1st4sport level 3 certificate in coaching tennis (qcf) · 2013. 8. 28. · product reference:...

Product Reference: L3CCTENQ LP2

Developed in Partnership with the Lawn Tennis Association (LTA),

With the support of British Tennis

1st4sport Level 3 Certificate in Coaching Tennis (QCF)

Learner Pack Part Two Qualification Specific Information


© Coachwise Ltd, 2013

This document is copyright under the Berne Convention. All rights are reserved. Apart from

any fair dealing for the purposes of private study, research, criticism or review, as permitted

under the Copyright, Designs and Patents Act 1998, no part of this publication may be

reproduced, stored in a retrieval system, or transmitted in any form or by any means,

electronic, electrical, chemical, mechanical, optical, photocopying, recording or otherwise,

without the prior written permission of the copyright owner. Enquiries should be addressed

to 1st4sport Qualifications.

1st4sport Qualifications

Coachwise Ltd

Chelsea Close

Off Amberley Road

Armley

Leeds LS12 4HP

Fax: 0113-231 9606

Email: [email protected]

Website: www.1st4sportqualifications.com

The Ofqual-recognised awarding body 1st4sport Qualifications is a brand of Coachwise

Ltd, the trading arm of The National Coaching Foundation (known as sports coach UK), the

UK-registered charity leading the national development of coaches and the coaching

system. Any proceeds go directly back to sports coach UK to help them develop and

advance sport nationwide.

The technical content of this qualification has been developed in partnership with British

Tennis

The Lawn Tennis Association (LTA)

The National Tennis Centre

100 Priory Lane, Roehampton

London SW15 5JQ

Tel: 020-7381 7000

Fax: 020-7381 5965


Website: www.lta.org.uk

Qualification Number: 501/2248/4

Version: JR010313


Contents – Part Two Page

Introduction to 1st4sport Qualifications 1

Introduction to the Qualification 3

Qualification Aim and Learning Outcomes 6

Qualification Format 7

Summary Assessment Specification 9

The Sector Skills Council for Active Leisure, Learning and Well-being 11

Qualification Links 13

Level 3 Tennis Practical Syllabus 14

Unit Specifications

Unit Specification for Unit 204 21











Recommended Outline Learning Programme 35

Recommended Learning Resources 37

Access Arrangements 39


Notes:

1 Product Reference: L3CCTENQ LP2

Introduction to 1st4sport Qualifications

1st4sport Qualifications is an awarding body recognised and regulated by the Office of the

Qualifications and Examinations Regulator (Ofqual) and created with the aim of offering

vocational qualifications in areas of sport, recreation and allied occupations. We work in

partnership with a variety of organisations to develop qualifications. We are developing a

catalogue of qualifications to include vocational qualifications from the following sectors:

coaching

officiating

sports therapy

sports development

operations and facility management

spectator control

education and training

sports science

outdoor education

volunteer management.

The Ofqual-recognised awarding body 1st4sport Qualifications is a brand of Coachwise

Ltd, the trading arm of The National Coaching Foundation (known as sports coach UK), the

UK-registered charity leading the national development of coaches and the coaching

system. Any proceeds go directly back to sports coach UK to help them develop and

advance sport nationwide.

The full list of qualifications available from 1st4sport Qualifications can be obtained by

contacting [email protected] The Ofqual accreditation status of

qualifications offered by 1st4sport Qualifications may vary, all efforts will be made to

communicate changes in the status of qualifications via the appropriate media.

In an effort to reduce the costs of 1st4sport Qualifications we aim to utilise electronic means

of communication wherever possible. 1st4sport Qualification‟s website

(www.1st4sportqualifications.com) or e-mail ([email protected]) should

be the first port of call for organisations or individuals looking for information. For those

without access to the Internet, other formats are available, please contact:

Post: 1st4sport Qualifications

Coachwise Ltd

Chelsea Close

Off Amberley Road

Armley

Leeds LS12 4HP

Tel: 0113-290 7610 Fax: 0113-231 9606

1st4sport Qualifications Mission Statement To provide the sport and recreation industry with a quality-assured and

cost-effective qualification awarding service.

Product Reference: L3CCTENQ LP2 2

Contacting British Tennis

Post to: The Lawn Tennis Association (LTA)

The National Tennis Centre

100 Priory Lane, Roehampton

London SW15 5JQ

Tel: 020-7381 7000

Fax: 020-7381 5965

Email [email protected]

Website: www.lta.org.uk

Information on the UK Coaching Certificate


Website: www.sportscoachuk.org/Investing+in+Coaching/UK+Coaching+Certificate/

Equal Opportunities, Complaints and Appeals Procedures Your recognised centre (the organisation/college delivering your programme of training) will

provide you with a variety of documents including their:

equal opportunities policy

appeals procedure

complaints procedure.

You may also be provided with a Learning Agreement. These documents describe your

rights to receive an appropriate learning programme and, if you feel you have justification

to complain about the service received or feel you have been unfairly assessed, you are

encouraged to follow the recognised centre's complaints or appeals procedure.

If, having followed the recognised centre‟s procedures fully, you still feel you have reason to

complain or appeal against the way your concerns were handled, you may appeal to

1st4sport. Our appeals and/or complaints procedures are available on our website:

www.1st4sportqualifications.com.


Introduction to the Qualification

The Level 3 Certificate in Coaching Tennis (L3CCTENQ) awarded by 1st4sport Qualifications

in England and Wales and the technical content has been developed in partnership with

British Tennis. British Tennis is made up of representatives from the Lawn Tennis

Association (LTA), The Tennis Foundation, Tennis Scotland and Tennis Wales. The 1st4sport

Level 3 Certificate in Coaching Tennis is one of a number of coaching qualifications awarded

by 1st4sport Qualifications and is solely administered and awarded by 1st4sport

Qualifications as the Ofqual-recognised awarding body.

Qualification Title

Title

Qualification

No.

Level

Credit

1st4sport Level 3 Certificate in Coaching Tennis (QCF) (L3CCTENQ)

501/2248/4 3 26

Unit Information

Title

Unit No.

Level

Credit

204

Understanding the principles of safe and

equitable coaching practice

M/601/2108

2

2

301

Understanding the fundamentals of coaching

programmes

T/601/3535

3

3

302

Understanding the principles of planning

coaching programmes

A/601/3536

3

3

303

Understanding how to support participant(s)‟

lifestyle through coaching programmes

F/601/3537

3

3

304

Analyse player(s)‟ performance and set

programme goals in Tennis

T/602/2462

3

2

305

Plan coaching programmes in Tennis

A/602/2463

3

2

306

Manage safe and effective Tennis coaching

programmes

F/602/2464

3

2

307

Deliver Tennis coaching programmes

J/602/2465

3

3

308

Develop player(s)‟ performance in Tennis

L/602/2466

3

3

309

Monitor and evaluate Tennis coaching

programmes

R/602/2467

3

2

310

Develop coaching practice in Tennis

Y/602/2468

3

1


This qualification is accredited onto the Qualifications and Credit Framework (QCF) and as

such, on completion, will give learners credit which may be used towards other similar

qualifications. When learners have completed the qualification, or units of it, their QCF

achievements will be uploaded by 1st4sport to the Personal Learner Record (PLR) service.

The PLR is operated by the Skills Funding Agency for Learners engaged within the QCF. The

Skills Funding Agency offers this PLR Service which stores information on the QCF units and

qualifications learners have completed. The PLR will be a lifelong record of your learning

and qualifications, which will be accessible to learners and to organisations where they have

permitted viewing.

British Tennis is composed of the constituent national governing bodies for Tennis in the UK

(The LTA, Tennis Scotland and Tennis Wales) and The Tennis Foundation. The NGBs are

committed to providing services to Tennis ensuring a UK-wide coach education programme

is developed and implemented, which meets the needs of coaches and players at all levels,

in Tennis, across the home countries.

The 1st4sport Level 3 Certificate in Coaching Tennis (L3CCTENQ) is a vocationally related

qualification that provides learners with an opportunity to study and be assessed on both

the practical and theoretical aspects of coaching Tennis to groups of adults and children in

an appropriate environment. Please see the LTA Guidelines on Health and Safety for

Coaches for further guidance regarding the requirements of appropriate environments for a

coach at this level.

Coaching, whether in an employed or voluntary capacity, is a rewarding and responsible

role. The sporting community has expectations of coaches‟ conduct and behaviour that must

be understood and supported by everybody. The LTA Code of Ethics for Coaches determines

appropriate behaviour for coaches; learners are provided with a copy of this code for

reference as they work towards gaining the qualification.

The qualification is a component of the LTA‟s UKCC-endorsed coach education programme.

Recognition of Prior Learning (RPL)

The units 204, 301 – 303 are generic coaching knowledge units which learners may have

achieved through completion of other qualifications that contain those units, such as the

1st4sport Level 3 Certificate in the Principles of Coaching Sport (QCF), Qualification

Accreditation Number: 500/8753/8, or similar qualifications from other awarding bodies.

Recognised centres have a responsibility to review learners‟ prior achievements and if the

learning is considered to be current and that the learner is able to apply the knowledge

gained through achievement of the units in the context of coaching Tennis.

Recognised centres have a responsibility to review learners‟ prior achievements and if the

learning is considered to be current (have occurred within the last 12 months).

Accreditation Dates and Learner Registration Period

Qualification Accreditation Start Date: 01/09/2010

Qualification Accreditation End Date: 28/02/2015

Qualification Certification End Date: 28/02/2018

The learner registration period for this qualification is three years. Learners are required to

successfully complete their programme of learning and assessment, and a certificate applied

for within that period. Learners who are disadvantaged or were unable to attend their

assessment due to emotional/physical difficulties or adverse circumstances may apply to

extend their registration period via the 1st4sport special consideration process.


Recommended Coach Educator: Learner Ratio

To ensure the appropriate support for, and monitoring of, learners during practical sessions,

the delivery and assessment of the qualification is recommended to operate at a ratio of one

appropriately qualified coach educator to a maximum of 10 learners.

Qualification Prerequisites

Prior to registration, learners are required to:

hold one of the following awards or equivalent:

hold the 1st4sport Level 2 Certificate in Coaching Tennis (L2CCTEN/ L2CCTENQ)

hold the 1st4sport Level 1 Certificate in Coaching Tennis (L1CCTEN/ L1ACTENQ) and

have had an ATP or WTA ranking

and either:

be an LTA registered coach, or

have confirmation of attendance on a current/ HSE recognised Emergency First Aid

Course (or equivalent), and have confirmation of receipt of a positive CRB check via the

LTA mechanism

Recommended Learning Hours

To achieve the qualification it is a requirement that all eleven mandatory units are

completed, giving learners twenty six credits. Each credit is equivalent to 10 hours of

learning time.

Each credit is equivalent to 10 hours of learning time. When learning time is not an exact

multiple of 10, it must be rounded up or down as credit can only be represented in whole

numbers (14 hours of learning would be rounded down to represent one credit, 17 hours of

learning would be rounded up to represent two credits). It is therefore recommended that

the L3CCTENQ has a total learning hour‟s value of 237 hours when each unit is delivered

individually. For integrated delivery models, whereby units are delivered holistically, the

learning time may be significantly reduced.

The recommended guided learning hours required to effectively deliver the qualification are

considered to be in a range from 96 – 127 hours, depending upon learners‟ needs and the

structure of the programme of learning. In circumstances where learners have additional

learning requirements, the recognised centre may need to offer additional time to the

learner to support them in the achievement of the qualification.

In circumstances where learners have additional learning requirements, the recognised

centre may need to offer additional time to the learner to support them in the achievement

of the qualification.

Reassessment Procedures

Learners who are unsuccessful in any aspect of assessment – theoretical or practical – may

be offered a maximum of two opportunities to re-sit the appropriate portion of the

assessment within their one-year period of registration with 1st4sport Qualifications.

Learners should be aware that recognised centres may levy additional charges for

conducting reassessments. Learners who are disadvantaged or were unable to attend their

assessment due to emotional/physical difficulties or adverse circumstances may apply to

extend their registration period via the 1st4sport special consideration process.


Qualification Aim and Learning Outcomes

Aim To provide learners with an advanced knowledge of the principles/practice of safe, ethical and

effective management and coaching of Tennis coaching programmes to individual players and groups of adults and young people.

This certificate offers an opportunity for Tennis coaches to support the development of

Tennis by contributing to administration, management and/or coaching in schools or

community-based Tennis clubs.

Learning Outcomes

On successful completion of the L3CCTENQ, learners should be able to:

Understand the role of the coach when planning, implementing, analysing and revising

sport-specific annual coaching programmes

Understand the coaching process

Understand how to utilise a range of learning and behaviour management techniques

Understand the principles and application of self reflection and reflecting on feedback

Understand the principles and processes involved in planning and periodisation within

annual coaching programmes

Understand the stages of participant development

Understand the development of skill through sport-specific annual coaching

programmes

Understand how to conduct performance evaluation

Understand how to support participant(s)‟ physical conditioning within sport-specific


Understand how to provide participant(s) with nutritional advice within sport-specific


Understand how to develop participant(s)‟ mental skills within sport-specific annual

coaching programmes

Understand how to provide participant(s) with lifestyle support within sport-specific


Understand how to ensure participant(s)‟ safety during sport-specific coaching sessions

Understand how to ensure equitable coaching of sport-specific activities

Establish the key sport-specific performance factors and player(s)‟ needs

Involve player(s) in the analysis of the collected information

Plan programme goals for player(s) based on collected information

Design and plan coaching programmes to achieve player(s)‟ goals

Identify and access resources to support the delivery of programmes

Plan for the evaluation of programmes

Establish and maintain the safety of the coaching environment during the delivery of

coaching programmes

Establish and maintain relationships with player(s) and others involved in the delivery

of programmes

Manage player behaviour and interactions

Initiate coaching programmes

Review player(s)‟ progress during the implementation of the programme

Modify coaching programmes in response to feedback and changes in needs

Make preparations for coaching

Implement coaching activities

Support player(s) in improving performance

Conclude coaching activities

Monitor the implementation of coaching programmes

Monitor own contributions to the coaching programme

Be able to review own coaching practice

Provide assistance in the development of other coaches


Qualification Format

The Level 3 Certificate in Coaching Tennis (QCF) comprises eleven units of assessment (see

Figure 1 below), of which four are generic knowledge-specific units (204, 301 – 303) and

seven Tennis coaching-specific units (304 – 310) during which you will be required to show

that you can plan and deliver coaching activity sessions which meet the requirements of the

Level 3 Tennis Practical Syllabus. Learners who already hold the four generic units may be

able to apply for Recognition of Prior Learning (RPL), at the discretion of their recognised

centre/assessor. To qualify for the Level 3 Certificate in Coaching Tennis (QCF), learners

must successfully complete/have credit for all eleven units.

Figure 1: Structure of the Level 3 Certificate in Coaching Tennis (QCF)

The L3CCTENQ can only be achieved via a 1st4sport Qualifications recognised centre. The

qualification is designed to be delivered via a mixture of tutor-delivered sessions, directed

activities, and evidence gathering for assignments.

Achievement of the qualification is normally via a combination of:

attendance at an induction that will provide learners with an introduction to the

qualification and guidance on its requirements, including evidence gathering and

assessment

a course of training that will deliver the knowledge required via a structured programme

of learning covering all units of the qualification.

assessed components including the completion of assignments/tasks covering all units

of the qualification.

At the conclusion of the programme of training and assessment, all learners will be action-

planned for their further development.

Unit 306 Manage safe and effective Tennis

coaching programmes

Unit 307 Deliver Tennis coaching programmes

Unit 308 Develop player(s)‟ performance in Tennis

Unit 309 Monitor and evaluate Tennis coaching

programmes

Unit 302 Understanding the principles of planning

coaching programmes

Unit 204 Understanding the principles of safe and

equitable coaching practice

Level 3 Certificate in Coaching Tennis (QCF)

Unit 301 Understanding the fundamentals of

coaching programmes

Unit 304 Analyse player(s)‟ performance and set

programme goals in Tennis

Unit 305 Plan coaching programmes in Tennis

Unit 303 Understanding how to support

participant(s)‟ lifestyle through coaching

programmes

Unit 310 Develop coaching practice in Tennis


Fees

The learner registration and certification fee for the 1st4sport L3CCTENQ is available from

1st4sport Qualifications on request. The learner registration and certification fee is per

learner and provides registration and certification for the qualification, a Learner Pack,

appropriate learning and assessment materials and a certificate.

Progression

Successful learners are eligible to seek employment in appropriate paid or voluntary

coaching roles. The Certificate qualifies learners to coach the skills and techniques of

Tennis, as identified in the Practical Syllabus, to individual players and groups of adults and

children. Following a period of practice as a qualified coach, learners may choose to develop

their skills by participating in continuing professional development (CPD) opportunities

offered within tennis and other coaching-related organisations.

Holders of this qualification who are in employment may consider progressing to a QCF

sport-specific Level 3 Diploma in Coaching. Further progression, following a period of

practice and gaining experience working at this level might include an NGB sport-specific

Level 4 Certificate in Coaching. Other opportunities may include moving into the area of

coach education, supported by additional training in the area of learning and development.

All qualified coaches are encouraged to align to their sport‟s NGB and take advantage of the

professional and educational services, including coach licences and CPD, offered by the

British Tennis Coach Education Programme.

Learners may gain the opportunity to develop their learning and knowledge by volunteering

or gaining employment as a coach at the appropriate level. In addition they may wish to

progress their knowledge of coaching methods and practices in a specific area of interest

and might undertake workshops and/or alternative learning opportunities offered by other

relevant organisations, such as sports coach UK.


Summary Assessment Specification

The assessment methods for this qualification include knowledge tests, tasks relating to

coaching Tennis and observation of learner‟s practical coaching. The learners‟ coach

educator will help them understand how to complete the Learner Pack, the different sorts of

evidence that are appropriate and acceptable and what the programme of assessment will

be. Learners must be thoroughly briefed on the assessment criteria and procedures for the

qualification.

To achieve the qualification, learners are required to have, in summary, assessed evidence

of:

Summary of Assessment

The learner must be have:

1

an appropriate comprehension understanding of the Level 3 knowledge units and

the specific technical knowledge underpinning the coaching of Tennis at this level,

which will be assessed via performance, simulation, tasks and assignments

2

the production of a performance profile for a minimum of two players or a team in

Tennis. These should be matched against established performance factors for

Tennis and identify the current and potential level of player performance and/ or

development. This should cover at least one of the following areas:

Skill levels

Technical ability

Tactical awareness

Physiological needs

Psychological needs

All performance factors must be drawn from the Level 3 technical syllabus

developed for Tennis.

3

design and plan a Tennis Coaching Programme for a minimum of two players or a

team, which should be based upon the outcome of the performance profile(s)

developed in Unit 304

4

production of a detailed plan of a discrete cycle or phase (minimum of eight

weeks) associated with an aspect of the Tennis Coaching Programme

5

production of a minimum of 8 coaching session plans within the discrete cycle or

phase (minimum of eight weeks) associated with an aspect of the Tennis Coaching

Programme

6

production of a recorded plan for the ongoing evaluation of the Tennis Coaching

Programme

7

production of a recorded plan for the ongoing performance and/or development

review for either two players or a team. The plan should identify the methodology

and timings for the ongoing review

8

that they are competent in managing a safe coaching environment for players and

others. This must be observed by an appropriately qualified assessor on a

minimum of two occasions

9

The production of a record of the management of a safe coaching environment

over a minimum period of eight weeks. This should be within the planned discrete

cycle or phase associated with an aspect of their coaching programme


Summary of Assessment

The learner must be have:

10

the delivery of a minimum of 8 coaching sessions within the discrete cycle or phase

(minimum of eight weeks) associated with an aspect of the Tennis coaching

programme

11

the delivery of a minimum of two Tennis coaching sessions, which must be

observed by an appropriately qualified assessor on separate occasions

12

the production of recorded player performance and/ or development reviews and

associated action plan(s) for a minimum of two players or a team during the

Tennis coaching programme. This may include at least one or more of the

following areas:

skill

technical ability

tactical awareness

physiological

psychological

13

the production of a recorded review and evaluation for a detailed training cycle or

phase (minimum of eight weeks) associated with an aspect of the Tennis coaching

programme

14

the production of a personal action plan to develop own coaching practice based

upon the delivery of a detailed training cycle or phase (minimum of eight weeks)

associated with an aspect of the Tennis coaching programme

15

an action plan to develop coaching practice for others involved in supporting the

Tennis coaching programme

All sessions must be drawn from the Level 3 technical syllabus developed for Tennis

If you are successful in all aspects of assessment, you will be eligible to be certificated for

the L3CCTENQ.


Level 3

National Sta

ndard

s

Level 2

National Sta

ndard

s

Technic

al Tennis

Conte

nt

Level 3 Diploma in Coaching Tennis (QCF)

Level 2 Diploma in Coaching Tennis (QCF)



The Sector Skills Council for Active Leisure, Learning and Well-being The Sector Skills Council for Active Leisure, Learning and Well-being – SkillsActive – has

developed a qualification map to guide the development of qualifications that meet

employers‟ needs.

Figure 2 shows a portion of the map relevant to Level 1 qualifications and illustrates where

the L3CCTENQ sits.

Figure 2: Sport and Recreation Sector Map

The Level 3 Certificate in Coaching Tennis (QCF) is a qualification accredited onto the

Qualifications and Credit Framework. This qualification has been designed to provide

learners with opportunities for development in an occupational area and provide a broad

foundation leading to employment and/or further study.

Further information on the work of SkillsActive, the sector map or the full range of National

Occupational Standards for the industry may be found by contacting:

SkillsActive

The Sector Skills Council for Active Leisure, Learning and Well-being

6th Floor

Castlewood House

77–91 New Oxford Street

London WC1A 1DG

Tel: 020-7632 2000


Website: www.skillsactive.com


National Occupational Standards and QCF Qualifications

The Level 3 NOS for Coaching are composed of seven units:

D481 Analyse participants‟ current and potential performance needs and aspirations

D482 Plan sports coaching programmes

D483 Manage safe and effective sports coaching programmes

D484 Manage the delivery of effective sports coaching programmes

D485 Develop participant performance through effective sports coaching

D486 Monitor and evaluate effective sports coaching programmes

D487 Manage and develop sports coaching practice

The 1st4sport L3CCTENQ aims to cover the knowledge and application of the Level 3 NOS

for Coaching.

The size is measured in learning time, which includes the hours learners might need to

prepare to attend a course, the course and assessment time and any preparation or

additional work (such as logged coaching) they would need to complete. These hours are

converted into a „currency‟ which is called credit. Ten hours of learning time = 1 credit.

See below how the range of credits is applied to each size qualification. This is designed to

help learners understand the size of a particular qualification that they aspire to study. The

examples below relate to the full breadth of qualifications available at level 3.

A Level 3 Award in the Principles of Coaching, is a small qualification (1 – 12 credits) which

includes only knowledge units and does not qualify someone to coach a particular sport.

A Level 3 Certificate in Coaching Tennis, is a larger (13 – 36 credits) sport-specific

qualification which includes both knowledge units and practical coaching units in a particular

sport, such as Tennis. This qualification will be the minimum industry standard to coach a

particular sport without supervision.

A Level 3 Diploma in Coaching Tennis, would be larger again (>36 credits) and a sport-

specific qualification which includes both knowledge units and practical coaching units in a

particular sport, such as Tennis. This qualification assesses the coach coaching a broader

range of Tennis techniques, a broader range of players and is assessed in the coach‟s

workplace over a period of time. Diplomas are most appropriate for those already holding a

Level 2 Certificate and being employed in a Tennis coaching role.


Qualification Links

Links to NOS

The achievement of the 1st4sport L3CCTENQ aims to support the requirements as defined

in the National Occupational Standards for coaching within the Active Leisure and Learning

sector. Details of units contained within this sector are available from your recognised

centre or via SkillsActive.

Links to Functional Skills

Through the completion of the 1st4sport L3CCTENQ, learners will have the opportunity to

generate evidence towards the achievement of the following functional skills units/elements.

It is possible that computers may be used to access and record information in some units.

However, such use of computers is not explicit within the standards and, therefore, there is

generally no opportunity to credit ICT Key Skills.

Level 1 Functional Skills

English

Speaking, listening and communication

Reading

Writing

Mathematics

Representing

Analysing

Interpreting

Information

Communication Technology

Using ICT

Finding and selecting information

Developing, presenting and communicating information

Level 2 Functional Skills

English

Speaking, listening and communication

Reading

Writing

Mathematics

Representing

Analysing

Interpreting

Information

Communication Technology

Using ICT

Finding and selecting information

Developing, presenting and communicating information

Further information about Functional Skills can be found at www.qdca.gov.uk

Links to the National Curriculum at Key Stage 4

The 1st4sport L3CCTENQ also contributes towards the following areas of the National

Curriculum Key Stage 4:

Physical Education

Personal, Learning and Thinking Skills (PLTS)


Level 3 Tennis Technical Syllabus

Practical Topics

Components of practical topics

Games Situations

The tactical situations of tennis singles:

serving

returning serve

both players back

player approaching or at the net

opponent approaching or at the net

The tactical position in doubles tennis in all game situations

and or all tactical intentions:

Poaching

Crossing, staying

Both at net, one back, both back

Tactical intentions

Tactical, game based tennis:

Trading

Building

Finishing

Neutralising

Turning the point around

Strategies

Consistency

Effective use of space

Effective use of time

Utilise your strengths

Exploit your opponents weaknesses

Technical skills

The basic technical skills in serve, return, groundstrokes

and volleys that link with the intentions and strategies.


Practical Topics


Technical effectiveness

principles

Technical effectiveness principles defined by

Effect on opponents position

Effect on own position

Through the ball characteristics of the ball received and

Ball sent.

The 5 ball characteristics :

height

depth

direction

speed

spin

Determining factors for the ball characteristics:

Racket skills PAS:

path of racket

angle of racket

speed of racket

Influencing factors for the ball characteristics:

Body skills:

contact point

Wrist position

Body position

Footwork skills

Reception skills

Stances

Recovery positions

Technical conformity

principles

Task progressions in serve, groundstrokes and volleys for

Red court:

R1 court short and narrow

R2 court narrow and longer

R 3 court wider

Full red court

Groundstrokes in progressive courts in RED

Player Pathway

Understanding of the LTA player pathway


Practical Topics


Competition

R1 court

Starting position – semi open stance

Forehand or Backhand rally

Contact point in front

Stable wrist

No backswing, start at CP

Use legs to push upwards/fowards

No follow through

R2 court

Starting position

Forehand or backhand all the time

Step in before contact

Push in stroke direction and follow through

Push till tip stance

R3 court

Ready position

Forehand and backhand alternate

Unit turn (open outside leg)

Step in

Contact point

Follow through

Tip stance

R4 court

Ready position and more movement

Unit turn to start movement

Step in when you can

Compact preparation, speed racket up before contact

point

More hit feeling with low to high racket path

Longer follow through

Tip stance or dynamic balance


Practical Topics



principles

Serve progressions

Links with “total picture” (later)

Dissociation between tossing arm and hitting arm

Palm in – palm out (semi continental grip)

Pronation (= orientation of the racket)

Wrist flexion towards ball

Hips frontal at contact (turned in)

Links with “total picture” (later) :

Bend – rotate – stretch => Dropping of the racket

= first steps in “displacement”

Trunk rotation around “twist-axis” during the

hitting phase

Contacting the ball

continental grip = internal rotation enabled

Follow through and finish

Trunk stability and continuation of the trunk

rotation


principles in Orange/Green

court

Adding speed and spin through using more ground

force reaction/leg drive :

Loading the back leg more

Actively pushing in stroke direction

Neutral, semi open or open stances depending on

tactical situation

Adding speed and spin to strokes by adding rotation:

bigger unit turn

starting separation of hip and shoulder line

more pre-stretch

semi open and open stances to facilitate

Adding speed and spin to strokes by having a bigger

range of motion:

bigger preparation (elbow and arm further away

from body)

longer follow through (swing)

racquet more dropping/falling pre contact

Adding speed and spin to strokes by using more body

segments.

more pre stretch in trunk, upper arm, forearm,

wrist

accelerate with wrist through contact

higher contact points, closing the grip


Practical Topics


Coaching process

The coaching process as the framework for the learner

centered.

Coach intervention, starting from a predefined theme for

performance players or from an open analysis with club

players.


Practical Topics


Coaching process (cont‟d)

Competition

National competition framework and mini tennis rating


Practical Topics


Tennis for all ages and

abilities

Groundstrokes, forehand single and double handed

backhand

Serve/ Return of serve/ Volley/ Smash/ Drop sho/t Lob

Spin – slice and topspin applied to groundstrokes and

serve the use of modified equipment (rackets and

balls) for use with young children (8 and under) on

modified (smaller) court areas.

The concept of teaching appropriate activities at the

relevant

Age in order to develop potential.

Different types of competition structures

team and individual competition

different tournament formats – championship, round

robin, box leagues, etc

Ratings events and Ratings structure


Unit Specifications

Unit 204 - Understanding the principles of safe and equitable coaching practice

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Understand how to

ensure participant(s)‟

safety during sport-

specific coaching

sessions

1. Describe the health and safety requirements that are

relevant to planned sport-specific activities and

competition

2. Describe how to structure coaching sessions to

minimise the risk of injury to participant(s)

3. Explain how to plan for contingencies to coaching

sessions as a result of external influences

4. Explain how to implement contingencies to coaching

sessions as a result of external influences

5. Describe the principles for checking the safe

functionality of equipment used during sport-specific

activities and competition

6. Outline the main rules/regulations of the sport/activity

appropriate to the level of the participant(s)

7. Explain how to interpret and communicate the

rules/regulations of the sport/activity to participant(s)

8. Describe the coach‟s duty of care responsibilities for

participant(s), including children

9. Outline the coach‟s responsibilities for ensuring that

the coaching environment is maintained appropriately

10. Describe the following requirements for ensuring the

protection of children from abuse:

legal requirements

sport-specific requirements

11. Describe the insurance requirements on a coach

operating in a coaching environment


ensure equitable

coaching of sport-

specific activities

1. Describe the following requirements impacting on

equitable coaching:

legal requirements

sport-specific requirements

2. Explain the purpose of sport-specific Codes of Practice

for coaching

3. Explain how sport-specific Codes of Practice for

coaching impact on coaching behaviour

4. Describe methods to minimise barriers to participant

development

5. Explain what information is required in order to

provide appropriate and safe opportunities for disabled

participant(s) and specific populations

6. Describe the nature of impairments and how their

implications may affect aspects of the coaching

process

7. Describe how to identify coaching styles/delivery

methods appropriate to variations in participant, task

and environment

8. Describe how and when to involve support staff to

ensure participant(s)‟ needs are provided for within

the coaching activity


9. Describe how to adapt and progress activities and

sessions

10. Describe how to prepare athletes for competition

11. Identify types of performance enhancing drugs and

illegal substances

12. Explain how a coach can discourage the use of

performance enhancing drugs and any illegal

substances

Assessment Specification

This unit will be assessed through awarding body developed knowledge tests, tasks,

assignments or practical delivery.

Unit 301 - Understanding the fundamentals of coaching programmes

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Understand the role of

the coach when planning,

implementing, analysing

and revising sport-

specific annual coaching

programmes

1. Explain the role of the coach in ensuring that

participant(s)are at the centre of the coaching

process

2. Describe equitable coaching

3. Describe what are considered to be appropriate

relationships with participant(s)

4. Describe how the coach should support, co-ordinate

and manage the coaching process

5. Explain the principles of empowering participant(s)

through coaching

6. Explain the means by which coaching can provide

opportunities and an environment that:

7. Motivates

8. Recognises and values diversity

9. Controls risk

10. Engenders challenge, enjoyment and achievement

11. Describe methods of developing participant(s)‟

confidence and self esteem through coaching

12. Analyse the contribution made through the

integration of supporting personnel (e.g.

nutritionist, psychologist, physician,

physiotherapist, physiologist) and sport-specific

specialists

13. Explain the impact of officials on coaching to ensure

fair competition/performance

14. Explain the role of the coach in actively

discouraging the use of performance enhancing

drugs and other illegal substances

15. Describe how the coach can be a role model and

project a favourable image of sport

2. Understand the coaching

process

1. Describe the process of identifying a range of

participant(s)‟ needs

2. Explain the process of setting and monitoring the

achievement of goals

3. Describe the components of the coaching process as

they apply to the development of coaching


programmes

4. Analyse the purpose of using different methods of

demonstration, which encourage learning

5. Describe a range of instruction methods

6. Explain how to structure language during instruction

that is appropriate to participant(s)

7. Analyse the impact of effective questioning and

listening skills on communication with participant(s)

8. Evaluate techniques for coaching groups, including

meeting individual‟s needs in group coaching

scenarios

9. Describe how participant(s) can be empowered to

make decisions about their performance

3. Understand how to utilise

a range of learning and

behaviour management

techniques

1. Analyse the differences in the way that individuals

learn

2. Explain the differences between the learning styles of

adults and children

3. Explain how to identify participants‟ different learning

styles

4. Describe how to plan to coach participants with

different learning styles

5. Describe how different coaching methods can support

participant(s)‟ development

6. Describe how to develop behaviour management

strategies and skills

7. Explain how to develop, communicate and maintain

ground rules for behaviour during the coaching

programme

8. Explain how to respond to discriminatory behaviour

in the programme

9. Explain the procedures to follow if a participant wants

to complain about discrimination

4. Understand the principles

and application of self

reflection and reflecting

on feedback

1. Summarise the advantages of self-reflection on own

coaching practice and its potential to improve own

coaching ability

2. Explain the principles and practice of giving feedback

3. Explain when and how to seek feedback from

participant(s) and support staff

4. Describe the factors that impact on how to identify

own development needs

5. Describe methods and process of personal action

planning

6. Describe how to use information from evaluations to

improve the programme/session





Unit 302 - Understanding the principles of planning coaching programmes

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Understand the

principles and

processes involved in

planning and

periodisation within

annual coaching

programmes

1. Explain the terms planning and periodisation

2. Explain how planning and periodisation are used in

relation to participant(s)‟ stage of development

3. Analyse the different types of periodisation and situations

when these are best used

4. Explain the use of modelling of training and competition

activities

5. Describe the principles of planning an annual coaching

programme

6. Evaluate the impact of optimal fitness and mental

development

2. Understand the stages

of participant

development

1. Describe the stages of participant development

2. Explain the application of developmental stages to the

coaching environment

3. Analyse how the stages of participant development affect

the programme

4. Analyse the differences between child and adult

development and the effects on a coaching programme

3. Understand the

development of skill

through sport-specific

annual coaching

programmes

1. Define:

Skill coordination

Motor skill learning

Skill acquisition

Skill retention

Skill transfer

2. Describe the factors affecting skill development

3. Evaluate the role, purpose and benefits of performance

analysis to inform coaching practice

4. Describe methods of identifying body movement patterns

5. Describe a range of skill development techniques

6. Explain the principles of giving feedback to participant(s)

during coaching programmes

7. Explain how to develop participant(s)‟ skills in assessing

and responding to situations

8. Analyse how participant(s)‟ information processing and

execution combined with control of movement, impact on

skill development


conduct performance

evaluation

1. Evaluate objective performance evaluation methods

available in sport

2. Describe how and when to evaluate performance within a

sport-specific coaching programme

3. Explain methods of recording the evaluation of

performance and the creation of a resultant action plan

4. Explain how participant(s) can use self-evaluation to

improve performance





Unit 303 - Understanding how to support participant(s)‟ lifestyle through coaching programmes

Learning outcomes

The learner will:

Assessment criteria

The learner can:


support participant(s)‟

physical conditioning

within sport-specific

annual coaching

programmes

1. Describe the components of fitness and physical

capabilities required for specific sports

2. Describe the principles of participant development

3. Explain the principles of training and injury prevention

4. Evaluate the range of methods of training different

physical components

5. Describe each of the following in relation to specific

sports:

6. Basic anatomy

Biomechanical principles

Physiology

7. Analyse a range of basic sport-specific physical testing

protocols

8. Analyse the principles and different methods of

enhancing recovery between sessions


provide participant(s)

with nutritional advice


annual coaching

programmes

1. Describe the different food groups

2. Explain the principles of sports nutrition

3. Explain how energy intake and expenditure affect sports

performance

4. Describe the principles of hydration and its effects on

sports performance

5. Explain the impacts of participant(s)‟ weight

management and how sharing of responsibilities can be

facilitated

6. Describe nutrition and hydration strategies for before,

during and after training and competition


develop participant(s)‟

mental skills within

sport-specific annual

coaching programmes

1. Describe the key mental skills that impact on participant

performance and skill development

2. Identify sport-specific mental capabilities and how to

profile participant(s)‟ mental skills

3. Explain the principles of developing participant(s)‟

mental skills

4. Describe how to plan interventions to develop

participant(s)‟ mental skills in relating to both training

and competition


provide participant(s)

with lifestyle support


annual coaching

programmes

1. Describe sport-specific procedures for drug testing

2. Explain how participant(s) comply with procedures for

drug testing

3. Explain the coach‟s and participant(s)‟ responsibilities in

making checks when taking supplementation or

medicines

4. Explain the impacts of participant(s)‟ injury

management on training and competition





Unit 304 - Analyse player(s)‟ performance and set programme goals in Tennis

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Establish the key

sport-specific

performance factors

and player(s)‟ needs

1. Identify methods to collect information relevant to

player(s)

2. Use identified methods to collect relevant sport-specific

and lifestyle information on player(s)

3. Record collected information in ways that support its

analysis

4. Analyse the collected information, identifying the key

sport-specific performance factors and player(s)‟ needs

5. Refer player(s) whose needs and potential cannot be

met to a competent person or agency

2. Involve player(s) in

the analysis of the

collected information

1. Share the analysis of the information with player(s) in a

manner that supports their understanding

2. Take account of player(s)‟ feedback on the analysis of

information

3. Identify from feedback any barriers to player(s)

achieving their potential

3. Plan programme

goals for player(s)

based on collected

information

1. Prioritise player(s)‟ performance factors in a way that

will enable them to achieve their potential

2. Establish performance goals in line with gathered

information which reflect the analysis of player(s)‟:

Level of development

Actual performance

Potential performance

3. Ensure that performance goals are consistent with

recognised good practice in the sport

4. Ensure that the planned programme goals are consistent

with coach‟s level of competence and responsibility

5. Record the goals in a format that is clear and accessible

to those involved

6. Share, negotiate and agree performance goals with

player(s)

7. Communicate implications of goals to others who may

be affected in delivering the programme


To complete this unit learners are required to evidence:

The production of a performance profile for a minimum of two players or a team in

Tennis. These should be matched against established performance factors for Tennis

and identify the current and potential level of player performance and/ or

development. This should cover at least one of the following areas:

Skill levels

Technical ability

Tactical awareness

Physiological needs

Psychological needs

All performance factors must be drawn from the Level 3 technical syllabus developed for

Tennis.


Unit 305 - Plan coaching programmes in Tennis

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Design and plan coaching

programmes to achieve

player(s)‟ goals

1. Identify sources of information and materials to

support the planning process

2. Research and identify activities for the

programme, consistent with the evaluation of

the:

Performance factors

Player(s)‟ level(s) of development

Agreed goals

3. Plan for a mix of delivery and coaching styles to

suit:

Player(s)‟ needs

Activities

Environment

4. Identify the focus and priority of each activity

within the programme based on player(s)‟ needs

5. Ensure that planned activities are consistent with

agreed good practice in the sport

6. Plan a variety of sessions for delivery within the

programme that are progressively linked and help

player(s) achieve the agreed goals

7. For each session, plan realistic:

Timings

Sequences

Intensity

Duration

8. Develop contingencies to address a variety of

scenarios

9. Record the programme, and sessions within it, in

a format that will help implement the programme

10. Share planned activities with player(s) and others

11. Respond to feedback on planned activities from

player(s) and others

2. Identify and access

resources to support the

delivery of programmes

1. Identify the resources necessary to deliver the

planned programme

2. Negotiate and agree access to the sufficient

necessary resources

3. Ensure the resources are in line with accepted

good practice in the sport

4. Document the resources needed for the coaching

programme and individual planned session

3. Plan for the evaluation of

programmes

1. Establish and agree viable methods of evaluating

the programme that are safe, valid and reliable

2. Plan an evaluation schedule for the programme

3. Identify who will support the planned evaluation

4. Identify information from the evaluation that

should be treated confidentially

5. Communicate the evaluation plans to player(s)

and others

6. Respond to feedback on evaluation plans from




To complete this unit learners are required to evidence the:

Design and plan a Tennis Coaching Programme for a minimum of two players or a

team, which should be based upon the outcome of the performance profile(s)

developed in Unit 304.

Production of a detailed plan of a discrete cycle or phase (minimum of eight weeks)

associated with an aspect of the Tennis Coaching Programme.

Production of a minimum of 8 coaching session plans within the discrete cycle or

phase (minimum of eight weeks) associated with an aspect of the Tennis Coaching

Programme.

Production of a recorded plan for the ongoing evaluation of the Tennis Coaching

Programme.

Production of a recorded plan for the ongoing performance and/or development

review for either two players or a team. The plan should identify the methodology

and timings for the ongoing review.

All sessions must be drawn from the Level 3 technical syllabus developed for Tennis.

Unit 306 - Manage safe and effective Tennis coaching programmes

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Establish and maintain

the safety of the coaching

environment during the

delivery of coaching

programmes

1. Ensure that player(s) and others have the

necessary information about health and safety

requirements of the programme and relevant

venue-specific emergency procedures

2. Ensure all equipment and facilities meet health and

safety requirements

3. Identify and take account of existing venue-specific

risk assessments

4. Implement procedures for managing risk during the

programme

5. Identify and assess the impact of new risks during

the delivery of the programme, taking action to

manage these in line with guidelines

6. Monitor the work of others, eg other coaches, sport

science support, or facility management, identifying

and dealing correctly with any breaches of health

and safety requirements

7. Communicate suggestions for improving health and

safety to the relevant authority

8. Maintain required health and safety records

9. Follow emergency procedures correctly

2. Establish and maintain

relationships with


involved in the delivery of

programmes

1. Establish positive and goal-oriented relationships

with player(s) and others eg other coaches, sport

science support, or facility management

2. Promote an enthusiasm for the sport and for

player(s)‟ continuous improvement

3. Use communication methods that are appropriate to

player(s)‟ and others‟ needs

4. Listen to, and negotiate successfully with, player(s)

and others in the delivery of the programme


5. Adapt coaching, motivational and leadership styles

which reflect the needs of the programme,

player(s), and others

6. Provide opportunities for player(s) to enjoy the

coaching experience

7. Ensure that player(s)‟ and others‟ equality and

diversity are recognised

3. Manage player behaviour

and interactions

1. Provide player(s) and others involved in the

programme, e.g. other coaches, sport science

support, or facility management, with clear

information on the ground rules for behaviour and

the reasons for these rules

2. Encourage and reward behaviour that helps

player(s) work well together and achieve the goals

of the programme

3. Identify and respond, in line with accepted good

practice, to any behaviour likely to cause distress or

disruption to the programme

4. Apply sanctions in response to unacceptable

behaviour, using the procedures of the organisation

or sport

5. Manage player(s)‟ engagement with each other

effectively and fairly, in a way appropriate to their

needs



That they are competent in managing a safe coaching environment for players and

others. This is must be observed by an appropriately qualified assessor on a minimum of

two occasions.

The production of a record of the management of a safe coaching environment over a

minimum period of eight weeks. This should be within the planned discrete cycle or

phase associated with an aspect of their coaching programme.



Unit 307 - Deliver Tennis coaching programmes

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Initiate coaching

programmes

1. Provide player(s) and others, eg other coaches,

sport science support, or facility management, with

information about the programme in a timely and

effective manner

2. Support player(s) in accessing the resources they

need to participate in the programme

3. Co-ordinate the allocation of resources

4. Brief others on their responsibilities and

contributions to the programme

5. Ensure others understand and apply the appropriate

sport-specific codes of practice when working with

player(s)

6. Select and apply a style of leadership appropriate to:

Player(s)

Others

The programme

7. Ensure that the programme can be modified to suit

the changing environment and player(s)‟ needs

2. Review player(s)‟ progress

during the implementation of

the programme

1. Brief player(s) on the evaluation plans for the

coaching programme

2. Evaluate player(s)‟ performance using methods

identified in the evaluation plan

3. Compile information on the evaluation of player(s)‟

progress

4. Encourage player(s) to give feedback on their

perceptions of their progress

5. Give positive and timely feedback during the review

6. Evaluate player(s)‟ progress in a fair and equitable

manner

7. Identify and agree any changes to the programme

as a result of the review

8. Record evaluations in a format that will allow them

to be shared with others

3. Modify coaching

programmes in response to

feedback and changes in

needs

1. Identify goals and components of the coaching

programme that may need to be adapted

2. Identify where existing contingency plans may be

applicable

3. Identify and agree modifications to goals and

programmes with player(s) and relevant others

4. Identify resource implications of modifications

5. Introduce the modifications to player(s) and relevant

others, appropriate to their needs

6. Monitor the effectiveness of changes and amend

these as necessary





programme


the delivery of a minimum of two Tennis coaching sessions, which must be observed

by an appropriately qualified assessor on separate occasions


associated action plan(s) for a minimum of two players or a team during the Tennis

coaching programme. This may include at least one or more of the following areas:

skill

technical ability

tactical awareness

physiological

psychological


Unit 308 - Develop player(s)‟ performance in Tennis

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Make preparations for

coaching

1. Meet player(s) punctually and help them feel

welcome and at ease

2. Record attendance at the session

3. Explain and agree session goals and how these

contribute to the overall programme

4. Check player(s)' physical and mental readiness to

participate

5. Ensure player(s) have the correct equipment and

clothing

6. Deliver warm-up activities appropriate to player(s)

and the session

7. Ensure player(s) understand the value and purpose

of the warm up

8. Review session plans in light of player(s)‟ readiness

to participate and environmental factors

9. Adapt session plans if player(s)‟ readiness and

environmental factors dictate

2. Implement coaching

activities

1. Provide player(s) with information about the

planned activities

2. Allocate activities to player(s) in a way that is

appropriate to them and is likely to maximise

learning

3. Ensure that explanations and demonstrations are

technically correct and appropriate to the player(s)'

level of understanding

4. Select and use methods of motivating the player(s)

that are appropriate to them and in line with

accepted good practice in the sport

5. Check player(s)' understanding of instructions

6. Give player(s) the opportunity to ask questions

7. Ensure player(s) have the opportunity to take part

in the planned activities

3. Support player(s) in

improving performance

1. Observe and analyse player(s)‟ performance

throughout activities

2. Identify, prioritise and agree specific areas for

improvement with player(s)


3. Intervene at appropriate points with coaching

techniques that encourage player(s) to improve

4. Use a mix of delivery styles appropriate to player(s)

and the programme/session goals

5. Identify player(s) in need of specialist support and

signpost them to likely sources

6. Provide feedback which is timely, clear and helps

player(s) achieve their goals

7. Adapt plans to respond to changing needs of the

session

8. Encourage and enable player(s) to reflect on what

they have learned and apply this to their

performance

9. Encourage and support player(s) to take

responsibility for their own development

4. Conclude coaching activities

1. Allow time to end the session according to

player(s)‟ needs

2. Deliver cool down activities appropriate to the

session and player(s)

3. Encourage player(s) to give feedback and identify

further goals

4. Give player(s) summary feedback on the session

5. Ensure player(s) have the information they need

about future opportunities to take part in

sport/activity

6. Supervise player(s)' departure in a manner

appropriate to the situation and with due regard to

their safety and own duty of care

7. Follow the correct procedures for checking and

dealing with any equipment used

8. Leave the environment in a condition acceptable for

future use





programme

the delivery of a minimum of two Tennis coaching sessions, which must be observed

by an appropriately qualified assessor on separate occasions


associated action plan(s) for a minimum of two players or a team during the Tennis

coaching programme. This may include at least one or more of the following areas:

skill

technical ability

tactical awareness

physiological

psychological



Unit 309 - Monitor and evaluate Tennis coaching programmes

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Monitor the implementation

of coaching programmes

1. Demonstrate the most appropriate way of evaluating

the programme based on the evaluation plan

2. Inform player(s) and others, eg other coaches, sport

science support, or facility management, of the

evaluation and encourage them to give their views

3. Collect and record monitoring information at

planned points throughout the programme

4. Check that information collected is valid and reliable

5. Collate the information in a way that will help it be

analysed

6. Analyse the information and feedback, evaluating:

7. Whether the programme met its goals

8. The content, structure, balance and processes of the

programme

9. The availability and content of resources

10. Own performance and behaviour

11. Performance and behaviour of player(s) and others

12. Treat confidential information appropriately

13. Make a record of recommendations for improvement

to future programmes

2. Monitor own contributions

to the coaching programme

1. Monitor own contributions to the programme with

the aim of developing own coaching practice

2. Interpret feedback as an opportunity to improve

personal coaching performance



the production of a recorded review and evaluation for a detailed training cycle or

phase (minimum of eight weeks) associated with an aspect of the Tennis coaching

programme



Unit 310 - Develop coaching practice in Tennis

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1. Be able to review own

coaching practice

1. Summarise the most important outcomes of

evaluations of previous coaching programmes and

feedback from player(s) and others, eg other

coaches, sport science support, or facility

management

2. Demonstrate own knowledge is up-to-date with

developments in the sport and in current coaching

practice

3. Reflect on all aspects of own current coaching

practice and identify areas to develop further

4. Develop and record a personal action plan that will

help develop coaching practice for identified areas

5. Identify development activities that can contribute

to a personal action plan

2. Provide assistance in the

development of other coaches

1. Describe the typical skills and knowledge that other

coaches need to be able to contribute to coaching

programmes

2. Evaluate learning resources which could support the

development of other coaches

3. Demonstrate the provision of development

guidance and support to other coaches within own

level of expertise

4. Provide development and support in a manner,

level and pace appropriate to other coaches‟ needs

5. Evaluate the outcomes of the development and

support provided

6. Provide feedback to other coaches on their

performance

7. Promote the values, ethics and codes of practice of

the organisation/sport to other coaches

8. Identify relevant people who may be able to

provide advice on coaching issues outside own area

of competence or authority



the production of a personal action plan to develop own coaching practice based

upon the delivery of a detailed training cycle or phase (minimum of eight weeks)

associated with an aspect of the Tennis coaching programme

an action plan to develop coaching practice for others involved in supporting the

Tennis coaching programme



Recommended Outline Learning Programme

The following programme is recommended for the effective and structured delivery of the

qualification. The programme may be applied flexibly, in accordance with learners‟ needs

and local circumstances. It is recommended that where possible the theoretical sessions are

interspersed with practical aspects. It should be noted that the sessions are sequential,

building on knowledge gained, and attempt to maximise learners‟ understanding.

Programme Outline

Topic Areas/Content

Day 1

Introduction/ Welcome

Demo Lesson

Introduction of Coaching process

Focus on Observation of the Coaching Process and Tactical Intentions in singles and

then doubles

Day 2

Coaching Process – observation and analysis

Height, Depth, Direction, Speed and Spin (HDDSS) of incoming ball (receiving skills)

relating to tactical intentions

HDDSS of outgoing ball relating to technical efficiency

Path, Angle, Speed (PAS)

Observation – Analysis using HDDSS and PAS

Day 3

Communication

Organisation

SMART drills

Summary of module, setting scene for coaching experience

Day 4

Welcome back and recap

Coaching Process – Improvement

Coaching Skills – Demonstrations

Coaching Process – Development

Coaching skills – Feeding

Coaching skills – Principles of Practice

Day 5

Recap of the coaching process from yesterday.

Lesson Planning

Practical coaching with pupils

Day 6

PAS & Influencing Factors related to teaching on Day 5

Tutorials

Summary and coaching experience


Topic Areas/Content

Day 7

Coaching Process applications

How to apply the coaching process in groups

Physical Conditioning – ABCs for Mini Tennis (MT)

Physical Conditioning – for a healthy lifestyle for teens and adults

Day 8

Coaching Process applications

How to apply the coaching process in groups

Physical Conditioning – ABCs for Mini Tennis (MT)

Physical Conditioning – for a healthy lifestyle for teens and adults

Day 9

Behaviour Management

Competency, Autonomy, Relatedness (CAR)

Disabilities

Practical coaching

Tutorials

Day 10

Formative Assessment All Day

Practical Coaching with Juniors and Adults

Schools Coaching

Day 11

Running Your Business

Awareness of British Tennis

Day 12

Competition

Tutorials


Recommended Learning Resources

Generic Coaching References

Campbell, S. and Crisfield, P. (2002) Making Sport Fun. Leeds: Coachwise Business

Solutions/The National Coaching Foundation. ISBN: 978-0-947850-56-2.

Earle, C. (2004) How to Coach Children in Sport. Leeds: Coachwise Business Solutions/The

National Coaching Foundation. ISBN: 978-1-902523-53-8.

Foreman, G. and Bradshaw, A. (2009) An Introduction to the FUNdamentals of Movement.

Leeds: Coachwise Business Solutions/The National Coaching Foundation. ISBN: 978-1-

905540-70-9.

Haskins, D. (2010) Coaching the Whole Child: Positive Development Through Sport. Leeds:

Coachwise Business Solutions/The National Coaching Foundation. ISBN: 978-1-905540-78-

5

Kerr, A. and Stafford, I. (2003) How to Coach Disabled People in Sport. Leeds: Coachwise

Business Solutions/The National Coaching Foundation. ISBN: 978-1-902523-54-5.

Kirkland, S. (2009) Equity in Your Coaching. Leeds: Coachwise Business Solutions/The


McQuade, S. (2003) How to Coach Sports Effectively. Leeds: Coachwise Business


Miles, A. (2004) What is Sports Coaching? Leeds: Coachwise Business Solutions/The


Miles, A. (2004) Coaching Practice. Leeds: Coachwise Business Solutions/The National

Coaching Foundation. ISBN: 978-1-902523-71-2.

Slinn, N. (2006) Safeguarding and Protecting Children: A Guide for Sportspeople. Leeds:


6.

Sneyd, S. (ed) (2003) How to Coach Sports Safely. Leeds: Coachwise Business


Stafford, I. and Balyi, I. (2009) Coaching for Long-term Athlete Development. Leeds:


5.

DVD-ROMs

sports coach UK (2009) An Introduction to the FUNdamentals of Movement. Leeds:

Coachwise Business Solutions/The National Coaching Foundation. (DVD)

All the above resources are available from Coachwise 1st4sport:

Website: www.1st4sport.com

Tel: 0113–201 5555


Useful Websites

www.skillsactive.com

www.skillsactive.com/careers

www.uksport.gov.uk

www.sportengland.org

www.sportscotland.org.uk

www.sports-council-wales.co.uk

www.sportscoachuk.org

www.coachwise.ltd.uk

www.1st4sportqualifications.com

www.bbc.co.uk/schools/gcsebitesize/pe/

www.standards.dfes.gov.uk

Support Materials and References for the Qualification

The qualification is supported by the following 1st4sport L3CCTENQ:

Administrative guidance and all related resources (Recognised Centre CDROM)

Learner Pack Part One (Product ref: L3CCTENQ LP)

Learner Pack Part Two (Product ref: L3CCTENQ LP2)

Tutor/Assessor and Verifier Guidance Pack (Product ref: L3CCTENQ TAV)

http://www.uksport.gov.uk/

http://www.sportscoachuk.org/


Access Arrangements

1st4sport endeavours to ensure there are no unnecessary barriers to assessment. Criteria

and methods are established to be sufficiently flexible to enable the widest range of learners

to fairly and reliably demonstrate competence.

The 1st4sport Access Arrangements encompass the implementation of reasonable

adjustments and/or the application of special consideration to reduce substantial

disadvantage caused due to learners‟ disability or difficulty. In accordance with the

1st4sport Equal Opportunities Statement, we have a commitment to provide access for

learners with particular needs to prevent discrimination in the delivery of our qualifications

and the assessment of our learners.

Reasonable Adjustments

Reasonable adjustments are any actions taken or arrangements made prior to the

assessment and/or delivery of a qualification to reduce the effect of a disability or difficulty

that places a learner at a substantial disadvantage. These arrangements are made with

learners and agreed by 1st4sport, and allow the assessment of learners with a permanent,

long-term or temporary disability, a learning difficulty, illness or indisposition.

Reasonable adjustments may take any number of forms and learners might require different

types of reasonable adjustments for different types/methods of assessment. Please refer to

The 1st4sport Access Arrangements to identify the types of adjustments if required.

Your requests for reasonable adjustments are required to be identified and met, where

possible. Therefore your recognised centre must have a procedure in place (as outlined

within The 1st4sport Recognised Centre Requirements) to make an appropriate initial

assessment of your needs prior to commencing the qualification. An appropriate member of

staff within your recognised centre is then required to request the adjustments via

submission of the Reasonable Adjustments Request Form contained on Athena, the

1st4sport web based quality assurance system, supplied by Creatio.

In the event of a learner having multiple disabilities/needs, reasonable adjustments will be

provided in accordance with the eligibility and related evidence submitted. Learners whose

particular needs are not covered by the suggestions contained within The 1st4sport Access

Arrangements should inform recognised centre personnel, who should seek additional

guidance from 1st4sport Quality Management Team (QMT) via

[email protected].

If adjustments requested are not appropriate to the learners needs, the QMT will provide

alternative methods to enable you to demonstrate competence. Evidence is required to be

submitted in support of an application for reasonable adjustments to prove eligibility. This

may include medical evidence/certification, diagnostic test results, testimony from an

invigilator, tutor or assessors or any other appropriate information to demonstrate condition

or reason(s) affecting your performance.

Special Consideration

Special consideration is the implementation of arrangements at the time of, or following an

assessment to allow competence to be demonstrated by learners who have been

disadvantaged or were unable to attend the assessment due to emotional/physical

difficulties or adverse circumstances.

Learners are required to request special consideration by sending a completed Special

Consideration Request form electronically to [email protected] for the

attention of the Quality Assurance Officer (QAO). The Special Consideration Request form is

contained within the learner section of the 1st4sport Website

www.1st4sportqualifications.com.

Evidence supporting the request is required and should accompany the form. Upon receipt

of the specific consideration request, the learners eligibility is then reviewed with the

attached evidence. Please refer to The 1st4sport Access Arrangements to determine your

eligibility. Outcomes will be communicated to the learner in writing within ten working days.

The recognised centre will also be informed in writing of any outcomes where they are

required to support the learner further.

mailto:[email protected]

mailto:[email protected]

http://www.1st4sportqualifications.com/

1st4sport level 3 certificate in coaching tennis (qcf) · 2013. 8. 28. · product reference:...

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