• The team prepares for an important dual match or tournament.
• A singles player wins a close match or extended tiebreaker.
• A doubles team develops a successful partnership.
• A player or doubles team advances at a district, regional, or state tournament.
• Bellville qualifies for or advances in postseason team competition.
• A player earns a varsity position for the first time.
• A player records a major upset against a highly ranked opponent.
• A player or doubles team reaches an important season or career milestone.
• A senior prepares for a final season or home match.
• A younger player takes on a larger competitive role.
• A player returns to competition after an injury or extended absence.
• A player changes technique, strategy, or playing style and improves.
• Teammates prepare for both team tennis and individual tennis competition.
• Players adjust to difficult weather, court conditions, or an unfamiliar opponent.
• A student balances tennis with academics and other activities.
• Experienced players mentor younger teammates.
• The program earns awards or postseason recognition.
• A behind-the-scenes look at tournament preparation.
• A coach or player explains an important tennis skill or strategy.
• The team completes a memorable season.

Pay attention when:

• An important dual match, tournament, or postseason event is approaching.
• A match is repeatedly decided by close sets or tiebreakers.
• A player defeats an opponent who previously beat them.
• A new doubles partnership begins performing well.
• A player earns a varsity position or moves into a more important role.
• A player or doubles team begins a winning streak.
• Someone is approaching a season or career milestone.
• A younger player begins defeating more experienced opponents.
• A senior is approaching a final home match or tournament.
• A player returns after missing matches.
• The team’s district or postseason position depends on an upcoming result.
• A player makes a significant change to technique or strategy.
• Players must adjust to wind, heat, cold, or difficult court conditions.
• Coaches or players identify noticeable improvement or a persistent challenge.
• A player or doubles team qualifies for the next level of competition.
• The team accomplishes something it has not done recently.
• A match includes an unusual comeback, upset, or dramatic finish.
• Something happening during practice helps explain later success in competition.

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You will not necessarily ask every question below. Select the questions that fit your story and ask follow-up questions whenever an answer is unclear or incomplete.

Who was involved?

• Which players competed?
• Who played singles, doubles, or mixed doubles?
• Who was the opponent?
• Who won the most important matches?
• Who provided leadership during the competition?
• Who made an important adjustment?
• Who helped the player or team prepare?
• Who qualified or advanced?

What happened?

• Was this team tennis or individual competition?
• What was the final team or individual score?
• What were the set scores?
• What was the most important match or turning point?
• What strategy did the player or doubles team use?
• What adjustments were made during the match?
• What went especially well?
• What caused the most difficulty?
• What does the result mean for district standings or postseason advancement?

When did it happen?

• When was the match or tournament played?
• When did momentum begin to change?
• When did preparation for this opponent begin?
• When did the player realize an adjustment was needed?
• When is the next match or tournament?
• When will district, regional, or state qualification be determined?

Where did it happen?

• Where was the match or tournament played?
• Which court hosted the decisive match?
• Was the competition at home, away, or at a neutral tournament site?
• Where does the team normally practice?
• Where will the team compete next?

Why does it matter?

• Why was this match or tournament important?
• Why was a particular player selected for singles or doubles?
• Why were two players paired together?
• Why was a change in strategy necessary?
• Why was a particular game, set, or tiebreaker decisive?
• Why has the player or team improved?
• Why does the result matter for district standings or postseason qualification?
• Why was the experience personally meaningful to the player?

How did it happen?

• How was the match decided?
• How did the player gain or lose momentum?
• How did the opponent’s playing style affect the match?
• How did the player adjust serves, returns, positioning, or shot selection?
• How did the doubles partners communicate and work together?
• How did weather or court conditions affect play?
• How did the player remain focused during a close match?
• How did practice and preparation influence the result?
• How will the player or team prepare for the next opponent?

Depending on the story, consider interviewing:

• Tennis Coach Susan Brewer
• Tennis Coach Rebecca Aschenbeck
• The singles player directly involved in the story
• Both members of a doubles team
• Players involved in the deciding matches of a team competition
• Team captains or other student leaders
• A player reaching an individual milestone
• A new varsity player or first-time starter
• A senior competing in a final season
• A player returning after an injury or absence
• A player who made a significant comeback or upset
• Teammates who practiced with or supported the featured player
• Other coaches or school employees involved with a tournament or event

Whenever possible, talk to the players who actually experienced the story. The coaches can provide official results, strategy, and background, but players can explain what they saw, how they adjusted, what challenged them, and what the match meant to them.

Before writing or producing the story, collect:

• Correctly spelled names of everyone involved
• Each student’s grade level
• Whether each player competed in singles, doubles, or mixed doubles
• The name of each doubles partner
• The correct opponent or opposing school
• The official name of the match or tournament
• Date, time, and location
• Whether it was team tennis or individual tennis
• Final team and individual results
• Complete set scores for featured matches
• Tiebreaker scores when applicable
• Updated team or individual records when available
• Tournament rounds and bracket advancement
• District standings or postseason implications
• A clear explanation of how the match was decided
• Important strategy or lineup changes
• At least one useful quote from a player involved
• Comments from Coach Brewer or Coach Aschenbeck
• Useful photographs or video from the match
• Names of everyone identifiable in photographs
• Information about the next match, tournament, or opponent

For a tennis story, do not report only that someone “won in two sets.” Explain how the player or doubles team won—the strategy, adjustments, important points, challenges, and moments that decided the match.

Ask yourself:

• Do I have the correct spelling of every name?
• Do I know each student’s grade level?
• Did I identify whether this was team tennis or individual tennis?
• Did I identify singles, doubles, or mixed doubles correctly?
• Do I have the correct doubles partners?
• Do I have the correct opponent, date, time, and location?
• Have I confirmed the final team and individual results?
• Do I have the complete set scores?
• Did I record any tiebreaker scores?
• Do I understand how the match was decided?
• Can I explain the turning point?
• Do I understand the strategy or adjustments that affected the result?
• Did I talk to the players directly involved?
• Did I get a strong quote—not merely “It felt good” or “I played well”?
• Did I speak with one of the coaches?
• Do I have useful photographs or video?
• Did I identify everyone shown in my photographs?
• Can I explain why this result matters?
• Do I know what happens next?