Feedback and learning in tennis: Conceptualisation, classification, and practical implications


  • Antonio Fonseca Morales Departamento de Educación Física, Junta de Castilla la Mancha
  • Rafael Martínez-Gallego Universidad de Valencia



knowledge of results, knowledge of performance, communication, teaching


This article defines the concept of feedback, proposes a classification of the different types of feedback, and explores the application of extrinsic feedback by tennis coaches. Furthermore, the influence of feedback on the learning and performance of tennis players is analysed. Finally, a series of practical implications that coaches can consider evaluating the feedback they provide to their players and to make the teachinglearning- evaluation process more effective in their training sessions are presented.


Download data is not yet available.


Batalla, A. (2000). Habilidades motrices. Barcelona: Inde.

Cano, R., Martínez, R.M., & Miangolarra, J.C. (2017). Control y aprendizaje motor. Madrid: Panamericana.

Cutton, D. M., & Landin, D. (2007). The effects of self-talk and augmented feedback on learning the tennis forehand. Journal of applied sport psychology, 19(3), 288-303. DOI:

Gutiérrez, M. (2008). Aprendizaje y desarrollo motor. Andalucía: Fondo editorial.

Haibach, P. S., Reid, G., & Collier, D. H. (2011). Motor learning and development. Human Kinetics.

Hebert, E. P., & Landin, D. (1994). Effects of a learning model and augmented feedback on tennis skill acquisition. Research Quarterly for Exercise and Sport, 65(3), 250-257. DOI:

Keller, M., Kuhn, Y. A., Lüthy, F., & Taube, W. (2021). How to serve faster in tennis: The influence of an altered focus of attention and augmented feedback on service speed in elite players. The Journal of Strength & Conditioning Research, 35(4), 1119-1126. DOI:

Lauber, B., & Keller, M. (2014). Improving motor performance: Selected aspects of augmented feedback in exercise and health. European Journal of Sport Science, 14(1), 36-43. DOI:

Moran, K. A., Murphy, C., & Marshall, B. (2012). The need and benefit of augmented feedback on service speed in tennis. Med Sci Sports Exerc, 44(4), 754-60. DOI:

Mosston, M., & Assworth, S. (2008). Teaching physical education (First online edition). Spectrum Institute for Teaching and Learning.

Oña, A. (1999). Control y aprendizaje motor. Madrid: Síntesis.

Pierón, M. (1999). Para una enseñanza eficaz de la actividad físico-deportiva. Barcelona: Inde.

Reid, M., Crespo, M., Lay, B., & Berry, J. (2007). Skill acquisition in tennis: Research and current practice. Journal of Science and Medicine in Sport, 10(1), 1-10. DOI:

Ruiz Pérez, L.M. (2001). Desarrollo, comportamiento motor y deporte. Madrid: Síntesis.

Simonet, P. (1986). Apprentissages moteurs. Processus et procédés d'acquisition. París: Vigot.

Wulf, G., Shea, C. H., & Matschiner, S. (1998). Frequent feedback enhances complex motor skill learning. Journal of Motor Behavior, 30(2), 180-192. DOI:



How to Cite

Fonseca Morales, A., & Martínez-Gallego, R. (2022). Feedback and learning in tennis: Conceptualisation, classification, and practical implications. ITF Coaching & Sport Science Review, 30(88), 49–52.