Plain-English definitions and on-court coaching cues for players, parents, and coaches across all development stages.
The stages a junior moves through, and how we decide when they're ready.
The sequence of stages a junior moves through, from first contact with a racquet to high-performance training. A child moves up when they have mastered the goals of their current stage, not because of a birthday.
“She's ready for the next stage because she's met the goals, not because she turned nine.”
The introductory stage, usually ages 5–8. Foam or red balls, short racquets (about 38–50 cm), a small court and a low net. The focus is fun, coordination and first rallies.
“In red, we want lots of touches and lots of smiles.”
The stage for players roughly 7–10 who already have a year or more of lessons. Orange balls, a mid-size court and a higher net. Players build a repeatable technique, learn to move properly and start thinking about where to hit.
“Orange is where rallies turn into points you can plan.”
The first half of the orange stage. Players adapt to the new ball, racquet and court, and consolidate grips, arm–racquet setup and basic footwork.
“Orange 1 is about getting comfortable with the bigger court.”
The second half of the orange stage, played on a full orange court (18 × 6 m for singles) with the net raised from 70 to 80 cm. A player moves up only when the Orange 1 movement goals are secure. Goals add first-step acceleration, stopping, stance recognition and angles.
“Moving to Orange 2 is a big step. Let's make sure the foundations are solid first.”
The refinement stage, roughly ages 9–12. Full-size court with green balls, which bounce lower and slower than regular balls. Players add spin, a real second serve, transition to the net and deliberate point patterns.
“Green is where we sharpen what was built in orange.”
Regular yellow ball on a full court, usually from about age 12 upward. The player builds a game style around their strengths and follows a structured plan of training, competition and recovery.
“We don't rush specialization. The broader the base, the higher the ceiling.”
The final phase of the pathway, after specialization. Work is planned around performance goals, load and competition schedule.
“At this stage the plan is built around the tournament calendar.”
Whether a child is prepared for the next stage, judged on skills, movement, understanding and emotional maturity together. Age is only a rough guide.
“Two kids the same age can be at very different levels of readiness, and that's normal.”
Narrowing a young child's training to one sport or one result too early. It raises the risk of burnout and injury and usually lowers the long-term ceiling.
“Playing other sports now is an investment in his tennis later.”
Playing for a university team, often with scholarship support. A common route that combines high-level tennis with a degree.
“Grades and results both count for college.”
Balancing serious tennis with school or work so the athlete has options whatever happens in the sport.
“School stays a priority. It keeps doors open.”
How children learn movement, and how coaches teach it.
Developing the whole child across several areas at once: technique, tactics, movement, mind and social skills. Also means building a broad base of movement from many activities, not only tennis.
“We train the athlete and the person, not just the forehand.”
Teaching the same skill through many different drills, games and conditions so the child learns to use it anywhere.
“Same shot, ten different games.”
Adding difficulty in small steps, from simple to complex and from easy to hard, so the child keeps succeeding while being stretched.
“We add one new challenge at a time.”
Using games as the main teaching tool at young ages. Children stay engaged longer and learn to use skills in real situations.
“If it looks like they're just playing games, that's the plan working.”
The areas every session and every player report should cover: technical, tactical, physical (movement), mental, and social/communication. Competition and organization are added for older players.
“Here's where she's at in each of the five areas.”
How the body and brain learn a movement until it becomes automatic. Real learning shows as improvement, consistency, retention over time, and the ability to adapt the skill to new situations.
“A good lesson isn't one perfect shot. It's a shot that still works next week.”
Learning a skill moves through three stages: rough (the child gets the general idea but the movement is clumsy), refined (the movement becomes smoother and more accurate), and flexible (the player can adapt it under pressure and in new situations).
“He's in the rough stage with the serve. Clumsy is normal right now.”
A movement that has been practised until it reaches a goal reliably, with a high success rate and little wasted energy.
“Skills are built through repetition with purpose.”
A skill performed in a changing, unpredictable environment, like tennis, where every incoming ball is different. Players must read and react, not just repeat.
“Tennis is an open skill. The drill is only useful if it transfers to the match.”
A skill performed in a stable, predictable environment, such as a gymnastics routine. In tennis, the serve is the closest thing to a closed skill.
“The serve is the one shot where you're in full control.”
A drill focused on technique only, with no decisions to make. For example, repeated fed balls from a basket.
“Basket feeding: just focus on the swing.”
A drill with limited, known choices. The player knows the options but not exactly which ball is coming.
“It's either a forehand or a backhand. Read it early.”
A live-ball drill with a few rules or targets that limit the options while still demanding decisions.
“Live rally, but you can only win the point cross-court.”
A drill or game that looks like real match play, where the player must read, decide and execute.
“Now play it out. You make the decisions.”
Mixing different shots and situations in unpredictable order. It feels harder in the moment but produces better learning than repeating one shot in a block.
“It feels messier, but it sticks better.”
Teaching a stroke as one complete movement rather than in parts. The preferred approach for young beginners.
“Show the whole swing. Don't break it into pieces yet.”
Breaking a stroke into its parts and working on each one separately. Useful for fixing one specific element in older players.
“Let's isolate just the finish for five minutes.”
Teaching technique and tactics together through games, so children understand why a shot is used while learning how to hit it. Often uses guided discovery.
“We start with the game, then fix the technique it exposes.”
A step-by-step model where technique is built first and tactics and match play come later. The coach makes all the decisions and the student follows.
“Useful for specific fixes, but not our default with kids.”
A teaching style where the coach sets up a task or asks a question and lets the child find the answer. Children remember what they discover more than what they are told.
“Where did the ball go when your feet were wide? Why do you think that happened?”
The range of ways a coach can run a task: command (coach decides everything), practice (player works at own pace on set tasks), reciprocal (players coach each other), and guided discovery.
“Pick the style that fits the goal, not the one that's habit.”
The coach decides what, when and how, and players follow. Efficient for organization and safety, weaker for independence.
“Everyone on the baseline, go on my whistle.”
Players work in pairs, one performing and one observing and giving feedback against a simple checklist.
“Watch your partner's split-step and tell them if it's on time.”
Information a player gets about their performance. Internal feedback comes from their own senses (how it felt, how it sounded). External feedback comes from outside: a coach's comment, a video, where the ball landed.
“How did that one feel? Now look where it landed.”
Showing the movement before explaining it. Young children copy what they see far better than what they hear.
“Watch me first, then you try.”
A lesson has a warm-up and activation phase, a main phase with varied multilateral work, and a closing phase with a game and review.
“We always finish with a game and one thing to remember.”
Watching a player systematically, from close and from a distance, before deciding what to correct. Observe, intervene, then check.
“I watched ten balls before saying anything.”
Checking progress against the stage goals at regular intervals, so decisions about moving up are based on evidence.
“Our check-in shows he's secure on 4 of 6 orange goals.”
How much work a player does: number of balls hit, time on court, distance covered, rest. Even without lab testing, coaches should track it roughly.
“We keep the volume sensible so she stays fresh and healthy.”
Games where players score by hitting a hoop, cone or court zone. They teach direction and aim without a lecture.
“Land it in the box and score a point.”
Planning training in cycles so a player builds fitness and skill and peaks for key events. Cycles are divided into macrocycles (season), mesocycles (blocks of weeks) and microcycles (a week).
“This block is heavy. Next week we taper for the tournament.”
Reducing training volume before an important event so the player arrives fresh.
“Less hitting this week. You'll feel sharper.”
Rate of perceived exertion: the player scores how hard a session felt from 1 to 10. Multiplied by minutes, it gives a simple training-load number.
“How hard was that, one to ten?”
Filming practice or matches to review technique and decisions. Players often understand a correction faster once they see it.
“Let's watch that serve back.”
The coordination abilities under every tennis skill.
How well the brain organizes movement using information from the senses. General abilities are learning, controlling and adapting movement. Special abilities include reaction, balance, combining movements, orientation, rhythm, fine control, anticipation and movement creativity.
“Coordination is trainable, and ages 6–11 are the best window for it.”
Responding quickly to a signal. Simple reaction is one known signal and one response. Complex reaction means choosing the right response among several.
“Go on the bounce, not on my voice.”
Controlling the body when still (static), when moving (dynamic), and when in the air (in flight). Good balance keeps the centre of gravity over the base of support.
“Finish the shot and hold it. Can you freeze?”
Knowing where your body is on the court in relation to the ball, the lines, the net and the opponent.
“Where are you on the court right now?”
Organizing movements in time, like the bounce–hit timing of a rally or the sequence of steps before a shot.
“Bounce, hit. Bounce, hit. Say it out loud.”
Adjusting how much force and speed to use, like the difference between a drop shot and a drive.
“Same swing, half the speed.”
Linking separate movements into one smooth action, such as running, stopping and swinging.
“Run, stop, hit. No pause between them.”
Predicting what will happen next and starting to move before it does, by reading the opponent's body, racquet and ball.
“Watch their racquet. It tells you where the ball is going.”
The ability to invent new solutions to a movement problem. Children who play many sports and free games tend to have more of it.
“Try to win the point a way you've never tried before.”
Changing a planned movement when the situation changes, like adjusting the swing when the ball takes a bad bounce.
“The ball never comes the same way twice. Adjust.”
The senses that feed movement: sight (the ball's flight), hearing (the sound of contact), touch (the racquet in the hand), body awareness (where your limbs are), and balance.
“Listen to the sound. A clean hit sounds different.”
Sensing where your arms, legs and racquet are without looking. Lets a player feel and correct a swing.
“Close your eyes. Where's your racquet right now?”
Windows in childhood when certain abilities improve fastest with training, such as coordination between ages 6 and 11.
“This is the age when coordination work pays off most.”
Being able to hit and move comfortably on both sides of the body. Also covers using the non-dominant arm and leg in games.
“We practise with the other hand too. It builds the whole body.”
Moving or reacting as fast as possible. Speed develops unevenly through childhood and responds best to short, playful, high-quality efforts.
“Short and fast. Rest, then go again.”
How freely the joints move. Young children are naturally mobile, and training should keep it that way as they grow.
“We stretch to keep the range they already have.”
How children grow and mature, tracked with height and weight over time. Growth spurts can temporarily affect coordination and timing.
“He grew three centimetres. The awkwardness will settle.”
Agility, balance and coordination: the three building blocks of every sport. Red-stage sessions are built around them, often through games that don't look like tennis.
“Today we worked on the ABCs. That's tennis too.”
Following the ball with the eyes and body from the opponent's racquet to your own. The first skill in reading a ball.
“Follow the ball all the way to your strings.”
Throwing, catching, rolling and bouncing a ball before and alongside hitting it. These games build the timing and judgement that hitting depends on.
“If you can catch it, you can hit it.”
The period of fastest growth, often around ages 11–14 for girls and 13–16 for boys. Coordination can dip and injury risk rises, so training load is adjusted.
“He's growing fast. We'll ease the volume for a few weeks.”
Moving stretches and activation drills before playing, to raise temperature and prepare joints and muscles.
“Warm up to play. Don't play to warm up.”
Strength, mobility and load management work that lowers the risk of common tennis injuries in the shoulder, elbow, back and knees.
“Ten minutes of prevention saves ten weeks off court.”
Everything that lets the body adapt to training: sleep, food, hydration, easy days and rest.
“Sleep is part of training.”
Structured off-court training for strength, power, speed, endurance and injury resilience, adapted to the player's maturity.
“Gym days make court days safer.”
How players move to the ball, set up and recover.
How a player moves to the ball, sets up, hits and recovers. In the orange stage it covers acceleration, stopping, stance and recovery steps.
“Good tennis starts with the feet.”
The five parts of every groundstroke: split-step, move to the ball, hit, recover, split-step again. A key orange-stage goal is completing the full cycle on every ball.
“Split, move, hit, recover, split. Every ball.”
A small hop landing on the balls of the feet as the opponent hits. It loads the legs so the player can push off in any direction.
“Hop when they hit.”
The athletic stance between shots: feet about shoulder-width apart, knees bent, weight on the front of the feet, racquet in front, eyes on the ball.
“Ready position: triangle feet, low, racquet up.”
A teaching image for the ready position: feet shoulder-width apart, so legs and ground form a triangle and the centre of gravity stays inside the base. The best set-up for reacting.
“Make a triangle with your legs.”
Teaching images for poor ready positions: feet too wide (square) or too narrow (rectangle). Players compare how each one slows their first step.
“Try the square. Now the triangle. Which one lets you move faster?”
The body's balance point. Keeping it low by bending the knees makes it easier to move and stay balanced.
“Get low. Sit into your legs.”
The area between the feet. Balance is stable when the centre of gravity stays inside it.
“Feet under you, not way out to the side.”
Staying on the balls of the feet, not flat on the heels, so the player can react quickly.
“Light feet. Heels just off the ground.”
An Orange 2 goal: an explosive first step that covers as much ground as possible in the time the incoming ball allows.
“First step is the fastest step.”
An Orange 2 goal: the last step before the hit, which stops the body in balance so the swing can happen from a stable base.
“Arrive, stop, then hit.”
Slowing the body down with small adjustment steps as the player approaches the ball.
“Little steps as you get close.”
The steps a player takes after hitting to get back to a good position for the next ball.
“Hit and get back. Don't watch your shot.”
How the feet are placed at contact. In orange, players learn the neutral stance (for driving through the ball) and the open stance (when there is little time). Orange 2 players should be able to show each one on command.
“Neutral when you have time, open when you don't.”
Front foot steps forward so the feet line up roughly toward the net post. Helps the player swing forward through the ball.
“Step in with the front foot.”
Feet roughly parallel to the baseline, hitting off the outside leg. Used when time is short or the ball is wide.
“No time to step in? Load the outside leg.”
Moving body weight from the back leg to the front (or across) during the swing, to add power without extra arm effort.
“Push from the back leg into the ball.”
The best place to wait for the next ball: the middle of your opponent's possible replies, not always the centre mark.
“Recover to the middle of their angles.”
Crossing the outside leg over to cover a wide ball quickly.
“Wide ball? Cross over and go.”
Side steps without crossing the feet, used for small adjustments and recovery.
“Shuffle back to the middle.”
A stance between neutral and open, allowing both rotation and forward movement. Common on modern forehands.
“Half-open, load and turn.”
Front foot steps across the body. Often used on one-handed backhands and slices.
“Step across on the one-hander.”
Braking, loading and pushing off quickly in a new direction. Tennis players change direction several times per point.
“Stop fast, push fast.”
Strokes, grips and the parts of a good swing.
Shots hit after the ball bounces: forehand and backhand.
“Groundstrokes are your rally shots.”
Shots hit before the ball bounces: forehand volley, backhand volley, serve and smash.
“No bounce. Catch it out of the air.”
The groundstroke hit on the dominant-hand side of the body.
“Forehand side is your racquet-hand side.”
The backhand hit with both hands on the grip. Most orange-stage players use it because it gives more control and strength.
“Two hands give you more control right now.”
The backhand hit with only the dominant hand. The free arm pulls back for balance.
“Free hand goes back as the racquet goes forward.”
The shot that starts every point, hit from behind the baseline after a toss. In orange, players build a simple, repeatable toss and swing.
“Same toss, every time.”
An overhead shot hit on a high ball, usually near the net. The key elements are turning sideways, pointing at the ball with the free hand, and moving under it.
“Turn, point, hit.”
A short, firm punch at the ball before it bounces, with little backswing and the racquet in front.
“Short and firm. No big swing at the net.”
The shot hitting back the opponent's serve. In orange the goal is simple: get it back in, deep and safe.
“First job on the return: make them play.”
How the hand holds the racquet handle. The grip decides the racquet face angle at contact. The main grips are continental, eastern, semi-western and western.
“Check your grip before every point.”
Often called the hammer grip. Used for serve, volley, smash and slice.
“Hold it like a hammer.”
A classic forehand grip, like shaking hands with the racquet. A natural first forehand grip for many children.
“Shake hands with the racquet.”
A forehand grip turned further under the handle than eastern, which makes topspin easier. Common in the modern game.
“Turn your hand a little further under.”
An extreme forehand grip with the palm well under the handle. Produces heavy topspin but makes low balls difficult.
“Great for high balls, hard for low ones.”
The eight flat sides of the racquet handle, numbered to describe grips precisely. Coaches use the base knuckle of the index finger and the heel of the hand as reference points.
“Index knuckle on bevel 3 for your forehand.”
A core technical foundation with four parts: starting position, preparation, acceleration, and coordination between the hitting arm and the free arm.
“Get the setup right and the swing takes care of itself.”
Taking the racquet back to get ready to hit. It can be circular (a loop) or straight back (linear). Early preparation gives more time.
“Racquet back as soon as you see which side.”
The part of the swing where the racquet speeds up toward the ball.
“Speed up through the ball, not before it.”
Where the racquet meets the ball. For most shots it should be in front of the body and at a comfortable distance to the side.
“Hit it out in front.”
The part of the swing after contact. A full, relaxed finish shows the swing wasn't cut short.
“Finish over the shoulder.”
What the non-hitting arm does. It helps turn the body, track the ball, and balance the swing.
“Point at the ball with your free hand.”
Swinging the racquet through the ball on a flatter path, which helps control depth and direction. An orange-stage goal, supported by the neutral stance.
“Swing through the ball toward your target.”
The side distance between the body and the ball at contact. Too close cramps the swing, too far stretches it.
“Give yourself room. Not too close.”
Reaching the hitting arm out toward the ball through contact, instead of keeping it bent and tight.
“Reach through the ball.”
Keeping the head still and eyes on the contact point through the hit.
“Keep your head still until after contact.”
Starting and finishing each part of the movement at the right moment relative to the ball.
“You were late. Start your preparation earlier.”
Turning the shoulders and hips to prepare and then uncoiling them to hit. The main power source in the orange stage.
“Turn, then unwind.”
Two ways of generating power: stepping forward into the ball (linear) or turning the body around a stable base (rotational). Players learn both.
“Step in or turn, depending on the time you have.”
A simple drop-and-hit serve used by beginners so every point can start. It is replaced by the overhead serve as coordination develops.
“Drop it, hit it, start the point.”
Forward spin created by brushing up the back of the ball. It makes the ball dip into the court and kick up after the bounce, so players can hit harder with more margin.
“Brush up the back of the ball.”
Backspin created by cutting under the ball with an open racquet face. The ball stays low and skids. Used for defence, approaches and changes of pace.
“High to low, stay under it.”
A serve with little spin, hit for speed. Usually a first-serve option.
“Flat and fast on the first serve.”
A serve with sidespin that curves away. Useful for pulling the returner wide.
“Curve it out wide.”
A serve with heavy topspin that clears the net high and bounces up and away. The most reliable second serve at higher levels.
“Brush up and let it kick.”
A ball hit just after it bounces, often at the feet while moving forward.
“Get low and block it up.”
A full groundstroke swing on a ball in the air, usually a floating ball around the service line.
“Floater? Take it out of the air.”
A high ball over an opponent at the net, or a high defensive ball to buy time.
“Over their head and deep.”
A soft shot that lands just over the net, usually with backspin, to catch an opponent far behind the baseline.
“Disguise it, then take the pace off.”
The sequence that transfers force from the ground up through legs, hips, trunk, shoulder, arm and racquet. A well-timed chain creates speed with less stress on the arm.
“Power starts from the ground.”
Pushing up and into the ball with the legs, especially on the serve.
“Bend and explode up to the ball.”
The inward rotation of the forearm through contact on the serve and smash. It adds racquet-head speed.
“Let the forearm turn through the ball.”
How fast the racquet is moving at contact. It drives both ball speed and spin.
“Faster racquet, not a tighter arm.”
Choosing what to do with the ball.
Every shot happens in one of three phases, decided by where you and your opponent are: attack, build, or defend. In orange, players work mainly on build and attack, with defence being introduced.
“Are you attacking, building or defending on this ball?”
The phase where you have the advantage: you're inside the court, your opponent is pushed back or wide, and the ball is high or close to the net.
“Short ball, you're inside the court. Go for it.”
The phase where neither player has the advantage. The goal is to move the opponent and create an opening, without taking big risks.
“Build the point. Wait for the short ball.”
The phase where your opponent has the advantage. The goal is to get the ball back high and deep to buy time.
“Under pressure? Hit it high and deep and reset.”
Keeping the ball in play over many shots. The first tactical goal at every young stage.
“Win by making one more ball than them.”
Choosing where the ball goes: cross-court or down the line.
“Cross-court is the safe choice.”
How close to the opponent's baseline the ball lands. Deep balls push opponents back.
“Aim past the service line.”
Short, wide shots that pull the opponent off the court. An Orange 2 tactical goal.
“Pull them wide, then hit into the space.”
How high the ball travels over the net. Players learn to recognize high balls (above the shoulder) and low balls (below the knee) and to choose trajectory on purpose.
“Higher over the net, deeper in the court.”
Recognizing and using fast, slow, heavy and light balls. Children learn to feel the difference and use each one on purpose.
“That was a heavy ball. Give it a bit more room.”
Moving forward to the net behind a good shot to finish the point with a volley. In orange, players learn when to come in and where to stand.
“Short ball, hit and follow it in.”
Timing your split-step to the moment your opponent makes contact, so you're ready to move either way.
“Their hit is your hop.”
Two-against-two play. At orange stage it teaches teamwork, communication and net play.
“Talk to your partner every point.”
Recognizing whether a ball will land close to you or far away, and moving accordingly.
“Is this one coming close or far?”
Hitting with a partner to keep the ball going rather than to win the point. It is the first goal of red tennis and a warm-up habit at every stage.
“How many can we get in a row?”
The simplest tactical habit: hit the ball, then move back to the middle to get ready for the next one.
“Hit it and come home to the middle.”
How many balls a player can keep in play under pressure before missing. Building it is a key green-stage goal.
“Can you keep eight in play when the balls get faster?”
The first serve can take more risk. The second serve needs high percentage and spin, because a miss loses the point.
“Second serve is about spin, not speed.”
A shot hit past an opponent who is at the net, either down the line or cross-court.
“Low and past them.”
The shot a player hits while moving forward to the net, usually deep and often down the line.
“Approach down the line, follow it in.”
Moving from the baseline into the court or to the net once you have the advantage.
“You earned the short ball. Move forward.”
The serve and the first shot after it, planned together as one pattern.
“Serve wide, then forehand into the open court.”
The return and the next shot, planned as a pattern to neutralize or take over the point.
“Deep middle return, then look for the forehand.”
Running around the backhand to hit a forehand cross-court to the opponent's backhand.
“Run around it and go inside-out.”
Running around the backhand to hit a forehand down the line. A higher-risk attacking option.
“Inside-in when they're leaning cross.”
Repeated shot sequences a player uses to build and win points, such as serve wide then hit to the open court.
“Your go-to pattern on big points is?”
Where a player stands relative to the baseline: well behind (defend), on it (build), inside it (attack), or at the net (finish).
“You're too far back. Take a step in.”
The safety space you leave above the net and inside the lines. Good players choose targets with margin and still hurt opponents.
“Aim a metre inside the line.”
A miss on a ball the player had time and position to play. A common match statistic.
“Fewer unforced errors wins more matches than more winners.”
A miss caused by the opponent's pressure.
“That miss was forced. Good shot by them.”
A shot the opponent can't touch.
“Build to the winner. Don't force it.”
How a doubles team lines up: one-up-one-back, both back, both at the net, Australian (server's partner on the same side) and I-formation.
“Let's try Australian on this serve.”
When the net player in doubles crosses to intercept a ball meant for their partner.
“Signal the poach, then go.”
The way a player prefers to win points, built on their strengths. Common styles: aggressive baseliner, counter-puncher, all-court player, serve-and-volleyer, big server.
“Your game style is built on your forehand and your first serve.”
A player who dictates from the baseline with heavy, early groundstrokes and looks to finish points with power.
“Take it early and take time away from them.”
A player who wins through defence, consistency and speed, turning opponents' pace back against them.
“Make them hit one more, then punish the short ball.”
A player comfortable in every court position who adapts the game plan to the opponent and conditions.
“You have every tool. Pick the right one.”
Following the serve straight to the net to finish with a volley.
“Serve, split at the service line, volley.”
Motivation, focus and emotions on court.
The part of development covering motivation, attention, emotions, confidence and how the child relates to teammates and coach.
“We're training her focus as much as her forehand.”
The drive to take part and keep trying. Task motivation (wanting to improve) lasts longer than result motivation (wanting to win).
“Let's praise the effort and the improvement, not just the score.”
Task goals are about what you do (split-step every ball). Result goals are about the outcome (win the match). Young players should compete mostly with task goals.
“Your goal today: three first serves in each game. Not the score.”
A child's belief that they can succeed at a task. It grows from real success, good examples, encouragement and managing nerves.
“You've done this in practice. You can do it here.”
Focusing on what matters, such as the ball and the opponent, and ignoring what doesn't. Young children have short attention spans, so tasks should be short and clear.
“Eyes on the ball, not the other court.”
Children feel many emotions in lessons and matches: joy, interest, pride, surprise, frustration, sadness and fear. Coaches and parents should name them and help the child handle them, not ignore them.
“You look frustrated. That's OK. What's one thing to try next point?”
Learning to lose without falling apart and to take something useful from it. It is taught from the very first matches.
“What's one thing you learned from that match?”
The determination to keep working toward a goal even when it's hard.
“Keep going. The hard part is where you get better.”
Three social behaviours coaches build in groups: learning by copying good examples, working together, and helping teammates. A good coach uses each child's strengths and weaknesses to build these.
“Can you show Luca how you did that split-step?”
Simple slow breathing between points to calm down and refocus.
“Breathe out slowly before you serve.”
The energy and joy a child brings to the court. Coaches protect it, because it is what keeps children in the sport.
“Keep it fun and they'll keep coming back.”
Enjoyment is not a bonus. At young ages it is the main reason children keep playing and the best condition for learning.
“Did you have fun today? What was the best part?”
A short, repeatable sequence between points: react, relax, reset, ready. It helps players let go of the last point and focus on the next.
“Walk, breathe, plan, go.”
Points that swing a game or set, such as 30-30, break points and set points. Players prepare a clear, high-percentage plan for them.
“Big point: go to your best pattern.”
The feeling that one player is taking control of the match. Routines and clear plans help players hold or break it.
“Momentum is shifting. Slow down and reset.”
What a player says to themselves. Short, instructional or encouraging phrases work better than criticism.
“Swap 'don't miss' for 'high and deep'.”
Mentally rehearsing shots, patterns or match situations before doing them.
“See the serve land before you toss.”
Managing energy and nerves to stay in the best zone: calming down when too tense, lifting up when flat.
“Too tight? Breathe out long. Too flat? Move your feet.”
Bouncing back from setbacks, like a lost set, a bad loss or an injury, and continuing to compete and improve.
“You lost the first set. What's the plan for the second?”
Too much load or pressure without enough recovery or enjoyment. Signs include tiredness, lower performance, irritability and loss of interest.
“She's lost her spark. Let's plan a real break.”
How coaches, parents and players talk to each other.
The feel of the session. A welcoming, encouraging, safe climate helps children learn faster.
“Mistakes are welcome here. That's how we learn.”
The coach's role in meeting each child's need to learn: helping them understand the rules, spotting their strengths and building self-esteem.
“Every kid leaves knowing one thing they did well.”
The trust-based relationship between coach and child. The coach is a teacher and role model, not just a technician.
“Kids learn more from who we are than from what we say.”
The three-way relationship around every junior. It works best when all three use the same words, share the same goals, and each keeps their own role: coach coaches, parent supports, player plays.
“Let's all use the same words so she hears one message.”
The words we use. With children, keep it short, specific and positive.
“Say one thing at a time, and say what to do, not what not to do.”
How we say things: tone, volume, speed, pauses. Children often react to the tone more than the words.
“Same words, calmer voice.”
What we communicate without words: posture, face, gestures, where we stand. A parent's sigh from the stands is a message too.
“Your face says more than your words from the stands.”
Seeing the situation from the child's point of view. It means listening, not judging, and recognizing their feelings.
“That sounds really frustrating. Tell me what happened.”
Paying full attention, checking you understood, and responding to what the child actually said.
“So you felt rushed on the serve. Is that right?”
Making sure the child has understood the task before starting, by asking them to repeat or show it.
“Tell me what we're doing in this drill.”
The child's group of same-level teammates. It strongly shapes motivation and behaviour.
“The right group makes practice feel like play.”
Groups go through phases: finding their place, testing and competing for status, accepting shared rules, and finally working together with respect for each other's goals.
“The group is still finding its feet. Give it a few weeks.”
The parent's job is support: logistics, encouragement, perspective and love that doesn't depend on results. Technical and tactical advice belongs to the coach.
“I love watching you play.”
Matches as a learning tool.
Matches and tournaments are a tool for learning, not the goal of training. They keep motivation high, test skills under pressure, and teach how to handle winning and losing.
“The match is part of practice. What are you working on today?”
The orange stage is when players move gradually from fun, promotional events to formal under-10 competition, with the right court, ball and equipment for their level.
“We'll start with team events before individual tournaments.”
Every match should have one or two clear learning goals the player keeps trying until they succeed, whatever the score.
“Win or lose, did you hit your match goal?”
Commitment, discipline, and respectful behaviour toward opponents, officials and coaches. The same standard applies to parents.
“Shake hands, look them in the eye, say good match.”
Modified scoring and rules for young players (shorter matches, simpler scoring) so they get more play and more success.
“Short sets mean more matches and more learning.”
Two or three simple intentions for a match, based on the player's strengths and the opponent's weaknesses.
“Plan A: make them hit backhands.”
Watching or researching an opponent before a match to find patterns and weaknesses.
“She misses more when you give her no pace.”
Recording what happens in a match point by point, such as serve percentages, errors and patterns, to guide training.
“The chart shows most errors came on the backhand return.”
Junior events often use short formats: no-ad games, short sets, and a match tiebreak (first to 10) instead of a third set.
“Match tiebreak for the third. First to ten, win by two.”
In most junior matches players call their own lines. A ball is in unless you are sure it's out, and doubts go to the opponent.
“If you're not sure, it's in.”
A number that measures level from match results, such as UTR or a national ranking. Useful for finding the right opponents, but not a measure of long-term potential.
“The rating tells us who to play, not how good she'll become.”
A consistent sequence before matches: food, warm-up, plan review and mental preparation.
“Same routine, every match, win or lose.”
The levels of competition from local events to national championships, international junior events and pro tournaments. Each level should be chosen for development, not just ranking points.
“We pick tournaments for the matches she needs.”
Balls, racquets and courts scaled to the stage.
Racquet length, ball type and court size are scaled to the child's stage so they can use proper technique. Using gear that's too big or a ball that's too fast slows learning.
“The right racquet size matters more than the brand.”
The racquet has four sections: head (with the strings), throat, handle and butt cap.
“Hold it by the handle, not the throat.”
Red (foam or low-compression), orange, green and yellow balls. Each slows and lowers the bounce for its stage so children can rally and learn good technique.
“Orange ball bounces lower and slower. That's on purpose.”
How the ball behaves after it hits the ground, depending on the ball's firmness, bounciness and spin.
“Watch the bounce, then move.”
Cones, targets, ladders, hoops, lines and other tools used to make drills clearer and more fun.
“Hit the hoop, win a point.”
Red uses a small court (about 11 × 5 m, net 50 cm for training). Orange uses a mid-size court (18 × 6 m for Orange 2, net 80 cm). Green and yellow use a full court.
“The court grows as the player grows.”
A small court across the width of a full court, with a low net and red or foam balls. It lets young children rally from their first lessons.
“Small court, big rallies.”
The full-size court played with green balls, which are about 25% slower than regular balls. It bridges the gap between orange and full yellow-ball tennis.
“Full court now, with a ball that still gives you time.”
How tight the strings are. Lower tension adds power and comfort; higher tension adds control. Strings lose tension over time, so restringing regularly matters.
“Restring as many times a year as you play per week.”
Weight, balance, head size and swingweight change how a racquet feels. Juniors move up gradually so the frame doesn't overload the arm.
“Move up one step at a time, not straight to an adult frame.”