Plain-English definitions and on-court coaching cues for players, parents, and coaches across all development stages.
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.”