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    Tenis PDF

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    Martin David

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    ai ae eorenii eat he U eee SA pace | Gonzalo Corrales (AGM Sports, Spain) ITF Coaching and Sport Science Review 2013; 59 (28): 12-14 ABSTRACT ‘This orticle discusses the great opportunity of American collegiate tenis; it provides all the necessary information to understand the “American system and the process to follow in order to get a tennis scholarship. Beginning withthe requirements a player must comply with, in order to compete in university tennis, and then the different options throughout the different organizations, this article includes {all you need to know in order fo apply for a scholarship and how to study ond play at an American university. It also includes a list of {ATP players who have played American university tennis before becoming professional players, ince there are an increasing number of players that experience NCAA tenis. Key words: university tennis, scholarships, NCAA. Corresponding author: gonzalo.corrales@agmsports.com INTRODUCTION ‘American universities represent a great option for hundreds of tennis players all over the world. They offer a number of benefits that ‘cannot be found anywhere else in the world. Tennis players who play at American Universities can play top level tennis while studying at the university atthe same time, traning and studying every day and competing during the academic year representing the university ‘These tennis players end up with a university degree, lear to speak perfect English, get a several year intemational experience, and high level scholarships to cover most oftheir expenses in the US. ‘There are over 1,000 universities with male and female tennis teams, and great differences between one university and another. ITF or ATP ranked players usually end up in the best NCAA Universities where ‘the training structure is almost professional, with several coaches, rutvtionists, physiotherapists, and a good budget for coaching and travelling. Other universities are not that good and thelr facilites are rot that good either, but tennis players train daily with 8 team mates and travel to regional or national competitions representing the university. 12 pect Vent lee <0. Anil 2a ‘ticle received: January 2013 ticle accepted: 6 March 20:3 ARE THE REQUIREMENTS TO © Tennis players who would like to get a tennis scholarship and continue With thelr academic and athletic development at an American ‘university will have to meet a number of personal, academic and athletic requirements in order to comply wit all the existing rules in ‘university sport and in order to get multiple options for ther future in the US: + To have a national or intemational ranking with the greatest umber of competitions and results possible. Tobe an amateur tennis player who has not collected any money nor signed professional contracts. ‘To have finished secondary school in their country of origin without having repeated a course. ‘© Tohave started university in the US just after having finished secondary school. © Tohave passed, ‘© To complete American admission tests, SAT for American selection, and TOEFL, atest of English as a foreign language. iE JON EACH Each cases different and each player hastto ask himselfa number of {questions before beginning the process in order to understand his} her sport, academic and Financial objectives. Some tennis players ‘want to make a leap into professional tennis after Finishing university, 50, itis a must to find a university in which tennis is played at top level and coaches are acknowledged as good coaches. Stil, many players want to use their talent for tennis to enterthe best universities from the academic point of view, here they can continue playing tennis and where tennis thie door to top quality education. Financal targets depend on the family budget forthe American adventure, since Tow income families have to accept any university that offers a high scholarship while others would rather make an investment in order to goto better tennis or academic university (Once the players understand their situation and personal objectives, they start communication with the universities and start receiving information from coaches to decide which programmes and which institutions meet their requirements. They neglect those that do not ‘and focus on those universities that meet the objectives necessary for a future in the USA. University search process can last between 6 ‘and 48 months. It is important to take the time to meet the academic requirements and to be within the coaches” radar when they start offering the scholarships available. ‘American university tennis scholarships cover most ofthe expenses In the US, coaching, travel and material to tain and compete. The scholarships range between 40% and 100% depending on different factors, and these scholarships are destined to cover academic fees, study materials, lodging and meals. Very few students get full Scholarships since coaches have to allocate the scholarships managed to enter the professional tour. In fact, there are no WTA top 100 players who have played university tennis but there are 5 players mang the top 200 and some more with a lower WTA ranking (Source}. On the other hand, the male system has successfully produced ATP players. Tennis players who have passed through American university tennis (Source: ww.collegetennisonline.com). ‘available among team players. For women, things are different since ‘4 January 2033 ATP Ranking there are more scholarships and most gils get full scholarships to a ce] UNIVER: ANON fund their education in the US during al four years of thelr careers. Number of universities with tennis teams eee =| eee a 3 950 universities have tennis teams for young men and over 1.100 [ey oe Toa aa A for young ladies, al of them competing in diferent organizations in -Xevin Anders ef 38 J the USA (NCAA, NAIA, NJCAA). Not only is there a greater number of [Benjamin Becker| 3s | Baylor 6 38 Universities with women teams, but there are also moe scholarships [Michael Russelt_| 34 | Miami a a + particularly at the NCAA Division | in which most women tennis. = players have scholarships to cover all their expenses. Jesse Levine 25 Florida 304 69 James Bake 32 | Haward [24 4 MER RIVERSTTE (OLARSAIPS Rajeev Ram 28_| _Iinois 138 78 NEAADI 263 “as perteam Ryan Sweeting | 25 | florida | 244 64 NCAADI 164 “45 perteam Bobby Remolds | 30 | Vandebit | ss 3 enol 34 eres Stevelohnson | 22 use co mo 2 Sperteam RhyneWiliams | 21 | Tennessee | va | 190 _ Ee Sperteam ‘amau a7 | Tulsa 198 | 35, a 950 Brugues-Davi WOMEN'S TENNIS NCARDI 320 Bperteam NCAR Ot 2B 6 perteam a seer | ean) NCAA DI 361 Operteam Wii Baan aiellesoied 7 : ca ae sperteam Bab Bryan 34_|_ Stanford 2 i NCAA, us 5perteam RobertLindstedt | 35 | Pepperdine | 8 5 neal 4144 Mahesh 38 | Olemiss [| x * {wy League Universities (8 highly rated universities) in Division 'and [Etupathi alluniversites in Division ll donot have sport scholarships but they [ean-ullen Rojer [3x [UCLA 3 3 do give ather academic scholarships that reduce the total cost of Marcin a eren fa ‘education at these institutions. These universities are recommended | watkowski * 7 for tennis payers with high academic profile anda high income. ‘As to junior Colleges (NICAA) there are many options with different [Scott Uipsky 3 | Stanfors | 2s 24 regulations forthe afferent regions allover the county. In California, [Treat ey 27 | Virginia 36 35. Junior Colleges cost less than $15,000, but they are not allowed to five spor scholarships ther Junior College Univers wih simfar [ERBwree | 34 | Gustaws | 39 | a7 {osts da have scholarships bu they can only have limited numberof to international playersintheirteams (2). One ofthe advantages otJunior — [Dom inglot 26_|_vieginia [40 40 Colleges, apart from the cost, isthat admission requirements are less Rajeev Ram 2a | Minois demanding than at NCAA NAIA, so, they are the ght atemative [= — — for some athletes who after 2 years can goto 4 year universities with [Ken Skupsk 29 su 52 44 higher sport and academic reputation and get sport scholarships. [james Cenetani_| 3+ | _ Brown 3 45 AN INCREDIBLE OPPORTUN MEN'S TENNIS ‘AndreBegeman | 28 | Pepperdine | 64 72 ‘Women’s tennisis the sport that offers more benefits to international [Frank Moser 36 vou oe a7 players and one ofthe sports with more foreign players competing [yohan Brunstiom | 32] SMU in American university spar. Any player with good rational ranking - = - of international experience will have the opportunity to play at a [Robert Farah 25 Us 74 58 Division | university (as long as she meets the personal and academic requirements). This wil imply full scholarship for all 4 yeas, for all coaching, competition, lodging and education expenses in the US. However, the transition to WTA has proved to be mare complicated. A recently published article in the New York Times called “Path to Pros in Tennis Rarely Crosses Campus", highlights how few women have Table 3, ATP Men's Ranking for singles and doubles. No doubt, the American system offers plenty of opportunities to train in a professional environment playing against good level players. It also offers the opportunity to study in one ofthe best places in the ‘world, with over s,500 universities to choose from. ‘According to the list of professional players who have studied in the US, the system does nat prevent players from meeting thelr athletic targets, since the system gives them the possibility of choosing study based career of make thelr dreams come true on the ATP/WTA tour However, its necessary to be careful when applying fora university, particulary when complying with all the regulations existing in the United States. It is also important to choose very well among all the existing options, knowing that many universities and tennis programmes are very different in terms ofthe level oftheir players, the knowledge of the coach, the sport and academic facilities and the scholarships they offer. Therefore, the decision should be made on the basis of professional, parental or coach advice, considering the personal, ‘academic and sports objectives ofthe players. The American system offers the American adventure to hundreds of players from all aver the world who can benefit from an experience that is unique in the wort. ‘vriwagmsports.com hutp:/www.colegetennisontine.com vayw.educacionenusa. wordpress.com http://www nytimes.com /2013/02/11/sports/tennis/few-former. ‘college-tennis-players-excel-on-wta-tourhtm[?_r=18 nap: //prezl.com /wkpyd2tseain/camino-para-conseguir-becas-de tenls-en-usa/ Iniciacién deportiva y praxiologia motriz Ivin Dario Uribe Pareiat GO) presente arene como propio prsemar infermacin sobre la forma como se an dexrolas lorproceso de cin porta lasers soe lar cal se har apace ‘ata moment planer wn maven ‘asd on lpia moro cence dela Fundamentos tebricos y metodolégicos de los ‘procesos de infcacién y formactin deportiva En ef mejor de fos casos, hasta ef momento las bases tedrieas de los centros de iniciscion y ormscién deportiva se han orientado por elementos dela pedagogia y_ las ciencias aplicadas sl deporte como el entrenamiento ‘deportivo infantil, la biomeednica, Ia fisiologia el deporte, Ia sociologi, Ia psicologia, y Ia sntropometria;cienias y disciplinas ésts que indiscutiblemente ban brindado sports valiosos 1 la educacion fsica infantil y al depot escolar, pero que sin embargo no aleanzan a abordar Ia Pedagogia motriz desde su espcificidad, como 1 protende hacerlo la praxiologia moti Este fiandamento teérico y metodoligico se preci en los conceptos respect a los procesos ‘que nos ocupan de proyectos desarollados en Colombia y en otros paises. "La iniciacién deportiva es el desarrollo de procesos para nifos en edad escolar basados en It teoria y metodologla de la educacién fisca y el deporte. Esti estrcturada por etapas las que 2 desarollan planes onganizados secuencial sistemicamente programados de acuerdo com it ‘edad, el crecimiento, la maduracin, el desarrollo Fisica e intelectual y el medio geogsico y soci fen que Viven los nifos"” EL propésito fundamental que se plantea all es ts formacion de hombres con slidosprncipios ticos,eivieos Yy morales, que 4 It ver adguieran una cultura Fisica que propende por mejorar su desarrollo. fisico, social y afectivo contribuyendo de este modo elevar I ealdad de vid, En la misma tine, la ponencia Deporte en ef iho cde hoy para el depotsta de sigio XXF plates Ia imiciacién deportiva como un proceso pedagbgico Y formativo que por medio del juego busca et desarollo multilateral y frtalecimieno tanto de reparacion fica mc cain a pain composi ph Pfr en A "gn eatin ato Poat Cm Se bss pr Poe Cogn pen i Boe Sa i Fp fey pdr se man XV ape pmo lin, ut, 7 awe ey depart 70 ‘general como especial, y la wansmisién de ‘conocimientos sobre los fundamentos deportivos por medio de los minideportes. Aclara que ls farectersicas de Ia iniiacion som completamente diferentes a as del cxpecializacion y el alto rendimiento deportivo y ‘ademas plantea la educacin sca como base de 1a iniciaci6n deporiva afirmando que ésta n0 puede darse sin un sélido crecimiento. y ‘esarollo de nfo y sn el perfesionamicato de hubilidades motrices y_capacidades fsies ‘isicas. Igualmente enfatizn los beneficios psiquics e intelectual logrados por medio det ‘deporte, y que unidos al desarrollo fisico crean las bases part que se_dispongan cambios cstructurales y funcionles en el organismo. ‘Ademis, presenta un andisis sobre los deportes de especiaizacia temprana en el cual se plates que Tos nios pueden desarrollar a base. de ‘niciacién en los prosscolares y escuelas clase de educacin fisia ya la vez atender alas ‘reas de especilizacion guiados por un ‘specialist, considerando factores compen satoros que deben dessrollare con esta poblacin sometide a mayores earpas con et ropésito de prevenir resultados que no estén scordee con los objtivos propuesos. Por timo, considera de gran importancia el area mottiz ‘como factor indispensable de desarrollo humano tal como to plant Piaget al consierar que a intligencia es el producto de la releién que catablece el io con el entoro, ‘Como se deduce, las anteriores propuestas dan ‘mportancia al desarrollo interdiscipinario de Tos proyectos en iniciscién deporive y sus bases tesieas estn fundamentadas princi pelmente en la pedagosiay las cieniasapicadas al deporte; ciencias y disciplinas étas que dan ‘gan importancia «a edad cronolégica, I maduracién y ol desarollo del individu que sprende, Sin embargo, se percibe en ambas Dropuestas la ausencia de una tora propia de Ia edvcacion fica que dé soporte a los plantcamientos presentados, y es alli precisa- rene donde ls praxologia motriz, como ciencs e Ia aecién moti, puede desarollar sa campo 4e intervencién y aplicacién, La praxiologia motiz no busca ningin protagonismo exclusivo en el amplio campo de testudios sobre las actividades doportvas los juegos. Por elcontrario, yes agui donde reside su criginalided y potencialidad de productividad intelectual y aplicada, busea estudiar tos clementot de este fenémeno que disiplinas como la antropologia, a biologia, Ia biome- ‘ini, Ia isiologi, Ia psicologa, la sociologia, a economia y otras ciencas aplicadas no hen considerado, precisamente porgue no som su objeto de estudio. ¥ esto representa un fenémeno indgito de gran importancia para todos los profesionsles que not ocupamos del trabajo en ‘esta res, Es importante estar en condiciones de escibir y explicar las caracteristcas_y ‘estructura de toda modalidad deporiva y de fos juegos, como portadora de un légica con un rnimerodeterminado de acciones motrices sltamente significative.” Inicacion deportiva y ciencin de la accién smotrie Podemos definir I iniciacin deportva desde la perspectiva de la ciencia de ln accion motriz como un proceso pedagisico y sistemitico forientado ala formacin perceptivo-motriz, fiscomotriz y soclomotriz del individuo que aprende, considerando sus caracteristicas psicolgieas,sociolgicas, ls caracteristias que ‘configuran el deporte "y los objetivos de apreadizaje que se pretenden aleanza. Este paradigms revolucions los conceptos que se han planteado basta el momento sobre los cenfoques de Ia iniiacién depotiva y considera importantes también otros elementos para el esarollo de estos proceso. Desde un enfoque sistémico, pretende deter- minat posibles parimetros que configuran la structure de los juegos y deportes. A manera de ‘ipotesisactualmente se consideran* El reglamento, Los juegos y tos deportes establecen formas de comunicacion mowiz; es decir, de intcraccén entre individuos, que se expresin en uns sere de reglas que crean la posibilidad de la accidn de juego y, por consiguiene, la patcipacién en. Las regs configuran I Igiea interna del juego y la forma be desarrollo de sus accion. Los gests, la tenica 0 los modelos de ‘ejecucién. Son portadores de ran significacion siempre y cuando la comunicacién motrz juegue ‘un papel bésico en ol juego, tradicional 0 eportve nm I espacio de juego 0 espacio deportivo. Hay algunos expacios completamente estendaizados, como Tas pistas de atletismo, ls piscina, las canchas de flthol, baloncesto y_ voleibol, demareados incliso subdividides en otros espacios parcial que definen formas especiicas de comportamiento de los jugadores e incluso La utilizacén de tenieas determinadas, como las simusciones de bloqueo en el volebol que ‘mediadas por el reglamento se realizan dentro de Ja zona de ataque, cerca de Ia red y por jugadores presen parece resus urs lnenareen is ie ft wipes sins ol hese ocinkonssiunsemrclems poner hagas resco ne rrain es ye Deed dl eg ste yharor dl efrme dete, dstacies op sede rn cel aor fc on sacar caer ecccres senna ae apart ora umn iis tava elorpeace eh png oes ed ecb y Sema manta ‘anc plas nas cu gue hg oy peer eon son ere ure yer (hee, Garbr 7 sien ooh En ar ln, edits wfc arin esi evr age ate re nel open specs Rruoree ered este hse ‘Ritcocsptanahc (Ey 17 ope) ardent pate ures yeatcs ey gure oct’ Ekcacin Poca uhta anne wens ans cds iBesitancanay nar ose suatnd ol rw ganar ere ee ngs You cature avoen Sa Leen de ngs need ars con drt se parte slr yen sacra nt ga Nec, cece etc une ein 2 sation reemerane aneeanni tn he crsemtee pogicesy fst Ia inatnar No pens sponine popes anes © hae ape Sineen dl pncsiete, tb an wees rddedunes, Sows prtaacin yeanpentn al huge nents mentees sealer rapiee wee 2. Coractristcas comures alos 1uegos Deportivos de Red/Mure 1. asin aci sitesi Las ores ch satpro snare pare oo gion spre de as ater ec pare Sosy opens ara Planta roto apna or upton dein eo putas ne Wentnss foes ee rae pee PEtpeas Bic tape chen aon de Sua 980 15 2 Daputes de apes ric oreo 994, 2630); Lon ore de ach dh de ma se candban camo gates de abo eno ‘Slptnciiranes uno st mops cv tensors caoiar yon ga eta seen, aranbge nem Sess nlite lncesee en http://www.efdeportes.com/efdl Sa/juegosm. htm 1308/2010 2 Lecturas: Educacién Fisica y Deportes, Revista Digital Pagina 3 de 3 corre cn comp nel jog genet, tal asi stones cise cben roca pratense rs 5: Resp. ce DoD se Gratz er pene en pate apace Se patcan pando il ge ornare ide tran ese os ements arg SOO, ney Seeeverde he spas Cemur Snce se sr erepme ey comanSntngaa cede Preset un earn ngemti ens omiresinac le soraroe di hago nb &loveon ter ssde phen 5. Sreglmente 4: tye pagan un tt aioe naomi aes ended de ees erred age cadmas qs tiiapndorantocTo tobe for ke ater ape ~ 42,5 ik Pande rps ok tetra ya) nears owls un nde (Aerts madd) inp nln dd eco da, npn, 40, Binpanencorstnete ce cose ain ard ne macht deanna yates eres: men pl cals ct tare $5. htgneg hoes cele ouaman es i oo gn ine mene dee age ones open cers petontn: O° male pegwestn pata qd us Sal bw Hips crpeoute on aancin naearsrach Vole ae Seely cana diets se inf ots 45. © read, En ot DoD mena seb de angie on compete Sl pte a scala un: pr lee tnd 0 aus db pe biplane pais uaara pee gn loki se erteoare Sa 5 emdannies cigs gms ni tnd let ep ten cnt ay a uy dante tes SRTee ee aco Jae I ahaa he Sop Shinde eeasueny lism, tt petro nc ors ees mee neetn co ests Seve del a ae SONGS IE ASMA Tea etc Baia ee soso se Rae a 6 cps tes cannes i ‘SS amare prec ets comune 9 OC pars lo teres sn gat omer de congas v arc cece inosiad apananusabe iey ean ws ybewrien eee “st a ato http://www. efdeportes. com /efd i 8ajjuegosm.htm 13/08/2010 _ eS RRR, ‘Miguel Crespo Celda, Pro dei Frefr exalNsteale Mosti as del ei pi de ot Palabras clave: mini-tenis,tni- ciacién, diversién, edad de ini- do. Introduccion Por mini-tenis se entiende “el tenis ju- ‘gado en una pista corta, una red baja, ‘una pelotalenta y una raqueta peque- fa" (Crespo, Andrade, Arranz, 1993, 426). EI mini-tenis no es algo reciente, ‘Hustlar (1989) afirma que Houba y ‘Van der Meer realizaron una demos- traciOn de tenis “en dimensiones re ‘ducidas” en Checoslovaguiaen 1955. Los antecedentes del mini-tenis s¢ encuentran en los ejercicios realiza- ddos con palas cortas de madera que se inclufan en algunos métodos de ense- fianza como ejercicios para la ini j6n al tenis (Federacién Alemana de Tenis, 1979). ‘Sin embargo, el gran desarrollo del ‘mini-tenis y su total expansién a ni- vel mundial se produjo aproximada- mente afinales dela década de los 70. La escuela sueca, que incluy6 el ‘mini-tenis dentro de su programa de ‘ensefianza en Ia iniciaciOn de jugado- res, fue una de las precursoras. Por ‘ejemplo, en Gran Bretafa se empez6 ‘adifundir en 1980 y a partir de 1982 se cre6 un programa nacional de mini-tenis. En Espaia, los primeros intentos empezaron aproximadamen- 2 MINI-TENIS: UN MEDIO PARA EL APRENDIZAJE DEL TENIS teen 1984 y, a partir de esta fecha, of mini-tenis se ha extendido en cole- ‘gios, polideportivos municipales y cescvelas de tenis. ‘A partir de su popularizacin, la utili- zacién del mini-tenis en programas de ppromocién dl tenis a todos los niveles seha visto incrementada de forma muy considerable. Es curioso que Dahlgren (1984) indicara que los programas de ‘mini-tenis fueron una de las causas del Grito del tenis sueco en su etapa dora- da, Algunos pensamos que el mini-te- nis forma Ia base del triéngulo de la formaciOn adecuada de jugadores y segura el éxito de una préctica masiva del tenis. El propésito de este articulo es mil- tiple, Por wn lado, reconocer la im- portancia que el mini-tenis tiene comoinstrumento metodolgico para Ia ensefianza del tenis, también pre- sentar los contenidos de ensefianza bisicos que deben introducirse en la etapa de mini-tenis y,finalmente, es- tudiar sus aplicaciones en las escuc- Is de iniciaci6n y en los colegios. Impertancia de! mini-tenis on Ja iniciacién al deporte y al tenis ‘sel tenis un deporte demasiado ditt? Como indica la LTA (1987) el tenis ‘es un deporte muy divertido pero no lo es tanto si “la pista es demasiado ‘grande, la red demasiado alta, las pe- Jotas demasiado vivas y la raqueta demasiado pesada”, Silos iniciantes no se encuentran con profesores capacitados o con padres ‘muy motivadoses probable que aban-

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