| Apply ethical behaviour | Demonstrate professional behavior.
- Apply the Code of Ethics.
- Is focused and well prepared throughout the duration of the course
- Develops cooperative working relationships with other course candidates.
- Dresses in a professional manner
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| | Manage own timetable.
- Is punctual to all activities and completes all assigned work on time.
- The coach is able to create a weekly schedule for his work (conducting lessons, admin work, meetings etc.).
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| Apply a coaching philosophy | Apply principles of Learner centered coaching.
- Defining goals in agreement with the player.
- The session plan as well as the applied drills reflects the individual needs in skill development (i.e. 'holistic approach', 'teaching tennis as open skill sport', 'game based approach')
- Applying cooperative coaching and discovery teaching styles.
- Develop a skill according to the different stages of learning
- Coach creates positive learning environment.
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| | Demonstrate understanding of the holistic approach in developing players
- Improvement programme and training session plan shows that the content is set to the level and needs of the players (mental, tactical, technical and conditioning)
- During the interview after the training session coach is able to define the link between mental, tactical, technical and conditioning elements.
- How was your lesson? If you were to deliever the lesson again what would you do differently? Then follow on on specific elements of mental, tactical, technical and conditioning. Should there be something in here about the player as a person? i.e. Tell me about your player what did you find out about them
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| Develop an improvement plan (series of lessons) including competition | Develop an improvement program (series of sessions)
- Programme contains key (SMART) goals.
- Programme contains tasks and criteria for achieving defined goals.
- Timing of the proposed tasks and activities is in alignment with the 'two-cycle' periodisation.
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| | Design and document a session plan.
- Is typed/written by using a template in an understandable way.
- Contains key elements of the session (warm up, main part and cool down).
- Theme of the lesson as well as the proposed drills are related to player needs, age and ability.
- Planned drills are linked to the aim of the session
- Session preparation contains the principle 'open-close-open'.
- Court set-up, use of targets and equipment are defined and related for the aim of the session.
- Session plan contains duration and resting time related to the goal of the drill.
- Planed rotations of players enable adequate work:rest ratio according to age and playing level.
- Timing of activities is accurate and achievable.
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| Ensure safety | Identify and assess constrains and risks associated with delivering the activity.
- Court set up is safe with players and equipment well-spaced.
- Risks associated with movement around the court are identified (e.g. not running past the net post or into net).
- Players are aware of risks during pre 'activity' talk.
- Coach has displayed the knowledge about the emergency procedures in case of injury (able to list the key elements of the emergency procedures).
- Coach has displayed the knowledge about the emergency procedures in case of fire (according to the occupational and health legislation).
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| | Organise and effectively implement fundamental first-aid procedures. | |
| Organise players and equipment prior to the lesson | Ensure players are ready to play (i.e. injury free, motivated and ready).
- Coach check that all players are on court and ready to play prior to the start of the session.
- By using questioning skills, coach identifies physical and mental state of the players prior to the session (i.e. possible injuries, mental fatigue)
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| | Facilities and resources required for the lesson together with needed teaching aids and equipment are identified and ready.
- Session plan contains the appropriate racket, balls and court size for the player (s).
- All required equipment and teaching aids are documented.
- Facilities, i.e. tennis court (s) are ready for the session.
- Coach prepares and stores the needed equipment prior to the session in the appropriate place on the court by taking into account the safety of the players.
- Equipment and teaching aids are sourced and utilized in the session.
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| Create and maintain learning environment | Coach identifies, agrees and designs the player's goal(s) for training and competitions with the player in order to meet the player's needs.
- Coach understands and can list the key factors of the learner centered coaching.
- During the interview after the training session coach is able to define training and competion goals by observing player's game and link it with the relevant area (mental, tactical, technical or conditioning)
- Demonstrate ability to identify training and completion goals by observing player's game and link it with the relevant area (mental, tactical, technical or conditioning)
- Coach can define one general goal for the whole group.
- To agree and set tournament schedules for 2 players (one 10U and one over 10 years).
- To connect the training goals with the competition goals and schedules for one 10Uplayer and one over 10 years.
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| | Create and maintain a positive learning environment.
- Players are encouraged and supported to take responsibility for their learning.
- Strategies are used to build relationships between players (e.g. cooperative partner activities so both can achieve success and are engaged.)
- Coach creates eye contact, smiles, moves around the court in a dynamic way, has open gestures.
- Coach interacts with the whole group equally and is encouraging players verbally and non verbally.
- Coach stimulates interest by providing a reason why the drill will be helpful.
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| | Facilitate group dynamics to maintain engagement of all participants and ensure individual and group enjoyment.
- Transitions time between activities is minimal with all players knowing what is required of them.
- Applied physical intencity matches players’ age/ability to ensure continual success of all players.
- Group and assign players according to the level of play, age, gender, developmental and other criteria.
- Coach should recognize the balance of different sexes in the group and apply appropriate drill(s).
- Players spend equal time on each activity.
- Coach spends equal time with all players.
- Coach ensures that all players play with one another, and if necessary with the coach.
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| | Recognise and manage inappropriate behaviour in a fair and equitable manner, in order to maintain an effective learning environment.
- Coach identifies and manages counterproductive behavior.
- Sets boundaries/rules regarding safety issues and consistently enforces these (e.g. kids wearing hats, not swinging when waiting, moving balls off court)
- Coach is aware of conflict between players and addresses the issue. (e.g. changing partners, moving groups)
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| Apply effective leadership and communication skills | Demonstrate effective leadership before, during and after activity.
- To lead the players and parents in training or during the competition and inform them about player's progress.
- Able to give explanation to parents and players at the start of the session (training or competition).
- Activities are organized in a manner which maximizes participation.
- Demontsrate abilty to solve the issues arising during the session by maintaining a relaxed environment.
- The coach is able to stop the group and call them around at an appropriate time.
- During practice coach is able to rotate players effectively (all players know what is required from them).
- To conclude the session or competition with a short summary or presentation to players and parents.
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| | Select and apply engaging communication and presentation skills suited to the learning needs of beginner to intermediate players.
- Demonstrate ability to apply and link different communication styles with different tasks during training sessions.
- Show empaty for a player by being 'caring' for his/her development (ie. Support and motivate player when is frustrated by not succeeding in give task)
- Uses players’ names.
- Coach's verbal and non-verbal communication are aligned.
- Speaks clearly and is audible to all players (ability to project the voice over one tennis court).
- Positions himself so they can be seen and heard by the group.
- Uses, recognizes and responds to non-verbal communication.
- Demonstrate active listening (i.e. makes eye contact).
- Uses non-sexist language.
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| | Information is presented to meet the needs of beginner/intermediate players and meet the requirements of the skill identified to be developed.
- Can explain or list the characteristics/benefits of individual and group lesssons.
- At the beginning of the session the coach explains:
- Theme and goals
- Safety considerations
- Information is mainly presented by using demonstrations or 'guiding layers to find a solution' rather than by verbal explanations.
- During interview with the assessor coach is able to provide argument(s) why this teaching point will improve performance.
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| | Give appropriate feedback.
- Coach is able to differentiate between group and individual feedback.
- Circulates when providing feedback (scans entire group constantly and intervenes each time there is a “coachable moment”).
- Coach praise the skill when performed according to the previously agreed standard.
- Provides honest, specific and when necessary prescriptive feedback in an encouraging manner when the skill is not performed correctly (e.g. rather than saying “your backswing is too high", says “your backswing should be like this" – and then demonstrates correct swing).
- Applied ratio of praise and criticism reflects the situation during the drill.
- Feedback is brief and players return quickly to the activity.
- Gives feed back according to the level of relevance/importance:
1. feed back related to saftety of a player
2. feed back related to the player's attitude
3. feed back related to player's performance
- Give feedback to parents and players at the end of a match or the event as required.
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| Demonstrate appropriate playing ability | Demonstrate playing ability level of ITN 4 or 5.
- Demonstrate stroke consistency and accuracy needed to maintain the rally with players up to ITN-6 level.
- Coach can executes conformity and function of technical elements.
- Conformity:
1. Grip.
2. Breathing and athletic look.
3. Set-up (judging, footwork, balance).
4. Preparation of body/racquet before the bounce.
5. Flexion and extension of legs.
6. Coordination of arm/shoulder (rotation).
7. Racquet path and hitting zone.
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| | Appropriate use of different types of feeding skills (hand, drop, basket, and rally).
- Feeding tests.
- Court positioning of player(s) and coach provide players´ safety (ie. not able to hit another player with a racket or run into each other).
- The coach is able to link the feeding position to the tactical situation/intention of the player.
- Feeding rhythm and frequency are linked to player's level and skill to be developed.
- Feeding accuracy (direction, height, and depth) is linked to player's level and skill to be developed.
- Demonstrate understanding of the progressive use of feeding techniques.
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| Demonstrate understanding of skill acquisition | Demonstrate understanding of fundamental motor abilities as well as perceptual and movement skills to be developed (awareness of standards).
- Coach can explain/give rationals for the tactics used by beginner and intermediate players according to their age and the level of play
- Coach can explain the evolution of the game from red up to regular court
- Coach can develop through drills the player’s game from red up to regular court
- Session has a tactical theme which is reinforced in each activity and is linked to age/ability.
- Through applied drills coach demonstrates understanding of 'stay in the point'/(prevent, gain time), 'creating advantage'(opening the court) and 'finish the point' (hit a winner).
- Players understand "why" they are doing an activity (e.g. Why aim high over the net or to keep ball in play, etc.)
- Cones/target areas are used to reinforce the tactical objective.
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| | Applied teaching methods are appropriate to the developmental age, stage of skill development and individual needs of beginner/intermediate players.
- Planned activities include cooperative and competitive rallies between players as well as the coach with a player (s).
- Select and apply preferable teaching method according to the goal of the drill.
- Select and apply preferable mode of learning by the individual player.
- Develop skills according to the stages of learning.
- Apply different types of practice (massed, blocked, random, continuous and variable) during the session related to the aim of the session/drill.
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| | Able to set up the drill.
- Time for explanantion and demonstration of the drill match the time defined in the session plan.
- Coach can link the demonstration in slow motion with the explanation of the key elements of the drill.
- Establish Organizational Elements:
People Positioning - Formation of columns & Groupings provides safety and physical intencity which is related to the goal of the drill. Movement Pattern - players understand where to start, where to move to hit shot, where to recover after shot and where to move in order to rotate.
Target areas and scoring systems are used to reinforce the tactical objective.
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| | Demonstrate understanding and apply through drills aimed to develop motivation, emotional control, concentration and self-confidence.
- Session preparation shows anticipation of mental factors popping-up during the lesson.
- During the session coach helps develop and/or corrects mental factors related to the aim of the drill.
- Coach uses drill/learning activity to address mental factors.
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| | ABC (agility, balance, co-ordination) & EPS (Endurance, power, speed): Understand and apply the appropriate exercises, drills and games to develop these skills in beginner/intermediate players.
- In the session plan the relation between practice goal and exercise is clear.
- The selected drill (s) develop the motor ability.
- On court: the drill helps the player to improve the skill.
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| | Demonstrate knowledge and through the use of drills apply the key aspects of strategy and tactics for singles and doubles for beginner/intermediate players.
- Coach can explain/give rationals for the tactics used by beginner and intermediate players according to their age and the level of play
- Coach can explain the evolution of the game from red up to regular court
- Coach can develop through drills the player’s game from red up to regular court
- Session has a tactical theme which is reinforced in each activity and is appropriate to age/ability.
- Through applied drills coach demonstrates understanding of 'building up'(opening the court), 'finish the point' (hit a winner) and 'stay in the point'/'gain time' (prevent).
- Players understand "why" they are doing an activity (e.g. Why aim high over the net or to keep ball in play, etc.)
- Cones/target areas are used to reinforce the tactical objective.
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| | Demonstrate through drills the ability to develop a player in 5 game situations, and also zones and phases of play, according to tactical intentions and other factors that influence tactics.
- Players are questioned to explain tactial reasoning for decisions made (e.g. If in defensive position where should you hit the ball?)
- Coach ask questions in order to check player's understanding of the tactical intentions and their link with the particular game situation.
- Coach insures the practice quality by keeping players' focus on the previously agreed tactical intention / decision.
- Insure the practice quality by maintainig players' attitude and commitment in order to achieve the goal(s) of the drill.
- Applied progressions/regressions lead to players' improvement.
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| | Demonstrate knowledge of the fundamental aspects of stroke production applied to each type of stroke (grips, phases of stroke, swing patterns, footwork, effect of spin and tactical implications of a shot).
- The lesson preparation shows understanding of arranging an optimal learning situation (adequate tactical context for developing specific technical skills)
- When introducing or explaining the skill coach correctly identify key elements of the stroke.
- Coach correctly link the tactical implication with the explanation of the key elements of the stroke in particular game situation.
- The practice situation is fully linked to the intended development/shaping of the movement
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| | Provide correct demonstrations of the key technical fundamentals of the basic strokes for beginner/intermediate players.
- Coach can link the demonstration with the explanation of the key elements of the stroke and biomechanical principles.
- Demonstrate a position whereby players can see the coach’s racket and hear what is being said.
- Coach provides appropriate number of demonstration(s) until player(s) is able to 'see'/understand the coaching point.
- Players are provided with an opportunity to mirror the coach and gain feedback on their swing pattern (i.e. if coach has back to players - use same hand, if facing players - use opposite so they can mirror coach)
- Demonstration is clear and accurate and should be accomplished within previously agreed time (ie. 1,5 minute).
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| | Demonstrate understanding and apply through drills the factors which affect ball control when playing tennis (direction, height, depth, spin, speed).
- Applied drills are reinforcing identified/selected coaching points throughout the seesion.
- Applied improvement/correction methods are releted to the selected coaching point..
- Practice situation and teaching aids (targets, net height and ball) support each other in developing selected coaching point
- Drills respects player's age and ability level.
- Player show improvement by at least showing awareness and tries to implement the coaching point.
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| Analyse and improve players | Create situations in order to observe the skill (s) to be developed.
- The coach positions himself to ensure he can see all players at all times.
- The coach positions himself to ensure that he can see the observed element (i.e. to be aligned with the right side of the body when observing the forehand's contact point, of a right handed player).
- Coach creates several tasks linked to the given stroke and selected tactical intention in order to identify technical element to be improved. (i.e. Forehand stroke behind the base line in defensive situation, using different directions for creating advantage, etc).
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| | Analyse individual/group progress and select the appropriate corrective strategies related to technical, tactical, psychological and motor elements.
- The practice situation is fully linked to the intended development/shaping of the movementel.
- Progression/regression activities are implemented to ensure the that each player is challenged and motivated.
- Activities are progressed/regressed accordingly to facilitate player improvement and success.
- Progression/regression activities for technical and tactical skills are integrated.
- Player show improvement by at least showing awareness and tries to implement the coaching point.
- Coach is reacting to players non-verbal signs (frustration when there I sno success as drill is to difficult / boredom when drill is to easy)
- Regression activities are provided if player is unable to perform the skill or component of the skill successfully
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| | Facilitate skill development through employing appropriate progressions and regressions.
- The practice situation is fully linked to the intended development/shaping of the movementel.
- Progression/regression activities are implemented to ensure the that each player is challenged and motivated.
- Activities are progressed/regressed accordingly to facilitate player improvement and success.
- Progression/regression activities for technical and tactical skills are integrated.
- Player show improvement by at least showing awareness and tries to implement the coaching point.
- Coach is reacting to players non-verbal signs (frustration when there I sno success as drill is to difficult / boredom when drill is to easy)
- Regression activities are provided if player is unable to perform the skill or component of the skill successfully
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| Run competitions | Demonstrate understanding of the rules of tennis with special emphasis on rules when playing without the chair umpire.
- To explain to players and parents the scoring system which will be used in matches
- To explain to players and parents the procedures to settle disputes
- To referee a one day event and facilitate all matches without chair umpires
- To demonstrate knowledge of the rules of tennis
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| | Assign the players to groups/teams/matches according to the selected competition format.
- To create and populate the draw for a variety of tournament formats
- To create and work to an order of play that brings the tournament to a successful and on time completion.
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| | Use different scoring systems for beginner/intermediate players.
- Applied scoring systems are related to the purpose; competition or the drill/game.
- To use:
- tiebreak timed format
Shortened set (1st to 4 games)
- Applied scoring system(s) ensure rotation and equal involvement of all players.
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| Create and apply development plan for tennis organisations | Establish a basic development/promotion plan for the tennis organisation.
- Reviewing an existing programme by using a SWOT analysis.
- Reviewing an existing programme regarding income and expenditure
- To establish and implement a plan to promote the existing programme including examples of promotion.
- Develop an appropriate action plan to achieve the identified goals
- The coach is able to create a meeting agenda and keep the minutes of the meeting
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| | Use a basic assessment tool to evaluate the programme.
- To maintain financial records to track progress of the club programme against the plan for a 3 month period.
- To conduct a customer survey at the start of the planning process to establish the views and needs of the players/parents.
- To show attendance records for the different parts of the programme and re-set goals based on this.
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| Reflexe and evaluate activities | Able to asses player's performance in compettion.
- Can apply basic mach charting
- Is able to define and recognize evidences related to player’s playing level.
- Can identify goals for training and competition relaetd to player's age and playing level.
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| | Explain and evaluate own coaching performance by identifying own strengths and weaknesses.
- Coach is able to answer (assessor's)questions without feeling attacked. Explaining instead of defending.
- Coach is able to define(explain) what he has learned from the series of lessons.
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| | Review the activity effectiveness in relation to aims and objectives.
- Coach is able to evaluate the effectiveness of the activity by linking the aims and outcomes.
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