# Perceptions and Practices of Accredited Tennis Coaches When Teaching Foundational Grip Development
## 1 Introduction  
Individuals require the parallel development of effective shot mechanics, motor coordination, physical conditioning, and tactical development for sport-specific skills. In tennis, sport-specific skills include, but are not limited to the serve, groundstrokes (forehand and backhand) and volleys [1]. One skill that is highly important to racket- and club-based sports is the use of different grip positions, as they provide a fundamental contribution to effective techniques [1, 2]. Grip positions in tennis orientate the hand around the racket's handle to execute a stroke. Each grip position (e.g., Continental, Western, Semi-Western, Eastern) has different implications for both performance and injury [3, 4, 5], which have been shown to affect upper limb, racket, and ball kinematics in the forehand and double-handed backhand tennis strokes [3, 6, 7]. Specifically, the Eastern grip position has been featured with increased horizontal racket head velocity across the forehand and backhand, suggesting an improvement in hitting performance [3, 7], whereas the Continental and Western grip positions are featured with increased ulnar deviation [3, 6], a rotation which if excessive is suggested to increase extensor carpi ulnaris-based injuries [5, 6]. These differences are also evident in golf, where grip positions have been associated with changes in ulnar deviationand clubhead velocity [2; 8], suggesting that grip positions have a fundamental contribution to shot performance. During the early years of foundational tennis development, grip positions inherently evolve through methodology by coaches that encourage discovery. Traditionally, these grip positions were predominantly trained during the initial stages of tennis development, with specific positions selected and taught by coaches [9]. Common skill development methods used by coaches include skill decomposition, optimal technique demonstration, utilising feedback strategies, and skill isolation from the performance environment [10; 11; 12]. An additional method that coaches employ is the utilisation of physically constraining tools (PCTs). These are devices that physically constrain and/or guide an athlete's movement [13] and are used to facilitate skill development. PCTs may be considered traditional tools in coaching, fixing movement to predefined movement planes and positions. Past research has reported that training with a PCT improves shot accuracy during a golf drive compared with training without a PCT [13]; however, such devices do not provide practicality and possibly remove learners from a representative performance environment. To date, there is a limited understanding of the use of PCTs, with a recent scoping review reporting zero studies on the efficacy of PCTs for grip-specific skill development [14]. Grip positions and their effects on performance and injury has been a growing body of research [3; 5; 6; 7; 8; 14]; however, little is known about coaches' considerations when developing grip positions. Understanding the considerations of accredited tennis coaches when developing grip positions may provide essential information for best-practice recommendations in aiding foundational tennis development. Grip positions of established tennis players have been documented in relation to performance [15] and injury association [5]; however, limited research details the perceptions and related practices of accredited tennis coaches when teaching grip positions during foundational tennis development. The experiential knowledge of expert coaches has previously been suggested to provide complementary information to support the empirical understanding of performance in sports and to guide future research questions [16; 17]. Exploring the perceptions and practices of accredited tennis coaches provides the opportunity to understand the current insights across experience levels, and initially understand the practical considerations about grip positions to develop practitioner-led research.