Coaches’ Use of Attentional Focus Instructions in Tennis Training: A Field-Based Analysis

Previous research has demonstrated that adopting an external focus of attention (EFoA) generally enhances motor skill performance and learning more effectively than an internal focus of attention (IFoA). However, little is known about the specific verbal cues coaches actually use during training. The present study addressed this gap by examining the frequency and type of FoA instructions given to tennis players of different skill levels. Data were collected from 5 tennis coaches (Mcoaching experience = 6.83 ± 1.61 years) across 473 sessions with 36 tennis players (Mage=23.08 ± 9.18 years) classified as beginners, intermediates, or advanced. Each instruction was coded as IFoA, EFoA, or holistic focus of attention (HFoA), and the data were analyzed with a mixed design model. Overall, EFoA cues were the most common (46.56 %), followed closely by IFoA (44.47 %), while HFoA cues were relatively rare (8.97 %). Mixed models for repeated measures showed that beginners received more IFoA cues, whereas advanced players were given more EFoA instructions. This suggests that the demands of tennis, such as using the racket to strike the ball (external instrument), and directing the ball over the net to specific court areas (environmental targets) may lead coaches to favor EFoA for skilled players, while prioritizing IFoA for beginners. Overall, the findings of the present study suggest that even seemingly minor changes in the wording of attentional cues can significantly enhance the performance of various sports skills, including tennis, and optimize the motor learning process.