There is a common misconception among coaches, parents, and even players that my coaching approach—letting players play games and seemingly taking a backseat—is a sign of inadequacy or laziness. The reality is far different. My approach is deeply rooted in an understanding of ecological dynamics and player-centered coaching, which might not always be visible at first glance.

The Traditional Coaching Trap

Traditional coaching often involves meticulously planned lessons centered around specific teaching points. For instance, if a player is consistently hitting the ball late, a coach might design an entire session focused on correcting the contact point. They will demonstrate, give instructions, and run drills progressing towards structured points play, all around the theme of hitting the ball earlier.

This method can be highly structured and regimented. However, it often overlooks the underlying reasons why a player hits late. The coach may be so engrossed in delivering their lesson plan that they miss crucial cues about the player’s movement, decision-making, or psychological state. They follow a script, making minor adjustments but rarely deviating from the predetermined plan, potentially missing the forest for the trees.

The Perceived Playfulness of My Approach

On the surface, my sessions might look chaotic or unstructured. Players are frequently engaged in games, and the majority of the conversation comes from them. I do not often demo strokes or shout instructions. Instead, I observe, listen, and make subtle adjustments. To an outsider, it might seem like I’m not coaching at all.

However, what others don’t see is how intensely I am observing every aspect of the players’ interactions with the game. I watch how they move, how they solve problems, and how they adapt to challenges. If a player is hitting late, I don’t immediately intervene with a correction. Instead, I tweak the game to create situations where the player naturally discovers a more effective contact point.

Observing and Adjusting

My coaching is about setting up environments where players can explore and find solutions themselves. This requires a deep understanding of each player’s unique needs and capabilities. For example, if a player is struggling with hitting late, I might modify the scoring system or the rules of the game to encourage earlier contact without explicitly stating it. This approach helps players internalize the correct technique through experience rather than instruction.

Listening to Players

Listening is a critical component of my coaching philosophy. Players often know more about their performance than they realize. By giving them the space to express their thoughts and insights, I can gather valuable information to refine the practice. This collaborative approach empowers players, making them active participants in their development rather than passive recipients of instructions.

The Real Work Behind the Scenes

When I appear quiet on the court, it’s because I’m deeply engaged in the coaching process. I am constantly assessing how players interact with the game, thinking about how to modify the environment to better facilitate learning. This involves a nuanced understanding of game dynamics and player behavior that goes beyond traditional coaching methods.

The Illusion of the Traditional Coach

On the other hand, coaches who are constantly shouting instructions and demonstrating techniques might appear more involved. However, this often masks a lack of deeper engagement with the players’ learning processes. Their approach can become a performance—a charade—focused more on delivering a predetermined lesson than on fostering genuine understanding and adaptability in players.

Conclusion

Coaching is not about how loud you are or how many drills you run. It’s about creating an environment where players can develop skills through exploration and problem-solving. My method might seem unconventional, but it’s based on a profound understanding of how players learn and adapt. So, if you see me on court and I seem quiet, know that I am coaching at a level far deeper than you might imagine. I am facilitating a process where players discover their own solutions, preparing them not just for a lesson, but for the game of tennis itself.