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This booklet examines seven planning and decision-making tips for investing in and building tennis courts that can prolong court life and get the most from the investment. It examines defining needs, developing a budget, considering the use of a consultant, choosing a site, choosing a surface and developing working specifications, making specific choices regarding amenities and accessories to be included in the tennis court project, and hiring a qualified contractor. Tennis court surface classifications are also examined. The booklet concludes with lists of tennis organizations and design professionals. (GR)

This manual addresses court design and planning; the construction process; court surface selection; accessories and amenities; indoor tennis court design and renovation; care and maintenance tips; and court repair, reconstruction, and renovation. General and membership information is provided on the U.S. Tennis Court and Track Builders Association and the U.S. Tennis Association, along with lists of certified tennis court builders and award winning tennis courts from past years. Numerous design and layout drawings are also included, along with Tennis Industry Magazine's maintenance planner. Sources of information and a glossary of terms conclude the manual. (GR)

Guidelines are presented on tennis court and track and field construction that reflect the latest developments in construction technology, methodology, and practice. Based on contributions from experienced certified tennis court and track builders, material suppliers and design professionals, this manual examines each of the critical areas of court and field design and construction issues to consider when building these facilities. Section 1 provides guidelines in the areas of general conditions for construction, site investigation and preparation, vegetation control, and drainage for recreational areas. Section 2 focuses on tennis court guidelines that include court orientation and dimensions, court surfaces, lighting, surface painting, maintenance and repair of asphalt courts, conversion of hard to fast dry courts, and indoor tennis air structure construction. The third and final section addresses track guidelines and includes basic dimensions and site considerations, concrete construction, fencing, six types of track surfaces, field event construction, and layout and striping of running tracks. (GR)

This book, which is primarily for secondary physical education teachers, presents a sequential approach to teaching skills that are essential to eight sports. The activities and lead-up games included in the book put beginning students directly into game-like situations where they can practice skills. Each chapter begins with a background of the sport from the perspective of the physical educator, followed by a list of progressions covered in the chapter. Each sequential progression for teaching the sport includes the progression's goal and orientation as well as a description of the activity and ways to further challenge students. Part 1, "The Progressions Framework," includes (1) "The Concept of Progressions, which offers real-life examples demonstrating the benefits of using lead-up games and activities to teach students in a way that results in quicker learning, and (2) "Maximizing Potential for Successful Progressions, which offers practical teaching tips for implementing progressions effectively. Part 2, "Progressions for Individual Sports," focuses on (3) "Badminton," (4) "Golf," and (5) "Tennis." Part 3, "Progressions for Team Sports," includes (6) "Basketball," (7) "Flag Football," (8) "Slow-Pitch Softball," (9) "Volleyball," and (10) "Soccer." (Chapters contain references.) (SM)

The booklet reviews ways in which students with crutches may be helped to successfully participate in four specific sports. General guidelines for modifying programs for this group include the importance of thorough assessment, attention to details of the game play, and consideration of equipment and supply alterations. Each of the four sports is addressed separately (sample suggestions in parentheses): badminton (use of an extended racket to extend reach, allow the student to sit while particpating); golf (use of a golf club with an angled shaft); archery (allow the student to kneel or lean against a raised bench); and tennis (use of a tennis ball retriever and modifications in the basic grip and standard techniques). (CL)

The National Association for Girls and Women in Sport (NAGWS) publishes ten biennial and two annual guides for 22 sports. Guides contain information on NAGWS or NAGWS-approved playing rules, officials' ratings in most sports, articles on coaching techniques and organization, regulations governing AIAW National Championships in applicable sports, bibliographies, and special features. A section of each guide presents information about NAGWS and the services it offers teachers, coaches, administrators, and players. This NAGWS guide for tennis, badminton, and squash is one of the biennial publications and follows the organization described above. It contains articles on the various aspects of tennis, nine articles on aspects of badminton, and four articles about squash. Special features include study questions for the Ratings Examinations and officiating techniques in tennis and badminton. (DMT)

This guide was developed to assist with the problems of organization and administration of girls' interscholastic sports programs. Guidelines are presented for the following: (a) a statement of basic principles, (b) a constitution, (c) league bylaws, (d) operating codes, (e) conduct of contests, (f) archery, (g) badminton, (h) basketball, (i) bowling, (j) fencing, (k) field hockey, (l) golf, (m) gymnastics, (n) softball, (o) swimming and diving, (p) tennis, (q) track and field, and (r) volleyball. An appendix consisting of emergency information and procedures, and sample forms for consent for treatment and classroom rosters are included. (JS)

The National Collegiate Athletic Association (NCAA) Special Committee on Length of Season was established to collect data through the use of survey questionnaires from the NCAA membership so that the relationship between the data and the growing concern regarding economy in intercollegiate athletics could be assessed. This report contains the data obtained from the members who responded. The results were tabulated according to team and individual sports, and geographic divisions of NCAA membership. Included in team sports are baseball, basketball, football, ice hockey, lacrosse, soccer, volleyball, and water polo. Included in individual sports are cross country, fencing, golf, gymnastics, skiing, swimming, tennis, indoor track, outdoor track, and wrestling. The data for team sports include items on length of season, preseason practice, in season practice, out-of-season practice, size of squad, and number of coaches. The data for individual sports covers length of season, practice during the year, days away from campus, size of squad, and number of coaches. In addition, general responses for all sports are given concerning length of academic year, and the five sports in the program that demand the most time from the student. (MK)

The official rules governing womens' participation in tennis, badminton, and squash competition are presented. Teaching suggestions for coaches are included. (JD)

The prevention of injuries and control of hazards in individual and dual sports is outlined. A separate chapter is devoted to each of twelve sports: archery, bowling, equitation, golf, gymnastics, marksmanship, track and field, weight training and weight lifting, fencing, racquet sports, judo, and wrestling. (MM)

The first chapter of this manual for tennis instructors provides an overview of the game of tennis, a brief history of the background of skill testing in tennis, and general instructions for using the manual. The second chapter presents tests for ground stroke, serve and volley, as well as suggestions on selecting the most appropriate tests. Diagrams and scoring rules are included. In the third chapter the use of norms is explained and tables list percentile and T-score norm tables for males and females in grades nine to college. The fourth chapter provides detailed descriptions of tennis drills for the basic skills in ground stroke, service, and volley. References are included and appendices contain the American Alliance for Health, Physical Education, Recreation and Dance tennis skills tests and rating scales. (JD)

This manual is a guide to group instruction of basic tennis. Chapter 1 discusses four premises. Chapter 2 illustrates basic strokes, including the forehand and backhand ground strokes, the forehand and backhand volleys, the lob and overhead smash, and the half-volley. Chapter 3 presents methods of teaching the strokes, some corrective techniques, and the rules and scoring and teaching them. Chapter 4 outlines teaching beginning tennis and suggests drills for improving play. Chapter 5 discusses tactics including steadiness, accuracy, speed, spin, and player's location on the court. Chapter 6 suggests various teaching aids that can be made or purchased. Chapter 7 discusses testing tennis knowledge through written and skill tests. Chapter 8 discusses safety in teaching including the teacher's and student's responsibilities. Chapter 9 focuses on clothing, courtesies, and customs. Chapter 10 discusses equipment, including rackets, strings, balls, and playing surfaces. Chapter 11 presents a sample lesson plan, and chapter 12 discusses competition and tournaments. Chapter 13 discusses tennis development and the scope and activities of the United States Lawn Tennis Association (USLTA). A 17-item bibliography is included. (PD)

This handbook was designed to provide the student with basic information for various individual, dual, and team sports. The individual and dual sports which are discussed include archery, badminton, creative dance, fencing, golf, gymnastics, and games such as deck tennis, table tennis, horseshoes, and shuffledboard. Basketball, field hockey, soccer, softball, and volleyball are the team sports included in the handbook. For each sport or game included, the handbook provides a) a brief history of its development; b) a general description including terms, facilities, and equipment; c) basic skills required; d) rules and scoring procedures; and e) strategy. A 37-item bibliography is included. (HMD)

This annual report compares graduation rates for scholarship athletes at Oklahoma public and private institutions of higher education to those of the student body as a whole over 3- and 6-year periods. Colleges and universities identified scholarship athletes in 11 sport categories: football, basketball, baseball, softball, track and field, wrestling, volleyball, gymnastics, golf, tennis, and "other." Data are reported for: first, within-state bachelor- or associate-degree seeking students who graduated from any public or private institution within the state; and, second, within-institution students who graduated from the institution in which they enrolled as freshmen. The study found that: (1) at comprehensive universities Caucasian scholarship students graduated at about the same rate as all Caucasian students; at regional institutions they graduated at a higher rate; and African American scholarship athletes graduated at higher rates than all African American students in all institutions; (2) both male and female scholarship students graduated at lower rates in comprehensive institutions but at higher rates at regional schools; and (3) in four sports categories--softball, track and field, volleyball, and gymnastics--scholarship athletes at comprehensive universities exceeded average rates for all students; at regional universities and two-year colleges other sports were dominant. Twenty-six tables provide within-state and within-institution data; while four tables provide graduation-rate comparisons by year of enrollment. (CH)

A technique checklist can work well for physical education teachers who want to evaluate student behavior and performance, record quantifiable and objective information, and provide specific feedback about techniques. The article presents a checklist for beginning tennis, explaining its use and benefits. (SM)

Integrating students in wheelchairs into regular tennis classes can be very easy. Teachers only need to make a few modifications to their standard class plans. The article explains how to modify a tennis class for students in wheelchairs, and presents teaching tips and the rules for wheelchair tennis. (SM)

When planning summer work, school athletic facility managers must address the maintenance and renovation of natural grass and synthetic fields, tennis courts, and running tracks. This article presents a guide to the simple, effective, and relatively inexpensive summer maintenance of athletic facilities in order to help extend the life of a schools athletic facilities. (SM)

Describes how high school and college tennis coaches can prepare their athletes for competitive success, noting factors involved in performance excellence and presenting the BADGE instructional framework, which teaches players that their efforts are the greatest single influence upon future results. The paper explains the importance of positive attitudes and mental/emotional performance goals on achievement. (SM)

Details four tennis coaching principles that can be applied in a variety of settings to help children develop better self-esteem, concentration, cooperation, and other life skills: (1) recognize every child's potential; (2) encourage children; (3) give specific feedback; and (4) provide appropriate challenges. (SD)

General guidelines for running a safe tennis program include establishing an appropriate camper/teacher ratio, having clear expectations of a drill or activity, not allowing campers to jump the net, clearing the court of all balls during running drills, and suspending activity during inclement weather. Includes specific guidelines for practicing skills, checking equipment, and being prepared for accidents. (LP)

Instructions are given for developing and using mastery-based learning modules for individualizing instruction in physical education. Following a rationale for using individualized instruction in physical education, guidelines are offered for designing learning modules which include four parts: statement of learning objectives (purpose); delivery system (information input); transactions (practice); and terminal objective (evaluation). Instructions are also offered for diagnosing student skills in order to determine which modules to select, for displaying the modules, and for recording student performance. Two sample modules are included: performing forehand ground strokes (tennis) and having students develop and perform a target game for eye-hand coordination. (DC)

These recommendations and suggestions are intended as a guide for the development of a well-balanced program of physical education in vocational schools. Introductory materials outline the purpose, aims, and objectives of a physical education program as well as the general philosophy and goals, program goals and their objectives, general policies, organization and planning for the program, some general program aids, and measurement and evaluation. The remainder of the publication is devoted to the various sports/activities of the physical education program given in alphabetical order. Behavioral objectives; area, equipment, and time requirements; safety rules and/or terminology; skills; methodology; and suggested activities are provided for each sport. These sports/activities are included: archery; badminton; basketball; dance, including folk dancing and social dancing; field hockey; floor hockey; golf; gymnastics; handball; physical fitness; soccer; softball; speedball; tennis; touch/flag football; track and field; volleyball; weight training; and wrestling. A program for students with physical limitations is also outlined. Behavioral objectives, skills, facilities, and equipment are discussed. Appendixes include a list of tests of physical fitness and several articles on dance. (YLB)