Unit of competency details

ELEMENT 

PERFORMANCE CRITERIA 

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

1. Prepare for the role of court supervisor.

1.1. Identify the roles and responsibilities of tennis officials  according to relevant legislation  and organisational policies and procedures .

1.2. Interpret match schedules to confirm court supervision requirements.

1.3. Identify dress and equipment regulations  of the sporting body hosting the event according to organisational policies and procedures.

2. Apply court supervision during non-umpired games.

2.1. Inform players about tennis rules and etiquette for non -umpired matches .

2.2. Apply basic rules of tennis  to respond to questions and resolve disputes.

2.3. Monitor player and spectator behaviour to ensure that tennis etiquette is maintained.

2.4. Establish appropriate communication skills  to support court supervisor role.

2.5. Apply conflict management skills to minimise and resolve disputes according to organisational policies and procedures.

2.6. Identify and manage inappropriate behaviour  according to disciplinary policies and procedures  to uphold sporting standards .

3. Implement strategies to improve court supervision.

3.1. Seek feedback  from relevant stakeholders  on quality of supervision and areas for improvement.

3.2. Evaluate personal experience and feedback from others to identify opportunities for improvement.

3.3. Revise court supervision approach and strategies to incorporate improvements.

This section describes the skills and knowledge required for this unit.

Required skills 

• literacy skills to read and interpret match schedules and revise feedback
• communication and interpersonal skills to:

• inform players of tennis rules and etiquette
• interact with players, other officials, sporting body personnel and spectators
• seek feedback from stakeholders

• numeracy skills to support effective time management when on-court presence is required
• observation and monitoring skills to maintain tennis etiquette and appropriate behaviour of players and spectators
• problem-solving skills to identify and manage inappropriate behaviour and conflicts
• self-management skills to reflect on personal style and skills to identify opportunities for improvement.

Required knowledge 

• legislation, organisational policies and procedures, basic tennis rules and etiquette and disciplinary policies and procedures to enable safe and appropriate conduct of supervising role
• roles and responsibilities of tennis officials including strategies to manage inappropriate behaviour and the relationship between referees and court supervisors
• the role of player education and support in non-umpired games
• expectations of tennis officials in modelling the code of conduct and reinforcing tennis etiquette
• sources of information and support to resolve more complex issues
• strategies to manage injury time or medical time-outs
• dress, equipment and court requirements and regulations
• strategies to improve court supervision role and self-evaluation such as:

• diary keeping
• personal performance feedback
• mentor reports

• communication systems appropriate to court supervision role.

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 following is essential:

• interprets and applies tennis rules, etiquette and dress and equipment regulations
• informs and supports players to observe tennis etiquette and rules in non-umpired games
• monitors behaviour of players and spectators and manages issues or disputes appropriately to ensure tennis etiquette is maintained
• seeks feedback on opportunities to improve approach and strategies used to support court supervision.

Context of and specific resources for assessment 

Assessment must ensure court supervision of multiple non-umpired games that are of sufficient duration and breadth to demonstrate competency and consistency of performance.

Assessment must also enable access to:

• a facility where court supervision can be conducted
• players
• tennis equipment
• relevant legislation, organisational policies and procedures, disciplinary policies and procedures, and rules and etiquette of tennis.

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 interacting with players to foster a positive learning environment
• observation of adequate court supervision, including monitoring behaviour and managing issues or disputes
• written or oral questioning to assess knowledge and understanding of legislative and organisational requirements when supervising players
• portfolio of self-evaluations and feedback reviews.

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example when used to coach junior tennis players:

• SISSTNS303A Coach stroke production and tactics for junior tennis players.

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 candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Tennis officials  may include:

• line umpires
• chair umpires
• court supervisors
• chief umpire
• referees.

Relevant legislation  may include:

• occupational health and safety
• privacy
• working with children
• harassment-free sports policies.

Organisational policies and procedures  may include:

• occupational health and safety
• access and storage of information
• use and maintenance of equipment
• conflict resolution
• communication protocols
• codes of conduct
• code of ethics for tennis officials adopted by:

• Tennis Australia (TA)
• Association of Tennis Professionals ATP
• International Tennis Federation (ITF)
• Women's Tennis Association (WTA).

Dress and equipment regulations  may include:

• event specifications
• standard of competition
• host venue.

Etiquette for non -umpired matches  may include:

• method of choice of service or return
• warm-up procedure
• return of balls to server
• calling of score
• care of tennis courts before and after match
• reporting of score to officials
• dress code.

Basic rules of tennis  may include:

• specific court, ball and racquet requirements
• scoring
• ball in play
• ball out of play
• order of service
• service faults
• correcting errors
• role of court officials
• coaching
• non-umpired matches.

Communication skills  may include:

• appropriate tone and level of voice
• appropriate terminology and language to suit audience
• effective verbal and body language
• critical listening and questioning skills and techniques
• constructive and supportive feedback.

Inappropriate behaviour  may include:

• disruptive behaviour
• violent or inappropriate language
• verbal or physical abuse
• bullying
• insensitive verbal or physical behaviour towards others
• dominant or overbearing behaviour
• non-compliance with safety and other instructions.

Disciplinary policies and procedures  may include:

• Tennis Australia Events Disciplinary procedure and related code violations.

Sporting standards  may include:

• respect for opponents and officials
• fair play.

Feedback  may include:

• verbal
• written
• video recording of session
• critical questioning and review of personal performance
• self-reflection and diary.

Relevant stakeholders  may include:

• players
• peers
• coaches
• umpires.