Cyril Macasero: from the court to the classroom

By Graphics Editor Emily Zhang & Staff Writer Joseph Miao

For ethnic studies and AP Government/Economics teacher Cyril Macasero, tennis has been a constant throughout his life. His connection to the sport started at the age of eight, when he would watch tennis matches on the TV with his dad, who played tennis himself. Macasero was initially drawn not to the sport itself, but to the opportunity to spend more quality time with his father. Out of fascination and curiosity, he eventually joined his dad on the court, playing recreationally. His growing interest led his dad to enroll him in tennis classes, setting him on a journey that would make tennis a lasting part of his life.

Throughout elementary and middle school, Macasero largely adhered to recreational tennis. He began to play more competitively as he entered high school, where he participated in the junior varsity tennis team.  In college, he continued to develop his skills through entering in United States Tennis Association (USTA) tournaments. While there wasn’t one defining spike of improvement in his life, the team that he was surrounded by constantly improved, providing constant motivation to improve and maintain his spot on the lineup for tournaments. His current team — the Fremont Tennis Center Adult 40 & Over Men’s 4.5 team — recently qualified for 2026 USTA League National Championships, and while Macasero is on the roster as a backup, his continual training and passion will continue in preparation for the tournament.

Macasero’s passion for tennis has shaped his journey at MSJ as well. During his second year of teaching, he stepped up for the school’s tennis program. Although coaching the Girls Tennis team at MSJ hasn’t necessarily furthered his own competitive career,  his help throughout the  past years has supported and set the foundation for many young athletes. His own experience with the sport has influenced the way he coaches. Having entered competitive tennis gradually rather than training intensely from a young age, he emphasizes patience in improvement rather than immediate expectations. “I approach [coaching] like I understand the journey of trying to get better, so … I’m more patient than others. I don’t have a drill instructor mentality because of my background.”  Macasero said.

In the classroom, Macasero’s coaching and tennis experience affects how he teaches his students. In AP Government, he uses repetition in practice problems and task verbs to help students understand and build their knowledge over time, comparing the process to tennis drills. “There’s got to be progress, but also … incremental progress. You can’t expect to be perfect right away,” Macasero said.

Whether he is working through a lecture in the classroom, coaching a player through a match, or practicing on the court himself, Macasero brings the same focus on incremental progress to each role. His learning philosophy and consistent training have taken him from watching tennis beside his father to now joining his team on the national stage.