Assessor Resource

SISSTNS411
Coach tactics for intermediate tennis players

Assessment tool

Version 1.0
Issue Date: May 2024


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 competitions at a club or association level and may also be participating in local tournaments.

This unit describes the performance outcomes, skills and knowledge required to coach tennis tactics 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.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

SISSTNS205

Interpret and apply rules and regulations of tennis

Employability Skills

This unit contains employability skills.



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:

undertake a match analysis

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

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 improvement strategies

structure and deliver coaching activities to prepare players tactically for competition

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 level players that are of sufficient duration and breadth to demonstrate competency and consistency of performance.

Assessment must also include access to:

individual and groups of 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 tactics for intermediate players

observation of monitoring player development of tactics and modifying activities where required

oral or written match analysis report

oral or written questioning to assess knowledge of tactical fundamentals

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 units:

SISSSCO101 Develop and update knowledge of coaching practices

SISSTNS410 Coach stroke production for intermediate tennis players.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, 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 tactics 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, basic tennis and tactical skills of intermediate players

analyse match tactics and chart match statistics

monitor individual and group progress

select appropriate corrective strategies

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

plan progressive skill acquisition

demonstrate and explain tennis tactics for intermediate players

feed ball and rally with intermediate player

problem-solving skills to:

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

address player difficulties in developing tactics

determine most appropriate game style for players

analyse the strengths and weaknesses of opponent players

modify coaching session to improve tactics of players

numeracy skills to:

support effective time management to deliver coaching activities within timeframes

chart and interpret basic match statistics

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.

Required knowledge

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

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

game styles

five game situations

relationship between tactics and stroke production for intermediate players

tactical fundamentals for intermediate players

progressions for tactical development to determine next points of progression

tactical and technical errors and related correction strategies or activities

player positions and tactics relevant to singles and doubles

equipment and resource requirements to ensure suitability to intermediate players

rules of tennis

key characteristics and use of tennis game statistics.

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.

Game plan may include:

tactical objectives

one or two main goals

winning plays

patterns of play

maximising player strengths

countering opponent strengths and exposing weakness.

Developmental readiness may include:

gender

age

ability

personality

stage of learning

previous tennis experience

knowledge of tennis tactics

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

Strengths and weaknesses may relate to:

physical (e.g. fitness, speed, agility, endurance, strength, power)

tennis skills

tactical skills

psychological characteristics.

Game styles may include:

all-court player

aggressive baseliner

counter puncher

serve-volleyer.

Tennis tactics may include:

consistent percentages

know the zones of the court

understand the court

directional change

centre the ball

the short ball

winning plays

defensive-neutral-offensive

basic tactics in all five game situations

anticipation of opponent shot tendencies based on court position

observe opponent strengths and weaknesses and modify tactics accordingly

ball control (height, direction, distance, speed, spin).

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 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

game-centred rallies

whole group

station work

partner

coach

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.

Game situationsmay include:

serving

returning serve

both players at baseline

approaching or at net with opponent at baseline

passing opponent at baseline.

Coaching approachesmay include:

on continuum from technique-centred to game-centred

combination of technique centred and game-centred.

Coaching styles 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.

Modify may 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.

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
Select appropriate match charting system. 
Chart relevant match statistics for player. 
Analysis charting data to determine player strengths and weaknesses and opponent strengths and weaknesses. 
Review player performance against player game plan. 
Determine areas of improvement for the player. 
Identify developmental readiness and current tactical knowledge of players to plan tailored session. 
Identify player strengths and weaknesses and game styles. 
Identify the tennis tactics 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 tactics for different game situations. 
Provide opportunities for players to practice tennis tactics in different game situations. 
Use training aids and technology to assist in analysis of tactics. 
Use appropriate coaching approaches and coaching styles. 
Observe and monitor player progress and modify activities if required to ensure players are appropriately challenged. 
Identify player game style. 
Identify player tactical strengths and weaknesses. 
Identify links between player stroke production and tactical skills. 
Provide progression and regression activities to improve tennis tactics of individuals and group. 
Provide specific constructive feedback for players to improve tennis tactics. 
Observe players during match play. 
Assist players to identify an opponent game style and strengths and weaknesses. 
Assist players to develop a game plan. 
Conduct activities to build winning plays and implement game plan. 
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

SISSTNS411 - Coach tactics for intermediate tennis players
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Assessment Record Sheet

SISSTNS411 - Coach tactics for intermediate tennis players

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

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