Analysis of tennis training opportunities in the system of Latvian sport education


  • Irina Kuzmina-Rimsa Latvia
  • Rihards Parandjuks University of Latvia



tennis, tennis coach, sports schools, sports systems


Tennis, a sport that can be played at any age, has become very popular in Latvia, and its prestige and commercialization have promoted the development of the sport in Latvia as well. However, taking into consideration that the tennis infrastructure is still not sufficient in quantity, there are not many opportunities to play it in sports schools. The study's authors wanted to find out why public sports schools do not choose to include tennis in their range of sports sections. Currently, most young tennis players train in private tennis clubs. To clarify the situation, quantitative data surveys were conducted with representatives of sports schools, as well as qualitative interviews with specialists in the field of tennis. The results showed the impact of different aspects - the competence of coaches in the regions, infrastructure availability, and the funding model specifics. Based on the study's results, the authors develop recommendations that should be followed so that tennis is more present in state sports schools. In this way, the mass formation of the sport would be promoted. Thus, there is a higher probability of tending to a sport of increased achievement.


Download data is not yet available.


Athanailidis, I, & Athanasios, L., & Gioros, Z., (2015). The educational system of coaching schools in tennis. The case of Greece. Journal of Physical Education and Sport, 15 (2), 208-211.

Crespo, M. Reid, M, & Quinn, A. (2006). Tennis Psychology: 200 + practical drills and the latest research. London: The International Tennis federation.

Geske, A., & Grinfelds, A. (2020). Izglītības pētījumu aptaujas - no izveidošanas līdz datu apstrādei [Educational research surveys - from creation to data processing]. University of Latvia, Faculty of Pedagogy, Psychology and Art.

Mellups, A. (2005). Latvian tennis. Riga: SIA Energy and World.

Nind, D., & Lewthwaite, S. (2018). Methods that teach: developing pedagogic research methods, developing pedagogy. International Journal of Research & Method in Education, 41 (4). 398–410. 7X.2018.1427057

IOC (2004). Olympic Charter. International Olympic Committee.

Pope, C. (2011). The physical education and sport interface. Models, maxims and maelstrom. European Physical Education Review. 17(3). 273–285.

Pluim, M. B., & Staal, B. J. & Marks, B., L., & Miller, S., Miley. (2007). Health benefits of tennis, National Library of Medicine, (11):760-8. https://doi. org/10.1136/bjsm.2006.034967

Professionally Sports School Statistics, year 2020/2021. (2021). Available: dati.

Pummell, E. K. L., & Lavallee, D. (2019). Preparing UK tennis academy players for the junior-to-senior transition: Development, implementation, and evaluation of an intervention program. Psychology of Sport and Exercise, 40, 156–164.

Sports Schools Financial Criteria (2022). Available: id/328709-kartiba-kada-valsts-finanse-profesionalas-ievirzes-sportaizglitibas- programmas.

Sports Law (2002). Government of Latvia. Available: id/68294-sporta-likums.



How to Cite

Kuzmina-Rimsa, I., & Parandjuks, R. (2023). Analysis of tennis training opportunities in the system of Latvian sport education. ITF Coaching & Sport Science Review, 31(90), 4–9.