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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
Product Reference: L3CCTENQ LP2
© 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
Email: [email protected]
Website: www.lta.org.uk
Qualification Number: 501/2248/4
Version: JR010313
Product Reference: L3CCTENQ LP2
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
Unit Specification for Unit 301 22
Unit Specification for Unit 302 24
Unit Specification for Unit 303 25
Unit Specification for Unit 304 26
Unit Specification for Unit 305 27
Unit Specification for Unit 306 28
Unit Specification for Unit 307 30
Unit Specification for Unit 308 31
Unit Specification for Unit 309 33
Unit Specification for Unit 310 34
Recommended Outline Learning Programme 35
Recommended Learning Resources 37
Access Arrangements 39
Product Reference: L3CCTENQ LP2
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
Email: [email protected]
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.
3 Product Reference: L3CCTENQ LP2
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
Product Reference: L3CCTENQ LP2 4
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.
5 Product Reference: L3CCTENQ LP2
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.
Product Reference: L3CCTENQ LP2 6
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
annual coaching programmes
Understand how to provide participant(s) with nutritional advice within sport-specific
annual coaching programmes
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
annual coaching programmes
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
7 Product Reference: L3CCTENQ LP2
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
Product Reference: L3CCTENQ LP2 8
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.
9 Product Reference: L3CCTENQ LP2
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
Product Reference: L3CCTENQ LP2 10
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.
11 Product Reference: L3CCTENQ LP2
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)
Level 2 Certificate in Coaching Tennis (QCF)
Level 3 Certificate 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
Email: [email protected]
Website: www.skillsactive.com
Product Reference: L3CCTENQ LP2 12
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.
13 Product Reference: L3CCTENQ LP2
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)
Product Reference: L3CCTENQ LP2 14
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.
15 Product Reference: L3CCTENQ LP2
Practical Topics
Components of 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
Product Reference: L3CCTENQ LP2 16
Practical Topics
Components of 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
17 Product Reference: L3CCTENQ LP2
Practical Topics
Components of practical topics
Technical conformity
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
Technical conformity
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
Product Reference: L3CCTENQ LP2 18
Practical Topics
Components of 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.
19 Product Reference: L3CCTENQ LP2
Practical Topics
Components of practical topics
Coaching process (cont‟d)
Competition
National competition framework and mini tennis rating
Product Reference: L3CCTENQ LP2 20
Practical Topics
Components of 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
21 Product Reference: L3CCTENQ LP2
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
2. Understand how to
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
Product Reference: L3CCTENQ LP2 22
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
23 Product Reference: L3CCTENQ LP2
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
Assessment Specification
This unit will be assessed through awarding body developed knowledge tests, tasks,
assignments or practical delivery.
Product Reference: L3CCTENQ LP2 24
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
4. Understand how to
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
Assessment Specification
This unit will be assessed through awarding body developed knowledge tests, tasks,
assignments or practical delivery.
25 Product Reference: L3CCTENQ LP2
Unit 303 - Understanding how to support participant(s)‟ lifestyle through coaching programmes
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1. Understand how to
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
2. Understand how to
provide participant(s)
with nutritional advice
within sport-specific
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
3. Understand how to
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
4. Understand how to
provide participant(s)
with lifestyle support
within sport-specific
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
Assessment Specification
This unit will be assessed through awarding body developed knowledge tests, tasks,
assignments or practical delivery.
Product Reference: L3CCTENQ LP2 26
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
Assessment Specification
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.
27 Product Reference: L3CCTENQ LP2
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
player(s) and others
Product Reference: L3CCTENQ LP2 28
Assessment Specification
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
player(s) and others
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
29 Product Reference: L3CCTENQ LP2
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
Assessment Specification
To complete this unit learners are required to evidence:
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.
All sessions must be drawn from the Level 3 technical syllabus developed for Tennis.
Product Reference: L3CCTENQ LP2 30
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
Assessment Specification
To complete this unit learners are required to evidence:
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
31 Product Reference: L3CCTENQ LP2
the delivery of a minimum of two Tennis coaching sessions, which must be observed
by an appropriately qualified assessor on separate occasions
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
All sessions must be drawn from the Level 3 technical syllabus developed for Tennis.
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)
Product Reference: L3CCTENQ LP2 32
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
Assessment Specification
To complete this unit learners are required to evidence:
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
the delivery of a minimum of two Tennis coaching sessions, which must be observed
by an appropriately qualified assessor on separate occasions
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
All sessions must be drawn from the Level 3 technical syllabus developed for Tennis.
33 Product Reference: L3CCTENQ LP2
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
Assessment Specification
To complete this unit learners are required to evidence:
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
All sessions must be drawn from the Level 3 technical syllabus developed for Tennis.
Product Reference: L3CCTENQ LP2 34
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
Assessment Specification
To complete this unit learners are required to evidence:
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
All sessions must be drawn from the Level 3 technical syllabus developed for Tennis.
35 Product Reference: L3CCTENQ LP2
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
Product Reference: L3CCTENQ LP2 36
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
37 Product Reference: L3CCTENQ LP2
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
National Coaching Foundation. ISBN: 978-1-905540-80-8.
McQuade, S. (2003) How to Coach Sports Effectively. Leeds: Coachwise Business
Solutions/The National Coaching Foundation. ISBN: 978-1-902523-52-1.
Miles, A. (2004) What is Sports Coaching? Leeds: Coachwise Business Solutions/The
National Coaching Foundation. ISBN: 978-1-902523-51-4.
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:
Coachwise Business Solutions/The National Coaching Foundation. ISBN: 978-1-905540-26-
6.
Sneyd, S. (ed) (2003) How to Coach Sports Safely. Leeds: Coachwise Business
Solutions/The National Coaching Foundation. ISBN: 978-1-902523-50-7.
Stafford, I. and Balyi, I. (2009) Coaching for Long-term Athlete Development. Leeds:
Coachwise Business Solutions/The National Coaching Foundation. ISBN: 978-1-902523-70-
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
Product Reference: L3CCTENQ LP2 38
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)
39 Product Reference: L3CCTENQ LP2
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
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.
Product Reference: L3CCTENQ LP2 40