The power of curiosity

The power of curiosity

Teaching Methodologies that cultivate the player’s curiosity and interest in learning foster player autonomy.

We start from the following statement from a popular proverb

“Tell me and I forget, teach me and I may remember, involve me and I learn”

When it comes to teaching tennis we are specifically talking about using teaching techniques that follow this principle. For example reciprocal teaching (player-to-player), guided learning discovery, using questions to make players to think, and propose challenges. These methods of teaching increase the cognitive participation of the student and promote the autonomy and confidence of the players.

Guided Learning discover


The player’s Discovery of the solution to a problem posed by the coach.


Establishing a cognitive dissonance for the student by proposing a challenge, the student must solve the problem combining his psychic and technical skills.

Session plan:

The planning corresponds entirely to the teacher (proactive decisions). The coach looks for the investigative process of the players, not complete, guided and focused on the process.

Session development:

Line of Action: Not giving away the answer to the player. Always wait until the player finds the solution to the problem, first verbally and after mechanically (technically). Reinforcing correct answers/solutions. Offering additional hints and suggestions in case of incorrect answers/solutions. Allowing the player to actively participate in the learning process – Discovery. Depending on the problem posed, the process can be narrowed to a more individual approach or widened to allow a group discussion involving multiple players.

Coach’s role:

The teacher guides the learning of the students but allowing them to investigate, make decisions and discover.

Player’s role:

Find the answer to the problem aroused.

Reciprocal Teaching


The players repeat the exercises established by the coach; once the players seem to have comprehended the main idea of the exercise, one of the players can play the role of a coach and self-evaluate the progress achieved or evaluate other players.


This method seeks to increase the participation and cognitive involvement of the student in the teaching-learning process

Session plan:

The Planning of the sessions is made entirely by the Coach (proactive decision making) to help players get the best results. The coach establishes the different sequences, sets of exercises, and their duration. The coach selects the most important aspects of the exercises for players to focus on and develop (preparation, contact point, termination of the strokes, etc).

Session development:

The process has to be properly organized and explained to the players (that have to form groups of 2 at least); one player will be executing the exercise, and the other will be observing and helping if necessary; then vice versa. Depending on the level of the group of players, the intensity and rhythm of the execution of the exercises will vary, attending the needs of each player (but all still working on the same main aspect/task established by the coach).

Coach’s role:

It is no longer so outstanding, as it transfers some decisions to the students (rhythm, cadence of execution of the exercises, location on the ground, evaluation …).

Student role:

More active. They begin to have a certain responsibility such as deciding, evaluating, providing feedback.

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