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Evidence Guide: SISSTNS513 - Coach tactics for high performance

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

 

SISSTNS513 - Coach tactics for high performance

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. Analyse 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.
  6. Scout and chart matches of potential opponents.
Select appropriate match charting system.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Chart relevant match statistics for player.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse 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:

 

 

 

 

 

 

 

Scout and chart matches of potential opponents.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan session to develop tactics for high performance players.

  1. Identify developmental readiness and current tactical knowledge of players to plan tailored session.
  2. Identify player strengths, 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 for specific tournaments or competitions.
  7. Identify risks and incorporate safety procedures to manage 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, 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 for specific tournaments or competitions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify risks and incorporate safety procedures to manage 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 session to develop tactics for different game situations and court surfaces.

  1. Communicate instructions clearly to players.
  2. Conduct warm-up activities for players.
  3. Demonstrate and explain tennis tactics for specific game situations and for different court surfaces.
  4. Provide opportunities for players to practice tennis tactics.
  5. Use appropriate coaching approaches and coaching styles.
  6. Observe and monitor player progress and modify activities if required to ensure players are appropriately challenged.
  7. Liaise with other coaches and support personnel to monitor and deliver high performance tennis activities.
  8. Use drills and activities to promote skill transfer to specific competitive situations.
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 specific game situations and for different court surfaces.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide opportunities for players to practice tennis 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:

 

 

 

 

 

 

 

Liaise with other coaches and support personnel to monitor and deliver high performance tennis activities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use drills and activities to promote skill transfer to specific competitive situations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse and improve tennis tactics for high performance players.

  1. Identify player game style.
  2. Identify player tactical strengths and weaknesses.
  3. Use match charting techniques to analyse match tactics and performance.
  4. Analyse individual performance and provide appropriate corrective strategies.
  5. Provide specific constructive feedback for players to improve tennis tactics.
  6. Identify links between player stroke production and tactical skills.
Identify player game style.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify player tactical strengths and weaknesses.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use match charting techniques to analyse match tactics and performance.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse individual performance and provide appropriate corrective strategies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide specific constructive feedback for players to improve tennis tactics.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify links between player stroke production and tactical skills.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare high performance players for competition.

  1. Observe player during match play.
  2. Assist player to identify opponent game style and strengths and weaknesses.
  3. Assist player to develop a match plan for specific opponents.
  4. Conduct activities to build player’s winning plays and implement game plan.
  5. Conduct pre-match and post-match briefings.
Observe player during match play.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist player to identify opponent game style and strengths and weaknesses.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist player to develop a match plan for specific opponents.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct activities to build player’s winning plays and implement game plan.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct pre-match and post-match briefings.

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 players 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 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 high performance players and promote skill transfer to tournament play

analyse player performance under match conditions and determine appropriate improvement strategies for different game situations and court surfaces

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

use and modify coaching approaches, coaching styles and activities to cater for a range of individual learning styles

prepare players for competition by assisting with development of match plans and providing pre- and post-match briefings

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

Assessment must also include access to:

individual players to take part in high performance tennis activities and competitions

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 high performance players

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

observation of player-coach interaction before and after competition

portfolio of session plans and self reflections

oral or written match analysis report

oral or written questioning to assess knowledge of tactics for high performance players

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:

SISSTNS512 Coach stroke production for high performance tennis players.

Required Skills and Knowledge

Required skills

communication and interpersonal skills to:

interact and engage with players

explain and demonstrate tennis tactics for high performance players

provide instructions for activities for high performance players

consult with other coaches and support personnel

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 progress

select appropriate corrective strategies

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

plan progressive skill acquisition

demonstrate and explain tennis tactics for high performance players

feed ball and rally with high performance players

problem-solving skills to:

plan suitable activities for high performance players according to player needs and characteristics

address player difficulties in developing tactics

determine most appropriate game style for players

determine strengths and weaknesses of opponent players

modify coaching session to improve tactics of players

develop match plans for specific opponents

numeracy skills to:

support effective time management to deliver coaching activities within timeframes

interpret basic 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's 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 high performance tennis players to plan appropriate activities

game styles

five game situations

relationship between tactics and stroke production for high performance players

tactics and match plans for high performance players

progressions for tactical development to determine next points of progression

tactical and technical errors and related correction strategies or activities

player positions and strategies relevant to singles and doubles

equipment and resource requirements to ensure suitability to high performance players

rules of tennis

key characteristics and use of tennis game statistics

match charting techniques.

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

previous tennis experience

knowledge of tennis tactics

current tactical skills

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

fitness levels and physical capabilities

emotional capability to deal with competing in a high performance tactical game

history of past, current or recurring injuries and illnesses.

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:

adapt tactics for different court surfaces (e.g. clay, grass, hard courts)

relationship between court geometry, patterns of play and tactics

consistent percentages

directional change

centre the ball

winning plays

defensive-neutral-offensive

low volleys vs high volleys

changing gears (changing tactics and rhythm during a match)

advanced tactics in all five game situations

patterns of play

anticipation of opponent shot tendencies based on court position

identify opponent strengths and weaknesses and modify tactics accordingly

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

similarities and differences in tactics between men’s and women’s tennis.

Organisational layout may include:

set-up of activities on court

position of players and coach

role of coach (feeding, roaming, rallying)

type of activity (individual, partner or combination).

Plan may include:

session plan

session aims and 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

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 situations may 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.

Modifymay include:

regress activities by changing environment, task or reduce decision-making related to tactical outcomes

progress activities by changing environment; task or increase decision-making related to tactical outcomes.

Coaches and support personnel may include:

other high performance tennis coaches

physical performance coaches

performance analysis specialist

physiotherapist

dietician

sport psychologist.

Match charting techniquesmay include:

software programs

pencil and paper

charting of:

momentum changes

forced and unforced errors

winners

serve percentage and placement

serve return success and placement

break point conversions

points won at net

patterns of play

psychological skills.

Match plan may include:

serving

returning serve

winning plays

patterns of play

maximising player strengths

countering opponent strengths and exposing weakness

psychological approaches

specific round and tournament plans

plans according to opponents

contingency plan

plans for delays and inclement weather.