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