This article is the first of a two-part series on what it takes to improve and grow as a competitive tennis player. While the examples focus on tennis, the principles apply to virtually any sport—and to many areas of life.
Most of us like the idea of improving. But are we willing to pay the price?
Many are not. As a result, those that are not, can become frustrated when improvement fails to materialize. Disappointment and anger often follow because they don’t understand why their progress has stalled.
So, what is the price of improvement?
At its core, improvement requires change, and most people are uncomfortable with change. The familiar—even when it is ineffective—provides a sense of comfort. The prospect of change can often bring doubt, uncertainty, discomfort, and fear of long-term failure, as well as short-term actual failure.
Consider a technically flawed stroke. After years of repetition, it can feel comfortable and somewhat reliable and consistent. Changing that stroke may temporarily make a player feel awkward, vulnerable, and less competent. The question is simple: Are we willing to endure that discomfort in order to improve?
One reason players resist change is that they spend most of their time competing. Competition is not an ideal environment for experimentation. When winning becomes the priority, players naturally rely on what already works and avoid exploring weaknesses.
As a result, they manage their limitations rather than address them.
In Part Two of this series, I will discuss how practice can be structured to promote improvement. For now, I want to focus on why many players struggle to engage in meaningful practice.
The obvious solution is to include dedicated practice sessions in your schedule instead of only playing matches. Yet many players avoid doing so because they find practice boring.
Why is practice often boring while competition is so appealing for many players?
The answer is not the same for everyone. Some people thrive on competition and love the challenge. They dislike long warm-ups and are eager to start competing after only a few minutes of hitting.
At the other end of the spectrum are individuals who dislike competition. Some find it too confrontational, while others become so tense and anxious that competing becomes an unpleasant experience.
Most players fall somewhere between these extremes. Competition is both exciting and stressful. The attraction lies in the possibility of winning, while the anxiety stems from the possibility of losing or failing to meet expectations.
Many players find practice boring because they are not truly focused on improvement. Their primary goal is simply to find ways to win. Consequently, when they practice, they often play points without purpose or intention. Since there is little significance attached to winning a practice point, they naturally ask, “What’s the point?”
Purposeful practice is different.
When a player becomes genuinely curious about improvement, practice becomes engaging. There is always something to explore, observe, and learn.
Take the second serve as an example. What happens if the toss is moved farther forward? What happens if it is moved more to the side? How does grip affect spin production? What changes when the swing path is altered? How does a loose wrist influence the outcome? How the racket’s finish affect speed, spin, or placement?
For a curious player, the possibilities are nearly endless. The same principle applies to every shot in tennis.
While I am emphasizing the value of practice, I do not want to diminish the importance of competition. Both practice and match play are essential. The key is understanding when each serves the player’s development need best.
Ideally, players should establish a reasonable degree of technical comfort before extensive competition begins. Too often, players start competing before fundamental skills have stabilized. As a result, technical flaws become ingrained, making future changes more difficult and limiting long-term development.
Competitive play develops many important qualities. It improves fitness, tactical awareness, and problem-solving under pressure. It teaches players how to compete and how to adapt to the opponent in front of them. Perhaps most importantly, it develops the ability to perform under stressful conditions.
Learning thrives in an environment where experimentation and trial-and-error are encouraged. Therefore, if you are trying to improve a specific aspect of your game, consider stepping away from competition temporarily and focusing on practice. Once progress has been made, return to competition and strive for a healthy balance between the two.
For newer players, I recommend spending significant time developing comfort with the major strokes—forehand, backhand, and serve—before placing too much emphasis on competition.
If you are convinced of the value of practice, the next question becomes: How should we practice?
Simply hitting a large number of balls will produce some improvement. However, players and coaches can often achieve much better results by applying thoughtful, purposeful training methods.
The old saying that “practice makes perfect” is not entirely accurate. Practice only leads to improvement when it addresses the right problems in the right way.
If you are trying to correct a technical flaw, the outcome is measurable. Either progress occurs or it does not. Some training methods will prove effective, while others will not. Players and coaches alike should be willing to evaluate results honestly and make adjustments when necessary.
Results matter. The process ultimately determines the outcome, but if the desired results are not being achieved, the process itself must be examined and refined.
In the next article, I will explore a practical, common-sense approach to designing progressions that facilitate meaningful player development.
Enjoy the journey.