Exceptional CE Programs Will Drive the Growth of Tennis

Exceptional CE Programs Will Drive the Growth of Tennis 

Over the past fifty years, there have been significant changes in the way tennis is played and taught. The Jack Kramer wooden racquet, $10 white Converse tennis shoes, and white tennis balls are only a flash from the past.

The USTA recently announced plans to offer certification/CE programs that will compete with those provided by established certification bodies. These organizations must continue to raise their standards and provide exceptional continuing education (CE) programs that will supply teaching professionals with the tools to increase participation over the next decade.

Core Competencies and Coaching Niches

The foundation of a certification/CE program is the core competencies or body of knowledge (CBOK) established by industry and education experts. Most sets of core competencies would include the following:

• Technical skills and analysis.

• Tactical knowledge and shot selection.

• Communication and other soft skills.

• Teaching skills, listening, and motivation.

• Mental, emotional.

• Business knowledge.

• Professionalism.

• Ethics.

In addition, the program should incorporate the following coaching niches:

• Parks and recreation.

• High school teams.

• College teams.

• Tennis and country clubs.

• Wheelchair and related.

• Independent coaches.

Reasons for Certification/CE Programs

Many organizations offer certification and CE activities to generate revenue and to justify their position as an industry leader. 

Certification/CE courses add value to the industry in the following ways:

• They strengthen the quality of the workforce.

• They address current trends, innovative technologies, and best practices.

• CE activities introduce new skills.

• They increase employee competence, earning potential, job security, and confidence.

• CE activities broaden perspectives. They expose people to different ideas.

• They expand a person’s network or sphere of influence.

• CE activities help members advance their careers or transition to a different one.

Mandatory vs. Optional CE Programs

In an ideal world, tennis professionals would celebrate quality CE programs. They would be a priority, and it would not be necessary to mandate them. 

Some industry trade associations do not mandate CE programs; however, they offer high-value and in-depth education activities. For example, SPIE offers classes in optics, https://spie.org/education. Some of the SPIE courses cost $700. Another organization, NABE, provides a variety of certification courses in economics as part of its CBE program. The cost of a CBE course in econometrics is about $1,800. 

By comparison, the cost and quality of continuing education courses in the tennis industry are a steal.

CE points are often mandatory in industries where changes may have significant ramifications or there are frequent changes. For example, recent changes in video technology, line calling, CRM systems, and artificial intelligence are impacting the tennis industry. 

CE Through Rating Upgrades

The most obvious first step for professionals in the CE process is to upgrade their professional level (instructor, certified professional, elite professional, master professional). Approximately 35% to 40% of RSPA professionals are "elite professionals," and less than 1% are master professionals. 

All career professionals should aspire to become master professionals. The rating emphasizes professional development and making personal investments in the industry. Everyone is a winner when professionals attain this rating. 

Ways to Earn Points

There are many ways to learn; however, a CE program recognizes only learning that can be measured objectively. Objective measurement provides consistency, which is essential for CE programs for trade associations. The measurement may be a test score, industry standards, established targets, or other metrics. 

Such activities include:

• Industry events, activities, or courses.

• Relevant events, activities, or courses outside the industry.

• Research, book reviews, or working papers.

• College courses.

Examples of activities where learning may be measured objectively or subjectively are:

• Service on professional committees.

• Participation in a mentorship program as a mentor or mentee.

• Educational travel.

• Sales or marketing activities by sponsors.

• Printed publications or presentations.

It is necessary to clearly define what is allowable for these "borderline" cases. For example, writing a blog post may not be allowed, but a publication in a peer-reviewed journal may be permissible.

Beneficial learning experiences may occur that can only be subjectively measured. Because the measure is subjective, CE points are not appropriate. Examples follow.

• Networking.

• Promotional activities.

• Social events.

• Lessons learned from teaching students.

• Lessons learned in business settings with staff, peers, and clients.

• Learning that occurs from making mistakes.

Awarding Points

Frequently, the method for allocating points is the same as the number of contact hours. For example, a three-hour seminar/course would be worth three points. Points may be awarded based on credit hours in academic or medical settings. They may also be based on the number of clients served or the type of services provided. This process might be appropriate when awarding points in the niche coaching areas. 

CE programs may encourage educational opportunities from outside the tennis industry. These activities may meet the specific needs of the individual or allow them to introduce different ideas into the industry. For example, a person who writes about the business of tennis might attend outside CE activities that focus on demographics, economics, business research, and economic and workforce development. 

A slightly different documentation process is appropriate for points awarded from outside the industry.

Examples of CE Programs in Other Industries

This section summarizes the CE programs for dental hygienists and educators in Colorado.

Dental Hygienists - Dental hygienists are required to complete 30 CE hours every two years to renew their licenses. 

Key Requirements:

• One hour of the CE must be related to opioid use and management. 

• Approved in-person courses, online learning, webinars, and interactive workshops. 

• At least 50% of the required CE hours must be live and interactive, which can include web-based courses with real-time Q&A. 

• At least sixteen of the 30 CE hours must be clinical or evidence-based.

Dental hygienists must keep thorough records of their CE activities. 

Colorado Certified Teachers - Educators must get ninety contact hours (equivalent to six semester hours) within seven years. At least forty-five of these hours must be in an approved English Learner professional development program, and 10 hours must address special education and behavioral health. 

Based on these two examples, it seems reasonable for certified tennis professionals to complete at least 24 CE hours in two years, with specifications for the levels of evidence-based research and interactive meetings. This level seems appropriate given that an increased number of teaching professionals are teaching multiple racquet sports.

CE Programs for the Next Decade

The industry must attract the best and the brightest teaching professionals over the next decade. Certifying bodies must be agile so they can provide members with the knowledge to thrive in a world of rapidly changing demographics.

• The aging of the Baby Boomers will result in a higher percentage of older players.

• There will be fewer junior players because of lower fertility rates.

• Fertility rates are different by race and ethnicity. Immigration policy and these rate changes will alter the demographic composition of the population.

• There will be a greater number of women with college degrees in the workforce.

Over the next decade, there will be stiff competition for tennis clients and the tennis workforce. 

The established certifying bodies must take greater responsibility for leadership in the industry. Exceptional CE programs will play a critical role in providing industry leadership:

• Certifying bodies must understand the needs of their members and gaps in their knowledge of the core competencies. They must offer appropriate CE courses. 

• These organizations should measure the impact their CE programs have on the quality of instruction provided by member professionals. They can use this knowledge to strengthen their program. 

• The programs must evolve as core competencies change.

The ability of the established certifying bodies to create dynamic CE programs in 2025 will determine the level of tennis participation a decade from now. These organizations have control over their destiny.  For details about the CE programs of the RSPA, ITA, and PTR, visit their websites. 

In addition, Gary Horvath has conducted extensive business and economic research that has largely supported the state of Colorado's economic development efforts.