.
2. Touch one is to control.
3. Touch two is to send.
4. Players can play cooperatively or competitively.
5. Players must control the ball in front of their shoes; otherwise, they will lose
control of it.

27
 SLICE & DICE
1. Players must use a chopper grip and
slice the ball.
2. One player can hit normally, and one
player must use a slice.
3. Rotate players or play alternative
shots.

TOUCH & SMASH

1. Players in pairs.
2. Two Touch Tennis; first touch is to control and second touch is to send.
3. First touch must go up and above the head.
4. Second touch is a smash.
5. Players must learn how to control the ball in front of their shoes.

28
 PING PONG
1. Players in pairs.
2. Players must bounce the ball down
onto their side of the court and
attempt to get it over the net.
3. Great for contact point and grip
development.
4. Players need a great feel to complete
the task.

BODY TENNIS
1. Players in pairs.
2. Players allowed three touches of the ball.
3. At least one touch has to be with a body part.
4. The player can send the ball back with 1, 2 or 3 touches as long the body is
included at least once.

29
 HEAD TENNIS
Players in pairs inside a half court.
Players take turns hitting the ball.
Players must hit the ball above head
height.
If the player hits the ball below head
height or out of the box, they lose the
point.

DOUBLE SWING
1. Players in pairs.
2. Players rally but must take a double swing before they hit the ball.
3. A full shadow swing.
4. A normal stroke.
5. Great for developing reading and reaction skills.

30
BOTH BACK

x
BEAT THE DICE

32
 EQUIPMENT
Minimum 2 players
Ten sided dice

DIRECTIONS
1. Players have a dice between them.
2. Player A rolls the dice; whatever score they get is their rally threshold
target.
3. Players attempt to rally to that number.
4. If they succeed, they score 1 point.
5. Player B then rolls the dice and gets a new target.
6. If they achieve the new target, they gain an additional point, and if they
fail, they lose a point.
7. Play first to ten points wins.

33
IN OR OUT

34
 EQUIPMENT
Minimum two players
Throw down lines
Cones
Balls

DIRECTIONS
1. Players are in pairs - One is the attacker, one is the defender.
2. The attacker must keep the ball outside the lines.
3. The defender must keep the ball inside the lines.
4. Play first to 7, then rotate positions.

35
DANGER ZONE

36
 EQUIPMENT
Minimum 2 players
Throw down lines
Cones
Balls

DIRECTIONS
1. The court is marked out into zones. You can mark out as many or as few
zones as you wish, I recommend four. The more zones, the easier the game.
2. Each player can place a cone into one zone - This is where they feel it’s
dangerous for their opponent to hit into.
3. Players now can't hit the ball into the marked zone.
4. Players play points and lose if they hit the ball onto the marked zone.
5. Players can move the cone after every point.
6. Add more cones into the game as you see fit.

37
PRISONER

38
 EQUIPMENT
Minimum two players
Spots or throw-down lines
Balls

DIRECTIONS
1. The attacker starts with a ball and stands on a marker in either the
forehand or backhand corner.
2. The defender (prisoner) starts in line with the attacker on the opposite
baseline.
3. The attacker must throw the ball above head height and hit the ball into
the open court.
4. The prisoner can pick up their racket and move when the attacker throws
the ball.
5. The prisoner must try and get the ball back.
6. It can be a closed drill (2 shots), or they can play the point out.
7. First to 7 and then rotate.
39
SHARK TANK

40
 EQUIPMENT
Minimum two players
Throw down lines or spots
Balls

DIRECTIONS
1. Two players mark out the shark tank. The tank must be a challenge for the
players. The players lay out the throw-down lines on the court, you may
need to help the players set a suitable area.
2. Players take turns to serve to start the rally.
3. Players work together to rally in a both-back situation.
4. The rally aims to keep your partner out of the shark tank.
5. If a player steps into the tank, the rally is over.
6. Players start again and attempt to beat their top score.
7. Play for a set period.

41
ZOMBIES

42
 EQUIPMENT
Minimum three players
Spots to mark out Zombie spaces
Balls

DIRECTIONS
1. Two Players start the game as the hitters, located at the baseline on either
side of the net.
2. The remaining players are Zombies; they sit next to the net on the spot or
throw down the line.
3. The two hitters must rally and aim to keep the ball above the zombies.
4. Zombies can use their rackets to attempt to touch the ball; Zombies must
stay in a sitting-down position.
5. If a zombie touches the ball, they regain their life and take the place of the
hitter who missed.
6. Hitters can also become Zombies if they miss; zombies on their side will
take their place.
43
CHOOSE A SIDE

44
 EQUIPMENT
Minimum two players
Throw down lines
Spots

DIRECTIONS
1. Players in pairs.
2. One Player is the attacker, and one player is the defender.
3. Players each choose to stand on the yellow or blue side of the court.
4. The attacker starts with the ball.
5. The attacker can either hit yellow or blue and must decide to attack the
space or try and go back behind the defender.
6. The defender must decide to try and cover the space or risk standing wide.
7. Players play to 7 or 10 points and then change roles.

45
RADICAL RALLIES

x
 EQUIPMENT
Minimum two players

DIRECTIONS
1. Players in pairs.
2. Players rally in pairs; every time the ball lands on the court, it's worth one
point. A ten-shot rally is worth ten as an example.
3. When a player misses, their opponent wins the value of the rally, ie a rally
to twenty is worth twenty points etc.
4. The first player to 100 points wins the game. (or whatever the coach/
player set as the outcome goal)

47
TEAM RALLY

48
 EQUIPMENT
Minimum four players

DIRECTIONS
1. Players in pairs.
2. The group set a high rally threshold target, i.e. 200, 300, 400.
3. The coach divides the target between the pairs, i.e. 200 between 4 players
would be 100 per pair, 200 between 8 players would be 50 per pair.
4. Each pair rallies to its target, i.e. 100 or 50.
5. Every successful shot is worth 1.
6. When an error is made, the players carry on from the score.
7. When each pair reach its target the challenge is complete.
8. When a pair completes their target, they play points against each other
until the other pairs complete.

49
COW

50
 EQUIPMENT
Minimum two players

DIRECTIONS
1. Players in pairs.
2. One player is the attacker, and one player is the defender.
3. The attacker starts the point with the ball in their hand.
4. They can hit the ball anywhere they want, how they want.
5. The defender has to try and get the ball back.
6. The players can play just two shots, attack and defence, or they can play
the point out.
7. First to 7 or ten, and then the players change roles.

51
GRACE'S HOT POTATO

52
 EQUIPMENT
Minimum two players

DIRECTIONS
1. Players in pairs.
2. Players rally but, in between, must touch the ball up and catch on their
racket.
3. They can then move two steps before dropping the ball and trying to make
their opponent miss.
4. The players are not allowed to use their hands.

53
OVER OR UNDER

54
 EQUIPMENT
Minimum two players
Barrier tape & posts
Throw down line

DIRECTIONS
1. Players in pairs.
2. Players can either hit the ball over the barrier tape or under.
3. Players score one point if they win by going over the tape.
4. Players score 5 points if they win by going under the barrier tape.
5. The game is designed for players to become aware of hitting a lower
flatter ball to try and win the point.
6. Can they find the right time to go low and the right time to go high?

55
PASS IT ON

56
 EQUIPMENT
Minimum four players

DIRECTIONS
1. Players in pairs with one racket between two.
2. Players number themselves one and two.
3. Player one starts with the racket.
4. Player two stands behind the baseline in a safe position.
5. Player one hits the ball and passes the racket onto player two.
6. The opposite team do the same.
7. Players must learn to control time and space to stay in or win the point.

57
SWITCH

58
 EQUIPMENT
Minimum four players
Two blue spots
Two red spots
Throw down lines

DIRECTIONS
1. Players in pairs, one on the blue side and one on the red side.
2. The opposite teams are set up in the same way.
3. When a team hits the ball, those two players must change positions.
4. When the opposition touches the ball, they must also change positions.
5. Players must work out how to control time to stay or win the point.
6. Play to 7 and change partners.

59
SPACE INVADER

60
 EQUIPMENT
Minimum two players
2 red spots and 2 blue spots
Throw down line

DIRECTIONS
1. Players in pairs, Player A is the space invader, and Player B is the defender.
2. Players A and B rally cross court.
3. Player A decides when to change direction and hit down the line.
4. The point is live when the direction is changed.
5. To upskill this game, player A may set down a target zone. They must hit
the zone when they change direction. Otherwise, they lose the point.
6. Play to 7 points and then change roles.
7. Play a further 7 points and change to opposite side.

61
GOODIES V BADDIES

62
 EQUIPMENT
Minimum 3 players

DIRECTIONS
1. Players work in 3's.
2. Two players start on one baseline, the single player opposite on the other.
3. The Single player will hit for 2 minutes, the two players are feeders, and
their job is to keep the ball in play.
4. Every time players get the ball in, they score a point, a goodie. Every time
they don't, they get a baddie.
5. At the end of 2 minutes, the player takes the baddies away from the
goodies and is left with a final score.
6. Rotate players and give each player three attempts to set their highest
score.

63
BACKHAND ONLY

x
 EQUIPMENT
Minimum two players

DIRECTIONS
1. Players are in pairs.
2. Players can only send back using a backhand.
3. They are allowed as many touches of the ball as they wish, i.e. control with
a forehand and switch the ball across the body to the backhand.
4. Players aim to get the ball under control until they feel confident about
hitting a backhand.
5. They attempt to send the ball over the net with a backhand when they feel
confident.
6. If they succeed, the rally will continue.
7. If they miss, they lose the point.

65
WHEN SERVING OR
RETURNING

66
RED OR BLUE

67
 EQUIPMENT
Minimum two players
2 different colour cones (red & blue)
5 throw down lines or spots

DIRECTIONS
1. The server decides to start from three positions. (Easy, Normal or
Challenging) The server places three throw-down lines in the three areas.
2. The returner places two lines down in an attack (closer) or defence
position. (further back position)
3. The server must pick a target area, Red or Blue.
4. The server hits the serve, and if the ball lands in the correct area, they
score a point.
5. If the returner gets the ball back, they gain a point.
6. If the returner misses the return, the server receives an additional point.
7. Play to 10 points and then rotate players.

68
UNLIMITED POWER

69
 EQUIPMENT
Minimum two players

DIRECTIONS
1. One Player is the server, and the other is the returner.
2. The server has an unlimited number of serves.
3. Once the service goes in, the players rally the point out.
4. Players rotate roles after two points.

70
NO BOUNDARIES

71
 EQUIPMENT
Minimum two players

DIRECTIONS
1. Players in pairs.
2. One Player is the server.
3. One Player is the returner.
4. The server can stand anywhere on the court.
5. The returner can also stand anywhere.
6. The server must nominate which service box they are aiming for.
7. Returner must attempt to get the ball back.
8. First to 7 and rotate players around.

72
REVERSE POWER

73
 EQUIPMENT
Minimum two players

DIRECTIONS
1. Players in pairs.
2. One server and one returner.
3. Returner calls out where the server must hit, red or blue. (forehand or
backhand)
4. Returner decides to try and use their strengths or find a weakness in the
server's ability to get direction.

74
CONNECT 4

75
 EQUIPMENT
Minimum two players
Sponge balls
Throw down lines
Cones

DIRECTIONS
1. Mark out four zones; you can make it even or vary the size of each zone.
2. The server can serve in any of the four zones and stand where they want to
behind the baseline.
3. Returners can stand anywhere they wish.
4. The server attempts to serve in one of the four zones. If successful, they get
a token. The token is placed into the same zone as the ball landed.
5. The returner attempts to return the serve into one of the opposite four
zones. If they are successful, they also get a token.
6. If either player hits the same zone again, they don't score.
7. Who can connect four first?

76
ROCKET RETURN

77
 EQUIPMENT
Minimum two players
Throw down lines & spots

DIRECTIONS
1. The server picks two serving positions, wide and central.
2. Returner sets to starting positions wide and centre - These must be
challenging starting positions.
3. A bonus area is marked out for a wide return.
4. The server hits serve into the open service box, and they are trying to make
the returner miss.
5. The returner is frozen until the server throws the ball up. They can then
move and attempt to get a return back.
6. If the returner hits the ball back, they score. If they miss, the server scores.
7. If the returner hits the ball into the bonus area - they score a bonus point.
8. The first player to 10 and then rotate.
78
SERVING TORNADO

79
 EQUIPMENT
Minimum two players
Hoop

DIRECTIONS

1. Players rally to 4 shots.

2. When they get to 4, one player sets off the tornado.
3. The tornado is a hoop, and the player spins the hoop.
4. Player A is the server, and they try to hit as many shots into the tornado as
possible until it stops spinning.
5. Players rally to 4 again. This time the other player serves with player A,
spinning the tornado.

80
NET PLAY

81
'SMASH IT'

82
 EQUIPMENT
Minimum two players

DIRECTIONS
1. A player starts at the net (Attacker), and one player starts at the baseline.
(Defender)
2. Defender begins with a ball; they must hit the ball over the head of the
attacker.
3. The attacker must move back and control the ball with the racket before
or after a bounce so they can then catch it.
4. The attacker is now frozen and can't move their feet.
5. The attacker now throws the ball up and hits a serve / self-feed smash;
they attempt to beat the defender.
6. The defender tries to get the ball back.
7. If the defender misses, the attacker wins.
8. If the defender misses, then the attacker wins.
83
KEEPERS!

x
 EQUIPMENT
Minimum two players
Spots
Throw down lines
Barrier tape (optional)

DIRECTIONS
1. Players in pairs.
2. Player A is the Tennis Goal Keeper, and they are positioned at the net.
3. Player B is the striker, and they are positioned at the baseline.
4. Player B must try and score by hitting the ball past the goalkeeper and
keep the ball out by hitting volleys.
5. The striker is not allowed to lob the goalkeeper, or you can use barrier tape
to set up a crossbar.
6. Play first to seven and switch roles.

85
KEEP IT UP

86
 EQUIPMENT
Minimum two players

DIRECTIONS
1. Players in pairs.
2. Player A serves player B who hits the return.
3. After the return, the players can't let the ball bounce; they must keep it in
the air.
4. Play first to seven and switch roles.

87
COMPETITIONS

88
JOKERS TIEBREAK

89
 EQUIPMENT
Minimum two players
Joker cards / red cones

DIRECTIONS
1. Each player has two joker cards.
2. Players play points.
3. At the end of each point, a player can use a joker card.
4. If they lose the point, they could steal the point from their opponent.
5. If they have won the point, they win two points.
6. Players can only use two cards per set.
7. Play to 10 points.

90
THE LAST POINT WINS

91
 EQUIPMENT
Minimum two players
stopwatch

DIRECTIONS
1. Players play points.
2. The coach sets a random time limit on the stopwatch.
3. The players can't see the time.
4. When the stopwatch runs out, whoever wins the last point wins the match.

92
RANDOM NUMBER!

93
 EQUIPMENT
Minimum two players
Ten sided die

DIRECTIONS
1. Players roll the die, and whatever number they get, that's how many points
they need to win the set.
2. Player A may roll 10.
3. Player B may roll 2.
4. Player A needs 10 points to win, and player B needs 2.
5. After the set, the player rolls again.

94
I'M IN!

95
 EQUIPMENT
Minimum four players
2 red spots and 2 blue spots
Throw down line

DIRECTIONS
1. Players in pairs with one racket between two.
2. Players number themselves one and two.
3. Player one starts on the court.
4. Player two stands behind the baseline in a safe position.
5. Player one starts the point.
6. The opposite team do the same.
7. Either player two can shout 'I’m in', and they take control of the point from
player one.

96
FRENEMIES

97
 EQUIPMENT
Minimum two players

DIRECTIONS
1. Players work in pairs.
2. One player starts the rally with a serve.
3. Players must work cooperatively as friends to get a set target, i.e. 2.
4. Once they reach 2, they become enemies and play the point out.
5. Next, the other player will start, and the friendship rally increases to 3 (or
you can improve by any number the kids want).

98
BOUNTY HUNTER

99
 EQUIPMENT
Minimum two players
Twenty cones

DIRECTIONS
1. Each player begins with ten cones.
2. Before each point, a player places a 'bounty' on the outcome of the point.
3. The other player must match or raise the bounty to play the point.
4. The players play the point; whoever placed the bounty serves.
5. The winner gets all the bounty.
6. The other player now has the opportunity to set the bounty.
7. You can either play one round and rotate the players, or they can play the best of
three sets.
8. The game is based on players feeling momentum and confidence.

100
ROCK, PAPER,
SCISSORS

101
 EQUIPMENT
Minimum four players

DIRECTIONS
1. Players in pairs and each pair are a division.
2. Players play timed points but don't keep score.
3. At the end of the time, they must compete on a rock, paper or scissors
match.
4. The winner moves up to the next division.
5. The loser moves down.
6. This is a fun way of introducing winning and losing to younger players.

102
MOOOOO OFF!

103
 EQUIPMENT
Minimum 4 players

DIRECTIONS
1. Players in pairs and each pair are a division.
2. Players play timed points but don't keep score.
3. At the end of the time, they must compete in a moo off!
4. The players both moo (like a cow) and the player who takes a breath or
stops first loses.
5. The winner moves up to the next division.
6. The loser moves down.
7. This is another fun way of introducing winning and losing to younger
players.

104
PEEL OFF

105
 EQUIPMENT
Minimum three players

DIRECTIONS
1. Players in 3's.
2. The player on their own is the controller.
3. This player sets a minimum rally number (1-4).
4. The three players rally until they reach that number.
5. Once they pass that freehold, the single player shouts 'life' and hits the ball
to one of the opposite pair.
6. Those two players play the point out.
7. The other player 'peels' off and waits it out.

106
RESET!

107
 EQUIPMENT
Minimum 2 players

DIRECTIONS
1. Players play a tie break (7 or 10).
2. Each player has a reset button.
3. At any time during the match, they can call reset and go back to a
previous score, i.e. I could call reset at 4-6 and choose to go back to 4-2.
4. After the first reset, the second player can only go back from the new
score, i.e. 4-2 or earlier.
5. Allowing players to rewind the flow of a match.

108
LEVEL
UP
YOUR
COACHING

@mytenniscoaching
 MY TENNIS COACHING

YOUR COACH

STEVE WHELAN
Performance Coach and Coach Educator
Hi, I am your Tennis Coach. My name is Steve. I have been a full-time
tennis coach for over twenty years and have been fortunate to work
with beginners to national-level junior players.

Check out my website at www.mytenniscoaching.com to build your

confidence, increase your knowledge and develop your coaching skills.
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COACH
TESTIMONIALS

ALISON
Thanks for an enjoyable course, it's always very difficult
to interact on zoom, however, I think you did a very good
job and were very engaging.

DAN
Thanks for the course this morning. Very much enjoyed
your way of presenting, lots of energy and engagement
which kept things stimulating which I know is a real
challenge in delivering courses online.

IVAN
Steve's communication skills are excellent. He not only
passed on some great knowledge but made me fully
understand the why

RICHARD
Steve, your presentation today was outstanding. This is
the first time in 20 years I have given this level of
feedback!
I truly hope you enjoy these games as much as your
players will.

This book has been independently written, designed

and edited by myself.

If you spot any errors or mistakes, please let me know

below. I will make the necessary adjustments and
send you an updated version for free.

CONTACT ME
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