SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Conduct coaching to beginners in tennis 
SAQA US ID UNIT STANDARD TITLE
264720  Conduct coaching to beginners in tennis 
ORIGINATOR
SGB Sport, Recreation & Fitness 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 02 - Culture and Arts Sport 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 3  NQF Level 03  7 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This unit standard is aimed at individuals that are involved in or are envisaging involvement in the coaching of the sport of tennis to beginners. Qualifying learners will be able to operate as tennis instructors and will be able to apply coaching skills and competencies at school, community and club level in order to generate interest and to encourage new entrance and the addressing the transfer of entry-level skills as it applies to the sport.

The qualifying learner will be able to explain and instruct the basis components of the game of tennis, showing understanding of the principles of the sport and be able to demonstrate the skills and techniques required by beginners to the sport.

Beginners in the sport could include interested individuals ranging from children to adults and could include individuals with disabilities involved in wheelchair tennis. Coaching competencies gained will enable the application of skills for the instruction of individuals and groups as it applies to the playing of singles and doubles in the game of tennis.

On achievement of this unit standard the learner will understand and be able to:
  • Explain the tactical approach to the coaching of the game of tennis for beginners.
  • Plan tennis practice sessions.
  • Instruct the basic techniques of the game of tennis to beginner players.
  • Apply coaching techniques in the instruction of the game of tennis.
  • Reflect on coaching performance. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are competent in:
  • Communication at NQF Level 2.

    It is further assumed that learners accessing this unit standard are familiar with and are actively involved in the game of tennis. 
    		•

    UNIT STANDARD RANGE 
    Where applicable, range statements have been included under individual specific outcomes or assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Explain the tactical approach to the coaching of game of tennis. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The tactical versus technical approach is explained as it applies to the game of tennis. 
    ASSESSMENT CRITERION RANGE 
    Function versus form, impact on play to stay approach to beginner tennis.
     

    ASSESSMENT CRITERION 2 
    Tactical aspects are explained as it applies to the instructional approach for entry-level participants in the game. 
    ASSESSMENT CRITERION RANGE 
    Tactical aspects includes but is not limited to:
  • Consistency, moving the opponent, maintaining a good court position, using individual strengths in the game, exploiting opponent weakness, recovery positioning, phases of play, zones of play, shot selection.
     
    		•

    ASSESSMENT CRITERION 3 
    Tactical drills are explained as it applies to coaching the three main game situations and their associated strokes in tennis. 
    ASSESSMENT CRITERION RANGE 
    Tactical drills includes but is not limited to:
  • Cooperative, cooperative/competitive, competitive.

    Game situations includes:
  • Serve and return, baseline rally and approach and pass.
     
    		•

    ASSESSMENT CRITERION 4 
    The use of ball size and court types are explained from a tactical coaching perspective. 
    ASSESSMENT CRITERION RANGE 
    Three types of ball size and red, orange and green courts.
     

    SPECIFIC OUTCOME 2 
    Plan tennis practice sessions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The tactical and technical objectives of tennis are determined for the planning of practice sessions. 

    ASSESSMENT CRITERION 2 
    Resources are planned in relation to the requirements of practice sessions. 
    ASSESSMENT CRITERION RANGE 
    Resources planning includes but is not limited to:
  • Equipment, facilities, administration, analysis sheets.
     
    		•

    ASSESSMENT CRITERION 3 
    Activities for training are incorporated into lesson plans to provide for stimulating and entertaining sessions for starter players. 
    ASSESSMENT CRITERION RANGE 
    Activities includes warming up, routines, exercises, tactical drills, technique drills, learner rotations, cooperative and competitive drills.
     

    ASSESSMENT CRITERION 4 
    Safety requirements are explained as it applies to examples of precautionary measures and considerations of a practice session. 

    SPECIFIC OUTCOME 3 
    Instruct the techniques of the game of tennis. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The techniques of the game are instructed at a level meeting the needs of participants. 
    ASSESSMENT CRITERION RANGE 
    Techniques includes but is not limited to:
  • Serves; underarm, overarm. Rally; groundstrokes including return, volleys, progressions, receiving and sending skills, score, specific strokes; forehand, backhand, single handed backhand, double handed backhand, smash, lob and dropshot, the five ball control techniques.
     
    		•

    ASSESSMENT CRITERION 2 
    Instruction incorporates a range of tactical drills as it applies to techniques of the game. 
    ASSESSMENT CRITERION RANGE 
    Drills includes but is not limited to:
  • Ready position, grip, stance, back swing, forward swing, contact, follow-through, balance, racket face control and can be applied to single and double games.
     
    		•

    ASSESSMENT CRITERION 3 
    Feeding is applied in support of the instruction of the techniques of the game. 
    ASSESSMENT CRITERION RANGE 
    Feeding includes but is not limited to:
  • Racket feeding, with and without basket, groundstroke feeding, rally feeding, drop-feed and underarm feed. Frequency, speed, pause, position and rhythm of feed.
     
    		•

    ASSESSMENT CRITERION 4 
    The principles of biomechanics are utilised to instruct techniques for movement on the court. 

    ASSESSMENT CRITERION 5 
    The terminology of the game is maintained during instruction of the techniques of the game. 

    ASSESSMENT CRITERION 6 
    The laws of tennis are explained to ensure the understanding of participants. 

    SPECIFIC OUTCOME 4 
    Apply coaching techniques in the instruction of the game. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The various development stages of beginners in the game of tennis is explained as it applies to the use of a range of different coaching techniques. 

    ASSESSMENT CRITERION 2 
    Principles of analysis and improvement are applied so as to correct and reinforce techniques of the game. 

    ASSESSMENT CRITERION 3 
    A range of coaching formats are applied in support of instruction of the game. 
    ASSESSMENT CRITERION RANGE 
    Formats includes but is not limited to:
  • Team format, rotation format, group format, challenge format, competitive formats for starter players.
     
    		•

    ASSESSMENT CRITERION 4 
    Communication and feedback techniques are applied to support coaching of the game. 
    ASSESSMENT CRITERION RANGE 
    Instructor communication includes but is not limited to:
  • Terminology, non-verbal communication, animation, positive motivation and correction, use of voice and verbal communication with players.
     
    		•

    SPECIFIC OUTCOME 5 
    Reflect on coaching performance. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Own coaching performance is evaluated. 

    ASSESSMENT CRITERION 2 
    Personal application of coaching techniques are assessed in support of personal development. 

    ASSESSMENT CRITERION 3 
    Coaching records are completed to record outcomes of coaching sessions and modifications to coaching plans. 

    ASSESSMENT CRITERION 4 
    A logbook is maintained to record the hours of coaching sessions conducted. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing an individual against this unit standard must meet the assessor requirements of the relevant ETQA. In particular, such assessors must demonstrate that they assess in terms of the scope and context defined in all the range statements.
  • Any institution offering learning towards this unit standard must be accredited as a provider with the relevant ETQA.
  • External moderation of assessment will be conducted by the relevant ETQA at its discretion according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The knowledge, skill and understanding which should be embedded in the process to enable the learner to become competent in all of the Specific Outcomes, based on the appropriate Assessment Criteria, for this unit standard, includes:
  • The rules of the game of tennis.
  • Tennis terms and scoring.
  • Equipment and facilities used in the game of tennis.
  • Ethics associated with the game.
  • The three different balls and court sizes applicable to the game of tennis.
  • The role of the coach in beginner coaching.
  • Tactical play as it relates to the game of tennis.
  • Technical skills for beginners (Serve, rally and score}.
  • Game situations; Serve and return, ground strokes, approach and pass.
  • Planning of practice sessions for beginners.
  • Conducting of practice sessions for beginners.
  • Conditioning techniques as it applies to the game of tennis.
  • Coaching communication.
  • Organisational skills.
  • Coaching administration.
  • Charter of the International Tennis Federation.
  • Safety and injury prevention. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving:
  • The planning and conducting of training sessions at beginner levels will require the addressing of situations associated with the progression of activities and skills and innovative application of techniques across a broad range of learners including children and adults. 
    		•

    UNIT STANDARD CCFO WORKING 
    Team work:
  • Teamwork is supported in the working with others and in a team as it relates to the coaching of individuals, groups and teams. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself:
  • Self organisation and management is supported in the planning, conducting and recording of instruction sessions and the maintaining of individual safety in the coaching environment. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse and evaluate information:
  • The analysis of tactics and techniques in support of coaching activities as well as the planning of practice sessions requires the collection, analysis and evaluation of information. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Effective communication:
  • Effective communication is supported in the planning and conducting of tennis instruction sessions in the use of written, verbal and non-verbal communication skills involved in coaching of the game. 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    This unit standard can also be used for the coaching of athletes with disabilities participating in the game of tennis and particularly so in the case of wheelchair-tennis with consideration of the application of the rules of the game as it applies to the sport in this instance. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  64369   Further Education and Training Certificate: Sport Coaching: Juniors/Beginners  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.