Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

SISSTNS308 Mapping and Delivery Guide
Coach orange stage tennis players

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency SISSTNS308 - Coach orange stage tennis players
Description This unit describes the performance outcomes, skills and knowledge required to coach orange stage junior tennis players to perform tennis skills and tactics.Tennis Australia governs the sport of Tennis in Australia through its affiliated network of member associations.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to those working as tennis coaches in clubs and centres under the supervision of a program coordinator. This may include those responsible for the planning and delivery of tennis activities for orange stage junior tennis players. Orange stage players are aged 7-8+ years and are playing local intra-club competition.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites SISSTNS307Coach red stage tennis players
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Plan sessions for orange stage players.
  • Identify developmental readiness of players to plan tailored session.
  • Identify the tennis skills and tactics to be developed.
  • Identify fundamental aspects of stroke production to be developed.
  • Determine session objectives.
  • Select an organisational layout to support maximum participation of players.
  • Develop and document a plan to meet player needs.
  • Identify risks and incorporate safety procedures to manage the risks associated with activities including relevant legislation and organisational policies and procedures.
  • Access and select location, equipment and resources and check to ensure safety and suitability.
       
Element: Coach orange stage players to perform tennis skills and apply tactics.
  • Communicate instructions clearly to players.
  • Conduct warm-up activities for players.
  • Demonstrate and explain tennis skills.
  • Demonstrate and explain tactics.
  • Provide opportunities for players to practice tennis skills and apply tactics.
  • Use appropriate coaching approaches and coaching style.
  • Maintain effective communication during activities.
  • Observe and monitor player progress and modify activities if required to ensure players are appropriately challenged.
       
Element: Analyse and correct tennis skills and tactics for orange stage players.
  • Analyse individual and group performance and provide appropriate corrective strategies.
  • Identify if source of the error is technical, tactical or physical in nature.
  • Provide progression and regression activities to correct tennis skills and tactics of individuals and group.
  • Provide specific constructive feedback for players to improve tennis skills and tactics.
       
Element: Review coaching session.
  • Provide opportunities for players to identify personal progress and satisfaction with the session, and encourage feedback and questioning.
  • Evaluate activities based on feedback from program coordinator, players, parents and personal reflection.
  • Review own performance and identify potential improvements.
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

plan and deliver multiple sessions for orange stage tennis players in accordance with organisation policies and procedures

demonstrate skills to support explanation of tennis skills and tactics

use and modify coaching approaches, coaching styles and activities to cater for a range of individual learning styles

observe and monitor player progress and modify activities if required to ensure players are appropriately challenged

analyse player performance and determine appropriate corrective strategies

structure sessions to provide maximum opportunities for appropriate skill development for individuals and groups

evaluate and reflect on own coaching performance to identify areas that need improvement.

Context of and specific resources for assessment

Assessment must ensure:

coaching of multiple sessions for orange stage junior players that are of sufficient duration and breadth to demonstrate competency and consistency of performance.

Assessment must also include access to:

groups of players to take part in orange stage tennis activities

a tennis venue with courts suitable for the conduct of tennis activities (i.e., orange courts)

equipment for orange stage tennis activities (i.e. orange low compression balls).

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

observation of explaining and demonstrating tennis skills, tactics and activities for orange stage players

observation of monitoring player’s development of skills and tactics and modifying activities where required

oral or written questioning to assess knowledge of the player competencies, technical and tactical fundamentals for orange stage players

portfolio of session plans for orange stage players

oral or written questioning to assess knowledge of the application of legislation and organisational policies and procedures required to maintain player safety

third-party reports from a supervisor or leader detailing performance

review of portfolios of evidence and third-party workplace reports of on-the-job performance by the individual.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended:

SISSSCO303 Plan and deliver coaching programs

SISSTNS205 Interpret and apply the rules and regulations of tennis.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

communication and interpersonal skills to:

interact with players and parents

explain and demonstrate tennis skills and tactics for orange stage players

provide instructions for orange stage activities

provide feedback to players

observation skills to:

identify learning needs

identify developmental readiness of players

analyse movement, tennis and tactical skills of players

monitor individual and group progress

personal basic tennis skills and tactics to a high level of technical correctness to:

plan progressive skill acquisition

demonstrate and explain tennis skills and tactics for orange stage players

feed ball for orange stage players

problem-solving skills to:

recognise and accommodate the needs of individual learners of different age groups and ability levels

select appropriate corrective strategies

modify coaching session to improve skills and tactical knowledge of players

numeracy skills to support effective time management to deliver coaching activities within timeframes

literacy skills to develop a session plan

analytical skills to evaluate performance of players

coaching approaches and coaching styles to suit a range of player's needs, characteristics and learning styles

set up an orange court with drop down lines and lower net.

Required knowledge

legislation and organisational policies and procedures to enable safe conduct of all activities

physical, social and psychological needs of orange stage tennis players to plan developmentally appropriate activities

competencies for orange stage players

technical fundamentals of tennis strokes for orange stage players

tactical fundamentals for orange stage players

progressions and regressions for technical and tactical skills

common tactical, technical and physical errors and related correction strategies or activities for orange stage players

modified equipment and resource requirements for orange stage players.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the individual, accessibility of the item, and local industry and regional contexts) may also be included.

Developmental readiness may include:

gender

age

ability

personality

stage of learning

previous tennis experience

developmental characteristics (e.g. physical, cognitive, psychological, social).

Tennis skills may include:

movement

serve

return of serve

forehand groundstroke (topspin)

backhand groundstroke

approach shot

volley

overhead

cooperative and competitive rally.

Tactics may include:

consistency

accuracy

know the zone of the court

directional change

ball control (height, direction, distance).

Fundamental aspects of stroke production may include:

grip

stance

footwork

initial preparation

swing pattern

contact

follow through.

Objectives may include:

cognitive

psychomotor

affective

social.

Organisational layout may include:

set-up of activities on court

position of players and coach

role of coach (feeding, roaming, rallying)

type of activity (whole group, partner, station or combination).

Plan may include:

session plan

session objectives

date, time and duration

coach and player roles

resources required

equipment required

activities.

Safety procedures may include:

court set up

prevention, symptoms and first aid treatment of common tennis injuries

sunsmart procedures

equipment checking and usage

court safety

safe and clear communication systems.

Activities may involve:

warm-ups and cool downs

progressive skill acquisition

whole or part skill drills

technique-centred drills

game-centred rallies

whole group

station work

partner

coach

cooperation

competition.

Relevant legislation may include:

Occupational Health and Safety (OHS) or Work Health and Safety (WHS)

working with children

equal opportunity

privacy

environmental regulations.

Organisational policies and procedures may include:

work health and safety

risk management

communication protocols

supervision requirements

use and maintenance of equipment and procedures

first aid procedures

code of ethics or behaviour.

Coaching approaches may include:

on continuum from technique-centred to game-centred

combination of technique centred and game-centred.

Coaching style may include:

direct (i.e. coach makes most of the decisions and learner makes limited decisions, such as command)

indirect (i.e. learner makes most of the decisions and coach makes limited decisions, such as discovery).

Effective communication may include:

tone and level of voice

terminology and language

verbal and body language

active listening and questioning

constructive and supportive feedback.

Modify may include:

regress activities by simplifying equipment or environment (smaller racquet, low compression balls, reduce playing space); break down skill into parts and progressively add more parts; reduce decision-making related to tactical outcomes

progress activities by changing equipment or environment (change ball, increase playing space); encourage use of whole skill; increase decision-making related to tactical outcomes.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Identify developmental readiness of players to plan tailored session. 
Identify the tennis skills and tactics to be developed. 
Identify fundamental aspects of stroke production to be developed. 
Determine session objectives. 
Select an organisational layout to support maximum participation of players. 
Develop and document a plan to meet player needs. 
Identify risks and incorporate safety procedures to manage the risks associated with activities including relevant legislation and organisational policies and procedures. 
Access and select location, equipment and resources and check to ensure safety and suitability. 
Communicate instructions clearly to players. 
Conduct warm-up activities for players. 
Demonstrate and explain tennis skills. 
Demonstrate and explain tactics. 
Provide opportunities for players to practice tennis skills and apply tactics. 
Use appropriate coaching approaches and coaching style. 
Maintain effective communication during activities. 
Observe and monitor player progress and modify activities if required to ensure players are appropriately challenged. 
Analyse individual and group performance and provide appropriate corrective strategies. 
Identify if source of the error is technical, tactical or physical in nature. 
Provide progression and regression activities to correct tennis skills and tactics of individuals and group. 
Provide specific constructive feedback for players to improve tennis skills and tactics. 
Provide opportunities for players to identify personal progress and satisfaction with the session, and encourage feedback and questioning. 
Evaluate activities based on feedback from program coordinator, players, parents and personal reflection. 
Review own performance and identify potential improvements. 

Forms

Assessment Cover Sheet

SISSTNS308 - Coach orange stage tennis players
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

SISSTNS308 - Coach orange stage tennis players

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: