PROGRAM PHILOSOPHY
Philosophy and Rationale of the Playing
Season
The college is very supportive of the two segment, full season
concept for tennis and understands the importance of conducting a
program in a manner that reflects what successful tennis teams do
at the NCAA Division III level. Goucher supplements the tennis
teams accordingly through full access to equipment, uniforms,
transportation and meals in both fall and spring segments. The one
exception to this is travel over spring break. Teams conduct fund
raising events to cover the costs associated with travel, lodging
and matches played over spring break. Hopefully, a number of fund
raising events take place during both segments. All matches in fall
and spring count in the overall tennis record for the team and for
individuals. We want to recruit players who are committed and
dedicated to tennis and understand the importance of the two
segment, full season approach.
The NCAA Perspective
The NCAA allows Division III tennis teams to participate in 20
contests plus a conference tournament during a school year. At
Goucher, we believe in maximizing match opportunities. To try to
put all 20 matches into a spring season where the “weather
window” of opportunity is so small is difficult. It would
mean scheduling matches one on top of another between March 1 and
the end of April, thus taking students out of class far too often.
So, during the fall we try to schedule 5-8 matches and 1 or 2
tournaments, including high-level tournaments when we have the
talent to compete at that level. The national tennis governing
body, the Intercollegiate Tennis Association (ITA), begins the
rankings process in the fall based on those tournament and match
results.
The NCAA also allows Division III tennis teams 19 weeks of contact
for practices and matches throughout the year. A typical spring
season at Goucher begins February 1 with indoor practices and ends
with the CAC tournament at the end of April for a contact period of
12 weeks. This leaves 9 weeks available in the fall for extended
practice, matches, team activities and instruction. Here, the fall
segment provides distinct advantages for teams that spend those
extra hours on the court.
Definition of Playing Season
Tennis teams at Goucher participate in one full NCAA season that
is broken up into two segments, fall and spring. Sometimes there is
a misconception that the fall season “does not count”
or is “different then the spring season.” This is far
from the truth. Traditionally the Landmark Conference holds its
season ending tournament during the spring and the majority of
conference matches are played in the spring. The NCAA holds its
tennis championship for teams and individuals in May of each year.
But, there are significant and compelling reasons to hold practices
and schedule matches during the fall and the spring for programs
that aspire to a higher level of competition.
In accordance with the tennis philosophy and rationale, Goucher
tennis team members are expected to participate in the full segment
of matches in both fall and spring unless there are compelling
reasons for missing all or part of a segment. Student athletes in
tennis must understand that participation in the spring season is
dependent upon participation in the fall, and that they cannot play
in the spring segment if they miss the fall unless one of the
criteria below is met. The following list describes documented
reasons that have been accepted for missing a segment:
· Student teaching
· Academic load higher then 18 credits
· Semester abroad
· Serious injury
· Transfer from another institution
· Two sport athlete
Students who legitimately miss a segment are still responsible for
meeting any fund raising goals that are established in that year
for the team. In addition, it is imperative that student athletes
in team leadership positions such as captain or student athlete
mentor (SAM) be active participants in both segments.
The Team Perspective
Goucher tennis is firmly rooted in the team concept and in
building respect, trust, loyalty, work ethic, leadership and
responsibility among team members. This is best accomplished by
spending as much time as possible within the team setting. There
should be as little fluctuation as possible in team rosters during
the year. The fall season offers an opportunity for team leaders to
establish themselves and set the tone for the rest of the year. It
also gives the coach a sense of doubles match ups, singles
strengths and what to work on during February sessions. This
competitive edge is vital for strong tennis programs. The spring
season focuses on CAC competition and building toward successful
results at the conference tournament.
The Coach Perspective
The coach is responsible for providing a positive, safe and
respectful cooperative learning environment on and off the court
and expects students to exhibit personal character, integrity,
dedication and commitment. It is the coach’s responsibility
to strive to help athletes reach for competitive excellence on the
court and in the classroom. Throughout the year there should be a
continuous sense of progress and measurable accomplishments. Team
members are expected to approach successes and failures with
dignity and class. Communication between coach and players should
be honest and open. Ultimately, the coach makes the final decisions
on matters affecting the team. But, students are afforded due
process through the opportunity to speak openly and honestly with
the coach and to then appeal any unfavorable decisions through the
Athletic Director. Invariably there are conflicts that arise during
the year, but teams that are committed to achieving excellence will
find positive ways to resolve the issues and challenges and move
toward common goals.
Student Athlete Responsibility
The following is imperative to understand by all who wish to be
members of the tennis team. Members of the team accept the
responsibility to:
- Practice personal, academic, and athletic integrity
- Be on time
- Respect the dignity of teammates
- Respect the rights and property of teammates.
- Strive to learn from differences in people, ideas, and opinions.
- Commit to the “greater good.” This means putting “we” and “us” before “me” and “I.”
- Refrain from and discourage behaviors that threaten the camaraderie, freedom and respect that Goucher College tennis team members deserve.
- Exhibit sportsmanship under all circumstances; the issues of human dignity, equality, and safety are non-negotiable.