WINNING WORDS

ADAM BLICHER

Copyright © 2024 by Adam Blicher.

All rights reserved. No part of this book may be reproduced or used in any manner without written permission of the copyright owner, except for brief quotations in book reviews.

For permissions, contact: adamblicher@gmail.com

First paperback edition, December 2024

www.adamblicher.com

Contents

How This Book Came About: The Initial Spark

Prologue: Overcoming Communication Hurdles in Coaching

Introduction: Unlocking the Power of Communication

Section 1 – Align (Off Court)

Chapter 1 – Setting Clear Roles and Expectations

Chapter 2 – Comprehending the Person Behind the Player

Chapter 3 – Building Trust and Connection

Section 2 – Accelerate (On Court)

Chapter 4 – Setting the Stage and Listening

Chapter 5 – Impactful Interventions

Chapter 6 – Game-Changing Evaluation

Section 3 – Amplify (At Tournaments)

Chapter 7 - Staging Your Pre-Match Communication

Chapter 8 – Providing Support During Matches

Chapter 9 – The Power of the Post-Match Story

Epilogue – Final Reflections: The Journey Ahead

Acknowledgments

About the author

Appendix

How This Book Came About: The Initial Spark

“What would it be like to delve into the thoughts, reasoning, and specific approaches of the world’s most experienced and knowledgeable tennis coaches?”

This question was on my mind in 2015 while traveling with the junior national teams for the Danish Tennis Federation.

Seeking answers, I launched a podcast called “Dissecting High Performance in Tennis.” The podcast became more than just a platform—it became my classroom for developing as a young tennis coach. (You can tune in on your preferred podcast service for free and listen to more than 100 long-form interviews with some of the world’s greatest tennis coaches.)

Surrounded by tennis coaching legends, I saw how they help tennis players thrive as humans, develop as players, and ultimately perform as competitors in make-or-break moments. The podcast guests overwhelmed me with advice on coaching principles, technical analyses, personalized tactics, and strategies for integrating sports science into daily training. I quickly realized the challenge of distilling all this knowledge into a single book.

At the same time, I was working on the pedagogy section of the Danish Tennis Coaches’ education. With a Master's in Sports Science, I dug deeper into developing the module and noticed a crucial gap: the disconnect between theoretical teachings and practical on-court applications.

This book bridges that gap by distilling the most valuable insights from over 100 of the world's most respected tennis coaches and sports science practitioners. The common thread? Communication. Everything in these pages has been tested and refined through real-world application in my coaching journey. The book covers what they say, how they say it, and the underlying concepts.

While I’ve often taken on the role of the interviewer on the podcast, I don’t see myself as an interviewer but as an experimenting tennis coach. I get excited when I can test and replicate the advice in real-life practices or at tournaments. Hence, everything in this book has been tried, tested, and applied to my coaching journey.

This book dives into the art of communication for tennis coaches in an easily digestible format.

Some advice will bring immediate results, while others may require time to resonate. As podcast guest Cameron Moore noted:

"If I knew what I know now just a year or a few years ago, I would have been able to be so much more efficient as a coach and have had so many fewer headaches."

These words ring true for my evolution as a coach. The insights shared by the podcast guests revealed that I was only seeing the tip of the iceberg—there was so much more to explore. Their wisdom has transformed my approach to coaching, and I hope this book will do the same for you.

Prologue: Overcoming Communication Hurdles in Coaching

"You're too close to the ball!"

“You’re too late on your backhand!”

“You’re rushing on your 2nd serve!”

How often have you repeated the same instruction, feeling like a broken record? Some days, your coaching clicks instantly with players. On other days, nothing seems to work despite your deep knowledge of the game. It's a common frustration: having the tennis expertise but struggling to effectively transmit it to your players. It’s frustrating, right? So, here is my question to you: Have you ever considered the power of clear expectations, building trust, and relating your knowledge through external cues?

The power of communication

What if I said that communication isn't some mystical, unattainable skill? What if a few simple adjustments in how you communicate could drastically elevate your effectiveness as a tennis coach? Imagine transforming those frustrating practices into periods of genuine progress. Envision strengthening your bond with players while staying true to your coaching principles and keeping your integrity as a coach.

Here's the deal: You've got the same tools as a master chef, but your dish doesn’t quite taste the same - Why? Because the chef knows the "if, when, how, and what" of cooking. This book unlocks the "if, when, how, and what" of communication for tennis coaches, elevating your coaching using the tools you already possess.

Your secret ingredient

Many believe that communication is an innate talent. The evidence suggests otherwise. Like any skill, effective communication can be learned, practiced, and mastered.

Let’s set the record straight: communication isn't THE most crucial aspect of coaching. Without solid technical, tactical, physical, and mental knowledge, you will get called out – no doubt! However, here's the twist – while resources are abundant in those aspects, guidance is scarce regarding pedagogy, especially communication. Think of your communication skills as an untapped multiplier, ready to enhance everything else you bring to the court. Like an undiscovered ingredient, a secret sauce, ready to be unleashed.

Many believe that communication is an innate talent. But guess what? That's a myth! Effective communication can be learned, practiced, and mastered like any skill. This book is your gateway to becoming a better communicator and elevating your coaching level.

So, what's in it for you?

Here are the three steps of Winning Words:

Align: You’ll lay the foundation for a lasting collaboration, allowing your messages to break through like never before.

Accelerate: You’ll know when to listen, intervene, and evaluate to extract learning from every practice.

Amplify: You’ll master pre- and post-match talks, transforming tournaments into opportunities for growth.

Seems too good to be true, right?

Skepticism is healthy in this age of information overload. However, bear in mind that the wisdom within this book is distilled from insights shared by more than 100 of the world's most seasoned tennis coaches. To reap the benefits, you'll need to invest time and effort. Reading is just the beginning. You must actively practice your communication skills on and off the court and at tournaments. It's like becoming a skilled chef through hands-on cooking.

So, what's your next move?

If you're eager to unlock the potential of conscious communication to help the players you work with, let’s dive into Winning Words.

It's time to unlock potential through communication!

Throughout this book, I will provide context and link insights from podcast guests, hoping it all comes together like a puzzle. If you’re interested in learning more about each contributor, you’ll find biographies at the end of the book.

Introduction: Unlocking the Power of Communication

Imagine a piano. Each key represents a different way to communicate with your players. Like a skilled pianist who knows precisely which keys to press to create beautiful music, great tennis coaches understand how to select the right words at the right time to unlock their players' potential. This metaphor, shared by Mark Tennant, captures the essence of coaching communication:

"A smart coach is able to press the right key at the right time to make the tune in the player."

Mark Tennant

Let me share how I discovered the importance of these "keys" in my coaching journey.

A personal revelation

In 2013, at the Soto Tennis Academy in southern Spain, I witnessed something that changed my perspective on coaching. The Academy director, Dan Kiernan, consistently achieved breakthrough results with players faster than I could, often with the same players. What set him apart wasn't just his tennis knowledge but his ability to connect with players and deliver information in ways they could absorb and apply.

Dan shared an insight and reflection that stayed with me, using the example of Marion Bartoli's unconventional training methods:

"Is it the method or the relationship with her coach (her dad) that worked for her? Suppose you have a strong enough trust in the player-coach relationship, and the player buys into you as a coach. In that case, they will learn and improve with many different methods that don't necessarily seem logical or straightforward."

Dan Kiernan

This lesson was reinforced through Juan Viloca's candid story about his evolution as a coach. Despite initial successes with players like Flavia Pennetta and Svetlana Kuznetsova, Juan discovered that technical knowledge alone wasn't enough:

"I used only to have one way of saying things, probably the way I learned from my former coach, Pato Alvarez. Now, I think I need to adapt if that doesn't work. If I could go back in time, I would try to communicate better. With the same knowledge and better communication skills, I would have been able to do a much better job."

Juan Viloca

The player-coach Dynamic

The gap between being a tennis expert and an effective tennis coach became increasingly apparent. I realized that coaches need clear strengths to excel, much like players. As I listened back to and transcribed all the podcast episodes, conscious communication emerged as a key strength. I began to wonder why something seemingly straightforward and simple could be so challenging and complex.

Here, David Wilson offers his insights into the distinction between a tennis expert and a great coach:

“At coaching educations, conferences, and various social media, we accumulate information, so we have all the information available and the potential to be knowledge experts. Unfortunately, that doesn’t mean that we are all great tennis coaches. You can be the most knowledgeable coach in the world, but if you have no clue how to relate that information to the player in front of you, it really doesn’t matter.

When surveying players in almost any sport, the number one thing that comes up repeatedly is the relationship between coach and player. In this race to fill our heads with information and learn stuff, we often forget that an essential step in a successful player-coach relationship is how we get along with each other.

Is there trust?

Are both sides willing to go through difficult times with each other?

We can pretend we're getting along fine and try to like somebody, but you can't fake over time. Practicing how much, what, when, and how we pass on information to players is a subtle art of coaching.”

David Wilson

This brings us back to our piano metaphor. Mark Tennant explains how to develop this crucial skill:

"The first thing is to know that you have a piano with lots of keys, each with a different role and tune. To play well, you must be able to press the correct key at the right time to create the desired tone. Now, what a piano player doesn't do is push all the keys at the same time. Nor does he push the keys in a random order.

You start by learning to play the keys in a set order, producing a mechanical tune. Then, you experiment with keys in a different order to create variations or entirely new tunes. Having a simple checklist or score, as it’s called in music, helps. It guides you on which keys to press in the correct order or which keys to look for to make a specific tune.

It's the same with us as tennis coaches. A smart coach is able to press the right key at the right time to make the tune in the player.”

Mark Tennant

Bridging the Gap through the Triple-A Framework

Through three sections, you'll learn to:

ALIGN (Off Court): Build the foundation for lasting player-coach relationships

ACCELERATE (On Court): Master the timing and delivery of your coaching interventions

AMPLIFY (At Tournaments): Transform competitive moments into opportunities for growth

Each section is designed to equip you, as a tennis coach, with practical checklists to enhance your communication skills. Like a pianist perfect their craft to create beautiful music, we, as tennis coaches, can refine our communication to minimize those cringe-worthy moments, which I confess I’ve encountered quite a few times in my coaching journey.

You'll start with proven communication patterns from world-class coaches. While these patterns might feel mechanical at first, they'll become natural with practice, allowing you to develop your authentic style of "Winning Words."

Section 1 –
Align (Off Court)

The foundation of effective coaching is built before you step on the court. When a new player knocks on your door, eager to begin, the natural instinct might be to head straight to practice. But rushing to the court could mean missing crucial groundwork that sets the stage for success.

This section explores how to clear expectations and roles, create relationships that transcend tennis skills, focus on understanding the player you work with as an individual, build trust, and ultimately adapt to the player in front of you.

This section aims to help you:

Build genuine trust and buy-in from your players

Understand the whole person behind the player

Strike the right balance between authority and approachability

Make informed decisions about potential coaching partnerships

Ready to lay the foundation for a robust player-coach relationship?

Let’s get started!

Chapter 1 – Setting Clear Roles and Expectations

This chapter emphasizes the necessity of clarity in roles and expectations. It explains how to conduct thorough due diligence before committing to work with a player, including defining standards, non-negotiables, and boundaries before stepping on the court. Additionally, it highlights the importance of being prepared to decline a collaboration if necessary.

Many promising coaching relationships deteriorate due to misaligned expectations and unclear communication. How can we minimize these risks in the long run?

"It all starts with clearing expectations and defining the role of the coach and the role of the player. Those are the first things I start with before we step onto the court. These need to be set first to ensure a clear understanding and agreement.

Allistair McCaw

Is it similar to a sales pitch?

“Relationships with players are key. They need to feel that it’s relational, not transactional. I’m not trying to sell them on anything. I’m trying to find out who they are. It’s not about presentations; it’s about conversations. Through conversations, trust and rapport are built and maintained.”

Kyle LaCroix

Understanding Needs: Clarifying Expectations

Like laying the foundation for trust – it’s about understanding, not convincing.

The foundation of any coaching relationship starts with understanding rather than selling. Kyle captures this perfectly:

"Relationships with players are key. They need to feel that it's relational, not transactional. I'm not trying to sell them anything—I'm trying to find out who they are. It's about conversations, not presentations."

Kyle LaCroix

So, what should the conversation look like?

”I'll encourage players to ask me questions about their needs and expectations.

Steve Johnson Sr

What could examples of questions be?

“Ask the player:

Why do you want to work with me?

What are your expectations for me as a coach and person?”

Carlos Rodriquez

And for more experienced or higher level players, David adds:

“You need to have a battery of good questions, not just about tennis, but also about the person."

What is your philosophy on coaching?

What would be the first thing that you would like to work on, and why?"

David Sammel

So, what's the next course of action if it's not just about the player but also the person?

"Understand what the person wants; otherwise, you will never understand the player. There is no use if you, as a coach, want something different than the player. For a player and a coach to go forward, there needs to be mutual understanding. If not, it will not work out. We need to be upfront and honest with each other. I will put everything on the table."

Jeff Coetzee

You want to avoid bombarding the player with questions, but grasping their essence and values resembles a Q&A session. Here are a few additional questions to include in your question battery:

"Ask them about:

Their background.

Past motivations.

Current life stage.

Aspirations.

Personal life.

Kris Soutar

Once the player has clarified their expectations for the collaboration, what’s the next step?

Laying the Groundwork: Establishing Roles

Like ensuring that each wheel of a car works in harmony to keep it moving

“I explain to the player that if we take care of our individual roles, we will have the opportunity for the collaboration to be successful. If one of us doesn't do our job, it's like a flat tire. It moves, but not very well.

Clear role definition includes:

Player's Responsibilities (e.g.):

Maintain a positive attitude

Ask questions (pro)actively

Work hard consistently

Practice independently

Coach's Responsibilities (e.g.):

Create long-term development plans

Execute effective daily practices

Prepare players for competition

I put that right up front the first day. I'd rather not start a collaboration than jump into something where I can't meet the player's expectations or vice versa."

Steve Johnson Sr

Once the player understands both their role and yours, it's time to establish the foundation for a lasting coaching relationship. Here is Allistair on the importance of standards:

"A lot of times, especially in tennis, standards in coaching relationships aren't put out first. They are type of spoken about as you go along, and that is where miscommunication and disagreement often stem from."

Allistair McCaw

Defining Expectations: Setting Standards and Boundaries

Like marking the edges of a field – clear lines define the game.

The most effective way to assist a player in the long run requires you to:

"Set your standards and non-negotiables from the start. You can always ease up later in the relationship. Many young coaches are a bit too nice or flexible and tell the player what they want to hear rather than what they need to hear. There are different philosophies, but you've got to be strong and firm in your philosophy.”

Robert Davis

So, what could those standards and non-negotiables be?

“Effective standards might include:

Clear practice expectations (e.g., hustling for every ball)

Specific rules (like the one-bounce rule in practice)

Post-match practices

Communication guidelines”

The approach varies between a top-50 player and someone playing futures tournaments. The lower-ranked or less experienced the player, the more directive the coach needs to be. Even with top players like Dimitrov or Monfils, you maintain non-negotiables while being more flexible in other areas."

If you communicate your non-negotiables clearly before the first practice, before the first loss, and before the contract is signed, then the players will usually respect them. You've got to be prepared as the coach; you're a leader. That's what the players are looking for. Otherwise, they wouldn't hire you."

Robert Davis

Starting with non-negotiables, doesn’t that sound a bit old-fashioned, Adam?

“I believe a certain generation of coaches were more dogmatic in their approach. While coaches must be strict and stern regarding technique and the court's geometry, there are other aspects where you have to loosen the reins a bit and understand your player's personality and preferences.” (See Chapter 3).

At the pro tour, coaches are employees of the player, so collaboration is essential. At the club level, coaches usually lead. But regardless of level, clear boundaries established early create the foundation for successful relationships."

Kyle LaCroix

But is it possible to have clear standards and non-negotiables while maintaining adaptability?

“It's essential to establish clear boundaries and expectations for your players. There's a line that can’t be crossed, and it's important to communicate where that line is and what those standards are based on your relationship with each player.

Where the line is depends on the player and the situation.

At the pro tour, coaches are employees of the players, so it's essential to establish a good working relationship. At the club level, coaches are usually in charge.

Regardless of the level, clear boundaries and expectations established from the beginning minimize issues down the line and optimize the opportunity of building a successful relationship with your player.”

Kyle LaCroix

With expectations, roles, standards, and non-negotiables clarified, what's the next step in determining whether to proceed with the player-coach relationship?

Choosing to Collaborate: Making Informed Decisions

Like choosing a traveling partner – shared values are essential for the journey

Being approached by a player eager to work with you is flattering, but making the right decision about collaboration requires careful consideration. Tennis coaching is a service industry where most coaches find joy in helping players, regardless of age and skill level. Here is Nick’s core value when working with players:

"When I start working with players, I have one core value, which is at the center. It's a deep belief that when you work with people, it's a sacred trust. It's a sacred trust to the player, even when they're not old or mature enough to understand everything that's going on. You have a higher level of expectation and responsibility than just a typical transaction in business.

You have a sacred trust with the parents. Although they can sometimes be challenging, anyone who has had a child understands that this is their precious little one, no matter what age or playing level they are currently at. They are entrusting you with their child. Start from that premise, then work your way out. You must always have that person's sense of importance in mind and feel you have a responsibility to them. If you do, you'll be in good shape.

Nick Saviano

So, it's a sacred trust with the parents. Is there anything else to be mindful of?

“Players often see the coach as a parent figure. They put you on a pedestal, so you need to be there for them. You have got to take care of them and be prepared for that responsibility.”

Marc Sophoulis

Recognizing our responsibility to guide not only a tennis player but also a person, someone's son or daughter, what is a vital element for fostering a lasting player-coach collaboration?

"In life, not just tennis, you can have different opinions and approaches. But it's difficult to move in the same direction without shared values. Values determine vision. You must build some together if you and your player don't share values initially."

Carlos Rodriquez

Finally, here’s a brief list of questions before committing to a coaching relationship, viewed through an academy lens, to help guide your decision-making process:

"When a player wants to come to the academy, first, we consider:

Do we have the necessary capacity and resources?

What coach would be responsible, and whether that would be a good fit?

Will the player fit well into the coaching program at the academy?

Is there a good environmental fit with other players?

Are we prepared for the required commitment?

Can we create the right learning environment?

Most importantly, it's better to say no sometimes, no matter how much you want to work with a player if it is not a good fit for some reason."

Mikael Tilström

Chapter Checklist

Setting Clear Roles and Expectations

Identify mutual expectations

Conduct thorough discovery conversations

Understand player and family expectations

Assess your ability to meet these expectations

Define roles clearly

Define clear roles and responsibilities

State standards and non-negotiables

Establish appropriate boundaries

Document agreements when appropriate

Making the Decision

Evaluate your capacity and resources

Assess value alignment

Consider the sacred trust with parents

Be prepared to decline if necessary

Key Takeaway: Strong coaching relationships are built on clear communication, shared understanding, and mutual respect, all established before stepping on the court.

Next Chapter: We'll explore how to understand the person behind the player and build lasting connections.

Chapter 2 – Comprehending the Person Behind the Player

As tennis coaches, our role extends far beyond teaching forehands and backhands. We're not just coaching tennis; we're coaching individuals who happen to play tennis. This chapter uncovers the layers beneath the surface, emphasizing the importance of comprehending the person behind the player. From exploring backgrounds to using personality tests and addressing sensitive topics, we delve into the nuances that shape effective communication. Additionally, we examine whether distinctions in coaching different genders are necessary or merely stereotypes to be challenged.

Revealing Hidden Layers: Understanding Background and Cultural Influences

Like peeling an onion – each layer brings you closer to the core.

Why is it important to get to know the person behind the player?

"The main goal is to spend enough time with the player you coach to make it almost intuitive what to say and when.

Players have obvious traits you see immediately but also hidden traits that emerge over time.

It’s your job to unlock these less visible traits to maximize their potential."

Antonio Van Grichen

We are tennis coaches, but to be effective we might want to take on the role suggested by Cameron.

"Every person ticks differently. Therefore, as coaches, we're like psychologists, trying to understand how this player thinks. How does this player work?

I might need to talk to one player more than another, show examples to one player, and videos to another. That's where the art of coaching comes into play. You have to know people and know how to relate information to those you collaborate with. That's, to me, one of the qualities of what better coaches do."

Cameron Moore

Christian adds:

"Understanding a player's background helps you grasp why they react certain ways in specific situations. Everyone has their own story."

Christian Groh

To gain a deeper understanding of the family dynamic, consider these questions about the players you work with:

What cultural roots shape their upbringing?

Do the parents share a household or live apart?

What kind of experience do the parents have with sports, and to what extent?

What’s the parental employment status?

Are any siblings in the mix?

If you seek a more analytical approach to unraveling the individual beyond the athlete, Frank shares his experience using personality assessments.

The Puzzle of Personality: Customizing Your Coaching Approach

Like solving a puzzle - every piece reveals part of the bigger picture

While it’s encouraged that you delve into understanding the person yourself, you might want to consider mirroring Frank's systematic approach to comprehending players, speeding up the process:

"I’ve used the Myers-Briggs Personality Assessment for years, and I have had tons of players fill out questionnaires. Today, I believe I can determine a player’s personality profile within the first half-hour of meeting them.

Identifying the unique brain designs of the players we work with has been really helpful. Understanding their genetic predisposition and how they are wired helps us understand how the players tick and why they do what they do.

I now see that my son sees the world and solves problems differently than I do. Previously, I tried to make him more like me and help him understand how he should behave, but all from my perspective.

Frank Giampaolo

So, how does the Myers-Briggs Personality Assessment work?

"The Myers-Briggs categorizes people into 16 different personalities. Everybody will get a four-letter acronym that best describes their personality profile. This will help you understand your players' personality profiles to maximize their potential by customizing their developmental plans to fit who they are. If we know more about the player’s personality profile, we can customize the practice and get to the heart of the matter quicker."

While there are many other good assessment tools, here is how you can use each of the four letters in the acronym that a Myers-Briggs Personality Assessment provides you with to comprehend the person in front of you better.

“We will often not be exclusively one of the two, but we will be on a spectrum where we are mostly one of them. In a group setting, we will often, as coaches, have different personality types, so we can't make all players satisfied all the time. But by knowing our players' tendencies, we can frame every drill and give small, personalized messages and tasks within the drills so that the individual player will make the most out of that drill."

Frank Giampaolo

Introverts vs. Extroverts: The Spectrum of Energy

Introverts:

Prefer one-on-one settings like private lessons to big group sessions.

Can work for long periods on small details.

Need quiet time to recharge.

Extroverts:

Enjoy the energy from big group lessons and being the center of attention.

Quickly get bored with mundane repetition; hence, work best in short, focused drills.

Often like to make things happen in matches rather than retrieving.

Sensates vs. Intuitives: The Balance of Fact and Instinct

Sensates:

Gather as many facts as possible before deciding.

Can seem slower due to cognitive processing, not just psychical movement.

Prefer counterpunching, which allows more time to decide.

Intuitives:

Trust their gut instinct – act first, analyze later.

Are creative with shot selection and prefer to dictate play.

Learn quicker through demonstration rather than verbal explanation.

Thinkers vs. Feelers: The Head and the Heart

Thinkers:

Are more aware of coaching inconsistencies.

Prefer technical and tactical training over mental training.

Enjoy practicing strokes all day.

Feelers:

Put others’ needs before their own.

Have a strong need for optimism and harmony on the court.

Struggle more with cheating and gamesmanship.

Judgers vs Perceivers: The Planner and the Adapter

Judgers:

Are organized with a tendency to perfectionism.

Prefer well-planned, structured lessons (don’t wing it – they’ll notice).

Postpone competition until they feel 100 percent ready.

Perceivers:

Are more flexible in their approach.

Can get caught up in what they find interesting.

Might forget to practice an important stroke for a period

Frank Giampaolo

That was an extensive share, yet Frank’s insights were crucial to include. Grasping a player’s personality aids in customizing effective communication for every individual you coach. Having explored individual personalities, what about coaching different genders?

Coaching Across Genders: Understanding and Respecting Differences

Like raising your children – They require the same respect but different approaches.

When coaching individuals of different genders, do you apply the same approach, or are there significant distinctions to consider?

“For the most part, coach boys and girls the same. Avoid changing your approach based on gender stereotypes.

The biggest issue I want coaches to be aware of is their language and how they communicate. The key differences lie in understanding physiological factors and being mindful of societal pressures, particularly regarding body image.

Coaches should refrain from discussing body image with their players, mainly when working with female players. Additionally, the menstrual cycle makes training loads, emotions, etc., different from working with males. Coaches must have adequate knowledge of the female monthly cycle when working with female players.”

Sarah Stone

Jo adds a crucial perspective:

“Women are different, not limited. The biggest myth is that women can’t do certain things - that women can’t kick, serve, volley, drop shot, hit angles, etc. Women can execute all these shots.

The question is whether they’ve been in environments encouraging them to be diverse in their practice sessions.

From a physiological and psychological standpoint, nothing suggests that women are limited in terms of what they can and can’t do. There are obviously some physical considerations, such as women being, on average, 10 kilograms lighter and having 54 % less upper body strength than males. So, there are constraints within the female body, but that doesn’t mean it’s limited in executing certain shots.

When we get to the practice court, we must be aware of what drills we do and what constraints we make in those drills. Challenge ourselves as tennis coaches on whether we are making this constraint because of our default view on female tennis or if this is a way where I’m adapting the drill to the differences in physical parameters.”

Jo Ward

Why might a coach fall into the trap of coaching females differently?

“A generic approach to coaching is not gender-neutral, by default, given how much more we watch, research, and analyze men’s tennis. Our default view of tennis is men’s tennis, which carries with it men’s psychology, physiology, tactics, and technique. We have a big challenge with participation with female players, and if we’re coaching them on incorrect foundations, coaches may well be contributing to the dropout. It’s my mission to ensure that we coach girls and women in a manner that is correct for them.”

Jo Ward

So, summed up, what are the important considerations?

Physical Parameters

Acknowledge physiological differences without limiting potential

Adapt drills appropriately while maintaining high expectations

Consider hormonal influences on training sessions/blocks and matches/tournaments

Development Environment

Challenge default assumptions about women's tennis

Create opportunities for diverse skill development on the practice court

Anything else to be aware of, no matter the gender?

Handling with Care: Navigating Sensitive Conversations

Like walking a tightrope – timing and tact are everything

Discussing sensitive topics requires careful consideration of timing, approach, and language. Sarah shares effective strategies:

“It's a tricky conversation. Women are often judged first on their looks by magazines and social media, and they judge themselves similarly. When reviewing video analysis, the first thing they might say is, “Oh my gosh, that’s such a bad angle,” without even considering their strokes. This makes discussing food choices complex, regardless of how well you know a player and the depth of the relationship.

A helpful strategy I learned from a sports psychologist when approaching sensitive topics like food choices:

Start with Questions

Ask about current habits and preferences

Let players identify potential issues themselves

Invite Discussion

"How do you think these food choices affect your performance?"

"Are you open to exploring other options that might help your performance?"

Timing

Wait for natural openings in conversation

Respect when players aren't ready to discuss

Focus on performance rather than appearance

Follow Up

Maintain ongoing dialogue

Provide resources when requested

Keep the focus on athletic performance.”

Sarah Stone

Chapter Checklist

Comprehending the person behind the player

Get to know the context

Explore family background and cultural influences

Identify critical support systems

Recognize environmental factors

Use personality dimensions

Observe learning preferences

Note communication style

Adapt coaching approach accordingly

Coach the person, not the gender

Avoid limiting stereotypes

Understand physiological differences

Create supportive training environments

Handle sensitive topics with care

Choose appropriate timing

Focus on performance

Use supportive language

Respect boundaries

Key Takeaway: Comprehending the player as a complete person enables more effective, personalized tennis coaching.

Next Chapter: Now that you better understand your player, we'll explore how to build the trust and connection necessary for effective coaching.

Chapter 3 – Building Trust and Connection

Having laid the groundwork and clarified roles, you’re ready to deepen your connection with the player. This chapter explores how to earn authentic player buy-in, build and maintain trust, create receptiveness to learning, and balance professional boundaries with personal connection.

Once roles have been established and you have a deeper comprehension of the player you are coaching, the next step is to build a strong connection.

“You have to connect before you direct. Before giving instruction, you need to build the player’s trust."

Allistair McCaw

Earning Player Buy-In: Building Respect and Rapport

Like approaching a door that only opens from the inside

Being a tennis coach would be easy if learning were simply us giving instructions and players absorbing them. Unfortunately, it’s not that simple. We need to carefully create the best conditions for learning, both on and off the court.

"Unless you have a proven track record with top-level players, you can't demand automatic respect. Consider someone like Lendl. Let's be honest; he would pretty much get everybody's respect without really doing anything because of who he is, what he has done as a player, and now what he has done as a coach working with Murray. So, he would be able to go in with a little bit of a hotter hand and put things into place. Simply because of who he is, he will already automatically have that respect and buy-in from the player.

We might have the same knowledge base as Lendl and Edberg, but it's hard to communicate our knowledge without the players' buy-in. So, initially, we need to invest a lot of time and effort into building the connection to communicate our knowledge when we have the buy-in.

Dan Kiernan

So, if you’re not a so-called “super coach” who gets immediate respect from the player, how do you foster buy-in from a player?

“It’s about the player, not the coach. We need to adapt to the present, so we, as coaches, have to take the first step to our customers, to our players.”

Beni Linder

If it’s important to take the first step toward the player, what must we, as coaches, be able to do?

“The most important word in coaching comes from the old Greek: “Empathy.” This means that the coach and player must be in the ‘pathos’ of each other. Pathos means emotion. So, I must be in their emotion if I want to help a player. Empathy allows you to see and experience the world through the player's lens.”

Alberto Castellani

Further emphasizing the importance of empathy:

“If a coach doesn’t empathize with a player, they will not be able to coach. There will be no connection with the player. Empathy is essential for effective coaching.”

Emilio Sanchez Vicario

The key elements for Building Buy-In are adapting, taking the first step toward the player, and emphasizing understanding and seeing the world through the player's lens. The next step is establishing rapport through trust.

Establishing Trust: Person over Player

Like building a bridge, trust connects both sides

Here is Carlos emphasizing trust's fundamental role:

"Without trust, there is no possibility. The moment trust exists, the possibility opens up."

Carlos Kirmayr

So, if trust creates a window of opportunity, how is it possible to gain the player's trust?

"It takes a close connection and time spent with players. As coaches, we need to be interested in the person, not just interested in their talents and abilities. You have got to figure out what the players need and how you will bring that across to them.

Carlos Kirmayr

Allistair adds:

“I like to know:

What do they like to eat?

What music do they like to listen to?

What cars they like to drive, if they are old enough to drive, etc.

I need to know these things, so we have something in common to speak about because that is where relationships are built. It's not just talking tennis. Trust can be established through things like eating breakfast or lunch or watching a football game together. Building a relationship and trust with a player is often easier to do off the court than on the court. You have to understand how they learn."

Allistair McCaw

Trust may still seem intangible. It's a feeling, and feelings can be challenging to describe. Most people can recognize situations where trust has been high in a relationship and, equally so, in relations where trust has been low. Is it possible to make it more tangible?

David Maister’s "Trustworthiness Equation" helps practically clarify the components of trust:

Trust = (Credibility + Reliability + Intimacy) ÷ Self-Orientation

This formula highlights four key elements:

Credibility - Your experience and knowledge. This means the player needs to believe in your ability and experience. They will consider you credible if you demonstrate competence and confidence in your advice.

Reliability – Consistency in your actions. Can the player depend on you? It’s about consistency in the shared commitments in line with the long-term player development plan instead of constantly changing depending on the latest match. A coach offering consistent support in good and challenging times proves their reliability.

Intimacy - How comfortable the player feels opening up to you. It involves creating a safe space for the player to express doubts, feelings, or frustrations without fear of judgment. Building this level of comfort fosters a deeper connection.

Self-Orientation – Putting the player’s needs ahead of your own. The equation shows that trust is eroded when a coach is too focused on their own agenda, ego, or career. Instead, focus on what's best for the player’s development, even if it means adjusting your coaching methods.

When all of these elements are in balance, trust grows. Trust diminishes if credibility, reliability, and intimacy are strong, but self-orientation (focusing on yourself over the player) is high.

While much of this chapter focuses on the importance of building trust initially, it’s crucial to remember that trust is not a one-time achievement. It must be actively maintained and repaired when compromised. Relationships can suffer from minor missteps or "diminishing incidents" that erode trust over time.

Whenever you need to rebuild trust, refer to the advice from the podcast guests and the components of David Maister's Trustworthiness. Building trust is a continual process you invest in daily and every interaction.

So, we are already adapting through empathy and building rapport through trust; what other factors should we consider to deepen our connection with a player?

Opening the Bottle: Creating Receptiveness

Like gently unscrewing a cap so you can fill the bottle

“It doesn’t matter what I think is right or wrong. It’s about what the player wants to receive, how you facilitate it, and how they make sense of it. Getting somebody to learn is like filling up a bottle, but only the player can decide to loosen the cap to let you fill it. If you approach them the wrong way, they’ll tighten the cap.“

Mike Barrel

So, how is it possible to get an opportunity to fill the bottle?

"A good coach is like a chameleon. You have to get into the head - into the body of the player you are taking care of and give them the information they need in that particular situation."

Stephan Medem

Or said differently;

"What I learned from Dick Gould was that you have to treat everyone fairly but not necessarily the same."

Patrick McEnroe

So, it’s suggested that we adapt to players through empathy and rapport building. Why isn’t that always straightforward? Oliver reflects on his coaching journey:

"When I started being a coach, I lacked confidence in myself and trust, maybe due to lack of experience. I was afraid to show how I really was. I was more rigid. I would tell the player: "This is my vision. It is like this, and you must follow what I say."

Olivier Jeunehomme

But hey, Olivier, you're a great coach. What has changed in your approach over the years?

"With experience, I’m now more open and flexible. I follow a red line, and I have steps in my mind, but I now know it's better to adapt, and there are many ways to Rome. Adapting to players is so important to reach the potential on the court. It's not very important who I have worked with. I need to be humble. I start as I have never worked with someone before. Each player is a new journey and challenge. It's a new situation, a new project."

Olivier Jeunehomme

So, if each player is embarking on a new journey and facing a new challenge, how do we determine each player’s preferred learning style?

Tailoring Your Approach: Understanding Learning Styles

Like a sculptor shaping each piece individually, adapting to how they learn

Carlos emphasizes observation:

"The more knowledge I have about how a player conducts themselves, listen, and express themselves, the better I can transfer knowledge effectively."

"Observe the player to get to know:

In what way do they act and conduct themselves

What is their capacity to listen?

How does the player express themself?

Carlos Rodriquez

Here are a few guiding questions to help you determine what behavior to observe:

Behavior patterns

How do they act…

Before practice?

During breaks on the practice court?

Under pressure?

Between sessions?

Before, during and after matches?

During disagreements?

A few elaborate questions to determine

Attention Patterns

Notice:

In what situations do you have their undivided attention on or off the court?

Does it change depending on what other individuals are around?

For how long have you got their attention?

Do they respond better when they get factual messages than modeling others or experiencing kinesthetic sensations without much verbal explanation?

The answer to the question of what messages the player responds the best to might be found in how the player expresses themselves because we often tend to express ourselves the way we prefer to be communicated to ourselves (if we are not conscious).

Communication style

Observe how they interact with:

Parents

Friends

Other players

Support Staff

Expression preference

Do they communicate:

Verbally detailed?

Direct and concise?

Through metaphors?

By exaggerating to make a point?

Humbly with an underlying self-doubt?

In this chapter, much emphasis has been placed on adapting to the player and creating trust in the relationship, but is there such a thing as a relationship becoming too close?

Balancing Respect and Friendliness: Maintaining Professionalism

Like walking a tightrope, balancing the player-coach relationship requires care

Marc warns about boundaries:

"If you are going to develop a trustful relationship, you need to set boundaries. My relationship with players at the highest level has always been close. You go out for dinner; you're at the breakfast table; you're there in the ups and downs. Where exactly the line is drawn is case-by-case, but the boundaries must be set from the start.

You want to develop a close relationship, but at the same time, the players must maintain respect for you. There is a fine line between having a player's respect and becoming too much of a friend. There have been times when my relationship with players has gone too far down the friend path. The respect and trust from a coaching perspective have been lost, and I have tried to work it back, but that has often shown to be super tough."

Marc Sophoulis

What could be signs that the relationship has gone too far down the friend path?

Warning Signs of Boundary Issues

Increasing arguments

More practice disagreements

Diminishing trust

Lack of professional respect

What do you do if the player overstepped one of your principles?

“You must reestablish and show where your boundaries are when crossed. That this is a warning, and they must uphold a certain behavior and discipline. Your honesty will always be your biggest asset as a coach once trust is established.”

Sven Groeneveld

Chapter Checklist

Building Trust and Connection

Establishing Trust

Demonstrate a genuine interest in the player as a person

Build credibility through consistency

Maintain professional boundaries

Put player needs first

Creating Reception

Adapt communication style to player

Observe and respond to learning preferences

Stay flexible in approach while maintaining standards

Maintaining Balance

Set clear professional boundaries

Monitor relationship dynamics

Address issues promptly

Preserve coaching authority

Key Takeaway: Trust and connection form the bridge between understanding your player and effective on-court coaching.

Before moving to the next section of the book and how to accelerate learning and development on the court during practice sessions, ensure you've established the following:

Clear roles and expectations with the player you coach

Deep understanding of their background and personality

Strong foundation of trust and connection

Professional boundaries that support growth

Remember: The time invested off-court creates the conditions for success on the court.

Next chapter: Now that we've built off-court foundations, let's explore how to maximize learning and development during practice sessions through effective listening, targeted feedback, and effective evaluations.

Section 2 –
Accelerate (On Court)

Coach, you’ve laid the groundwork for a strong coaching relationship by defining roles and setting expectations. You’ve begun comprehending the person behind the player and tailoring your approach to the individual player. Your initial due diligence is complete, ensuring you’re well-prepared to make meaningful strides on the court.

This section aims to help you:

Avoid the overcoaching disease by elevating your listening skills.

Master the art of high-quality feedback using valuable tips and relatable analogies.

Transform experience into improvement through thoughtful evaluation

So, if you’re ready to accelerate your impact, let’s roll up our sleeves and dive into effective on-court communication.

With your foundation established off-court, it's time to maximize learning and development during practice. The groundwork you've laid—understanding your player, building trust, and setting expectations—now enables you to communicate more effectively on the court.

Chapter 4 – Setting the Stage and Listening

Have you ever wondered why methods and advice that worked brilliantly with some players fall flat with others? When progress stalls despite using proven methods, it's tempting to question the player's talent. However, the answer often lies not in ability but in how information is delivered and received. This chapter explores the drawbacks of needing more structure and being exclusively a directive coach. It examines the impact of saying less so the players think more and, ultimately, how to make every repetition count.

Jared sheds light on the critical shift from “what” to “why”:

“When you are constantly playing, it’s easy to fall into monotonous routines focused on what needs improvement. As a player, I was often told what to do without understanding why. The game changed when I understood the reasons behind the actions rather than just doing what I was told. Understanding “why” transformed my approach, moving away from mindlessly repeating tasks without understanding the purpose.”

Jared Donaldson

But why is it essential for players to understand “The Why” behind a drill, practice, or training block?

“If players are not clear on “The Why,” they will give up more easily when they meet obstacles - and in tennis, everyone meets a lot of obstacles.”

Izo Zunic

Building Bridges: Establishing Structure and Order in Practices

Like driving across a bridge – Structure and safety creates freedom.

Understanding “why” lays the groundwork for the following key component of development: structure. Once a player grasps the purpose behind their actions, the role of a coach becomes clearer – to provide a structured environment where that understanding can be effectively applied. Even the best intentions or insights can fall flat without a well-defined framework. This is where structure, like the sides of a bridge, helps guide the player safely and efficiently toward their goals.

Here, Mike shares how we can provide framework and meaning to players:

“Ask yourself - what are the sides of a bridge for?

If there are sides to a bridge, the person can drive over more confidently and faster than if there aren’t sides to a bridge. If you create an environment where there is order, and the players know where they are and where they are going, they can start expressing themselves. Players need order and structure.”

Mike Barrell

Creating Structure: A Three-Step Approach

Step 1 - Set the scene

Begin by clearly defining the primary purpose of the practice.

Example: “Today, we’re focusing on improving your recovery step after the serve. We’ll work on this through a combination of drills, live ball situations, and finally, integrate it into a regular set.”

Step 2 - Provide targeted feedback

Provide specific, actionable feedback that aligns with the purpose of the session.

Example: “Next time, push off the ground quickly after your serve, as if avoiding a hot plate. (The next chapter is dedicated exclusively to providing feedback.)

Step 3 - Identify critical lessons

Encourage the player to reflect on the session’s key lessons and visualize how the outcome can be implemented in future scenarios.

Example: “What’s the key lesson you learned today about the speed of your recovery step?”

Follow up with: “So, next time you want to be quick on the recovery step, what’s important?”

These steps form a foundational approach to creating structured, purpose-driven practice sessions.

Now, let’s explore what to do within the structure.

“I ask myself: “How do I get players so focused that every repetition they do is done properly?” I try to relate the drills to their performance, helping them understand why each drill matters. They must feel: ”Ahh, okay, right now I’m doing this, so, e.g., my serve is getting better.”

Dean Hollingworth

But isn’t it easier to just tell the player what to do on a practical level, like what is recommended on the overall structure of sessions?

Simon Wheatley warns against the temptation of being exclusively directive in your approach:

“A directive coach who constantly tells the player what to do, expresses the view that they know best and asks for the player’s opinion just wastes time. However, without inviting the player’s feedback, how can a coach understand the player’s thoughts or what they’re learning? While directive coaching is suitable in certain situations, overuse can foster excessive dependence on the coach.”

Simon Wheatley

So, what’s the practical solution?

“Involve the player and collaborate on goals. They need to feel comfortable with what we are trying to achieve. I now spend more time talking with the player about what we need to work on, and then we find a way together.

Mikael Tilström

Dean emphasizes the necessity of player input:

“I need the player’s input to make adjustments and present them with the best possible program. If they’re unsure about my intent, they might withhold crucial information that could harm them. I encourage players to give me feedback to help develop drills.”

Dean Hollingworth

So, making drills meaningful is important by involving players in the purpose and seeking their feedback to develop and refine on-court drills. While certain situations, like on- or off-court coaching during matches (see Section 3), require a more directive approach, relying exclusively on this method can create dependency. Players must learn to problem-solve and make good decisions on their own.

So, when providing feedback during on-court drills, what should we keep in mind?

Avoiding Overcoaching: Encouraging Independent Thinking

Like training wheels – Useful at first, but eventually, they must come off

In the words of Mark, here is a possible explanation for why we, as tennis coaches, may fall into the trap of overcoaching:

“The danger of being much more educated in technique and having various visual aids, unavailable until recently, is that we see more and therefore risk overcoaching, particularly with technical details. This often leads to paralysis by analysis. Ironically, in our effort to improve skills, we might limit the players. It’s crucial how we use the information we have and apply it to the players we coach.”

Mark Tennant

Are there any other common causes of overcoaching?

Insecurity

“Earlier in my career, I didn’t have the confidence I have now. I was more occupied with making the parents happy by giving out tons of information. Looking back, I was jeopardizing players’ progression by overwhelming players with excessive information. I now understand why a lot of players used to be confused.”

Michael Baroch

Good Intensions Gone Wrong            

“As coaches, we like to be on-court, supporting and helping players. However, sometimes we end up doing too much. We don't allow them to play independently. We think we help, but often, it might be better if we said nothing.”

Beni Linder

Misunderstanding Value            

“We are not paid by the number of words we say. I have to give them an opportunity to be good problem-solvers, and they have to figure it out for themselves. So, I say a lot less than I used to.”

Andy Brandi

Encouraging Problem-Solving: Fostering Critical Thinking

Like teaching someone to fish – It’s about giving them the tools, not the answers.

Here, Johan offers a powerful metaphor on how what we say as coaches directly impacts the player’s ability to problem-solve and self-reflect:

"If we always give them information, the players will become like small birds that want to be fed all the time and can't find food on their own. Speaking more is not always working more as a coach.”

Johan Hedsberg

Keys to Developing Problem-Solving Skills

Create opportunities for independent thinking

Allow players to experience and work through challenges on their own

Resist the urge to provide immediate solutions

Value quality of instruction over quantity

If talking all the time is discouraged, then it’s about listening.

Mastering the Art of Listening: Inviting Player Feedback First

Like tuning into the right frequency – hearing beyond words

Why is it important to listen first?

“Tennis is about teaching, and teaching is about listening to players first.”

Rohan Goetzke

And it’s not just about listening more; here is Mike introducing the four stages of active listening:

What did they say?

Focus on exact words

Avoid immediate interpretation

What does that mean?

Consider possible interpretations

Look for underlying messages

Why did they say it?

Understand context

Consider timing and circumstances

What action (if any) do they want me to do?

Determine if intervention is needed

Choose appropriate response

I try to remind myself that players are trying to send me a message. They are trying to tell me something. They might be slightly clumsy at times, but there is a meaning behind what they say.”

Mike Barrell

So, your job is to hear what they are saying and what their behavior is trying to tell you. Let’s bring Mike’s four-step model of active listening to life with an example:

Step 1: Exact Words (What did they say?)

A player says: “I can’t do this!”

Simply hear the statement without judgment.

Step 2: Possible Meanings (“What does that mean?”)

“I’m struggling”

“I need help”

“I feel inadequate”

“I need more of your attention”

Look for underlying messages. Consider possible interpretations.

Step 3: Underlying Reasons (Why did they say it?)

Maybe it’s their way of saying that they:

Find the activity too challenging

Seek support

Crave acknowledgment

Feel frustrated

Be conscious of context. Consider timing and circumstances.

Step 4: What action (if any) do they want me to take?

Determine if intervention is needed. Choose an appropriate response.

Depending on their needs, you might:

Encourage persistence

Offer guidance

Validate their effort

Offer a helpful tip

Pay attention to them

Adjust the activity

And if the player says nothing and silence speaks?

Invite Feedback First: Empowering the Player

Like opening a door – giving them space to express themselves

Simon advocates for a pull-before-push approach:

“Invite self-feedback first. If the individual isn’t forthcoming, focus on their behavior and invite an opinion on what might have been done differently. Keep your voice and body language neutral, and remind them of the common purpose and vision. Pull and invite first before pushing and giving your advice.”

Simon Wheatley

Why is it important to invite feedback from the player first?

“A great coach has the ability to get the player to believe that the change is coming from them, rather than the coach.”

Kyle LaCroix

Further, opening the floor to them first diffuses tension and fosters cooperation. When players contribute to the conversation, they feel ownership over their progress.

This empowerment leads to increased motivation and accountability. They become active participants in their development, not just passive recipients of instructions. By inviting feedback from the player first, you elevate your coaching from a monologue to a dialogue, fostering a more effective and harmonious coaching environment.

Effective Feedback Invitation Strategies

Open-Ended Questions

“What is going through your mind?”

“What did you notice?”

Or, as Emma suggests:

Future-Focused Inquiries

“Hey, next time you have that same ball… what would you do differently?”

The future-based question allows the players to move on and think about the future rather than dwelling on the mistake they just made.”

Emma Doyle

Patient listening

“Think before you act because sometimes we do more harm than good.

Bite your tongue once or twice before you voice your opinion.”

Rohan Goetzke

Let your players know that their input is essential and always welcome. Give players time to articulate their thoughts. Silence can be powerful; resist the urge to fill it, even though it’s tempting. When they speak, show genuine interest by making eye contact, nodding, and summarizing their points to ensure understanding.

And if the tip is successful?

“My experience is that if I speak less, the players think more. They also try more, probably because they’re not as afraid of constantly being judged. There is often a lot of quality in players working on their game on-court without a coach being with them constantly.”

Johan Hedsberg

By now, you might be wondering if offering guidance is still part of the equation. Absolutely! There’s a time to support and be available—by adding meaning to practices, actively listening, inviting self-feedback, and understanding the value of moderating how much feedback you give. Then, there’s a time to offer advice and set the direction. The next chapter will dive into when, what, and how to provide feedback effectively. But for now, here’s the…

Chapter Checklist

Setting the Stage and Listening

Structure and Purpose

Implement the three steps of structure

Define a clear purpose for each practice

Provide targeted feedback

Guide future learning

Active Listening

Practice Mike's four-stage listening model

Allow silence for player reflection

Listen before offering solutions

Player Empowerment

Encourage independent thinking

Invite player feedback first

Resist overcoaching

Create problem-solving opportunities

Key Takeaway: Effective coaching often means saying less so players can think more, supported by clear structure and active listening.

Next Chapter: We'll explore how to deliver impactful interventions when needed, focusing on timing, clarity, and effectiveness.

Chapter 5 – Impactful Interventions

With a foundation in listening and structure established, we now turn to the critical skill of intervention—when and how to provide feedback that creates lasting change. This chapter explores how our words shape players' inner dialogue and how to deliver feedback that reinforces positive actions rather than highlighting errors.

Avoiding Common Traps: From Critic to Coach

Like pointing out the storm instead of guiding through it – Focus on the solution, not the problem

Here is Frank on what to keep in mind when providing a player with feedback:

“We need to remember that what we repeatedly tell players often becomes their inner dialogue when competing. Therefore, we must be very conscious of what we say daily.”

Frank Giampaolo

So, what’s the common trap when giving feedback?

“The easiest thing to do is to tell someone what they're doing wrong. Anybody watching a tennis match can say, “That backhand needs work,” “Always late on that forehand,” He doesn't run fast enough,” or “She’s choking.” That's not coaching. That's being a critic.”

Peter Smith

Why is it discouraged to tell players what they are doing wrong?

“Our brain sees things in pictures. When we hear or read something, it translates into a picture for understanding. A big waste of time is when coaches say what players do wrong. For example, if a player hits the ball too close to the body, instead of saying, “It's too close,” it's better to say, "Give yourself more space," or "Hit further out from the body."

This gives the player a clear image to aim for, which is much easier for the brain to process. This shortens the development time. Additionally, the dialogue, tone, and atmosphere on the court will be filled with more positive energy, which, in my world, is more productive.

Patrik Langvardt

Keys to constructive feedback

Focus on desired actions rather than mistakes

Create clear mental images for players

Maintain positive energy in communication

Frame feedback in terms of future success

So, it’s recommended to strive for feedback that tells the player what to do, not what to avoid. But how do you decide what feedback to give?

Providing Specific Feedback: Actionable Insights

Like giving a key to the right door – One step at a time unlocks progress

Here is Simon advocating for precision in our feedback to players:

“You need to give feedback on one element at a time. This brings clarity and consistency for the player and focuses the coach’s eyes and voice on ensuring they don’t get distracted by the additional ambient issues that coaches feel duty-bound to give feedback on.

If a player is told to swing their racket faster but receives feedback on footwork, grip, balance or rotation every other ball, even if correct, it complicates and lengthens the learning process.”

Simon Wheatley

What is a specific example of targeted feedback?

Dave shares a powerful approach to reinforcing effort:

“One of the most powerful ways to show players you care about effort and performance more than outcome is during drills. For example, when working on backhand passing shots that dip at the opponent’s feet, praise the correct execution even if the point is lost.

So, on a point where the player gets the passing shot to dip down into the opponent's feet but loses the point, you jump in and say, “Yes, that is exactly what I want.”

The player usually responds: “But I lost the point.” This allows you to say: “I know you lost the point, but you got the passing shot to dip at your opponent’s feet, and that is what I want you to do.” Now the player knows you care about effort and performance, not just the outcome.”

Dave Miley

Principles for Effective Feedback

Focus on one element at a time

Align feedback with drill purpose

Emphasize process over outcome

Acknowledge effort and proper execution

Keep feedback clear and specific

Further, Ruben shares his advice on providing high-quality feedback:

“Consider what is not important. What will I not say? That is also a skill. I could say this, but it’s probably not functional; let me skip it.”

Ruben Neyens

It’s established that feedback should target one aspect at a time. So, when is the best time to provide it?

Timing Feedback: Finding the Right Moments

Like planting a seed – Feedback needs the right moment to take root

The boring answer is “it depends” on many variables, including the player, what you are working on, the training age, and your relationship with them. However, Kris has a good rule of thumb that enables you to intervene only as often as needed. Not more, not less.

“I see my role as a coach like a bumper bowling guard. I make the players aware of the goal, and when they try different solutions, I function as the bumper guard, getting them back on track if they go too far off.”

Kris Soutar

The timing of your feedback is determined by what you see. As coaches, we must be disciplined and carefully observe what’s happening. Only intervene with questions, comments, or new cues if a player nears the “alley.” This bumper-guard approach nurtures the player’s problem-solving skills and enhances their ownership of their tennis development.

The bumper guard approach

Example: Grip choice

The goal is to help the player with her grip on the forehand.

Define the two extremes (bumpers)

Set clear Boundaries

Bumper 1: Eastern grip

Bumper 2: Western grip

Allow personal style

Neither extreme is ideal

Let the player find a comfortable middle ground

Intervention points

Only step in when the player approaches “bumpers.”

You’ll likely aim for a grip between these extremes, allowing for personal preference. Letting the player choose their grip within the bumpers fosters a sense of inclusion and collaboration. This increases their ownership of their development and game. More ownership leads to greater motivation, tenacity, and resilience during practice and matches.

Sometimes, that's all you need, and players will find the solution themselves. If a player succeeds within your bumpers, here’s a possible 4th Positive Reinforcement step to add to your approach suggested by Peter:

“If you spend enough time around players, you will start catching them doing certain things right, and then you say: “That's it. Do that. That's what you need to do more of.” It’s okay for them to know they have limitations, but catch them doing the right things and build them up. Do that, and you’ll develop a powerful player compared to tearing them down by pointing out every mistake.”

Peter Smith

Patrick adds a valuable perspective on handling players who are frustrated on the practice court:

“When a player says: “I can’t hit a backhand” or “This is the worst I have played in my whole life” instead of saying: “Why are you saying that? Don’t say that,” I like to acknowledge what they just said. “It sounds like you’re struggling with your backhand today,” or “You’re having a hard day?” When they get older, they might realize you’re trying to trick them a bit, but they will let their guard down, and then you can jump in and provide a tip.”

Patrick McEnroe

We have now established the significance of active listening, acknowledging, and providing targeted feedback through well-timed interventions - the essentials. However, the effectiveness of our messages to players may still be lacking.

Let’s explore a possible explanation.

Seizing Opportunities: Making Impactful Interventions

Like hitting the bull’s eye – Timing and precision make all the difference

As tennis coaches, we study the game and understand biomechanics. We know what each stroke should look like and all the little subtleties of what a player should do on each stroke. We risk giving long-winded explanations because we know what the final result should look like and what’s important at every stage.

Why is that a problem?

“You have about 20 seconds to get your point across. The simpler you present it, the better.”

Bob Brett

Here is Carlos explaining why this 20-second time constraint matters:

"We ask players to maintain focus for long periods, but their daily lives don't prepare them for this. Today's players are incredibly skilled at multitasking, but sustained concentration is challenging. Compared to 20 years ago, this is one of our biggest challenges as tennis coaches."

Carlos Rodriquez

Understanding Modern Players

Limited attention spans

High multitasking ability

Different learning patterns from previous generations

Need for concise, targeted communication

So, brevity is vital if we only have about 20 seconds to convey the main message. Instead of lengthy instructions, opt for cues. Besides the limited mental capacity, Kyle adds another dimension:

“It’s not that players don’t know what to do; it’s that players don’t do what they know.”

Kyle LaCroix

Let’s try to understand the underlying reasons for what Kyle states through Martin Broadwell’s Model:

Learning Progression

Unconscious Incompetence

Not knowing what to do or how

Conscious Incompetence

Understanding what to do but unable to execute shots

Conscious Competence

Executing correctly with focused effort

Unconscious Competence

Natural, intuitive execution

Players may not consciously grasp what to do, but their muscle memory, developed through practice, often knows subconsciously. Broadwell suggests that when a person starts playing tennis, they are unconsciously incompetent (not knowing what to do while not having the ability to execute shots). As coaches, our role is to guide players through conscious incompetence (knowing what to do without being able to execute shos) and conscious competence (knowing what to do while being able to execute shots), ultimately leading them to unconscious competence (intuitive execution and adaptation to the opponent).

Many high-level tour players have reached unconscious competence. Listening to them talk about trusting their intuition might lead us, as coaches, to mistakenly nudge less skilled and experienced players to do the same. However, trusting one’s subconscious intuition as a tennis player results from first mastering the stage of being consciously competent. It’s crucial not to skip this stage.

Many players transitioning into coaching observe their playing level improve as they instruct others. According to Broadwell, teaching transforms tacit knowledge into explicit understanding, making shot execution easier.

Key Point: Refrain from rushing players to trust their intuition before mastering conscious competence.

Here’s how we can facilitate similar growth for the players we work with.

Utilizing External Cues: Simplifying Complex Concepts

Like using a compass – External cues give direction without overcomplication

External cues accelerate learning and amplify performance by condensing complex information into digestible chunks of information. They act as beacons, directing player focus to key elements of shot execution by evoking sensations or mental images.

But can a cue truly convey substantive guidance in just 20 seconds?

Kris shares a revelation:

“I used to be snobby towards coaches that just gave tips, thinking there was no substance. I’ve done a complete 180 on this, thanks to Louis Cayer. He is brilliant at saying: “Oh, you want to do x? Then try this: imagine that you are x,y,z or “it should feel like when you are..,”. He is very clever with his communication, and I have watched him improve players in 10 seconds. Meanwhile, I have often found myself giving long-winded explanations of why a player needs to do something, sharing all of my knowledge, and must admit that I probably lost their attention long before I stopped talking.”

Kris Soutar

Louis Cayer, a prominent coach I’ve seen at multiple conferences, demonstrates the power of simple coaching cues in rapidly improving players’ performance. Seeing players effortlessly retain and execute these changes throughout practice sessions is remarkable. This phenomenon can be attributed to the type of cues employed, which significantly impact motor learning and performance:

Consider the following cues:

“Hand in front of the elbow on the forehand volley.”

“Stretch the arm tossing the ball on your serve.”

“Use your quads more when serving.”

While these cues are valid, they primarily focus on internal aspects, such as specific body parts (e.g., hand, foot, or hip).

External cues, on the other hand, direct attention to elements outside the player’s body.

Examples of External Cues:

"Create space"

"Draw a C-shape"

"Half a meter above the net."

By utilizing external cues that emphasize the intended movement effect or outcome, coaches can enhance players’ performance more effectively.

Using Action Verbs: Sparking the Feeling

Like flipping a switch – the right word can trigger the right movement

Effective cues often use action verbs to trigger proper movement. Consider these transformations:

Internal cues Action verbs (external cue)

Hand in front of the elbow on the forehand volley Tap the ball

Stretch the arm tossing the ball on your serve Reach towards the sky

Use your quads more when serving Explode off the ground

Do you have other examples of using external cues in the form of action verbs?

“Louis Cayer and I were giving a clinic on an integrated approach to footwork. Imagine Federer slicing short down the line, and you had to handle that ball.

The course attendants were put in that exact situation, and many stopped before hitting the ball, making contact way too far away from their bodies and pushing the ball long.

To solve the situation, you need to get your right foot close to the ball and use your hand to get the ball up above the net and down on the other side before the baseline.

So, as a coach, you need to paint the picture for the player. In this situation, we used the cue words “hop and hand” to help the players with a feeling and a picture. Other examples are Louis’ expressions regarding volleys like “catch the volley,” “push-,” “jab-” and “tab the volley.”

Kris Soutar

External cues facilitate faster learning and enhanced performance by reducing conscious interference, allowing the player’s motor system to self-organize naturally. Tennis coaching often emphasizes technical aspects, but focusing on micro-details (e.g., using the right leg more on the serve) can impede macro-execution (the serve). Simplifying cues to focus on overall movements rather than specific body parts can prevent “paralysis by analysis” and promote faster learning.

Incorporating action verbs like “catch,” “push,” or “jab” into cues can effectively shift attention from biomechanics to desired movement effects, making instructions concise and impactful within the critical 20-second window.

Sometimes, the most effective teaching cues to drive a technical change are the least technical cues. If more information were the answer, tennis coaches would be the best players, but that’s obviously not the case. As a coach, having technical/biomechanical knowledge is crucial. However, like you can navigate your iPhone without knowing its internal specifics, players can execute their forehand without understanding all the technical details.

Having an external focus of attention helps players learn faster and reduces the likelihood of their shots breaking down under pressure. In research by Gabriella Wulff, this concept is known as the “Constraint Action Hypothesis.”

You might have lost me a bit there, Adam – what are then summed up:

Benefits of using External Cues

Faster learning

Enhanced performance

Reduced conscious interference

Better retention

More natural movement

Are there any exceptions to the rule of thumb?

Internal language can effectively introduce a new concept to a player (e.g., “Use your right leg more on the serve”) or if you and the player are new to each other. However, it’s preferable to sum up the internal language with an external coaching cue (e.g., “Push towards the sky”) before doing the drill on the court. Internal language can also help make sense of what you’re saying during evaluations.

Are there other ways to use external coaching cues?

Using Analogies: Creating Clear Visuals

Like painting a picture – a well-chosen analogy sticks in the mind

Carlos emphasizes the power of analogies:

“You can tell a player something, but it often gets too complicated to process. However, if you make an analogy, they will never forget what you are trying to say.”

Carlos Goffi

So, most players assimilate better through analogies. What could an example be?

Creating Effective analogies

Use familiar Analogies

“For core exercises like the plank, I often find that people don’t know how to tighten their abs. Trying to convey that to them is not always easy. I find that telling players to imagine they are about to get hit in the stomach often helps them tighten their abs. Giving them a friendly tap to emphasize what they must do can also be an option.”

Dean Hollingworth

If we change the internal coaching cues into external cues using analogies, how would they look?

Hand in front of the elbow on the forehand volley It’s like a tilted high five

Stretch the arm tossing the ball on your serve Imagine a magnet in your fingertips drawn towards the sky

Use your quads more when serving Imagine you had to push away the ground from underneath you

Are there set action verbs or analogies that always work?

“With some players, you need to go through various cues to make the connection. Some will get it right away; with others, it takes multiple tries.”

Dean Hollingworth

Match player’s age and experience

Here is David on two different analogies suited for different players:

“Working with a player on getting a feel of the ball and brushing more up the back of the ball. I sometimes tell the players that I work with, if age-appropriate, that the ball is like the nipple of the breast and, therefore, they must be very gentle when brushing. For the younger audience, brushing a dog from the back towards the head could be an alternative analogy.

The crazier the analogy, the better the player will remember, so don’t be afraid to get a little silly.”

David Sammel

Is it possible to combine action verbs with analogies?

Yes, absolutely.

Here are the three external cues in a hybrid using both action verbs and analogies:

“Tap the ball as if giving it a tilted high five.”

“Reach towards the sky as if a magnet is in your fingertips.”

“Explode off the ground as if pushing it away from underneath you.”

Are there any alternatives if patience and different external cues have been tried?

“Most coaches use KP (knowledge of performance) when providing feedback (What has been discussed so far in this chapter). However, I have had great experience with KR (knowledge of results) when providing feedback to players.

Let me give you an example. Suppose you use Craig O'Shannessy's vertical separation of the court: A, B, C, and D.

You are working on a player’s returns on first serves, and the desired placement is in area C (to the left of the middle – to a right-handed player’s backhand).

The goal of the drill is ten returns to area C. Every time the player hits the desired zone, I will count towards 10. If the player doesn’t hit the desired area, I will repeat the number they are currently at. You might think it’s a little crazy, but I challenge you to see what happens if you occasionally mix up KP with KR.”

Carl Maes

Start by converting and co-creating the cue from internal to external. If that doesn’t work, be patient or try a new cue. If progress is still slow, occasionally switch your feedback from KP to KR, as Carl suggests.

Chapter Checklist

Impactful Interventions

Message Delivery

Keep interventions under 20 seconds

Focus on one element at a time

Use external cues over internal instructions

Employ action verbs and clear analogies

Timing and Approach

Act as a bumper guard

Intervene only when necessary

Acknowledge feelings before correcting

Match feedback to the player's learning stage

Feedback Quality

Create clear mental images

Use familiar analogies

Combine methods when needed

Consider alternative feedback approaches (KR)

Key Takeaway: The most effective interventions are concise and clear, creating vivid images that players can easily understand and remember.

Next Chapter: We'll explore how to evaluate progress and ensure lasting improvement through effective evaluation methods.

Chapter 6 – Game-Changing Evaluation

As tennis coaches, we often get lost in the next forehand, drill, or session, mistaking busyness for productivity and actual progress. Creating structure and order and evaluating drills and practices might feel like an unnecessary waste of time, but in this chapter, we’ll unravel how to transform experience into improvements, extract meaningful insights from drills, and balance player desires with developmental needs.

Progress requires more than just practice - it demands thoughtful evaluation. Dave emphasizes:

“No matter where a player is in their tennis journey, they need to keep developing. They can practice countless hours, play many matches, and travel worldwide, but it will not necessarily make them better. Evaluated experience will give a far bigger chance of improvement.”

Dave Bandelin

As tennis coaches, our job is to help players improve beyond what they could have achieved on their own. As Dave points out, gaining experience alone won’t guarantee improvement. Evaluating drills and entire practices is the launch pad for accelerated development, offering a greater likelihood of high performance and, ultimately, more match wins.

Players might label practices fun and exciting, while others might find them boring and repetitive. These labels provide valuable insights into how to adjust and tailor future practices. However, what matters most is what players extract and learn from individual drills and the entire session. Regardless of the player’s perception, the main question remains: “What did they learn during their time on the practice court?”

If you follow the three steps of creating order and structure (Chapter 4), you’re already covering the evaluation of entire practice sessions:

Step 1 - Set the scene by explaining the primary purpose at the start of practice.

Step 2 - Provide targeted feedback aligned with the purpose.

Step 3 - Identify critical learnings and mentally rehearse for the future

Okay, but what about evaluating individual drills?

Evaluating Drills: Effective Assessment and Adjustment

Like tweaking the engine – minor adjustments lead to smoother performance.

To extract meaningful insights from drills, here is a 3-step guide:

Step 1 - Define the purpose of the drill.

Step 2 - Provide targeted feedback aligned with the drill’s purpose.

Step 3 - Evaluate the drill based on its intended purpose.

Improving Evaluation Questions

I used to evaluate drills by asking players vague questions like:

“How was that?”

“How was the drill?”

“Was it fun?”

The answers were usually unproductive: “Okay,” “Fine,” “Bad,” or “Horrible.”

I concluded that evaluating drills was a waste of time because the responses needed more depth and quality. However, I soon realized that the flaw lay in my questions, not the process itself. The quality of the questions dictates the richness of the answers.

Just as feedback needs to be targeted and functional toward the drill’s purpose, our evaluation questions after the drill also need to be functional.

Continuous Improvement: Recalibrating Evaluation Methods

Like tuning a guitar – clarity comes from fine-tuning

Example Drill Evaluation

Step 1 - Drill purpose: Increase the speed of the recovery step after the serve.

Step 2 - Focal point: Explode off the ground (consciously limit focus despite seeing other issues: toss, serve rhythm, placement, etc.).

Step 3 – Decide on the primary learning: Tailor questions to the speed of the recovery step.

Ask Purpose-Driven Questions

How fast was your recovery step on a scale from 1-10?

What is challenging about making a quick recovery step?

What characterized your quick recovery step?

Did you feel faster on the deuce or ad side?

What is your key takeaway for quick recovery steps?

These targeted questions, as Simon emphasizes, invite reflection and steer players away from feedback dependency over time:

“Invite the player to reflect and encourage and guide them into a discussion. Be clear about your perception of what happened, and talk about how it can be done differently for a better outcome in the future. Over time, this reduces feedback dependency.”

Simon Wheatley

Sample Feedback Structure

What would be an example of inviting player feedback first (pull) and then sharing your targeted feedback referencing the primary purpose (push)?

Pull: “What new information did you discover regarding the speed of the recovery step today?”

Push: “I noticed that when you have a wider stance on your split step at the end of the recovery step, you’re better balanced, allowing you to be quicker.

Can targeted questions transform every player into a reflective, articulate thinker, generating profound insights in every drill evaluation? Probably not. However, tennis, mainly when coaching is limited, places players in a scenario where they must navigate the battlefield of the tennis court on their own. Players must, therefore, navigate challenges independently, mastering the art of problem-solving in the heat of the battle. Without providing them with the chance to reflect on their game and solve different situations on the court, we, as coaches, can’t expect them to make good decisions on the court.

But Adam, wouldn’t it be simpler just to dictate what the player should do?

Here is Emilio on what he believes makes an ideal coach:

“The ideal coach cares but also has a strong voice because, in some situations, the humble, quiet voice won’t work. There will be moments when the player pushes you to the edge.

If you don't have empathy and the player doesn’t respect you when you ask them to go the extra mile, you won’t be successful. Sometimes, you need a louder voice. The best coaches can raise their voices depending on the situation's needs. Some coaches have a low voice and won’t make a difference with certain players. Others have a strong voice but won’t connect with some players. The best coaches manage their voice in different situations.”

Emilio Sanchez-Vicario

Emilio stresses the importance of balancing empathy and directness in coaching, advocating a nuanced approach that incorporates softer and firmer voices.

My journey into Sports Science at the University of Southern Denmark in 2010 challenged my coaching beliefs, particularly in feedback and drill evaluation. Initially, I swung from a directive approach to a non-directive style, exclusively posing questions. However, considering various factors such as the situation, player, and relationship trust, I've since learned that the sweet spot lies in between.

In the symphony of tennis coaching, finding the right balance involves blending direction with inquiry, like musicians responding to cues. Skill development and self-reflection thrive in this middle ground, where words guide players toward self-discovery without overwhelming them.

So, how does one find the middle ground?

Balancing Player Desires and Needs: Navigating Expectations

Like a well-matched dance – progress happens when both partners move in sync.

Here is Marc on the prerequisite of saying what needs to be said:

“Honesty from the coach is important for the player to know where they currently sit and where they are trying to get to. It’s a two-way street where we, as coaches, need to invest in building the relationship, allowing both parties to be honest with each other when needed.”

Marc Sopholis

What are the consequences of not being honest with a player?

“If a player doesn't feel that you are honest and doesn’t feel like they can trust your words, there’s usually no chance for a long-lasting relationship with them.”

Dirk Hordorff

Why might we, as coaches, have difficulty saying what the players need to hear?

“Once you get on the tour, it can be a really good life. We're at the top of the industry, and it's easy for coaches to appease players by telling them what they want to hear to keep the job.

The coach must have the strength to tell the player the truth. Tell them what they need to hear, not what they want to hear. You get a job in tennis, and you must do your job to keep it. Doing your job also means saying unpopular things to your player, and you might get fired.”

Robert Davis

Sven offers perspective:

“We’re replaceable. Therefore, I’m not afraid to lose my job. Everybody within our industry is. If you're afraid to lose your job, the player will sense that. The only reason that I might not be too direct in my communication is because I don't want to hurt the player’s feelings.”

Sven Groeneveld

If the consequence is getting fired, why should a tennis coach tell the player the truth?

Upholding Coaching Integrity: Earning Respect

Like trimming a tree – sometimes difficult decisions lead to better growth

Christian frames the long-term view:

“Life is short. Certain things need to be said and done if you want to maximize your time. How you deliver that message is essential. Timing is crucial. While you might not want to address a specific area of weakness going into a big tournament, eventually, you will have to. There is never a perfect time, but you limit the player and yourself if you don’t maintain your integrity.

In the long run, players will appreciate that you address what needs to be addressed, even if they don’t realize it right now.

You must stay true to yourself. It’s crucial that you can look yourself in the mirror at night and know that you have truly done the best you can for the player you coach. No matter how good the player is, it’s always the person first because that is the foundation of any relationship.”

Christian Groh

And if you have established trust in the relation and maintained your integrity by saying what needs to be said, then the player decides to end the collaboration?

“At the end of the day, the only thing you want as a coach is that the player gets better. You must stand up and say no when things are not going in the right direction, or a player is not meeting your expectations, whether on-court or off-court.

In my experience, players often come back after a few months or weeks and say, “It’s okay.” They think what was said was tough to hear, but they are happy I told them, and consequently, they are now better players or people.

So, it's a balance of always trying to be a good listener and standing up for what you believe in. You must get to know the player and sense their mood before you do anything else. You need to be able to tell the truth and be honest with the player to keep your integrity and respect as a coach.”

Magnus Norman

Finally, is it really necessary to evaluate every single drill?

Drill Evaluation Guidelines

In essence, yes. While it doesn’t have to be lengthy, a brief reflection, reinforcement, or correction is vital. Consider it a quick insightful checkpoint:

Quick Check-ins

Brief reflection

Specific reinforcement

Clear correction

Example approach

Reflective question: “What worked well when you did your recovery step?”

Reinforcement: “When you jumped more straight on the serve than forward, your recovery step became faster – keep doing that!”

Correction: “Next time, imagine that when you touch the ground after your serve, the court is like lava. It’s burning a hole in your shoe if you do not remove your foot as quickly as possible”.

Sometimes, it makes sense to skip an evaluation, especially if the learning objective of the next drill remains unchanged. Instead, one can opt to regress, progress, or introduce variations to drills with the same purpose, providing feedback during the drills. Subsequently, conducting a thorough evaluation after 2 or 3 drills with the same learning objective can offer valuable insights.

Chapter Checklist

Making Evaluations Count

Evaluation Structure

Follow the three-step evaluation process

Ask purpose-driven questions

Balance pulling and pushing feedback

Document key learnings

Communication Approach

Maintain honest dialogue

Time feedback appropriately

Balance directness with empathy

Uphold coaching integrity

Practical Implementation

Use quick check-ins

Vary evaluation depth as needed

Connect feedback to improvement

Follow up on key points

Key Takeaway: Effective evaluation transforms practice into progress. It requires honesty, integrity, and a balance between immediate feedback and long-term development.

Section 2 Key Learnings: The journey from practice to performance requires:

Balanced communication that empowers players

Well-timed, targeted interventions

Honest, purposeful evaluation

Maintaining integrity through honesty

Remember: Effective on-court communication builds on your off-court foundation while preparing players for competitive situations.

Next Section: Once we have mastered on-court communication, we will explore how to apply these skills in tournament situations, where the stakes are higher and time is limited.

Section 3 –
Amplify (At Tournaments)

“Game on, coach!" The moment of truth has arrived. All the preparation and practice sessions now culminate in tournament play. While your player takes center stage, your role shifts to something equally crucial—communicating effectively before, during, and after matches. These pivotal moments can transform performance and shape future development.

This section aims to help you:

Stage: Perfect your pre-match preparation

Support: Navigate match-time communication

Story: Craft powerful post-match narratives

Let’s explore how to amplify your coaching impact when it matters most.

Chapter 7 - Staging Your Pre-Match Communication

The tournament atmosphere buzzes with energy and anticipation. As a coach, your role in these crucial pre-match moments can significantly impact your player's performance.

The Warm-Up Hit: Preparing the Body and the Strokes

It’s about getting ready, not winning, like stretching before a race.

The pre-match warm-up might look similar to what might happen in regular practice, hitting up and down the middle, cross-court, volleys, overheads, serves, and maybe a few points, but it serves a different purpose. The main objective of the warm-up isn’t to win or lose; it’s to get the body moving and run through all the strokes in preparation for the match. In practice, telling the players what they need to hear is important. During the pre-match warm-up, however, lean more toward what they want to hear.

Key Principles:

Respect Individual Needs

Some players need an hour

Others require just twenty minutes

Focus on player comfort, not fixed rules

Understanding "Feel"

Players often seek specific rhythm and timing

Good warm-up feel doesn't guarantee match success

Poor warm-up doesn't predict failure

Communication Guidelines

Save technical adjustments for practice

Reinforce existing focal points

Emphasize what works rather than what needs fixing

Show sensitivity to pre-match emotions

Remember: The warm-up serves to prepare the body and the strokes, not to win or perfect technique. Your role is to support and build confidence, not critique or overwhelm. Keep the focus on preparing them to execute the game plan you're about to define together.

Pre-Match Planning: Setting Clear Objectives

Like drawing a map before a journey – you need a plan to know where you are headed

Dave emphasizes the foundation:

“If you want to evaluate something after a match, you need a match plan before you walk onto the court. You need to know what focal points to pay attention to.”

Dave Bandelin

Frank distinguishes between productive and counterproductive focal points:

“It’s essential to talk to players about their job description in the match instead of performance goals. It’s about saying:

“Okay, you are playing Kelly. She has a weak high backhand, so you want to keep teasing her on that stroke and exploit her weakness. Her 2nd serve is not too good, so step in close on her serve.”.

Those are focal points related to performance goals, which you would much rather emphasize instead of outcome goals-oriented focal points, which is sadly what happens most of the time like:

“You’re playing Kelly; she is ranked 80 spots ahead of you. It’s going to be the biggest match of our life, and if you win, you move up 25 spots on the ranking, which means you can get into this type of tournaments. Remember that we spent so much money and used all our time on you having this opportunity. You might not get a better opportunity than this.”

As coaches, we need to help parents, especially if we’re not present at tournaments ourselves and the parent is accompanying the child. Unfortunately, many parents default to conversations about outcome goals, which may destroy the player’s ability to perform well.

A coach can prepare a player for weeks, and sometimes, on the car ride to the tournament or right before the match, everything is blown because the focus is entirely shifted toward the outcome. It’s never out of ill will from the parents, but we as coaches are often not good enough to educate the parents on what we are working on, why we are doing x,y, z, or how they can best support what we have been working on at the practice court.”

Frank Giampaolo

So, it’s crucial to set performance-related focal points. Further to help parents with their pre-match communication if you are not present, at a tournament. Is it recommended to communicate in the same way to all players?

Customizing Approaches: Adapting to Player Personalities

Like tuning a radio – each player has their own frequency

The amount of information a player can absorb before a match varies. Here are a few examples:

“At the moment (2020), working with Naomi Osaka, it's very clear that I have to focus 90% on Naomi. If Naomi plays her best tennis, she doesn't really need to think too much about the opponent's patterns. It's more about playing her best game against different opponents.

I worked for a long time with Victoria Azarenka. She was really good at taking information in, and she wanted a lot of information, which made it very interesting for me to go scouting and look into details. We analyzed things like where the player is playing the passing shot when someone is approaching and where they are most likely to play the next ball. A very rational tennis player.

Afterward, I worked with Angelique Kerber, who was more of an intuitive player. With Angelique, I couldn’t provide too much information before a match. I had to focus on only 2 to 3 things before a match. One time, when Angelique played Johanna Konta, who I used to coach, I provided Angelique with way too much knowledge about Johanna and her game. I felt like I knew her so well and almost knew what she would do on every ball. After the match, Angelique showed me how her head was too full, and she couldn’t think. It was clear I had given her too much information. I learned that Angelique needs more freedom because she is an intuitive player.”

Wim Fissette

Michael further emphasizes why you need to customize your communication based on the player’s personality by sharing a revealing contrast in players he has coached:

“In Maria Sharapova’s case, I sometimes needed to pick a fight with her because I knew if she was pissed off at either her opponent or me, she would often be able to use that as motivation to play better.

With Jessica Pegula, it was totally the opposite. If I started a fight with her, she couldn’t play. She would freeze. With Jessica, I had to almost fake and put an extreme emphasis on the good parts of her game. I could be mad as hell, but I had to pump her up and make her feel good about herself and her game. So, I used the information I gathered from being around my players a lot and getting to know how they thought and reacted in different circumstances to handle them best under pressure in matches.”

Michael Joyce

That was a lot of compelling examples. Please help me with the main takeaways.

Keys to Customizing Pre-Match Communication:

Match Your Approach to the Player

Consider personality type

Account for emotional tendencies

Reference past experiences

Simplify the Message

Limit to 1-3 focal points

Align with the development plan

Stay consistent with player identity

Example: For an aggressive baseliner

Cover 2/3 of the court with the forehand

Maintain court positioning close to the baseline

Move inside the baseline on the opponent’s second serves

The focal points are now agreed upon before the match. What should you then be conscious of?

Managing Pre-Match Nerves: Embracing Discomfort

Like standing in front of a wave – don’t fight it, ride it

Reminding players of their key focal points is often sufficient. However, managing their pre-match feelings is crucial to setting the stage. Be wary of clichéd phrases like "Think positive" or "Just enjoy it," as they can be counterproductive.

Let’s look at my own top 5 clichéd phrases that I’m guilty of having said way too many times and explain why you might want to think twice before using them so they don’t backfire. While all are well-meaning advice, they are often more counterproductive than helpful.

"Think positive"

Encouraging positive thoughts can be challenging in high-pressure situations. Emphasize controlling body language instead of thoughts.

"Don’t worry. There is nothing to fear"

Acknowledge that nervousness is natural. Emphasize that the brain can’t distinguish between what is and what isn’t life-threatening; hence, the discomfort in a tennis match can feel life-threatening even though it isn’t.

"Just enjoy it”

Recognize that not every moment in competition will be enjoyable. Emotional discomfort is inherent in anything that you genuinely care about. Hence, a tennis match will likely serve as a magnifying glass to your emotional response, both in terms of euphoria and misery.

"Go out there and play freely"

Playing freely is a byproduct of doing the right things; it’s not a goal achieved by focusing on “being in the zone” or playing freely. The means to the end is to focus on the pre-match focal points.

"Believe in yourself"

Emphasize courage over fleeting feelings of self-confidence. Actions dictate performance. Courage to do what is agreed upon before the match dictates actions. If the actions are executed properly, they lead to good performances and increased self-confidence. Increased self-confidence makes it easier to be courageous in the next match.

So, what is the general idea here?

Dealing with discomfort

Normalize pre-match emotions

Build courage through clear pre-match objectives

Encourage the player to return to the agreed focal points

Chapter Checklist

Staging Pre-Match Communication

Warm-up hit

Show sensitivity to pre-match emotions

Emphasize what works rather than what needs fixing

Reinforce existing focal points

Match Plan

Establish specific focal points

Frame goals around performance, not outcomes

Limit focal points to 1-3 to ensure clarity

Communication

Match your approach to the player’s personality

Account for emotional tendencies

Consider the amount of information they can absorb pre-match

Emotional Management

Avoid cliché motivational phrases

Normalize pre-match nerves

Guide the players’ focus to specific actions and objectives

Key Takeaway: Effective pre-match communication builds on your understanding of the player while maintaining focus on clear, actionable objectives.

Next Chapter: Now that the stage is set, we'll explore how to provide adequate support during the match itself.

Chapter 8 – Providing Support During Matches

The final words before the player steps onto the court have now been said. Match time brings unique communication challenges. How you carry yourself and offer support depends on your coaching philosophy, ethical stance, and relationship with the player. With the evolving landscape of on-court coaching rules, it is essential to remain adaptable. Whether coaching is permitted or not, your primary role remains unchanged: to prepare the player before the match. During the match, they're on their own, but your support can still make a crucial difference, whether it's allowed verbally or restricted to non-verbal cues.

Your approach to match support should reflect the following:

Your coaching philosophy

Established relationship with player

Tournament rules and regulations

Player's specific needs

Remember: Your primary work happens before the match—less is often more during play.

Non-Verbal Support: Mastering Body Language

Like signaling in a storm – your gestures cut through the chaos

Even when verbal communication is restricted, your body language speaks volumes. A well-timed gesture can offer effective encouragement or signal alignment with pre-match tactics.

Understanding Player Signals:

When a player looks at you during a match, it’s usually their way of saying:

“Help me”

“I’m uncertain”

“I need guidance”

If your response doesn’t meet their needs, it can lead to:

Frustration

Poor behavior

Diverted focus

While no gesture can "fix" a difficult situation, having agreed-upon responses helps players feel supported during challenging moments during matches. Initiate pre-match discussions about potentially challenging situations where the player might look to you for help or guidance.

Establish in which situations the player is typically most challenged.

Encourage the player to suggest the best gesture you can do.

Share your moral compass, what you usually do, and your experiences.

Align on the best gesture and approach.

Most players realize that there is no good response to situations. However, an agreed-upon response lets the player know that you, as a coach, are right there with them in challenging moments.

Finally, when off-court coaching is not allowed, some argue that providing the players with cue words aligned with pre-match focal points is fair play, while others categorize it as coaching. There is a delicate balance between encouragement and coaching. Where you draw the line is subjective and personal. Ultimately, it will be up to the chair umpire or referee to judge.

Off-Court Coaching: The Three Buckets of Support

Like filling different tanks – each one serves a specific purpose.

Off-court coaching is possible during the 25 seconds between points when the player is near the coach’s seat. Communication is limited to hand signals when the player is on the opposite half of the court. Communication is also allowed during medical timeouts or when the opponent goes to the toilet.

To avoid confusing the player on the court, be conscious of the three buckets of support:

Encouragement (a psychological boost)

Reinforcement (a reminder)

Adjustment (a corrective tip)

Encouragement – Energy Infusion

When the player executes well on pre-match focal points, the emphasis should be on encouragement rather than reinforcement or corrective tips. Examples of encouragement:

“Let’s go”

“You can do this”

“We believe in you”

Reinforcement – Focal Reset

When the player struggles on the court, our natural instinct is to help. This is where disciplined communication becomes crucial. Use the second bucket of reinforcement to remind the player of their pre-match focal points, either broadly or narrowly.

When the player follows the game plan, but the opponent is playing well, or the overall execution lacks quality, reinforce broadly with the following:

“You’re doing the right things”

“Keep committed to the plan”

“Good decision-making”

This will reassure the player that they follow the game plan, helping them regain perspective during longer matches or tight moments.

If executing a specific part of the game plan is subpar, focus on the most critical pre-match focal point. Given the circumstances, our task is quickly reminding the player of one of the already agreed-upon focal points.

For example, if you pre-match agreed upon the following focal points:

Cover 2/3 of the court with your forehand

Stay close to the baseline

Move inside the baseline on all 2nd serves

Then, narrow cue words for each during the match could be:

“More forehands”

“Court positioning”

“Aggressive returns”

It can be surprisingly challenging to stay within your coaching lane and reinforce pre-match focal points even when the player performs well. Remember that development occurs in practices while performance unfolds in matches, especially when you spot an aspect of the player’s game that an adjustment could enhance.

Ask yourself: “Is this to be noted down and worked on later, or will a minor adjustment now make a crucial difference to the outcome of this match?”

If you identify a minor adjustment during the match, it’s time to move into the third bucket of off-court coaching.

Adjustment – Course Correcting

When you spot a crucial aspect that the player might miss due to their narrow focus on the match, it’s time to use the third bucket of off-court coaching: Adjustment.

In emotionally charged situations, clarity is vital. The player will struggle to process what you say due to time constraints and the inability to hear you clearly. Additionally, you don’t have the convenience of following up to clear doubts.

While it’s recommended to primarily stay in the first two buckets of support during matches, there are times when a corrective tip is necessary. To make the tip effective and amplify the player's performance, deliver it as an external cue. Resist the urge to be overly narrow with technically internal cues like:

“Your toss is too low”

“Too close to the ball”

“Too low net clearance”

Instead, refer to broader strokes that are meaningful to the player from practice. At best, you have one sentence or a few words from a distance, restricting the amount of coaching possible. If your words are not clearly understood, it might backfire and confuse the player.

Examples of broad adjustment cues:

“More aggression”

“Quick feet”

“Extend rallies”

Examples of narrow adjustment cues:

“Body serves”

“Build to the backhand”

“Depth”

As a rule of thumb, if it’s a technical tip, choose a broad cue to avoid paralysis analysis. If it’s a tactical tip, choose a narrow cue to be specific and ensure clear, impactful support.

Effective on-court coaching: Getting Your Message Across

Like sending a quick text – clear, brief, and to the point

On-court coaching is primarily done in the Billie Jean King Cup (previously Fed Cup), Davis Cup, and most national team leagues. However, it is also covered here due to the possibility of its return to individual events.

When coaching is permitted, clear communication becomes crucial. Effective on-court coaching depends on the following:

Understanding player perspective

Delivering concise messages

Ensuring clarity under pressure

Managing the limited time effectively

On-court coaching offers a brief yet valuable 90-second window of valuable interaction. Unlike communication from the stance, it allows for a more direct conversation due to close physical proximity. Dario’s research reveals crucial non-verbal elements:

“We analyzed hundreds of on-court coaching changeovers and focused on their non-verbal communication. Here is what we found:

Non Verbal Communication Keys:

Eye Contact

Remove sunglasses

Shows respect and indicates interest

Physical Contact

Use body contact in the form of appropriate gestures

A high five, pat on the shoulder, or knuckles

Body Position

Maintain open posture

Avoid crossed arms/legs (signals insecurity, defensiveness, and reluctance to make contact)

Use open-palm gestures (respectful and non-threatening)

Avoid pointed fingers (threatening)

Dario Novak

Then what about the verbal part?

Whether you are called on the court once per set or have the luxury of being present at every changeover, treat it as extended off-court coaching with a better opportunity to communicate clearly with the player.

You now have the privilege of saying more than just a few words or a single sentence. This allows you to:

Understand the player’s perspective

Clear up confusion or questions

Applying the Four Steps of Verbal on-court Coaching: A Practical Example

Like steering a ship through the storm – minor corrections keep you on course

Keep these four steps in mind with the extra time and closer proximity in on-court coaching. Allocating time to each step can be tricky, but prioritize understanding the player’s perspective and delivering your main message.

Gentle Gesture (1-3 seconds)

Make eye contact

Reassuring body contact gesture

Player’s perspective (15-45 seconds)

Listen first

Invite the player to express their viewpoint

Let the player’s perspective shape your message

Main message (15-45 seconds)

Consider:

Which support bucket is needed?

What’s the crucial point?

How to phrase it clearly?

Clear confusion (3-15 seconds)

If time permits, ask the player to repeat the main message

Alternatively, a nod of understanding from the player is sufficient

In cases of confusion, follow up with a cue word or a concise sentence

Conclude the on-court coaching with a gentle gesture

Okay, you are now sitting back on the player’s bench or in your seat in the stands, depending on how you are allowed to support the player. A player or parent might think you are not doing anything during a match besides watching, but you know that many things are happening simultaneously.

Shaping the Post-Match Story: Sharpen the Lens

Like adjusting the focus on a camera – clarity brings the details into view

As the match concludes, transitioning to post-match analysis requires a systematic approach. Use pre-match focal points as your evaluation framework.

For each focal point, ask:

What’s working well?

What needs improvement?

Does something need reinforcement or addressing?

Is this meant for the post-match story or the practice court later on?

Then, occasionally take those glasses off and look more holistically at the match, as Magnus recommends:

“I have three different things that I look at.

I like to write about:

What happened when Stan was serving

What happened when the opponent was serving

General things to think about in the game

I have got three bullets and under each bullet, I have a couple of notes. I like to keep it very simple.

To see the bigger picture, I occasionally use advanced statistics throughout the year.

This goes for Stan but also his opponents. Here I look at:

Positioning

Serve patterns

Return positions”

Magnus Norman

Chapter Checklist

Providing Match Support

Pre-Match Preparation

Establish clear signals and gestures

Align on communication approach

Set expectations for support

During Match

Use appropriate support bucket

Follow the four-step coaching process

Maintain a professional presence

Match Analysis

Focus on pre-match focal points

Track key patterns

Prepare for post-match discussion

Key Takeaway: Effective match support combines clear pre-match planning, disciplined communication, and systematic observation.

Next Chapter: We'll explore how to transform match experiences into valuable learning through powerful post-match discussions.

Chapter 9 – The Power of the Post-Match Story

You’ve just watched the match and likely compiled a longer list of potential areas to discuss than the 1-3 focal points agreed upon pre-match. Post-match discussions can shape a player's growth trajectory. What makes a post-match talk genuinely effective, you might ask? This chapter explores the timing of post-match evaluations and the delicate balance between positive and negative feedback and emphasizes the importance of restraint when addressing specific aspects.

Crafting the Post-Match Narrative: Constructive Evaluation

Like sculpting clay – the final shape depends on how you mold it

Let’s start with the wisdom Brad learned from Coach Tom Chivington.

“Whether or not I had a really big win, Tom’s behavior didn't change. When I had a great win, he wouldn't get that excited. Then, the same thing when I wasn’t playing well. He wouldn't all of a sudden be in a bad mood. He was very good at being even keel no matter the result.”

Brad Gilbert

Is a post-match discussion always necessary?

The saying, “Sometimes you win, sometimes you learn,” is not my cup of tea. Is the player more likely to be motivated to do a post-match talk after a loss – most times, yes. Should the same enthusiasm extend to analyzing victories? Absolutely! Players can get wrapped up in winning and losing, meaning good and bad. Regardless of the match’s outcome, pausing to reflect on the lessons is crucial for the player and the coach. The feedback loop is broken without post-match talk, and development will suffer. The starting point for development is awareness. Therefore, post-match talks should be consistent, not a reaction to dissatisfaction. Our coach role is to facilitate long-term learning opportunities rather than short-term solutions after the match.

Then you might ask, what about the timing of the post-match talk?

Here is Michael sharing a story on how he (and likely a lot of us) has previously done wrong in the timing of a post-match talk:

“I think a mistake some coaches make is that right after the match, when everybody's all fired up, we sometimes want to tell the player what they did wrong. That's a mistake I still make every once in a while. At the U.S. Open 2017, Jessica Pegula was playing her first qualifying round, killing the girl and playing great.

She was up 6-1, 4-0, and then she suddenly started to have a letdown and ended up almost losing the set but won 7-6. Right after the match, she came off the court. During the first eleven games, she looked so focused and good. Then, for her to lose her focus and concentration, she started to play so badly. It really bothered me. Even though she won, I almost forgot that she won. She came off the court, and my uncle was there. My uncle has watched me play since I was a kid. She came off and was all happy, which bothered me even more because I thought, “How can she not be furious that this happened?”

She laughed and talked to my uncle. So immediately, I started asking, “What happened?” You went on a walkabout or something?”. She handled it pretty well. Later, my uncle called me. He didn’t even play tennis, but he said:

“Mike, you can take this the way you want it. I want you to know that you're an unbelievable coach. I'm your uncle, and your parents aren't around anymore. So, take this for what it's worth. What you did today is exactly what your dad used to do to you when you were younger, and you hated it. What you're saying is right, but maybe you should wait a little bit.”

It was really nice to be reminded in that case because that's something that we all tend to do. I told my uncle that I really appreciated it.”

Michael Joyce

So, when’s the right time? Frank suggests aligning the timing of the post-match talk with the player’s next match:

“The timing of the post-match talk depends on when the player is playing again. If it’s the same day, the coach or parent must address what went well in the previous match or any performance issues going into the next match. If the player lost the match and is not competing again for another week, it might be more meaningful to talk about the match when emotions have worn off for the player, whether after a couple of hours or the next day.”

Frank Giampaolo

Allistair adds:

“It’s important to have an agreement. One way of timing a post-match talk is to agree with the player that they talk when ready but not within the first hour because emotions are still high. This goes both ways. The coach might also still be thinking: “Why did you make that crazy shot at Deuce or at that score in the match.” Timing is everything in coaching, and it is ultimately about the players, so the coach must respect that.”

Allistair McCaw

What is important to remember if it’s ultimately about the players?

“I always let the players initiate the conversation. They need to bring it to the surface. That way, they feel it’s on their terms, and they have control. It empowers them and allows them to be open for better reflections post-match.”

Kyle LaCroix

The summed-up fundamental principles in crafting the post-match story:

Consistency

Analyze both wins and losses

Maintain regular feedback loops

Focus on long-term development

Timing of the post-match talk

Same-Day Match:

Address immediate positives

Focus on the following match preparation

No Immediate Match:

Allow emotional cooling

Schedule discussion for the next day

Player Empowerment:

Let players initiate conversation

Give them control of timing

Create a safe space for reflection

Let’s move on to the content of the post-match talk.

Unlocking Perspectives: Post-Match Storytelling

Like flipping through different camera angles – new views provide new insights

While individual differences will always exist, based on the player and your relationship, here are Kyle and Dave’s insights on what to keep in mind:

“I make it clear to players that the outcome itself is inconsequential. We can’t control that. Sometimes, you play like garbage and end up winning. Sometimes, you play great and still lose a tough one. Some days, it may not seem fair. But the sport is under no obligation to make sense to you.”

Kyle LaCroix

And because the results don’t always make sense, it’s important to remember that…

“Too many people are outcome-oriented. When a player finishes a match, the best question is: “How did it go?” and then the player says: “Oh, I lost,” but then we can insist on getting to know: “No, no, how did it go?”, “How did you play?”.

Now, the player knows you are interested in the performance, not just the outcome. For me, it’s crucial to get players to understand that you care about performance and you care about hard work. That you give positive reinforcement when the player works hard and perform well, not just when they win. The power of positive reinforcement is significant.

When a player finishes a match, there is another great question that you can ask the player. “If you played the match again, what would you do differently?”. It is such a powerful question because the player needs to think now. Often, it will be something like this: “Well, if I played again when I was up 3-1 in the 2nd set and had a breakpoint, instead of playing safe, I would have attacked”. To get the players thinking and problem-solving like this themselves is, for me, so important.”

Dave Miley

So, Dave suggests getting players to think and problem-solve themselves. What if the player answers in the way Brad describes underneath?

“A lot of times when you ask players after a match, they’ll say: “I played like shit. He got lucky. He played great.” There's not a lot of description of what happened.”

Brad Gilbert

Players’ introspection varies with age and maturity. Cultural differences also shape how players view coaching authority. In some cultures, hierarchy is symbolic, and everyone’s voice is valued, regardless of age or experience. In others, a formal hierarchy requires coaches to lead decisively.

In less rigid hierarchies, not involving players enough can lead to a loss of ownership and motivation. In more formal settings, involving players too soon too much can undermine the coach’s authority.

Regardless of culture or leadership style, coaches must help players broaden their perspectives post-match, as Liam emphasizes:

“Focusing on the player’s performance level is more important than their ranking and results. If the level is improving, the player is on the right path.

Take a player who lost 6-4, 7-5 to a good-level challenger player. It’s their third first-round loss in a row, so they’re really disappointed. Help the players see what they did well and their improvement from the 6-2, 6-3 loss to a similar player two weeks ago. This will help the players gain confidence by showing them how to improve as tennis players.

There will undoubtedly be times when improvement and development matter more than winning and losing; otherwise, it will become an emotional rollercoaster for the player. Players, parents, and coaches often get too emotional about the score.

It’s about understanding what’s really happening within that score. Where is the player improving, and how are they developing their game? This helps maintain perspective and confidence during periods of consecutive losses.

For example: “Today, the player did much better managing serves when down break point or facing fewer break points than last time. They made good decisions under pressure or weren’t afraid to be aggressive in important moments”. Even in a loss, there can be many positives to help sustain the player’s confidence.

Liam Smith

So, it’s crucial to help the player understand what goes on inside the score. But after watching a match, you might have a long list of things the player could have done better. What to do?”

Focused Post-Match Analysis: Avoiding Information Overload

Like packing for a trip – only take the essentials

“We have got to be careful of information overload, which is probably the biggest coaching disease out there; there is too much information. I will sit down, maybe in the gap of time where the player is cooling down, stretching, and putting together some notes. Don't go into a list of 10-15 things they did wrong, as that will ruin the player's confidence.

Allistair McCaw

So, what should be emphasized first in a post-match talk?

This is where our pre-match focal points and what Frank Giampaolo calls the player’s job description come in handy. No matter the match's result, focus on the 1-3 key aspects that tie back to the pre-match focal points.

Examples from the pre-match talk

Cover 2/3 of the court with your forehand

Stay close to the baseline

Go inside the baseline on all 2nd serves

Depending on the player's maturity and introspection level, address each focal point individually:

Coach: "Okay, Sally, on a scale from 1 to 10, how well did you cover the court with your forehand?"

Sally: "6"

Coach: "Interesting. Why not a 4?"

Sally: "I did well until midway through the second set, but then I played more defensively when I had a lead."

Coach: "Got it. So, what would it take for you to reach an 8 in your next match?"

Sally: "I need to be more aggressive with my forehand from the start and maintain that mindset throughout the match, even when the score is tight."

Coach: "Exactly."

Most players can assess themselves on a scale, but you can offer your rating first to ease the process for younger or less confident players.

Addressing Persistent Patterns: Strategies for Long-Term Development

Like fixing a leaking pipe – address the root cause, not just the symptoms

While discussing focal points and using scales can often lead to valuable insights for future matches, sometimes patterns persist, and players struggle to break them. This is where Chris Argyris's concept of feedback loops comes into play.

Argyri’s Feedback Loops

Single loop learning: Is the player performing correctly?

Double loop learning: What alternative solutions exist?

Triple loop learning: Understanding how past actions have influenced current behavior.

While single-loop and double-loop learning are common in tennis coaching, delving deeper into triple-loop learning can help players understand the root causes of their challenges.

Let's continue the post-match discussion with Sally, focusing on triple-loop learning:

Coach: "When you were up 5-3 in the second set, you mentioned playing more defensively. Tell me more about that."

Sally: "Coach, I know I should have been more aggressive, but I was afraid of losing the lead."

Coach: "It's understandable, Sally. Let's examine why you tend to play defensively in such situations."

Sally: "I guess I'm afraid of making mistakes."

Coach: "Exactly. But remember, courage comes before confidence. You'll build confidence over time by consistently challenging yourself to use your forehand."

Sally: "I see. So, it's about being brave even when I'm afraid."

Coach: "Precisely. With commitment and courage, you'll use your forehand more, allowing you to perform well, as that is your big weapon."

While triple-loop learning may seem time-consuming, avoiding repeating the same frustrations in the long run is worth the investment.

Evaluating focal points provides tangible lessons for future matches, reducing the emotional rollercoaster and fostering continuous learning.

That doesn’t mean that the result doesn’t matter. Of course, it does, but the problem arises when it's the only thing that matters. In such cases, you and the player are left solely with an emotion and no actionable takeaways from the match to keep the learning loop going. When you have addressed the focal points…

“You want to identify the most critical 1-2 things, maximum, that will make the most significant difference for the player if corrected. That is the only thing you are allowed to say at that point in time. You can save the rest of the list to plan future practices and include them in the overall player developmental plan.

Touch on the effort and attitude. Did they give their best effort? Did they give their best attitude? Those are the essential things. Then you can go to the details of the wrong choices they made. Did they let themselves down mentally by poor body language or poor energy? At the end, make sure you bring back the positives, so they feel good about themselves.”

Allistair McCaw

As Allistair points out, we want players to feel good about themselves. But how can we be positive while remaining authentic?

Balancing Positivity and Authenticity: Navigating the Positivity Ratio

Like seasoning a dish – too much or too little can ruin the flavor

A final note on post-match talks is the positive vs. negative feedback ratio. Here, aided by the experiences of Chris:

“I’m striving for a 5:1 positivity ratio. It makes it easier for players to hear the tough talk when they know that not everything is negative. They start to understand that the coach cares and that the feedback is to help them improve; it’s not personal.

Even the very positive and encouraging coaches might find themselves at a 3:1 or 2:1 positivity ratio. Try to test where you are at. Conversely, there is such a thing as being too positive. If you get up to 10-12-15:1 positive to negative, that’s not ideal either. That indicates you are ignoring or neglecting critical issues, no matter the level you are coaching. In that case, some feedback will not be sincere, earned, or genuine, and thereby, you will be less authentic as a coach.”

Chris Trieste

Chris underscores the importance of balancing positive and constructive feedback to uphold your integrity and credibility as a coach. Picture it as a spectrum: on one end, there’s the relentless critic, as Peter Smith described in Chapter 5, constantly highlighting every mistake. On the other end, there’s the cheerleader, offering endless praise without addressing areas for improvement. Both extremes can limit a player’s development. The goal is to find a balance, focusing equally on strengths and areas for growth. Doing so shifts from being a mere critic or cheerleader to fulfilling your proper coaching role.

That covers the post-match talk on-site. Now, let’s look at…

The Car Ride Home: Continuing the Conversation

Like cooling down after a workout – let emotions settle before diving deeper

The car ride is just one example. Consider this more broadly: the walk from the courts to the hotel, the post-match meal, or even the late-night flight home.

“If you talk to players, especially young ones, one of the worst things about competing in tennis is the car ride home from a tournament with their coach or parents. They feel like they’re on trial, being interrogated about all the reasons for the loss. They feel held hostage and overwhelmed with questions and might not even know why they lost.

Often, the conversation shifts to the player not wanting it enough, not having a good enough attitude, or, in unfortunate cases, the coach or parent confronting the player about needing to improve if they continue investing time and money into tennis. We, as coaches, have a huge responsibility to educate and inform the parents about what parameters players should be evaluated on (e.g. the job des,cription, as previously mentioned) when we can’t be present at tournaments.”

Frank Giampaolo

So, what could another way of handling the car ride look like?

“I was with a player playing finals in a local tournament and on a school day. It was just him and me. We drove back towards school after he lost a tough match 6-4 in the 3rd.

Two minutes after we get into the car, the player looks at me and says, “Well, this is kind of weird. Nobody's yelling.” I just started laughing, and I asked, “Where do you want to go eat?”

He literally couldn't even answer. I said to him: ”Hey, you had a great tournament. You played a great match, and you came up short. It's not always about winning that day. It's about winning the whole battle.”

It's a brutal, competitive arena. Tennis is a really grueling mental and physical sport. After that, we went and had dinner. He saw that no verbal punishment was coming his way. We circled back and talked about the match in calm terms. I think that's easier to do when you're not the parent and you're the coach.”

Peter Smith

Whether it’s on-site, during transportation, or before you part ways post-match, Kyle recommends:

“As a final question of the post match discussion, I like to ask the player: “What are you looking forward to the most right now?”

Kyle LaCroix

It’s not just a polite inquiry; it’s a strategic move into the player’s psyche to determine their:

State - Where is the player’s focus?

Story - What narrative are they left with post-match?

Strategy – What are they going to do next?

State

Their response reveals where their focus lies. The player’s state is dictated by what they focus on. Pay attention to whether they are focused on something within or outside their control. Our role is to steer their attention towards what they can control, allowing them to shift mental gears from frustration to empowering story.

Story

As coaches, we’re not just instructors; we’re storytellers. Players often mistakenly think their struggles are unique and their current state is permanent. Post-match, it’s our duty to help reshape their narrative. By redirecting the player’s focus towards actionable steps, we can help them craft a tale of progress and potential, guiding them to see themselves as agents of change.

Strategy

Altering their state and story isn’t just a feel-good exercise; it’s a strategic move. By priming their mindset for growth, we pave the path for progress, whether refining skills on the practice court or implementing tactical adjustments in the next match.

So, as you conclude your post-match exchange, remember Kyle’s question. It’s not just a parting line; it’; a catalyst for empowerment and advancement.

Chapter Checklist

Creating Effective Post-Match Discussions

Timing and Approach

Allow emotional cooling

Let the player initiate when ready/agreed upon

Maintain consistent analysis for wins and losses

Content Structure

Focus on pre-match focal points

Use rating scales for evaluation

Apply appropriate feedback loops

Maintain a healthy positivity ratio

Trip back home

Create a supportive environment

Use strategic questions

Guide toward a future focus

Key Takeaway: Effective post-match discussions balance honest evaluation with perspective, turning experiences into growth opportunities.

Section 3 Key Learnings

Tournament coaching success requires:

Clear pre-match preparation

Disciplined match support

Thoughtful post-match analysis

Remember: Every tournament interaction is an opportunity to reinforce learning and build belief for future tournaments.

That was the “if,” “when,” “what,” and “how” of Winning Words - How to Unlock Potential Through Communication off the court, on the court, and at tournaments.

A few closing remarks, and then that’s it from my side.

Epilogue – Final Reflections: The Journey Ahead

As you reach the end of this book, I want to congratulate you!

Your commitment to enhancing your coaching skills reflects your dedication to the sport and your investment in the growth and success of the players under your guidance.

I hope this book has challenged your beliefs and assumptions about how you communicate as a tennis coach. As you reflect on these insights, consider how they might reshape your coaching philosophy and approach, knowing that this journey of self-discovery is essential for personal and professional growth.

If you found value in this book, please share it with a fellow coach or leave an honest review on Amazon. Your support will help spread this knowledge to more coaches looking to improve their coaching.

Feel free to contact me with any questions or insights or simply to connect. You can find me on social media at @adamblicher or by email at adamblicher@gmail.com. I look forward to our conversation and to learning from each other.

I wish you every success on your coaching journey.

Acknowledgments

Thank you to all the coaches who dedicated their time to share their stories, advice, and lessons learned throughout their coaching journeys. Without you, this book would not have been possible.

Thank you to the dedicated team of contributors who served as proofreaders and critics. Your input has been essential in elevating the quality of this book.

Special thanks to:

Beni Linder: For challenging the fundamental premise of this book.

Kyle LaCroix: For refining my sentences and helping me be more precise and eloquent.

Ingi Høgsted: For noticing the smallest details.

Jørn Kvist: For pointing out inconsistencies and unnecessary repetitions.

Merlin Van de Braam: For taking the time to help a friend and a non-native speaker all those years after we first met at the European Coaches Conference in Estonia.

Finally, thank you to my wife and parents for their patience and support, allowing me to pursue this project and scratch my itch throughout my life.

About the author

I’m a Danish tennis coach with a deep interest in the mental aspects of tennis. My coaching journey began with a tradition of coaching beginner kids at the club I grew up playing. Little did I know that this humble start would ignite a lifelong passion.

Fast-forward to 2010, and everything changed when I met with Simon Verner. Simon had an extraordinary ability to create an environment where development and fun coexisted harmoniously while maintaining high standards in practice. He taught me how to be conscious of each individual and relate knowledge in a way the players best understood.

Back then, I couldn’t have imagined that my path would lead me to travel the world for tournaments and conferences accompanied by my tennis racquet. Yet, here I am, years later, still pinching myself at the surreal experiences I’ve been blessed with. Working at various clubs, academies, and the Danish Tennis Federation has been life-changing.

The Danish Tennis Federation deserves special recognition. I will always be grateful for their unwavering trust and the opportunities they provided. These opportunities allowed me to accumulate experiences, form meaningful connections with incredible individuals, immerse myself in different cultures, and explore countless coaching methodologies.

When I started my coaching journey, I had no master plan, no roadmap detailing every twist and turn. Today, I still can’t predict where this journey will lead me next. However, I’m excited and thrilled at the thought of continuing to work with tennis and, more importantly, with the remarkable individuals who make this sport come alive.

Appendix

Meet the game changers who generously prioritized their time to share their immense knowledge and wisdom with me on the podcast, creating these Winning Words.

Alberto Castellani – The Coach’s Coach

Over three decades on the professional circuit, Alberto has coached top 100 players, including Hicham Arazi, Marc Rosset, Ivo Karlovic, Rainer Schuttler, and Janko Tipsarevic. As the president of GPTCA, he leads the world’s only ATP Certified Coaches Education.

Allistair McCaw – The Champion Builder

With over 25 years of experience, Allistair has trained world champion athletes, from Grand Slam Tennis Champions to PGA Golfers and Olympians. He’s authored six books and hosts the enlightening podcast Champion Minded.

Andy Brandi – Master of Courts (in memoriam)

Andy’s coaching career spanned 17 seasons as the head coach at Florida University, stints at the Evert Tennis Academy, and the Harold Solomon Tennis Institute. He then joined the USTA as a national coach until 2017, when he became the co-head coach of LSU’s men’s team.

Antonio VanGrichen – The Player’s Ally

A former Davis Cup player for Portugal, Antonio worked at the Harry Hopmann Tennis Academy and, most notably, guided Victoria Azarenka from age 15 to WTA top 10.

Beni Linder – Strength and Conditioning Guru

For nearly 20 years, Beni has been the head strength and conditioning coach at the Swiss Tennis Federation, working with everyone from grassroots players to top Swiss professionals.

Bob Brett – Tennis Sage (In memoriam)

For over 35 years, Bob’s coaching influenced players like Sania Mirza, Mario Ancic, Marin Cilic, Anna Ivanovic, and Boris Becker. He founded the Bob Brett Tennis School in San Remo, Italy, where he inspired and developed players year-round. A special afterword to Bob, who is no longer with us. I connected with Bob online and visited him at his tennis school, where he was incredibly generous with his time and knowledge, for which I will always be grateful. Rest in peace, Bob!

Brad Gilbert – The Grand Slam Whisperer

Brad was once ranked as high as #4 ATP. His coaching brilliance shone, and Andy Roddick, Andy Murray, Andre Agassi, and Coco Gauff captured Grand Slam Glory. He is also the author of Winning Ugly, arguably one of the best tennis books ever written.

Cameron Moore – The Compassionate Innovator

Cameron coaches from USTA Ball Winners to NCAA and Grand Slam Champions with great passion and attention to detail. He currently runs his tennis program out of Northern California.

Chris Trieste – The Decorated College Coach

As head men’s tennis coach at Mount Saint Mary College, Chris was twice named “Coach of the Year” and led his team to its first conference championship. He is also the author of 14 Great Coaches: Learn Their Lessons, Improve Your Coaching, and Have a Lasting Impact.

Carlos Goffi – The Legacy builder

Carlos started his coaching career in 1975 at the Port Washington Tennis Academy after his mentor, Harry Hopman, recommended it. He has coached John and Patrick McEnroe, led the Nike Tournament Tough Camps for over thirty years, and authored Tournament Tough, one of the most essential tennis books I have ever read.

Carlos Kirmayr – The Brazilian Maestro

Carlos reached a career-high of #36 in singles and #6 in doubles. He captained the Brazilian Davis Cup Team and coached the legendary women’s players Gabriela Sabatini, Conchita Martinez, and Arantxa Sanchez Vicario.

Carlos Rodriquez – The Calm Educator

Carlos has had an incredible coaching career working with players like Dick Norman, Dominique Monami, Daniela Hantuchova, Li Na, and Justine Henin. He currently runs three tennis academies in Beijing.

Christian Groh – The Talent Whisperer

As a former ATP player, Christian has coached seasoned professionals like Bradley Klahn and Michael Berrer. He guided Taylor Fritz to the US Open Junior title and #52 ATP. He also coached Tommy Haas and Grigor Dimitrov.

Dan Kiernan – The Underrated Multi-Talent

With over 20 professional titles and as the former top British doubles player, Dan founded the Soto Tennis Academy in Spain in 2010. During the Corona lockdown, he showed incredible innovative skills by inventing online resources, including arguably the best tennis podcast, Control the Controllables.

Dave Miley – The Tennis Visionary

Dave’s expertise spans a decade as the owner of the Record Tennis Center and 24 years at the ITF, where he served 18 years as the Executive Director of Development.

David Wilson – The Pedagogy Prodigy

David, a Ph.D. graduate and performance coach, has revolutionized teaching methodologies and contributed to the ITF Coaching and Sport Science Review.

David Sammel – The Tennis Mentor

With coaching credits for players like Arvind Palmer, Barry Cowan, Marcos Daniell, and Liam Broady, Dave authored books, including Locker Room Power and Belief vs. Confidence. He also hosts his weekly podcast, David Samml Nuggets.

Diego Moyano – The Disciplinarian

Formerly ranked #130 in singles, Diego shaped the foundations of top American players like Francis Tiafoe, Taylor Fritz, and Tommy Paul. He has also worked with stars like Guillermo Coria, Fernando Gonzalez, Kevin Anderson, and Coco Gauff.

Dirk Hordorff – The Late Bloomer (in memoriam)

Dirk coached Rainer Schuettler and Janko Tipsarevic, owned two real estate companies, and was the Vice President of the GPTCA (The Global Tennis Coaches Association). Dirk passed away unexpectedly at age 67 in 2023. Dirk and I only connected once, but he will forever stay in my mind. The way he leaned in and showed curiosity about who I was, where I came from, and why I was doing what I did culminate in him asking the rhetorical question: "Have you considered that you are a tennis writer?" I immediately denied it and said: “I’m a tennis coach.” However, the question stayed with me, and while I still coach tennis, this book proves that Dirk was (also) right.

Dean Hollingworth – The Fitness Guru

Dean has more than 25 years of experience in the fitness industry, working with the Canadian Fed Cup Team (now Billie Jean King) and the World Team Tennis, as well as individually with Eugenie Bouchard.

Edgar Giffenig – The Tennis Scholar

Edgar has been a national coach in Mexico, Germany, and the United States. In 2013, he authored books such as Developing High-Performance Tennis Players and Play Tennis with Passion. He co-founded Tennisgate.com and is currently the director of tennis at Norfolk Country Club.

Emilio Sanchez-Vicario – The Academy Maestro

A former top 10 singles player and world number 1 doubles player, Emilio co-founded the Sanchez Casal Tennis Academy with his former doubles partner, Sergio Casal, in 1998. Former academy students include Daniela Hantuchova, Svetlana Kuznetsova, Grigor Dimitrov, and Andy Murray. Further, Emilio captained Spain to a Davis Cup victory in 2008.

Emma Doyle – The Coach Dream Seeker

Emma has been in performance coaching for 30 years, spent 10 years at Tennis Australia, toured the professional Circuit, and is a TEDx speaker and director at ACE Coach Education.

Frank Giampaolo – The Parents’ Ally

Frank’s The Tennis Parents Workshops have shaped young champions and provided wisdom to parents worldwide. Frank has worked with 77 national champions and hundreds of NCAA athletes among his mentees.

Izo Zunic – The Mindset Maven

Izo runs the ImP-attitude community and coaches on the WTA tour. He has coached Ani Mijackia, Tereza Mrdeza, and Magda Linette.

Jared Donaldson – The Rising American Star

Jared, a former professional player, was the highest-ranked American Junior then. I had the pleasure of speaking with him, and he reached #48 in the ATP Singles ranking.

Johan Hedsberg – The Calm Educator

Johan was Sweden's junior national coach, guided Johanna Larsson, works at the Good to Great Tennis Academy, and is the country's Davis Cup Captain.

Jeff Coetzee – The Doubles Maestro

Jeff, an ex-professional, reached #12 in doubles and represented South Africa in the Davis. He has worked at the Schuetler-Waske Tennis University and has coached Andrea Petkovic, Cedric Marcel Stebe, and Angelique Kerber. He has coached Sania Mirza and Clara Balck, Juan Sebastian Cabal, and Robert Farah on the doubles scene. Currently, Jeff is the coach of Sander Gillé and Joran Vliegen.

Jo Ward – The Opportunist

Jo, a former player with a career-high #150 WTA, has been a national coach for the LTA and traveled on the WTA Tour as a coach. In 2006, she started the WimX Tennis Academy in the UK.

Jonny Fraser – The Performance Guru

Jonny specializes in strength and conditioning, is a “Master Tennis Performance Specialist,” certified by the iTPA. Further, he partners with Claudio Pistolesi Enterprise.

Jose Antonio Fernandez – The Player’s Mentor

A former ATP player, Jose directed a prestigious tennis club in Germany for 15 years, coached a German Bundesliga team to a championship, and coached Steffi Graff. He is now based in the United States and runs his tennis program.

Juan Viloca – The Spanish Drill King

Juan, a former professional player who reached a career-high in singles at #47, was coached by the famous Pato Alvarez. Juan has guided players like Flavia Panetta and Svetlana Kuznetsova and helped Pato with Gilles Mueller and Grigor Dimitrov.

Karan Rastogi – The Indian Prodigy

Karan was #4 in the ITF ranking and had a career-high of #284 in singles and #221 in doubles. He has worked with Purav Raja and is currently the national coach of Hong Kong. He has also been the Davis Cup and Billie Jean King Cup captain.

Kyle LaCroix – The Education Officer

Kyle, a USPTA Master Professional with a master’s degree in educational leadership from Standford University, is the Chief Educational Officer at Sets Consulting, a firm dedicated to providing innovative educational solutions for tennis.

Liam Smith – The Limitless Coach

Liam has served as the National Head Coach at Tennis Australia and various Tennis Academies. He has coached Zarina Diyas, Richard Berankis, Radu Albot, Matt Ebden, and Gael Monfils.

Kris Soutar – The Coaching Pioneer

Kris has coached everything from Scottish and British national champions to Tennis Europe, ITF ATP, and WTA-ranked players. He has worked with Judy Murray to build a bigger and better coaching workforce in Scotland and surrounding areas.

Magnus Norman – The Grand Slam Whisperer

Magnus reached #2 in the ATP rankings and a Grand Slam Final. He successfully made the transition from “Good to great” with both Robin Söderling and Stan Wawrinka. In 2011, he started a Sweden-based academy of the same name together with compatriots and former players Mikael Tilström and Nicklas Kulti.

Marc Sophoulis – The Multifaceted Coach

Marc coached ATP and WTA players like Victor Hanescu, Karan Rastogi, Anastasia and Arina Rodionova, and Sabine Lisicki. He has conducted a 40-week TV Tennis Series on ESPN Asia, and in 2011, he was awarded “Rising Star Coach of the Year” in Australia. Currently, Marc works at the Melbourne International Tennis School.

Mark Tennant – The Coach Educator

Mark, a coach educator, has worked with the LTA and the ITF. He runs Inspire2Coach, a Coach Education and Coaching Programme provider. He also grows a community of tennis coaches, players, parents, and fans through www.tennis247.co.uk.

Michael Baroch – The Cross-Border Academy Mastermind

Michael, a former player, was Ivan Lendl’s hitting partner and has coached Mark Philippoussis and Maria Sharapova. Currently, Michael heads MITS (Melbourne International School) in Melbourne and Singapore.

Mikael Tilström – The Swedish Viruoso

Mikael, a former player with a career-high of #39 in singles and #15 in doubles, has coached Thomas Enqvist, Magnus Norman, Andreas Vinciguerra, Grigor Dimitrov, and Gael Monfils. In 2011, he co-founded the “Good To Great Tennis Academy” with fellow Swedes Magnus Norman and Nicklas Kulti.

Mike Barrell – The Curriculum Builder

Mike, a specialist in coach education and program management, has taught tennis for over thirty years and founded Evolve9. He has also worked on programs for the USTA, Tennis Australia, and the LTA. Mike is currently the Executive Director of SPORTIME Clubs.

Michael Joyce – The Grand Slam Shaper

Michael once ranked #64 in singles, guided Maria Sharapova to Grand Slam glory, and was #1 in the WTA rankings. He also laid the foundation for Jessica Pegula and worked with Johanna Konta and Victoria Azarenka.

Nick Saviano – The High-Performance Guru

Nick has over 35 years of experience working with ATP and WTA players, including Grand Slam Winners and world number ones. He was the USTA's Director of Coaching for 14 years before setting up his academy, Saviano High-Performance Tennis, which he still runs today. Nick has also authored one of the most detailed tennis books on coaching, Maximum Tennis: 10 Keys to Unleashing Your On-court Potential.

Olivier Jeunehomme – The Transition Expert

Olivier has worked with Sofya Zhuk, Irina Kromacheva, and Elina Svitolina. He was part of Justine Henin’s coaching team alongside Carlos Rodriques. Since 2011, Olivier has been the director of the Justine Henin Tennis Academy, located near Brussels, Belgium. As a Dane, it's been a privilege to witness his excellent work with Clara Tauson, assisting her in developing from promising junior talent to a high-performing senior professional.

Patrik Langvardt – The Tennis Human Creator

Patrik, a former professional, and Davis Cup player oversaw the junior developmental program at SALK Tennis in Sweden for over six years. In 2012, he launched his tennis academy, Viljan Tennis, and coached Wimbledon doubles champion Freddie Nielsen.

Rohan Goetzke – The Tennis Director

Rohan worked at the Belgium Federation and coached Jan Siemerink, Mario Ancic, and Richard Krajicek. He was the Netherlands' Davis Cup and Fed Cup coach, the director of Tennis at the IMG Tennis Academy, and the current director of tennis at Court Sense.

Patrick McEnroe – The Tennis Leader

With a career-high of #28 in singles and #3 in doubles and a historic Davis Cup coaching stint, Patrick has been the general manager of the USTA Player Development and now runs the JMTA (John McEnroe Tennis Academy) as well as commentating for ESPN.

Peter Smith – The Trojan Leader

Peter guided the Trojans to five NCAA Championships as a head coach of the USC men’s tennis program. A five-time Pac-12 Coach of the Year and two-time ITA National Coach of the Year, Peter is the only men’s tennis coach ever to lead four different men’s programs to national top-25 rankings and is one of only two coaches to guide three other schools to the NCAA quarterfinals and top-5 national rankings (USC, Pepperdine, and Fresno State).

Robert Davis – The Tennis Wordsmith

Robert has spent over 25 years on the ATP Tour and has enriched tennis with his writings for ATP’s DEUCE magazine, ITF publications, and TENNIS Magazine Australia.

Ruben Neyens – The Coordination Maestro

Ruben’s popular Instagram profile offers insights into his work as a physical coach and kids' tennis tutor in partnership with KNLTB.

Sarah Stone – The Women’s Coach

Sarah has coached WTA players such as Anastasia Rodinova, Romina Oprandi, Vasillisa Bardina, and Samantha Stosur. She did an incredible job founding and leading the WTCA (Women’s Tennis Coaching Association) for eight years before committing to being the director of tennis at the Champion Tennis Academy in Greater Melbourne.

Simon Wheatley – The Technical Guru

Simon, a performance coach for almost two decades on behalf of the LTA, authored resources on mini tennis and Developing the Serve for 10 & under players. Further, he co-authored The Biomechanics of the Serve with age- and gender-specific guidelines and his most recent book, The Sweet Spot. Simon runs his own company, SW Nineteen, delivering clinics worldwide.

Stephan Medem – The Path Finder

Stepan, a former professional, has coached Claudia Porwik, Anca Barna, Meike Babel, Laura Gildemeister, Karina Habsudova, and Babara Rittner. He has also authored PlayGirl and Ich will nach Wimbledon.

Steve Johnson Sr. – The Calm Life Educator (in memoriam)

Steve was a prominent coach for over 35 years on the Southern California tennis scene and the father of Steve Johnson, who ranked high #21 in 2016. Steve Sr. unexpectedly and way too early passed away in 2017 at the age of 58. Having recently become a father myself, I have revisited the episode with Steve and found much wisdom in his reflections and approach, not just as a tennis coach but, more importantly, as a father. Thank you for sharing your experience and knowledge, Steve. May you rest in peace.

Sven Groeneveld – The Globetrotting World-Class Coach

Sven’s 30-year coaching career includes working with legends like Monica Seles, Mary Pierce, Michael Stich, Anna Ivanovic, Caroline Wozniacki, and the tennis player with the longest winning streak in tennis, Esther Vergeer.

Wim Fissette – The Champion’s Guide

Wim began his coaching journey on tour with Kim Clijsters. For the past decade-plus, he has coached top players such as Sabine Lisicki, Simona Halep, Victoria Azarenka, Johanna Konta, Angelique Kerber, and Naomi Osaka. Currently, Wim is the Billie Jean King captain of Belgium.