Psychological factors in acquiring expertise in tennis: evidence from expert and non-expert tennis players and coaches

Acquiring expertise in tennis is a multi-factorial process. It involves the development of skill via deliberate practice, expertise in cognitive functioning and certain personality dispositions. The aim of this thesis was to ascertain what the most salient contributory factors are required to achieve expertise in tennis.

Following the expert versus non-expert method employed by Baker, Côté and Abernethy (2003: field hockey, netball & basketball players) and Lyons, Al-Nakeeb, Hankey and Nevill (2013; tennis players), Study One was conducted with eight expert tennis players and coaches (1 female and 7 males, ages ranging from 27 to 73 years old, mean age 41) and eight non-expert coaches and players (2 females and 6 males, ages ranging from 22 to 71 years old, mean age of 39.5). The expert cohort had either coached or competed or both, at the highest level in tennis, Grand Slam level tournaments (Wimbledon, US Open, French Open and the Australian Open). The non-expert cohort, although experienced coaches and players themselves (mean years coaching - 15.13 years), had never played or coached at or beyond the first level of professional tennis, which is ITF Futures level tournaments. After interviews were conducted using a semi-structured interview guide, Braun and Clarke’s (2006) six step Inductive Thematic Analysis (ITA) method for analysis was employed and the data were analysed. Results were reported in two parts: A – Experts and B – Non-Experts. The coding generated a rich body of data culminating in four broad superordinate themes. Although the outlook and therefore the importance and order of these themes were significantly different for each cohort, the most important theme for both cohorts was termed ‘Aspects of personality and individual differences’. This superordinate theme contained constructs such as passion, desire, determination, resilience, self-confidence and self-belief, acquiring mental toughness, hardiness, competitiveness, concentration and focus, with passion deemed significantly important. The findings and implications of the study are presented and discussed.

The Sars CoV-2 Covid-19 pandemic occurred during this research. In view of the unprecedented disruption to training and competition, this provided an opportunity to investigate what impact, if any, this had on a player’s attempt to acquire expertise in tennis. This extended research case study utilised the same method as Study One; however, with one expert coach and one non-expert player. Results from the analysed data generated four broad superordinate themes, with the expected negative impact on acquiring tennis expertise due to the ‘lockdowns’ and restrictions imposed throughout the world, being evidenced. However, similar to Study One, surprisingly, two positive psychological factors emerged. The tennis player participant here, who felt less positive initially, learnt to be more resilient and gained more determination to participate in practice and tournament play when possible. This provided him with a better opportunity of attaining ATP world ranking points. Again, as reported in Study One, participants here also suggested that team support is required in order to acquire expertise in tennis. This requirement seems to be evolving with its significance increasing.

Finally, future recommendations have been made to aid tennis federations, coaches, players, and other interested parties, on how to guide players on the process of acquiring expertise in tennis. Use of psychological scales to measure the most important psychological constructs is recommended, including the future development of a bespoke ‘expertise for tennis questionnaire’. Further studies in acquiring expertise in tennis are also suggested.