The growth of racquet sports departments, including tennis, pickleball, and platform tennis, within clubs has led to expanded programming. However, with this growth has come a noticeable softening in instructional quality. Professionals are increasingly expected to run clinics or keep kids busy rather than deliver structured coaching that promotes skill progression and engagement. This supervisory or “babysitting model,” while convenient, undermines both player development and long-term membership value.
The difference between supervision and coaching is critical. Supervision involves passive, low-energy oversight of participants with minimal instructional purpose. It emphasizes control, safety, some level of engagement, and the appearance of productivity without necessarily delivering meaningful learning. In contrast, coaching is a deliberate, developmentally appropriate process that fosters skill acquisition, cognitive engagement, and motivation.
There are several negative consequences of the “babysitting model” of coaching:
- Low skill development. Players plateau quickly without a progression framework.
- Professional burnout. Pros working in non-instructional roles often experience dissatisfaction due to a lack of purpose and impact.
- Low retention rates. Programs that fail to deliver results or satisfy members often suffer from low long-term participation.
While professional certification is a foundational component of coach development, it does not automatically equate to instructional competence or high-quality program delivery. Effective coaching requires not only technical knowledge but also interpersonal skills, contextual awareness, and the ability to motivate and progress learners.
Certifications from organizations such as the USTA, PTR, and RSPA play a vital role in elevating coaching standards within racquet sports. These bodies offer structured pathways for knowledge acquisition, professional growth, and skill refinement, helping coaches build a solid technical and theoretical foundation. However, certifications alone are not enough. The ability to deliver meaningful and engaging coaching experiences also depends on the individual’s personal commitment, emotional investment, and passion for player development.
Although Directors of Racquets are typically responsible for designing and organizing programming, the ultimate quality of a session or an entire program rests with the individual professional delivering it. Coaches must take ownership of their teaching, ensuring that each player interaction is structured, intentional, and developmentally appropriate. A club can provide the infrastructure, schedule, and tools, but only the professional can bring those elements to life through competent instruction, thoughtful engagement, and a genuine commitment to player development.
This bottom-up responsibility model emphasizes the importance of professional autonomy and excellence in delivering meaningful outcomes. While most members may not have the technical expertise to distinguish high-level instruction from what is often labeled money-maker coaching (meaning high-volume sessions with minimal developmental value), they are highly attuned to emotional cues, especially a coach’s level of engagement, passion, and authenticity. Players instinctively recognize when a professional is invested in their growth versus simply managing time on court. This perception significantly influences satisfaction, loyalty, and a program’s reputation.
Clubs must prioritize true coaching over passive supervision. Effective coaching models enhance skill development, program quality, and professional fulfillment. Clubs that invest in structured, evidence-based instruction benefit through increased member engagement, operational efficiency, and brand strength.
It is time for country clubs to rethink their instructional strategies. When we replace babysitting with real coaching, we do not just build better players. We build better clubs.
Editor’s note: This article originally appeared on Filippov’s LinkedIn page and is republished here with permission.
