Unit of competency Outline
Date retreived
22/07/2026 6:08 AM AWST
22/07/2026 6:08 AM AWST
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Coach tactics for high performance
Coach tactics for high performance
Unit of competency
National Code
SISSTNS513
SISSTNS513
State Code
WG046
WG046
TGA Status
Deleted
Deleted
DTWD Status
Transition (Deleted)
Transition (Deleted)
State Implementation and Classification
Approved Date
15/10/2014
Field of Education
092103 - Sports Coaching, Officiating And Instruction
Original Release Date
15/10/2014
Nominal Hours
50
Description
This unit describes the performance outcomes, skills and knowledge required to coach tactics for high performance tennis players. It requires the ability to plan, conduct and evaluate activities which focus on player development of high performance tennis players.Tennis Australia governs the sport of Tennis in Australia through its affiliated network of member associations.
Notes
Elements and Performance Criteria
1. Undertake a match analysis.
- 1.1 Select appropriate match charting system.
- 1.2 Chart relevant match statistics for player.
- 1.3 Analyse charting data to determine player strengths and weaknesses and opponent strengths and weaknesses.
- 1.4 Review player performance against player game plan.
- 1.5 Determine areas of improvement for the player.
- 1.6 Scout and chart matches of potential opponents.
2. Plan session to develop tactics for high performance players.
- 2.1 Identify developmental readiness and current tactical knowledge of players to plan tailored session.
- 2.2 Identify player strengths, weaknesses and game styles.
- 2.3 Identify the tennis tactics to be developed.
- 2.4 Determine session objectives.
- 2.5 Select an organisational layout to support maximum participation of players.
- 2.6 Develop and document a plan to meet player needs for specific tournaments or competitions.
- 2.7 Identify risks and incorporate safety procedures to manage risks associated with activities including relevant legislation and organisational policies and procedures.
- 2.8 Access and select location, equipment and resources and check to ensure safety and suitability.
3. Conduct session to develop tactics for different game situations and court surfaces.
- 3.1 Communicate instructions clearly to players.
- 3.2 Conduct warm-up activities for players.
- 3.3 Demonstrate and explain tennis tactics for specific game situations and for different court surfaces.
- 3.4 Provide opportunities for players to practice tennis tactics.
- 3.5 Use appropriate coaching approaches and coaching styles.
- 3.6 Observe and monitor player progress and modify activities if required to ensure players are appropriately challenged.
- 3.7 Liaise with other coaches and support personnel to monitor and deliver high performance tennis activities.
- 3.8 Use drills and activities to promote skill transfer to specific competitive situations.
4. Analyse and improve tennis tactics for high performance players.
- 4.1 Identify player game style.
- 4.2 Identify player tactical strengths and weaknesses.
- 4.3 Use match charting techniques to analyse match tactics and performance.
- 4.4 Analyse individual performance and provide appropriate corrective strategies.
- 4.5 Provide specific constructive feedback for players to improve tennis tactics.
- 4.6 Identify links between player stroke production and tactical skills.
5. Prepare high performance players for competition.
- 5.1 Observe player during match play.
- 5.2 Assist player to identify opponent game style and strengths and weaknesses.
- 5.3 Assist player to develop a match plan for specific opponents.
- 5.4 Conduct activities to build player’s winning plays and implement game plan.
- 5.5 Conduct pre-match and post-match briefings.
6. Review coaching session.
- 6.1 Provide opportunities for players to identify personal progress and satisfaction with the session, and encourage feedback and questioning.
- 6.2 Evaluate activities based on feedback from players and personal reflection.
- 6.3 Review own performance and identify potential improvements.
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the individual, accessibility of the item, and local industry and regional contexts) may also be included.
Developmental readiness may include:
gender
age
ability
personality
previous tennis experience
knowledge of tennis tactics
current tactical skills
developmental characteristics (e.g. physical, cognitive, psychological, social)
fitness levels and physical capabilities
emotional capability to deal with competing in a high performance tactical game
history of past, current or recurring injuries and illnesses.
Strengths and weaknesses may relate to:
physical (e.g. fitness, speed, agility, endurance, strength, power)
tennis skills
tactical skills
psychological characteristics.
Game styles may include:
all-court player
aggressive baseliner
counter puncher
serve-volleyer.
Tennis tactics may include:
adapt tactics for different court surfaces (e.g. clay, grass, hard courts)
relationship between court geometry, patterns of play and tactics
consistent percentages
directional change
centre the ball
winning plays
defensive-neutral-offensive
low volleys vs high volleys
changing gears (changing tactics and rhythm during a match)
advanced tactics in all five game situations
patterns of play
anticipation of opponent shot tendencies based on court position
identify opponent strengths and weaknesses and modify tactics accordingly
ball control (height, direction, distance, speed, spin)
similarities and differences in tactics between men’s and women’s tennis.
Organisational layout may include:
set-up of activities on court
position of players and coach
role of coach (feeding, roaming, rallying)
type of activity (individual, partner or combination).
Plan may include:
session plan
session aims and objectives
date, time and duration
coach and player roles
resources required
equipment required
activities.
Safety procedures may include:
court set up
prevention, symptoms and first aid treatment of common tennis injuries
sunsmart procedures
equipment checking and usage
court safety
safe and clear communication systems.
Activities may involve:
warm-ups and cool downs
progressive skill acquisition
whole or part skill drills
game-centred rallies
partner
coach
competition
singles
doubles.
Relevant legislation may include:
Occupational Health and Safety (OHS) and Work Health and Safety (WHS)
working with children
equal opportunity
privacy
environmental regulations.
Organisational policies and procedures may include:
work health and safety
risk management
communication protocols
supervision requirements
use and maintenance of equipment and procedures
first aid procedures
code of ethics.
Game situations may include:
serving
returning serve
both players at baseline
approaching or at net with opponent at baseline
passing opponent at baseline.
Coaching approachesmay include:
on continuum from technique-centred to game-centred
combination of technique centred and game-centred.
Coaching styles may include:
on continuum from direct (i.e. coach makes most of the decisions and learner makes limited decisions, such as command) to indirect (i.e. learner makes most of the decisions and coach makes limited decisions, such as discovery)
combination of direct and indirect.
Modifymay include:
regress activities by changing environment, task or reduce decision-making related to tactical outcomes
progress activities by changing environment; task or increase decision-making related to tactical outcomes.
Coaches and support personnel may include:
other high performance tennis coaches
physical performance coaches
performance analysis specialist
physiotherapist
dietician
sport psychologist.
Match charting techniquesmay include:
software programs
pencil and paper
charting of:
momentum changes
forced and unforced errors
winners
serve percentage and placement
serve return success and placement
break point conversions
points won at net
patterns of play
psychological skills.
Match plan may include:
serving
returning serve
winning plays
patterns of play
maximising player strengths
countering opponent strengths and exposing weakness
psychological approaches
specific round and tournament plans
plans according to opponents
contingency plan
plans for delays and inclement weather.
Developmental readiness may include:
gender
age
ability
personality
previous tennis experience
knowledge of tennis tactics
current tactical skills
developmental characteristics (e.g. physical, cognitive, psychological, social)
fitness levels and physical capabilities
emotional capability to deal with competing in a high performance tactical game
history of past, current or recurring injuries and illnesses.
Strengths and weaknesses may relate to:
physical (e.g. fitness, speed, agility, endurance, strength, power)
tennis skills
tactical skills
psychological characteristics.
Game styles may include:
all-court player
aggressive baseliner
counter puncher
serve-volleyer.
Tennis tactics may include:
adapt tactics for different court surfaces (e.g. clay, grass, hard courts)
relationship between court geometry, patterns of play and tactics
consistent percentages
directional change
centre the ball
winning plays
defensive-neutral-offensive
low volleys vs high volleys
changing gears (changing tactics and rhythm during a match)
advanced tactics in all five game situations
patterns of play
anticipation of opponent shot tendencies based on court position
identify opponent strengths and weaknesses and modify tactics accordingly
ball control (height, direction, distance, speed, spin)
similarities and differences in tactics between men’s and women’s tennis.
Organisational layout may include:
set-up of activities on court
position of players and coach
role of coach (feeding, roaming, rallying)
type of activity (individual, partner or combination).
Plan may include:
session plan
session aims and objectives
date, time and duration
coach and player roles
resources required
equipment required
activities.
Safety procedures may include:
court set up
prevention, symptoms and first aid treatment of common tennis injuries
sunsmart procedures
equipment checking and usage
court safety
safe and clear communication systems.
Activities may involve:
warm-ups and cool downs
progressive skill acquisition
whole or part skill drills
game-centred rallies
partner
coach
competition
singles
doubles.
Relevant legislation may include:
Occupational Health and Safety (OHS) and Work Health and Safety (WHS)
working with children
equal opportunity
privacy
environmental regulations.
Organisational policies and procedures may include:
work health and safety
risk management
communication protocols
supervision requirements
use and maintenance of equipment and procedures
first aid procedures
code of ethics.
Game situations may include:
serving
returning serve
both players at baseline
approaching or at net with opponent at baseline
passing opponent at baseline.
Coaching approachesmay include:
on continuum from technique-centred to game-centred
combination of technique centred and game-centred.
Coaching styles may include:
on continuum from direct (i.e. coach makes most of the decisions and learner makes limited decisions, such as command) to indirect (i.e. learner makes most of the decisions and coach makes limited decisions, such as discovery)
combination of direct and indirect.
Modifymay include:
regress activities by changing environment, task or reduce decision-making related to tactical outcomes
progress activities by changing environment; task or increase decision-making related to tactical outcomes.
Coaches and support personnel may include:
other high performance tennis coaches
physical performance coaches
performance analysis specialist
physiotherapist
dietician
sport psychologist.
Match charting techniquesmay include:
software programs
pencil and paper
charting of:
momentum changes
forced and unforced errors
winners
serve percentage and placement
serve return success and placement
break point conversions
points won at net
patterns of play
psychological skills.
Match plan may include:
serving
returning serve
winning plays
patterns of play
maximising player strengths
countering opponent strengths and exposing weakness
psychological approaches
specific round and tournament plans
plans according to opponents
contingency plan
plans for delays and inclement weather.
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
undertake a match analysis
plan and deliver information, explanations and demonstrations for tennis sessions to ensure activities are conducted safely according to the needs and characteristics of high performance players and promote skill transfer to tournament play
analyse player performance under match conditions and determine appropriate improvement strategies for different game situations and court surfaces
observe and monitor player progress and modify activities if required to ensure players are appropriately challenged
use and modify coaching approaches, coaching styles and activities to cater for a range of individual learning styles
prepare players for competition by assisting with development of match plans and providing pre- and post-match briefings
evaluate and reflect on own coaching performance to identify areas that need improvement.
Context of and specific resources for assessment
Assessment must ensure:
coaching of multiple sessions for high performance level players that are of sufficient duration and breadth to demonstrate competency and consistency of performance.
Assessment must also include access to:
individual players to take part in high performance tennis activities and competitions
a tennis venue with courts suitable for the conduct of tennis activities
equipment for tennis activities.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
observation of explaining and demonstrating tactics for high performance players
observation of monitoring player development of tactics and modifying activities where required
observation of player-coach interaction before and after competition
portfolio of session plans and self reflections
oral or written match analysis report
oral or written questioning to assess knowledge of tactics for high performance players
oral or written questioning to assess knowledge of the application of legislation and organisational policies and procedures required to maintain participant safety
third-party reports from a supervisor or leader detailing performance
review of portfolios of evidence and third-party workplace reports of on- the-job performance by the individual.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
Industry has determined that this unit should be assessed with the following units:
SISSTNS512 Coach stroke production for high performance tennis players.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
undertake a match analysis
plan and deliver information, explanations and demonstrations for tennis sessions to ensure activities are conducted safely according to the needs and characteristics of high performance players and promote skill transfer to tournament play
analyse player performance under match conditions and determine appropriate improvement strategies for different game situations and court surfaces
observe and monitor player progress and modify activities if required to ensure players are appropriately challenged
use and modify coaching approaches, coaching styles and activities to cater for a range of individual learning styles
prepare players for competition by assisting with development of match plans and providing pre- and post-match briefings
evaluate and reflect on own coaching performance to identify areas that need improvement.
Context of and specific resources for assessment
Assessment must ensure:
coaching of multiple sessions for high performance level players that are of sufficient duration and breadth to demonstrate competency and consistency of performance.
Assessment must also include access to:
individual players to take part in high performance tennis activities and competitions
a tennis venue with courts suitable for the conduct of tennis activities
equipment for tennis activities.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
observation of explaining and demonstrating tactics for high performance players
observation of monitoring player development of tactics and modifying activities where required
observation of player-coach interaction before and after competition
portfolio of session plans and self reflections
oral or written match analysis report
oral or written questioning to assess knowledge of tactics for high performance players
oral or written questioning to assess knowledge of the application of legislation and organisational policies and procedures required to maintain participant safety
third-party reports from a supervisor or leader detailing performance
review of portfolios of evidence and third-party workplace reports of on- the-job performance by the individual.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
Industry has determined that this unit should be assessed with the following units:
SISSTNS512 Coach stroke production for high performance tennis players.
No information
| State Code | National Code | Title | Type |
|---|---|---|---|
| J513 | SIS50512 | Diploma of Sport Coaching | Qualification |