Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver SISSTNS513, 'Coach tactics for high performance'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Coach tactics for high performance' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes of a unit of competency. | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
1. Undertake a match analysis. | 1.1 Select appropriate match charting system. 1.2 Chart relevant match statistics for player. 1.3 Analyse charting data to determine player strengths and weaknesses and opponent strengths and weaknesses. 1.4 Review player performance against player game plan. 1.5 Determine areas of improvement for the player. 1.6 Scout and chart matches of potential opponents. |
2. Plan session to develop tactics for high performance players. | 2.1 Identify developmental readiness and current tactical knowledge of players to plan tailored session. 2.2 Identify player strengths, weaknesses and game styles. 2.3 Identify the tennis tactics to be developed. 2.4 Determine session objectives. 2.5 Select an organisational layout to support maximum participation of players. 2.6 Develop and document a plan to meet player needs for specific tournaments or competitions. 2.7 Identify risks and incorporate safety procedures to manage risks associated with activities including relevant legislation and organisational policies and procedures. 2.8 Access and select location, equipment and resources and check to ensure safety and suitability. |
3. Conduct session to develop tactics for different game situations and court surfaces. | 3.1 Communicate instructions clearly to players. 3.2 Conduct warm-up activities for players. 3.3 Demonstrate and explain tennis tactics for specific game situations and for different court surfaces. 3.4 Provide opportunities for players to practice tennis tactics. 3.5 Use appropriate coaching approaches and coaching styles. 3.6 Observe and monitor player progress and modify activities if required to ensure players are appropriately challenged. 3.7 Liaise with other coaches and support personnel to monitor and deliver high performance tennis activities. 3.8 Use drills and activities to promote skill transfer to specific competitive situations. |
4. Analyse and improve tennis tactics for high performance players. | 4.1 Identify player game style. 4.2 Identify player tactical strengths and weaknesses. 4.3 Use match charting techniques to analyse match tactics and performance. 4.4 Analyse individual performance and provide appropriate corrective strategies. 4.5 Provide specific constructive feedback for players to improve tennis tactics. 4.6 Identify links between player stroke production and tactical skills. |
5. Prepare high performance players for competition. | 5.1 Observe player during match play. 5.2 Assist player to identify opponent game style and strengths and weaknesses. 5.3 Assist player to develop a match plan for specific opponents. 5.4 Conduct activities to build player’s winning plays and implement game plan. 5.5 Conduct pre-match and post-match briefings. |
6. Review coaching session. | 6.1 Provide opportunities for players to identify personal progress and satisfaction with the session, and encourage feedback and questioning. 6.2 Evaluate activities based on feedback from players and personal reflection. 6.3 Review own performance and identify potential improvements. |