club professional 1 - tpacanada.com evaluation guide... · 1 club professional 1 certification ......

CLUB PROFESSIONAL 1 Evaluation guide

Version 10.0 Updated: April 2015

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Club Professional 1 Certification Evaluation Process

COMPETENCY EVALUATIONS: All of the information required for the course is available through www.tpacanada.ca. There are 3 categories of competencies candidates must complete to achieve Club Pro 1 Certification.

A. Knowledge B. Feeding/Playing C. Teaching/Training

List of Evaluations

Evaluation Schedule

A. Knowledge Evaluations

1. Workbook 1 Due first Day of Course (Day 1: 9:00am)

2. Workbook 2 Due Final Weekend of course (Day 9: 9:00am)

3. Workbook 3 Due 2nd Weekend of course (Day 4: 9:00am)

4. Workbook 4 Due 3RD Weekend of course (Day 7: 9:00am)

5. Professionalism Evaluation Ongoing throughout course

6. MED: Making Ethical Decisions Online Evaluation Due before Final Weekend (Day 7)

B. Feeding/Playing Evaluation

1. Personal Playing Video Project 2nd weekend of course (Day 4)

2. Basket Feed: Direction Final day of Course (Day 9)

3. Basket Feed: Trajectory/Speed Final day of Course (Day 9)

4. Drop Ball: Groundstroke a. Topspin b. Slice

Final day of Course (Day 9)

5. Live Ball: Groundstroke Direction a. Centre to sides b. Sides to centre

Final day of Course (Day 9)

C. Teaching/Training Evaluations

1. Leading an Effective Warm-up Routine Final day of Course (Day 9)

2. Breaking Down a Playing Situation “

3. Training a Pattern of Shots “

4. Private Lesson “

http://www.tpacanada.ca/

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A. KNOWLEDGE EVALUATIONS The Knowledge Evaluation has 6 parts:

1. CP1 Pre-Course Workbook 1/Instructor Course Review: CP1 candidates must review

some of the Instructor Course materials by going through the Instructor Course Tool Kits (Power Point). Each tool kit has information and videos on general and specific coaching knowledge, The Tool Kits are available on the tpacanada.ca website under: resources/Certification materials/Instructor/ Instructor Resource library. The Tool Kits that should be reviewed are:

1. Progressive Tennis Tool Kit 2. Group Organization Tool Kit 3. Tactical/Technical Tool Kit Review of these Tool Kits is part of CP1 Pre-Course Workbook 1 and must be completed before the course begins in order to be eligible to participate in the course. Workbook 1 also takes candidates through the Club Professional 1 resources. Due: Day 1, 9:00am

2. CP1 Workbook 2: This is a ‘Reflections’ workbook that must be completed throughout the

course (so candidates must have it with them at all times). It also contains observation sheets used during the course Due: Day 9, 9:00am (it will only be checked by CF. Candidates keep this Workbook).

3. CP1 Workbook 3: This workbook takes candidates through various projects to use, and

design resources needed as a Tennis Professional. Due: Day 4, 9:00am

4. CP1 Workbook 4: This workbook helps candidates work through various elements regarding their career as a Tennis professional. Due: Day 7, 9:00am

5. Professionalism Evaluation: These are values, attitudes and behaviours evaluated

throughout the course. The final grade of this evaluation will be delivered prior to the rest of the evaluations on Day 9. The key component is role modeling professionalism as a leader. If there is a Leadership issue with a candidate, it will result in the candidate not being allowed to take the final evaluations. This will lead to an Incomplete result and require the individual to retake the entire course.

5. Making Ethical Decisions (MED) Online Evaluation – Comp Intro: Candidates must

complete the NCCP MED evaluation on line. Candidates who have not completed the MED evaluation will not receive their results from the Provincial Association until they have completed it. Due: Day 7, 9:00am

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B. FEEDING/PLAYING EVALUATIONS: These evaluations are looking at the competencies of feeding. The ‘live-ball’ evaluations also include the Candidate modelling the appropriate technique. This evaluation has 5 parts: 1. Personal Playing Video Project: Competency: To be able to cooperatively place the ball to a partner on Groundstrokes, Volleys, Overheads, Lobs and Serves with appropriate ball control. Solid technique must be performed during the exchanges that demonstrate the coach has a mastery of the technical fundamentals appropriate for students to mimic. Description: Candidates must complete a video of themselves performing specific shots:

1. Groundstroke Rally: Consistent 20 shot rally (10 shots each player). Must be a mix of FH’s & BH’s.

2. Volley to Groundstrokes: Consistent 20 shot rally (10 shots each player). Must be a mix of FH & BH volleys.

3. Lob to Overhead: 5 lobs in a row that allow a partner to hit overheads at their serviceline 4. Overhead to Lob: 5 Overheads in a row past serviceline 5. Serve: 3/5 shots served to Ad side BH. 3/5 shots served to Deuce side BH.

All shots must be performed with appropriate technique (no ‘Red Flags’). Candidates may receive 1 ‘Marginal’ on the 5 shots evaluated. 2. Dead Ball: Basket Feed: Direction Competency: To be able to control the direction, speed and frequency of a basket feed. Description: With the Candidate at the service line on the full court, feed from a basket alternating to 2 meter wide target s at the right and left corners of the singles court. Standard:

Must keep eyes on targets at all times

‘Double Rhythm’ feeding (feed a second ball before the first ball fed bounces)

Ball cannot bounce twice before passing through target

20 balls total: 14 must pass through target areas in 35 seconds (2 attempts)

2 meters

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3. Dead Ball: Basket Feed: Trajectory/Speed Competency: To be able to control the trajectory, speed, spin and frequency of a basket feed. Description: With the Candidate at the baseline on ½ of the full doubles court, feed from a basket a sequence of 3 balls, each with different trajectory/speed. Standard:

Must keep eyes on targets at all times

‘Double Rhythm’ feeding (feed a second ball before the first ball fed bounces)

1st ball is an arced rally shot (that must land past the Orange ¾ Court baseline)

2nd ball is a hard drive that must hit the court then go past a ‘power marker’ 5.5 meters from the baseline

3rd ball is a ‘drop shot’ that must bounce twice before the ¾ court line

3/5 successful sequences (2 attempts) 4. Dead Ball: Drop Feed: Spin Competency: To be able to demonstrate topspin & slice on Groundstrokes from a dropped ball. Description: With the Candidate at the baseline on ½ of the full singles court, feed from a basket 3 topspin FH shots, then 3 BH slice shots. Standard:

Drop a groundstroke ball to yourself

FH Topspin shot must clear the net by 2 meters and land between the Service line and the Orange ¾ Court Baseline

BH Slice shot must clear the net below 1 meter and land past the Orange 3/4 Court baseline

4 /5 successful shots required for each spin (2 attempts)

‘Power marker’: 5.5 meters past baseline

Depth marker: 2.7 meters in from baseline

Depth marker: 2.7 meters in from baseline

Topspin

Height: 2 meters over net

Slice

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5. Live Ball: Groundstroke Direction Competency: To be able to rally consistently while controlling the direction and speed of a Groundstroke. Description: Candidates complete a 12 ball rally with directional control. Standard:

Must demonstrate good fundamentals

Candidate A must rally from the centre lane alternating to the side lanes

Candidate B must rally from the side lanes to the centre lane

Both Candidates must hit at least 5 of their 6 shots past the service line

Must be a mix of FH’s & BH’s

1 successful sequence as players A and 1 as player B (2 attempts at each role)

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C. TEACHING/TRAINING EVALUATIONS: These evaluations are looking at the competencies of implementing effective group teaching, group training sessions, and private lesson s. This evaluation has 4 parts:

1. Leading an Effective Warm-up Routine 2. Breaking down a Playing Situation 3. Training a pattern of Shots 4. Private lesson

1. Leading an Effective Warm-up Routine Competency: To be able to set-up and run an effective warm-up session using a cooperative live-ball format with the ability to take charge of the group and implement a group teaching point and provide feedback. (Being a trainer) Description: Candidates lead an effective warm-up routine with 4-6 players. 5 minutes prior to the evaluation, Candidates will be assigned one topic from the list below and will run the drill for 5 minutes:

a. Groundstroke to Groundstroke(baseline crosscourt) b. Groundstroke to volley c. Serve & Return

Standard: Refer to ‘Summary of Results’ for all criteria 2. Breaking Down a Playing Situation Competency: To be able to set-up a realistic playing situation on a specific tactic and, based on observation of the situation, identify a technical element that will improve performance of the tactic. Next, the element is trained with a maximum repetition drill that provides appropriate volume and feedback. Then, a cooperative live-ball drill is run that integrates the element into a more realistic activity. Description: Candidates help 4-6 players become more effective in a specific tactical playing situation by taking them through a 3 step progression of:

An ‘Open’ play situation to analyze tactics and technique (5-7 minutes)

A ‘Closed’ drill to focus on a specific technique (5-7 minutes)

A ‘Live Ball’ drill to experience the technique in a more realistic context (5-7 Minutes) Prior to the lunch break on Day 9, Candidates will be assigned one topic from the list below: Standard: Refer to ‘Summary of Results’ for all criteria

TOPICS: a. Singles: Moving the opponent around by taking balls that are received in the centre of the

court and directing them to the sides using the FH. b. Doubles: Serving Team Teamwork: Maintaining teamwork and positioning when Servers

Partner receives a lob return of serve c. Doubles: Serving Team Teamwork: Taking time away from opponents by employing a Serve

& Volley. (Medium speed, medium height return). Focus on 1st volley deep to Returner to pressure them.

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3. Training a Pattern of Shots Competency: To be able to set-up and run a dynamic double-column basket feeding drill that trains the tactics required for successful performance of a three shot pattern. Description: Candidates help 4-6 players become more effective at performing a 3 shot pattern of shots. The Candidate must help players understand the tactical ‘story’ of how the pattern works. The pattern must be trained with a Dead Ball basket feed and 4-6 players in 2 columns. Prior to the lunch break on Day 9, Candidates will be assigned one topic from the list below: Standard: Refer to ‘Summary of Results’ for all criteria 4. ‘Tailored” Private Lesson Competency: To be able to lead a player through an individualized private lesson that engages them in their learning process and improves a specific situation/shot. Description: Candidates helps one player by taking them through specific parts of a Private Lesson to improve their performance in a specific situation of their choosing. The parts evaluated are:

Meet & Greet and Interview (to discover the appropriate situation the player wants improvement on)

Warm-up (based on the topic chosen)

Analysis and presentation of findings (to get player to ‘buy-in’ and to set appropriate goals)

Drill to improve performance in the situation by having improved effectiveness (Ball control)

Wrap-up Candidate will not know their topic in advance. The CF will first secretly interview the player to determine the situation the player wants improvement in. They are then passed along to the candidate to discover the situation and implement the private lesson. Standard: Refer to ‘Summary of Results’ for all criteria

TOPICS: a. Down-the-line approach shot/Deep crosscourt volley/Down-the-line overhead b. Chase a Drop shot and send it down-the-line/Down-the-line overhead/Angle volley crosscourt

(to open court) c. Crosscourt groundstroke rally shot/Down-the-line groundstroke drive/Intercept approach

volley crosscourt

TOPICS: a. A BH groundstroke situation b. A BH and/or FH volley situation

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RESULTS

Candidates can achieve four results:

Met Standard with Honours

Met Standard

Met Standard (Marginal)

Incomplete

Repeat Course To achieve certification, Candidates must receive the following results: Part A. Off Court/Knowledge Evaluations:

Receive a ‘Complete’ on all Knowledge evaluations

Receive a score of 7/10 or above on the Professionalism Evaluation Part B. Feeding/Playing Evaluations:

Receive 4 or more ‘completes’ on the evaluations (1 ‘marginal’ and the candidate could still achieve ‘Met Standard’. 2-4 ‘Marginals’ means an overall ‘Met Standard- Marginal’ result. Any ‘Incomplete’ means an overall ‘Incomplete’ result.

Part C. Teaching/Training Evaluations:

Receive 4 ‘competes’ on the evaluations (1 ‘marginal’ and the candidate could only receive an overall ‘Met standard-Marginal’ result. Any ‘Incomplete’ means and overall ‘Incomplete’ result.

Overall results:

If a Candidate receives an “incomplete” or, “Did not meet standard” rating on any evaluations, they must re-take that specific evaluation.

If they receive an ‘incomplete’ on the Professionalism Evaluation, they must retake the course again at full cost.

If they receive a, “Did not meet standard” on 6 (Six) or more of the Feeding/Playing and Teaching/Training parts combined, they must also take the course again at full cost.

Candidates have 18 months from the course evaluation date to complete all evaluations or they must re-take the course at full cost.

EVALUATION SCHEDULING: For a group of 12 participants on one court. the total evaluation time would be one 8 hour day (including 1 hour lunch break and one 15 minute morning break).

9:00-10:30am: Dead-Ball Feeding evaluations

10:45-12:30pm: Live-Ball feeding evaluations

1:30 -5:00pm: Teaching/Training evaluations

Individually, it takes approximately 90 minutes to evaluate a Candidate (including feedback).

RECEIVING RESULTS: The CF will not inform candidates of their final status during the evaluations. Candidates will receive their results within 2-3 weeks. Certificates for all successful Candidates will be sent by the Provincial Association.

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CLUB PROFESSIONAL 1 SUMMARY OF RESULTS

Version 10.0 NAME: CC#:

COURSE DATES: EVALUATION DATE:

RE-EVALUATION #1 DATE: RE-EVALUATION #2 DATE:

COURSE FACILITATOR(S):

These are the results from your Club Professional 1 (CP1) evaluations. To achieve CP1 certification all evaluations must have received a ‘Marginal’ or ‘Met Standard’ rating. If any evaluations are listed as ‘Incomplete’ or ‘Did Not Meet Standard’, you must be re-evaluated (any ‘Incomplete’ workbooks must be completely re-done). Once you have practiced the areas that need to be re-evaluated, please contact your Provincial Association to arrange re-evaluation times. There are fees associated to all re-evaluations.

Met Standard with Honours Congratulations. You are a fully certified Club

Professional 1 who has demonstrated excellence in the coaching qualities evaluated for CP1.

Met Standard Congratulations. You are a fully certified Club

Professional 1

Met Standard - Marginal Congratulations. You are a fully certified Club

Professional 1. You have met the standard but achieved only a marginal mark on three or more evaluations.

Incomplete You must re-take the evaluations that you received ‘Did

not meet standard’ or ‘incomplete’ on to attain CP1 certification.

Repeat

To achieve CP1 certification, you are required to repeat the entire course (at full price).

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Summary of Results

A. Off Court/Knowledge Evaluations: Complete Incomplete

1. Workbook 1

2. Workbook 2

3. Workbook 3

4. Workbook 4

5. Professionalism Score: /10

6. Making Ethical Decisions – (Comp Intro MED)

B. Feeding/Playing Evaluations: Score Met Standard Marginal Standard

Did not meet Standard

1. Personal Playing Project

2. Basket Feed: Direction

3. Basket Feed: Trajectory/Speed

4. Drop Ball: Groundstroke Topspin/Slice

5. Live Ball: Groundstroke Direction

C. Teaching/Training Evaluations: Met Standard Marginal Standard


1. Leading an Effective Warm-up Routine

2. Breaking Down a Playing Situation

3. Training a Pattern of Shots

4. ‘Tailored’ Private Lesson

PLEASE NOTE: You only have 2 attempts at any re-evaluation. If you did not meet standard after two attempts, you can only take an evaluation after repeating the entire course (at full price). You have 18 months from the first course evaluation date to complete any re-evaluations. After that, you can only be evaluated by taking a full course (at full price). If you receive a, “Did Not Meet Standard” on 6 (Six) or more of the Feeding/Playing and Teaching/Training Evaluations combined, you must re-take the entire course (at full price) to be eligible for evaluation. There are two requirements for maintaining active status for your certification:

Maintain annual membership in good standing in Tennis Canada’s Tennis Professionals Association.

Attend a Professional Development opportunity once every 3 years (e.g. designated re-certification workshops, conferences, or auditing courses)

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PERSONAL PLAYING VIDEO PROJECT:

Competency: To be able to cooperatively place the ball to a partner on Groundstrokes, Volleys, Overheads, Lobs and Serves with appropriate ball control. Solid technique must be performed during the exchanges that demonstrate the coach has a mastery of the technical fundamentals appropriate for students to mimic.

Playing Video Project - results Met Standard

Marginal Standard


CRITERIA Met Standard

Marginal Standard


Overall

Sequence of shots must be continuous (not cut edits)

Video filmed from appropriate viewing angle

Notes:

Groundstroke Rally

Evidences:

Consistent rally of 20 balls (10 Balls each player)

Coach shots must all land past the service line

Appropriate mix of FH & BH

Appropriate technique

Notes:

Volleys

Evidences:

Consistent rally of 20 balls (10 Balls each player)

Coach shots must all land past the service line

Appropriate mix of FH & BH


Notes:

Overhead

Evidences:

5 overheads in a row past service line


Notes:

Lob

Evidences:

5 lobs in a row that allow their partner to hit

overheads at their service line


Notes:

Serve

Evidences:

Place 3/5 serves to the BH half of service box

from both Ad & Deuce sides (10 serves total)


Notes:

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LEADING AN EFFECTIVE WARM-UP ROUTINE:

Competency: To be able to set-up and run an effective warm-up session using a cooperative live-ball format with the ability to take charge of the group and implement a group teaching point and provide feedback. (Being a trainer) Topics: (only one will be selected for evaluation) 1- Groundstroke 2- Volley to groundstroke 3- Serve and return

Leading an effective Warm-up routine - results Met Standard

Marginal Standard



Marginal Standard


Set-up and ran an effective warm-up routine using cooperative live-ball drills

Evidences:

Explained and Demonstrated a group tactical goal and teaching point

Drill included appropriate rotation that provided equal repetition for all players on both FH &

BH sides

Got players actively hitting quickly (within 1 minute)

Clearly explained the scoring system

Markers and/or measures were used to clarify successful performance

Notes:

Took charge of the group and provided feedback

Evidences:

Ensured players received motivating, on-going and positive feedback only on:

o The tactical goal o A technical ‘tip’ o Effort and focus

(Not meeting standard on this evidence means this whole section does not meet standard)

Got and maintained motivation and attention of the group

Walked around: Gave equal positive attention to all players

Notes:

Ensured a quality training environment

Evidences:

Drill was safe

Drill was continuous (not stop and start)

Drill included maximum activity and repetition

Notes:

Notes:

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BREAKING DOWN A PLAYING SITUATION :

Competency: To be able to set-up a realistic playing situation on a specific tactic and, based on observation of the situation, identify a technical element that will improve performance of the tactic. Next, the element is trained with a maximum repetition drill that provides appropriate volume and feedback. Then, a cooperative live-ball drill is run that integrates the element into a more realistic activity.

Breaking Down a Playing Situation - results Met Standard

Marginal Standard



Marginal Standard


Set-up and ran a realistic Playing Situation

Evidences:

Situation respected the topic selected

Situation had appropriate scoring

Situation was demonstrated clearly and concisely

Situation provided enough repetition on the tactic to analyze specific technique

Play time was maximized and wait time minimized with an appropriate rotation

Notes:

Set-up and ran a maximum repetition dead-ball drill to train a technical element

Evidences:

Coach presented finding of evaluation and ‘sold’ how identified technical element will improve

performance of tactic

Demonstrated drill clearly and concisely with one technical highlight

Drill provided appropriate repetition on specific(one) technical element (24 balls/Min. minimum)

Feeding was accurate and specific to the situation


Feedback on the technical element was positive and improved performance of the tactic

Drill included appropriate rotation

Drill was safe

Notes:

Set-up and ran a cooperative Live-Ball drill to practice the specific technical element

Evidences:

Demonstrated and ‘sold’ how the live-ball drill related to the previous dead-ball drill

Drill respected the tactic in the original playing situation

Demonstrated drill clearly and concisely and from the appropriate position (related to tactic)

Communicated in an enthusiastic and positive manner

The identified technical element was reinforced during the drill

Appropriate feedback was given that improved the performance

Drill included appropriate rotation

Drill was safe

Notes:

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TRAINING A PATTERN OF SHOTS:

Competency: To be able to set-up and run a dynamic double-column basket feeding drill that trains the tactics required for successful performance of a three shot pattern.

Training a Pattern of Shots - results Met Standard

Marginal Standard



Marginal Standard


Set-up a safe, effective, tactically linked drill for a three shot pattern

Evidences:

A tactical ‘story’ was told that provided a realistic rationale for the 3 shot pattern (linking the

shots together) (Not meeting standard on this evidence means this whole section does not meet standard)

Each shot was correctly demonstrated (including appropriate recovery)

Demonstrated drill clearly and concisely (with a slow-motion ‘walk-through’)


Notes:

Ran the drill with appropriate feeding, motivation and movement

Evidences:

Feeding was accurate, at the appropriate challenge level for the players and respected time

and space of each specific shot (Not meeting standard on this evidence means this whole section does not meet standard)

Drill provided appropriate repetition on each shot in the pattern (24 balls/minute minimum)

Drill was safe

Drill included appropriate rotation that provided equal repetition for all players on both FH &

BH sides

Coach maintained players energy with enthusiastic, motivating and positive

communication

Markers and/or measures were used to ensure the pattern was respected both as it relates

to proper movement and quality of the ball sent

Feedback was given to ensure successful completion of the pattern

Scoring system was used

Notes:

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”TAILORED”PRIVATE LESSON:

Competency: To be able to lead a player through an individualized private lesson that engages them in their learning process and improves a specific situation/shot.

Private Lesson - results Met Standard

Marginal Standard



Marginal Standard


Conducted a rapport-building greeting & interactive interview

Evidences:

Friendly/made player comfortable

Eye contact

Used players name

Led an interactive dialogue that found the needs of the player (max 90 seconds)

Led a ‘tailored’ warm-up

Evidences:

Appropriate warm-up for topic selected

Communicated in an enthusiastic and positive manner

Projected a professional ‘playing image’

Set-up a measurable analysis of situation while playing points

Evidences:

Appropriate feeding (ensure enough repetition of the highlighted skill)

Asked clarification questions to ensure ball received created appropriate challenge

Presented findings and set goal for lesson

Evidences:

Presented findings to engage player in learning process (got ‘buy-in’)

Created a mutually agreed upon goal for lesson which included a clear tactical intention

Conducted a practise drill

Evidences:

Provided appropriate repetition

Provided feedback that improved the identified ball control

Markers and/or measures were used to clarify successful performance (respects level of

player)

Demonstrated Skill (including clear direction & trajectory)

Clearly demonstrated Drill

Led a Wrap-up

Evidences:

Summarized key points

Excited player about continuing on by providing a vision of future development Notes:

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COACHING IMPACT FEEDBACK To provide you with feedback on how you impact students, the live students in your on-court sessions were asked the following questions:

Drilling a Pattern of Shots

Would you pay for the lesson you received?

Yes: No:

Would you take a lesson from this coach again?

Yes: No:

Would you recommend this coach to others?

Yes: No:

Breaking Down a playing Situation


Yes: No:


Yes: No:


Yes: No:

Private lesson


Yes: No:


Yes: No:


Yes: No:

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club professional 1 - tpacanada.com evaluation guide... · 1 club professional 1 certification ......

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