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Evidence Guide: SISSTNS411 - Coach tactics for intermediate 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

 

SISSTNS411 - Coach tactics for intermediate tennis players

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

Undertake a match analysis.

  1. Select appropriate match charting system.
  2. Chart relevant match statistics for player.
  3. Analysis charting data to determine player strengths and weaknesses and opponent strengths and weaknesses.
  4. Review player performance against player game plan.
  5. Determine areas of improvement for the player.
Select appropriate match charting system.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Chart relevant match statistics for player.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analysis charting data to determine player strengths and weaknesses and opponent strengths and weaknesses.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review player performance against player game plan.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine areas of improvement for the player.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan sessions to develop tennis tactics for intermediate players.

  1. Identify developmental readiness and current tactical knowledge of players to plan tailored session.
  2. Identify player strengths and weaknesses and game styles.
  3. Identify the tennis tactics 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.
Identify developmental readiness and current tactical knowledge of players to plan tailored session.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify player strengths and weaknesses and game styles.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the tennis tactics 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:

 

 

 

 

 

 

 

Conduct sessions to develop tennis tactics for intermediate players.

  1. Communicate instructions clearly to players.
  2. Conduct warm-up activities for players.
  3. Demonstrate and explain tennis tactics for different game situations.
  4. Provide opportunities for players to practice tennis tactics in different game situations.
  5. Use training aids and technology to assist in analysis of tactics.
  6. Use appropriate coaching approaches and coaching styles.
  7. Observe and monitor player progress and modify activities if required to ensure players are appropriately challenged.
Communicate instructions clearly to players.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct warm-up activities for players.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate and explain tennis tactics for different game situations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide opportunities for players to practice tennis tactics in different game situations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use training aids and technology to assist in analysis of tactics.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate coaching approaches and coaching styles.

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 improve tennis tactics for intermediate players.

  1. Identify player game style.
  2. Identify player tactical strengths and weaknesses.
  3. Identify links between player stroke production and tactical skills.
  4. Provide progression and regression activities to improve tennis tactics of individuals and group.
  5. Provide specific constructive feedback for players to improve tennis tactics.
Identify player game style.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify player tactical strengths and weaknesses.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify links between player stroke production and tactical skills.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide progression and regression activities to improve tennis tactics of individuals and group.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide specific constructive feedback for players to improve tennis tactics.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare intermediate players for competition.

  1. Observe players during match play.
  2. Assist players to identify an opponent game style and strengths and weaknesses.
  3. Assist players to develop a game plan.
  4. Conduct activities to build winning plays and implement game plan.
Observe players during match play.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist players to identify an opponent game style and strengths and weaknesses.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist players to develop a game plan.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct activities to build winning plays and implement game plan.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review coaching sessions.

  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 players, parents and personal reflection.
  3. Review own performance and identify potential improvements.
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 players, parents 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 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.

Required Skills and Knowledge

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.

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.

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.