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Evidence Guide: SISSTNS201A - Assist in conducting tennis activities for beginner 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

 

SISSTNS201A - Assist in conducting tennis activities for beginner players

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

Assist in planning for tennis activities.

  1. Determine individual roles, tasks and responsibilities with the activity leader.
  2. Confirm activity plan and objectives with leader.
  3. Confirm the basic tennis skills to be developed.
  4. Assess conditions and equipment for safety and suitability according to relevant legislation and organisational policies and procedures.
  5. Brief the group on safety issues and activity-specific participation requirements and techniques prior to commencement.
Determine individual roles, tasks and responsibilities with the activity leader.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm activity plan and objectives with leader.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm the basic tennis skills to be developed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess conditions and equipment for safety and suitability according to relevant legislation and organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Brief the group on safety issues and activity-specific participation requirements and techniques prior to commencement.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist in conducting tennis activities.

  1. Conduct warm-up and introductory activities.
  2. Assist in implementing game-based tennis activities for beginner players according to relevant legislation and organisational policies and procedures.
  3. Apply a range of teaching and coaching techniques to impart the basic tennis skills being developed.
  4. Monitor participant's performance and maintain effective communication during activities.
  5. Review and adapt teaching and coaching styles in response to feedback.
  6. Allow time for cooling down at the end of the session.
Conduct warm-up and introductory activities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist in implementing game-based tennis activities for beginner players according to relevant legislation and organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply a range of teaching and coaching techniques to impart the basic tennis skills being developed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor participant's performance and maintain effective communication during activities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review and adapt teaching and coaching styles in response to feedback.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Allow time for cooling down at the end of the session.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in activity debriefing.

  1. Evaluate personal role within the activity, based on feedback from participants, activity leader and personal reflection.
  2. Review own performance and identify potential improvements.
Evaluate personal role within the activity, based on feedback from participants, activity leader and personal reflection.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review own performance and identify potential improvements.

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 following is essential:

assists in planning processes required for tennis activities and identifies individual roles, responsibilities and activity objectives in consultation with activity leader

interacts effectively with beginner level participants and communicates information about safety aspects

uses a variety teaching and coaching techniques to cater for a range of individual learning styles and monitors participant's performance throughout game-based tennis activities

contributes to the evaluation of tennis activities and reflects on own performance to identify areas that need improvement.

Context of and specific resources for assessment

Assessment must ensure assisting in the conduct of multiple tennis activities for beginner players that are of sufficient duration and breadth to demonstrate competency and consistency of performance.

Assessment must also include access to:

groups of participants to take part in beginner level 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 participation in planning, conducting and debriefing processes under the guidance of an activity leader

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.

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

SISSCGP201A Apply legal and ethical coaching practices.

Required Skills and Knowledge

Required skills

communication skills to:

confirm roles and responsibilities with activity leader

interact with participants and activity leader

convey information about activities

planning and organising skills to:

assist in planning for tennis activities

assess conditions and equipment for safety and suitability

self-management skills to:

recognise and act within boundaries of roles and responsibilities

evaluate and reflect on personal performance

teamwork skills to carry out allocated tasks

literacy skills to interpret and seek clarification on activity plans and objectives.

Required knowledge

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

location-specific information to assist in the planning process and enable management of potential risks applying to the location

equipment used to teach and develop the basic skills of tennis

teaching and coaching techniques applicable to a range of ages and physical and learning abilities

basic skills of tennis to promote progressive skill acquisition in individuals and groups

game-based activities to teach and develop the basic skills of tennis.

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 candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Activity plan may include:

objectives

location

equipment and resources

time

activities.

Objectives may include:

self-improvement

fitness targets

progressive skill acquisition.

Basic tennis skills may include:

serving

forehand and backhand techniques

rallying

ball and racquet control.

Relevant legislation may include:

occupational health and safety

working with children

equal opportunity

privacy

environmental regulations.

Organisational policies and procedures may include:

occupational health and safety

time and budget constraints

risk management

communication protocols

supervision requirements

first aid procedures

code of ethics.

Game-based tennis activities may include:

warm-up games

game-specific activities

hand-eye coordination drills

footwork activities

decision making games.

Beginner players may include:

those demonstrating basic coordination and skill development

non-competition players.

Teaching and coaching techniques may include:

demonstration

explanation

whole and part approaches

repetition and practice of skills.