SISSTNS307

Coach red stage tennis players

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

1. Plan sessions for orange stage players.

1.1 Identify developmental readiness of players to plan tailored session.

1.2 Identify the tennis skills and tactics to be developed.

1.3 Identify fundamental aspects of stroke production to be developed.

1.4 Determine session objectives.

1.5 Select an organisational layout to support maximum participation of players.

1.6 Develop and document a plan to meet player needs.

1.7 Identify risks and incorporate safety procedures to manage the risks associated with activities including relevant legislation and organisational policies and procedures.

1.8 Access and select location, equipment and resources and check to ensure safety and suitability.

2. Coach orange stage players to perform tennis skills and apply tactics.

2.1 Communicate instructions clearly to players.

2.2 Conduct warm-up activities for players.

2.3 Demonstrate and explain tennis skills.

2.4 Demonstrate and explain tactics.

2.5 Provide opportunities for players to practice tennis skills and apply tactics.

2.6 Use appropriate coaching approaches and coaching style.

2.7 Maintain effective communication during activities.

2.8 Observe and monitor player progress and modify activities if required to ensure players are appropriately challenged.

3. Analyse and correct tennis skills and tactics for orange stage players.

3.1 Analyse individual and group performance and provide appropriate corrective strategies.

3.2 Identify if source of the error is technical, tactical or physical in nature.

3.3 Provide progression and regression activities to correct tennis skills and tactics of individuals and group.

3.4 Provide specific constructive feedback for players to improve tennis skills and tactics.

4. Review coaching session.

4.1 Provide opportunities for players to identify personal progress and satisfaction with the session, and encourage feedback and questioning.

4.2 Evaluate activities based on feedback from program coordinator, players, parents and personal reflection.

4.3 Review own performance and identify potential improvements.

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 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.

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.