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

SISSTNS410 Mapping and Delivery Guide
Coach stroke production for intermediate tennis players

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency SISSTNS410 - Coach stroke production for intermediate tennis players
Description This unit describes the performance outcomes, skills and knowledge required to coach stroke production for intermediate tennis players. It requires the ability to plan, conduct and evaluate activities which focus on player development of intermediate players.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 who operate in clubs and centres in metropolitan and regional areas. This may include those undertaking a role in the planning and implementation of tennis activities for players of all ages. Coaching may be conducted with groups or individual players. Intermediate players are those playing regular tennis competition at a club or association level and/or participating in local tournaments.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites SISSTNS309Coach green 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 to develop stroke production for intermediate players.
  • Identify developmental readiness of players to plan tailored session.
  • Identify the intermediate tennis skills to be developed.
  • Identify key 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: Conduct sessions to develop stroke production for intermediate players.
  • Communicate instructions clearly to players.
  • Conduct warm-up activities for players.
  • Demonstrate and explain intermediate tennis skills.
  • Demonstrate and explain key aspects of stroke production for each intermediate tennis skill.
  • Provide opportunities for players to practice stroke production.
  • Link stroke production practice activities with tactical outcomes to facilitate progression to game situations.
  • Use appropriate coaching approaches and coaching styles.
  • Observe and monitor player progress and modify activities if required to ensure players are appropriately challenged.
       
Element: Analyse and correct stroke production for intermediate players.
  • Select an appropriate framework for analysis of stroke production of individual players.
  • Analyse stroke production of individual players using the framework.
  • Use training aids and technology to assist in analysis of stroke production.
  • Identify primary cause of errors in stroke production.
  • Implement corrective strategies to improve stroke production.
  • Provide specific constructive feedback for players to improve stroke production.
       
Element: Review coaching sessions.
  • Provide opportunities for players to identify personal progress and satisfaction with the session, and encourage feedback and questioning.
  • Evaluate activities based on feedback from 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 information, explanations and demonstrations for tennis sessions to ensure activities are conducted safely according to the needs and characteristics of intermediate players

structure sessions to provide appropriate skill development for individuals and groups

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

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

analyse player performance and determines appropriate corrective strategies

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 a minimum of three sessions for intermediate players that are of sufficient duration and breadth to demonstrate competency and consistency of performance.

Assessment must also include access to:

individual and group sessions with players to take part in intermediate tennis activities

a tennis venue with courts suitable for the conduct of tennis activities

equipment for tennis activities.

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 stroke production for intermediate players

observation of monitoring player stroke production and modifying activities where required

oral or written questioning to assess knowledge of stroke production technical fundamentals

portfolio of session plans and self-reflections

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

Industry has determined that this unit should be assessed with the following unit:

SISSTNS411 Coach tactics for intermediate tennis players.

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 and engage with players and parents

explain and demonstrate tennis skills and stroke production for intermediate players

provide instructions for activities for intermediate players

provide feedback to players

observation skills to:

identify learning needs

identify developmental readiness of players

analyse movement, stroke production of tennis skills and tactical skills of intermediate players

monitor individual and group progress

select appropriate corrective strategies

personal intermediate tennis skills to a high level of technical correctness to:

plan progressive skill acquisition

demonstrate and explain tennis skills and specific stroke production for intermediate players

feed balls and rally with intermediate players

problem-solving skills to:

plan suitable activities for intermediate players according to player needs and characteristics

address player difficulties in developing tennis skills

modify coaching session to improve skills 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 needs, characteristics and learning styles

technology skills to use vision capture equipment to record stroke production.

Required knowledge

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

technical, tactical, physical and psychological needs of intermediate tennis players to plan developmentally appropriate activities

basic anatomy and physiology to enable understanding of stroke production analysis

basic biomechanical and ball flights principles to enable the coaching of stroke production for intermediate players

basic biomechanics of stroke production for intermediate players

relationship between tactics and stroke production for intermediate players

progressions for stroke production development to determine next points of progression

common causes and effects of tactical, technical, physical and psychological errors and related correction strategies or activities

player positions and strategies relevant to singles and doubles

equipment and resource requirements for intermediate 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).

Intermediate tennis skills may include:

movement

serve (topspin, slice, flat)

differentiate between first and second serve

return of serve (first and second serve)

forehand groundstroke (topspin)

backhand groundstroke (topspin and slice)

transition to net

volley (forehand, backhand, drive)

overhead

lob

drop shot

between point routine.

Key aspects of stroke production may include:

grip

stance

footwork

preparation

swing

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

singles

doubles.

Relevant legislation may include:

Occupational Health and Safety (OHS) and 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.

Coaching approachesmay include:

on continuum from technique-centred to game-centred

combination of technique centred and game-centred.

Coaching style may include:

on continuum from direct (i.e. coach makes most of the decisions and learner makes limited decisions, such as command) to indirect (i.e. learner makes most of the decisions and coach makes limited decisions, such as discovery)

combination of direct and indirect.

Modifymay include:

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

Framework for analysis may include:

analysis of movement and stroke production:

from ground up

from contact point back to ground

from ball flight back to contact to ground

from key aspects of stroke production (e.g. shoulder trunk on forehand ground stroke).

Training aids may include:

cones

buckets

drop down markers

extended net poles

ropes

balls of different compressions

medicine balls.

Technology may include:

video using camera or phone or tablet

analysis software (e.g. dartfish).

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 intermediate tennis skills to be developed. 
Identify key 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 intermediate tennis skills. 
Demonstrate and explain key aspects of stroke production for each intermediate tennis skill. 
Provide opportunities for players to practice stroke production. 
Link stroke production practice activities with tactical outcomes to facilitate progression to game situations. 
Use appropriate coaching approaches and coaching styles. 
Observe and monitor player progress and modify activities if required to ensure players are appropriately challenged. 
Select an appropriate framework for analysis of stroke production of individual players. 
Analyse stroke production of individual players using the framework. 
Use training aids and technology to assist in analysis of stroke production. 
Identify primary cause of errors in stroke production. 
Implement corrective strategies to improve stroke production. 
Provide specific constructive feedback for players to improve stroke production. 
Provide opportunities for players to identify personal progress and satisfaction with the session, and encourage feedback and questioning. 
Evaluate activities based on feedback from players, parents and personal reflection. 
Review own performance and identify potential improvements. 

Forms

Assessment Cover Sheet

SISSTNS410 - Coach stroke production for intermediate 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

SISSTNS410 - Coach stroke production for intermediate 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: