The Coaches Playbook Newsletter

Hi everyone, Two new releases have landed inside My Tennis Coaching Academy this week. 🎙️ Wayne Elderton — Member Q&A Replay (CLICK TO VIEW) Wayne joined us for an open Q&A shaped entirely by Academy members' questions. We discussed: 🎾 Scaling and modified equipment for adults — why scaling doesn't have to stop with junior tennis. 🎾 The Game-Based Approach — its strengths and some potential limitations when viewed through an Ecological Dynamics lens. 🎾 Deep attractors — how manipulating the...

Hi Coaches, A few years ago, I probably believed that becoming a better coach meant attending more courses, watching more presentations and learning more coaching activities. And don't get me wrong, all of those things can be useful. But increasingly, I've come to value something that isn't always recognised within formal coach education. A really good conversation. Some of the most interesting developments in my own thinking haven't come from sitting through another presentation. They've...

Hi Coaches, When was the last time you had a really good conversation about coaching? Not a conversation about court bookings, session numbers, player results or who's playing in the next tournament. I mean a proper conversation. One where you questioned something you believed. Where another coach challenged your thinking. Or where you walked away seeing a familiar coaching problem from a completely different perspective. I've been thinking about this increasingly over the past few years,...

Today's the day. At 4:00 p.m. UK time, I'm delivering: The Education of Intention and Attention in Doubles And if you coach doubles at any level, I'd love you to join me. Earlier this year I delivered a four-hour practical workshop exploring how we might design better doubles learning environments. We filmed everything. Not just polished demonstrations. The activities. The players. The questions. The interactions. The adaptations. The conversations when something didn't work as expected....

One misunderstanding I regularly see around the Constraints-Led Approach is the idea that we manipulate a constraint and a particular behaviour should appear. Make the court wider → player hits wider. Change the scoring → player comes forward. Award bonus points → problem solved. But players aren’t machines. Constraints don’t prescribe solutions. They change the landscape of possibilities available to the player. And different players can respond to the same constraint differently. That’s...

Serve practice. Then return practice. Then volleys. Then maybe some points at the end. We’ve practised all the important doubles shots. But have we actually practised doubles? The problem isn’t necessarily the shots we’re practising. It’s what we’ve removed between them. The serve changes the return. The return changes ball three. Ball three changes ball four. And every action changes what the other three players can do next. 3 Coaching Ideas Keep the information between shots. A serve isn’t...

A player returns serve. Where are they looking? The ball? The server? The net player? The space between them? We often talk about players needing to “watch” or “look” for particular things. But there’s another question that interests me more: What are they trying to do? Because intention and attention aren’t separate problems. What a player is trying to achieve helps organise what information becomes relevant to them. That’s particularly important in doubles. 3 Coaching Ideas Start with...

I’m pleased to announce a new live webinar: The Education of Intention and Attention in Doubles Monday 26 October at 4:00 p.m. UK time Earlier this year, I delivered a four-hour practical workshop exploring how we can design better doubles practices. We filmed the complete workshop not only the activities, but also the interactions, questions, adaptations and conversations that emerged as the coaches experienced them. For this webinar, I’ll combine that on-court footage with the original...

My coaching did not change because I found a better collection of drills. It changed because I learned to see practice differently. For a long time, I started with an activity and asked how I could deliver it more effectively. I thought better demonstrations, clearer instructions and more repetition would eventually solve the transfer problem. Now I start somewhere else. What problem is the player trying to solve? What information do they need to detect? What actions are available? What does...