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Evidence Guide: SISSTNS307 - Coach red stage tennis players

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

SISSTNS307 - Coach red stage tennis players

What evidence can you provide to prove your understanding of each of the following citeria?

Plan session for red stage players.

  1. Assess developmental readiness of players to plan tailored session.
  2. Identify the basic tennis skills and basic tactics to be developed.
  3. Identify fundamental aspects of stroke production to be developed.
  4. Determine session objectives.
  5. Select an organisational layout to support maximum participation of players.
  6. Develop and document a plan to meet player needs.
  7. Identify risks and incorporate safety procedures to manage the risks associated with activities including relevant legislation and organisational policies and procedures.
  8. Access and select location, equipment and resources and check to ensure safety and suitability.
Assess developmental readiness of players to plan tailored session.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the basic tennis skills and basic tactics to be developed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify fundamental aspects of stroke production to be developed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine session objectives.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select an organisational layout to support maximum participation of players.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and document a plan to meet player needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coach red stage tennis players to perform basic tennis skills and apply tactics.

  1. Communicate instructions in a manner understandable to players.
  2. Conduct warm-up activities for players.
  3. Demonstrate and explain basic tennis skills.
  4. Demonstrate and explain basic tactics.
  5. Provide opportunities for players to practice basic tennis skills and apply basic tactics.
  6. Use appropriate coaching approaches and coaching style.
  7. Maintain effective communication during activities.
  8. Observe and monitor player progress and modify activities if required to ensure players are appropriately challenged.
Communicate instructions in a manner understandable to players.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct warm-up activities for players.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate and explain basic tennis skills.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate and explain basic tactics.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate coaching approaches and coaching style.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain effective communication during activities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse and correct basic tennis skills and tactics.

  1. Analyse individual and group performance and provide appropriate corrective strategies.
  2. Identify if source of error is technical, tactical or physical in nature.
  3. Provide progression and regression activities to correct basic tennis skills and tactics of individuals and group.
  4. Provide specific constructive feedback for players to improve basic tennis skills and tactics.
Analyse individual and group performance and provide appropriate corrective strategies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review coaching session.

  1. Provide opportunities for players to identify personal progress and satisfaction with the session, and encourage feedback and questioning.
  2. Evaluate activities based on feedback from program coordinator, players, parents and personal reflection.
  3. Review own performance and identify potential improvements.
  4. Incorporate modifications into future session plans.
Provide opportunities for players to identify personal progress and satisfaction with the session, and encourage feedback and questioning.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review own performance and identify potential improvements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incorporate modifications into future session plans.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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:

demonstrate tennis skills to support explanation of basic 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

comply with legislation and organisation policies and procedures during planning and delivery of activities to red stage tennis players.

Context of and specific resources for assessment

Assessment must ensure:

coaching of multiple sessions for red 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 red stage tennis activities

a tennis venue with courts suitable for the conduct of tennis activities (red courts)

equipment for red stage tennis activities (red 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 basic tennis skills, tactics and activities for red stage players

observation of monitoring player 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 red 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

SISSTNS308 Coach orange stage tennis players

SISSTNS309 Coach green stage tennis players.

Required Skills and Knowledge

Required skills

communication and interpersonal skills to:

interact with players and parents

explain and demonstrate basic tennis skills and tactics

provide instructions and demonstrations for red stage activities

provide feedback to players

observation skills to:

identify learning needs

identify developmental readiness of players

analyse movement, basic 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 basic tennis skills and tactics for red stage players

feed ball for red 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 a red court with drop down lines and modified net.

Required knowledge

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

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

competencies for red stage players

technical fundamentals of basic tennis strokes for red stage players

tactical fundamentals for red stage players

progressions and regressions for technical and tactical skills

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

modified equipment and resource requirements for red stage players.

Range Statement

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).

Basic tennis skills may include:

movement

modified serve

return of serve

forehand groundstroke

backhand groundstroke

volley

cooperative and competitive rally.

Basic tactics may include:

consistency

accuracy.

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

fundamental motor skills

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 approachesmay 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).

Modifymay 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.