Contemporary tennis coaching is shifting from traditional repetitive drills towards a practice design that emphasises adaptability through ecological dynamics and representative learning design (RLD). This approach enhances skill transfer by preserving the informational and tactical demands of competition, fostering better perception-action coupling and enabling players to adapt their behaviours in match situations.

The review highlights a significant gap between coaches’ beliefs about learning and their actual practices. While many coaches aspire to adopt player-centred, exploratory approaches, they often revert to traditional, directive methods influenced by occupational culture and prior experiences. Meaningful changes in coaching behaviour require addressing these underlying belief systems, rather than simply imparting new information.

The role of the tennis coach is evolving beyond traditional expert-led models, which emphasise technical instruction and demonstrations. Contemporary perspectives suggest that effective coaching should focus on facilitating player-environment interactions and adaptability, promoting learning through exploration rather than rigid repetition. Coaches are urged to design supportive environments that nurture this dynamic approach.

Beginner tennis coaching often emphasises technique over play, leading to minimal actual game experience and decreased motivation. This approach overlooks the importance of interaction within the sport, which is crucial for effective learning. To enhance development and retention, coaching must focus on facilitating engaging, functional experiences rather than isolated skill instruction.

Coaching identity is crucial in shaping how coaches approach learning and practice. Coaches often find themselves adhering to longstanding beliefs about learning, which prevent genuine change, despite their enthusiasm for new ideas. Developing a new coaching identity requires deep reflection and challenging existing assumptions, as methods must align with the understanding of how learning occurs.