Why We Get Learning Tennis Wrong

Steve is a tennis coach and a leading authority on methods of learning. He wants to challenge perceptions and ask coaches to think about their own methods whilst detailing an alternative option that he believes will improve you as a coach

In a recent conversation with fellow coach developer and friend, Matt Wigham, we delved into a common question: Do beginners really need to be taught how to play tennis through isolated, non-representative practices? Matt shared an analogy that perfectly captures a critical flaw in traditional learning methods—not just in tennis but in education as a whole.

The Red Cat Analogy

Imagine learning French. It's common to start with the basics: isolated vocabulary words like colours, animals, and objects. You might then combine these words into simple, random sentences like "The red cat sat on a large table." The idea is to learn individual building blocks first—words—before arranging them into more complex structures.

But here’s the problem: When in France will you ever need to describe a red cat sitting on a large table? It’s a contrived scenario, disconnected from the practical demands of real-world communication.

This is where traditional tennis coaching goes astray. We treat the sport like learning those isolated French words, teaching players fragmented skills like contact point, racket path, and follow-through in isolation. Coaches hand-feed balls or use drop feeds, believing that players must master these basics first before introducing them to game-like scenarios.

But just as knowing how to say "The red cat sat on a large table" doesn’t help you order a croissant at a Parisian café, mastering isolated tennis drills often leaves players unprepared for the realities of match play.

Why Traditional Methods Fall Short

When players are taught tennis in isolated, decontextualized ways, they struggle to apply what they've learned in a real game. Why? Because tennis isn’t played in isolation. The game is dynamic, chaotic, and full of variables:

• The opponent’s position

• Ball speed and spin

• Court dimensions and conditions

• Tactical decisions in real-time

Drop feeds or basket drills don’t reflect these realities. By focusing on isolated mechanics, we risk creating players who perform well in drills but falter when faced with the unpredictability of match play.

What Should We Teach Instead?

Rather than isolating skills and deconstructing techniques, we should focus on teaching in context. Players don’t need to memorize the equivalent of "The red cat sat on a large table" in tennis terms. Instead, they need to learn how to hit the ball in a way that challenges their opponent and keeps them in the point.

This approach aligns with Representative Learning Design (RLD) and the Constraints-Led Approach (CLA):

1. Context Matters Create scenarios that mimic the conditions players will face in a match. For beginners, this might mean a modified game where they simply try to hit the ball over the net and into a defined area while their opponent tries to do the same.

2. Manipulate Constraints Adjust the task, environment, or equipment to guide learning. For example, use smaller courts or slower balls to help beginners succeed in a more game-like setting while still challenging their decision-making and adaptability.

3. Focus on Goals, Not Mechanics Instead of teaching contact points or follow-throughs, focus on the player's intention: Hit the ball over the net and make your opponent miss. The mechanics will emerge naturally as they adapt to the demands of the game.

The Shift in Mindset

This doesn’t mean abandoning all technical focus—it means embedding technical learning within a meaningful context. For example:

• Instead of isolated serving drills, introduce a game where the server aims to win three points in a row by targeting different areas of the service box.

• Instead of practicing forehands with drop feeds, create a scenario where players rally with the goal of moving their opponent out of position.

By teaching in this way, players learn to problem-solve, adapt, and make decisions under realistic conditions. And that’s what tennis is: a game of decisions, not just techniques.

Breaking Free from the Red Cat

The next time you’re working with beginners, resist the urge to isolate skills. Instead, embrace the chaos and beauty of the game. Let them experience tennis as it’s meant to be played—dynamic, unpredictable, and filled with opportunities for discovery.

By teaching in context, you’re not just helping players hit a tennis ball; you’re teaching them how to play tennis.

If you’re ready to question the traditional norms and move beyond confirmation bias, I invite you to check out my “From Drills to Skills” course. Designed with modern skill acquisition theories in mind, this course will guide you in creating practices that focus on adaptability, decision-making, and real-game scenarios. You’ll learn how to implement representative learning environments and challenge players in ways that traditional drills can’t.

Breaking free from confirmation bias isn’t easy, but it’s essential if we want to develop players who can thrive in the dynamic, unpredictable environment of competitive tennis. With the right tools and an open mind, you can make coaching decisions that truly benefit your players and bring fresh insight into the way tennis coaching is approached.

https://mytenniscoaching.com/drills-to-skills-fast-track-to-match-success/