Learning the tennis serve: blocked practice feels better
A 13-year-old beginner has had eight tennis lessons. The coach spends 30 minutes of each session on 40 serves from the same position on the baseline, with the coach feeding a basket of balls and giving a correction after every serve ('elbow higher', 'toss better'). In practice the player lands 26 of 40 serves in. In a modified match, the first serve goes in only 6 of 20 attempts and she double-faults repeatedly. She now asks to serve underarm and says she is 'rubbish at tennis'. A second coach suggests random practice, a cue to 'reach up and brush the ball', video self-modelling and a pre-serve routine. She has a county-level badminton background and is strong overhead but has never been taught a continental grip.
1. Explain why her practice success (26/40) has not transferred to the match (6/20). Use concepts from motor learning.
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She has practised in a blocked, constant condition: 40 serves from the same baseline position, with the same feed and a correction after every trial. That can produce good performance during practice but poor learning, because she does not have to detect and correct errors, adapt to varying tosses, targets or score, or make decisions. The coach's frequent verbal feedback creates dependency on external information; when it is removed in a match, she has no internal reference.
The match also introduces anxiety, a different audience, a real opponent and the need to serve to different targets. Motor learning is inferred from retention and transfer, not from practice performance. The drop from 26/40 to 6/20 is a transfer problem. The underarm request and 'rubbish' comment suggest low self-efficacy. Practice should include variable conditions, reduced feedback and pressure so that the serve survives match conditions.
2. Redesign one 45-minute session to improve retention and transfer. Justify each choice with motor-learning principles.
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45 minutes:
- 10 min warm-up and toss/rhythm.
- 10 min technique with an external focus cue ('reach up and brush the ball') and a continental grip, using 5–8 serves, not 40.
- 15 min random serving to three targets (wide, body, T) from two positions, with scoring and a short routine.
- 5 min video self-modelling and self-assessment.
- 5 min pressure game (first serve must land in; double fault loses the point) and imagery.
Justification: random and variable practice increase contextual interference and transfer; external focus improves automaticity; reduced feedback (summary after 4–5 serves) avoids dependency; self-modelling builds a correct model and self-efficacy; a pre-serve routine provides consistency under pressure. Keep success high enough to build confidence.
3. Address her confidence and underarm request. What psychological strategies would you use, and what would you say?
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Use Bandura's self-efficacy sources: mastery experiences (shortened service games and targets she can hit), vicarious experience (video of similar players), verbal persuasion (specific, credible feedback) and arousal control (breathing, routine). Set process goals such as toss height, brush and target rather than outcome goals. Use imagery of a successful serve and a pre-serve routine. Do not simply say 'you're great'; give evidence.
The underarm request should be handled as a temporary confidence option: allow it in one practice match if needed, but continue serving practice because avoidance reduces self-efficacy in the long term. Say: 'Your practice numbers show you can serve; the match is a different test. We will build a routine and practise serving to targets under pressure. If you want one underarm serve in the next match to steady yourself, we can plan it, but we will keep working on the overhead serve.'