Performance Timeline
To prevent confusion and double counting, information in this table is updated only after a tournament or the player's participation in the tournament has concluded. This table is current through the 2011 US Open.
| Tournament | 1997 | 1998 | 1999 | 2000 | 2001 | 2002 | 2003 | 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010 | 2011 | |||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Australian Open | A | 1R | 1R | 1R | 1R | 1R | 2R | 2R | 1R | A | A | A | A | A | A | |||
| French Open | A | 2R | 1R | 2R | 1R | 1R | 1R | 1R | A | A | A | A | A | A | A | |||
| Wimbledon | A | 2R | 2R | QF | 1R | 2R | 2R | 3R | A | A | A | A | A | A | A | |||
| US Open | 1R | 3R | 2R | 3R | 2R | 4R | 2R | 2R | 1R | A | A | A | A | A | A | |||
| ATP Masters Series | ||||||||||||||||||
| Indian Wells Masters | A | SF | 2R | 1R | QF | 3R | 1R | 2R | 1R | A | 1R | A | A | A | A | |||
| Miami Masters | A | 1R | 2R | QF | F | 3R | 2R | 1R | A | A | A | A | A | A | A | |||
| Monte Carlo Masters | A | A | A | A | A | 1R | A | A | A | A | A | A | A | A | A | |||
| Rome Masters | A | A | 1R | A | 1R | A | 1R | A | A | A | A | A | A | A | A | |||
| Hamburg Masters | A | A | 2R | 2R | 3R | 1R | 1R | A | A | A | A | A | A | A | A | |||
| Canada Masters | A | 2R | 2R | A | 3R | A | A | A | A | A | 1R | A | A | A | A | |||
| Cincinnati Masters | A | 3R | 2R | A | QF | 2R | 1R | 1R | A | A | A | A | A | A | A | |||
| Madrid Masters (Stuttgart) | A | QF | A | 1R | 1R | 2R | 3R | A | A | A | A | A | A | A | A | |||
| Paris Masters | A | A | A | 3R | A | 1R | A | A | A | A | A | A | A | A | A | |||
| ATP Tournaments Won | 0 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | |||
| Year End Ranking | 186 | 38 | 58 | 33 | 21 | 42 | 51 | 95 | 191 | 687 | 1107 | 1147 | 891 | 1051 | N/A | |||
- A = did not participate in the tournament
Read more about this topic: Jan-Michael Gambill
Famous quotes containing the word performance:
“The child to be concerned about is the one who is actively unhappy, [in school].... In the long run, a child’s emotional development has a far greater impact on his life than his school performance or the curriculum’s richness, so it is wise to do everything possible to change a situation in which a child is suffering excessively.”
—Dorothy H. Cohen (20th century)