Research demonstrates the benefits of a more contemporary, ecological-dynamics led approach in sport coaching; however, traditional methods of practice design persist. Few studies have explored the intentions of performance tennis coaches as they design practice. This study explored performance tennis coach philosophies and approaches to practice design. Interviews took place with ten high performance coaches who worked within a national tennis performance network. A thematic analysis revealed that coach approaches to practice design were informed by 1) their experiential knowledge and 2) their beliefs regarding player development. Coaches emerged as learners, who developed their knowledge through unmediated, informal learning opportunities, for example reflective practice and ‘on the job' experience. Six coaches had played tennis professionally, valuing this as a learning experience that informed their own practice. Three common beliefs regarding player development emerged between participants: repeatable players, performing under pressure, and individualised practice. These beliefs formed practice design principles, which translated into a uniform implementation of drills (serial, blocked, repeated patterns of play) and the intuitive inclusion of representative practice designs and constraints manipulation. The findings from this study suggest that, although performance tennis coaches are aware of contemporary approaches to practice design, a traditional, information-processing approach to skill development dominates their design of practice tasks. This study documents approaches to practice design in elite tennis and contributes to a growing body of pedagogical research in performance sport.

研究证明了在运动教练中采用更现代、以生态动力为主导的方法的好处；然而，传统的实践设计方法仍然存在。很少有研究探讨网球教练在设计练习时的意图。本研究探讨了性能网球教练的理念和实践设计方法。采访了十位在国家网球表演网络中工作的高绩效教练。一项专题分析表明，教练的实践设计方法受 1) 他们的经验知识和 2) 他们对球员发展的信念的影响。教练以学习者的身份出现，他们通过无中介的、非正式的学习机会发展自己的知识，例如反思性实践和“在职”体验。六名教练曾打过专业网球，他们认为这是一种学习经验，可以指导他们自己的练习。参与者之间出现了关于球员发展的三个共同信念：可重复的球员，在压力下表现，以及个性化的练习。这些信念形成了实践设计原则，转化为统一的演练实施（连续、分块、重复的游戏模式），以及直观地包含代表性的实践设计和约束操作。这项研究的结果表明，尽管网球教练知道当代的练习设计方法，但传统的、信息处理的技能发展方法主导了他们的练习任务设计。本研究记录了精英网球练习设计的方法，并有助于越来越多的表演运动教学研究。