USTA ACCREDITATION PROGRAM MANUAL · 3/8/2018 · The Accreditation Program, as described in this manual, requires as a condition of accreditation by USTA that organizations operating

USTA ACCREDITATION PROGRAM MANUALFOR COACHING CERTIFICATION ORGANIZATIONS

3.8.2018

CONTENTS

Section 1: GENERAL INFORMATION .................................................................................................................1

A. Background ..................................................................................................................................1

B. Purpose and Mission ....................................................................................................................1

C. Value of Accreditation ..................................................................................................................2

D. Accreditation Review Committee ................................................................................................3

E. USTA-U .........................................................................................................................................3

F. Committee Staff ...........................................................................................................................3

G. USTA Privacy and Confidentiality Policy ......................................................................................4

H. USTA Conflict of Interest Policy ...................................................................................................4

I. Complaint Process .......................................................................................................................5

Section 2: ACCREDITATION PROCESS ...............................................................................................................6

A. Provisional Accreditation .............................................................................................................6

B. Initial Accreditation ......................................................................................................................7

C. Re-Accreditation ..........................................................................................................................8

D. Accreditation Actions ...................................................................................................................8

E. Appeal ..........................................................................................................................................8

F. Maintaining Accreditation ............................................................................................................9

Section 3: STANDARDS FOR ACCREDITATION ...............................................................................................10

A. STANDARD ONE: Organizational Mission and Purpose .........................................................................................10

B. STANDARD TWO: Organizational Goverence and Admininistrative Capacity ........................................................11

C. STANDARD THREE: Minimum Requirements for Certification Programs ..................................................................11

APPENDIX

Appendix A: Application for Provisional Accreditation .........................................................................................15

Appendix B: Course Approval Submission Example .............................................................................................17

Appendix C: Apprentice Workshop Approval Submission Example .....................................................................20

Appendix D: Internship Portfolio Example ............................................................................................................21

TABLE OF CONTENTS

UNITED STATES TENNIS ASSOCIATION ACCREDITATION PROGRAM MANUAL | II

A. BACKGROUND

The US Tennis Association (USTA) is the National Governing Body (NGB) for the sport of tennis in the US, as appointed by the US Olympic Committee (USOC). As such, the USTA is responsible for training players, organizing and staging competition, and promoting the growth of the sport of tennis within the US. The USTA operates under authority of the Ted Stevens Olympic and Amateur Sports Act (Ted Stevens Act), now codified at 36 U.S.C. §§ 220501 et seq. Pursuant to the Act, the USTA, as the NGB, has been granted the authority by the US Congress to establish national goals for the sport of tennis and encourage the attainment of those goals, including through supporting the highest quality tennis player training within the US.

Pursuant to that authority, the USTA has set an objective to increase both the quantity and quality of tennis coaching professionals throughout the US. The USTA has determined that, in order to meet and maintain that goal, the U.S. tennis industry needs career-driven and well-rounded coaching professionals committed to the sport. Tennis employers in the U.S. are seeking coaching professionals with a greater variety of on-court and off-court skills/qualifications to help grow the game and their business. In its long history, the USTA has never certified tennis coaches, nor has it had significant input on the coaching certification criteria or process utilized by organizations offering tennis professional coaching certifications to the public within the US. While there are many positive aspects to the current certification process in the US, more can and should be done by the USTA to incentivize ongoing improvement in the quality of tennis coaching professionals now within and newly entering the industry. Of significance to USTA is that the other national tennis federations (including in the Grand Slam countries), as well as other American sports entities such as the Professional Golfers Association (PGA), have substantially greater requirements for coaching certification than does the U.S. tennis industry.

The USTA believes that it is time for American tennis coaching professionals to up their game, and take their place as leaders in both the coaching and the business of this sport. Therefore, pursuant to the grant of authority under the Ted Stevens Act as an NGB, USTA has established an Accreditation Program, operated through the USTA’s Accreditation Review Committee. The Accreditation Program, as described in this manual, requires as a condition of accreditation by USTA that organizations operating within the US offering tennis professional coaching certification programs meet and maintain minimum standards set by USTA. Participation in the the USTA Accreditation Program is voluntary and free of charge. This document sets forth the qualifications and process for organizations seeking accreditation. Those organizations meeting and maintaining USTA’s standards will be awarded and permitted to use the designation, “Accredited by the United States Tennis Association.”

B. PURPOSE AND MISSION

The USTA Accreditation Program is operated through the USTA’s Accreditation Review Committee and established for the primary purposes of: (1) supporting continuous improvement of the tennis professional coaching certification programs offered by accredited organizations; (2) contributing to the uniformity of the U.S. tennis profession by increasing conformity to general minimum expectations for tennis professional coaching quality by certified professionals working in the US; (3) improving certified tennis professional coach preparation and continuing education practices; and (4) elevating the status of certified U.S. tennis professional coaching in the U.S. work force to better meet the needs of employers, tennis players, and the public.

The geographical scope of the USTA’s Accreditation Program is the accreditation of domestic organizations offering tennis professional coaching certification programs to the public within the U.S.

SECTION 1: GENERERAL INFORMATION

UNITED STATES TENNIS ASSOCIATION ACCREDITATION PROGRAM MANUAL | 1

The mission of the USTA’s Accreditation Review Committee is to develop, make public, and apply objective criteria for the assessment of tennis professional coaching certification organizations in order to assure the public and other interested parties that the organizations have clearly-defined objectives aligned with criteria published by the USTA, and that such accredited organizations have the administrative organization, capability, staffing, and resources to accomplish and continue accomplishing those objectives.

In addition, through its process of assessment, the Accreditation Review Committee encourages and assists in the improvement, effectiveness, and excellence of accredited organizations. In the fulfillment and furtherance of its mission, the Accreditation Review Committee is authorized by the USTA to undertake various activities including but not limited to the following:

1. Establish and maintain an evaluative process to assess the capacity of accredited organizations to accomplish their goals by emphasizing self and peer evaluation through the application of the USTA’s accreditation criteria and standards;

2. Maintain a relationship with accredited organizations to ensure their adherence to the USTA accreditation criteria and standards and to identify ways the USTA can further assist in the advancement of organizational effectiveness;

3. Advance accredited organization's self-regulation by requiring or encouraging ethical and otherwise good practices in the accomplishment of all organizational activities;

4. Assist organizations in understanding the USTA eligibility criteria and Standards for Accreditation;

5. Upon appropriate inquiry, disclose accurate and appropriate information about accredited organizations and those seeking accreditation through public notice regarding the current status of such organizations;

6. Work closely with the other committees or divisions of the USTA to advance their mutual purposes;

7. Seek to establish and maintain relationships with other groups interested in and involved with accreditation and the improvement of tennis certification or the U.S. tennis industry as a whole;

8. Encourage and participate in efforts directed toward the study of current issues related to the evaluation and improvement of organizations certifying tennis coaching professionals; and

9. Conduct the evaluation of its own activities, including its criteria and Standards for Accreditation, to assure itself and others relying on its efforts that the Accreditation Review Committee fulfills its purposes to the greatest extent possible.

C. VALUE OF ACCREDITATION

Accreditation by USTA provides, among others, the following advantages:

• Assurance to the public of external evaluation by the USTA of accredited tennis professional coaching certification organizations’ commitment to excellence.

• Enhancement of the reputation of accredited organizations because of public regard for external accreditation and recognition of affiliation with the USTA.

• Assurance to the public and employers that expectations for safety (in screening, training, and other areas) are required and met by accredited organizations.

• Recruitment and promotional opportunities at USTA events and promotion of accredited organization coaching programs to generate interest among apprentices, professionals and employers.

• Access to select USTA programs and events solely for members of accredited organizations.



D. ACCREDITATION REVIEW COMMITTEE

The USTA’s Accreditation Review Committee (Committee is the authorized body within the USTA for implementation of the Accreditation Program and is composed of up to five individuals appointed by the USTA Board President. Three (3) of the Committee Members are selected from USTA’s staff and volunteer leadership team and two (2) non-USTA individuals will be selected who have either U.S. tennis industry or accreditation expertise. Each Committee Member is elected for a three- year term and is eligible to serve a second three-year term.

Criteria for selection of Accreditation Review Committee Members includes: (1) professional stature and experience within, and knowledge of, the U.S. tennis industry; (2) interest in or experience with the accrediting process; (3) willingness to devote the time necessary to fulfill the responsibilities of a Committee Member; (4) sensitivity to the mission and goals of tennis professional coaching certification organizations; and (5) willingness to agree to the Conflict of Interest Policy set forth in Section 1.G. of this Manual. The USTA reserves the right to develop additional policies and procedures that apply to the conduct and responsibilities of Accreditation Review Committee Members.

E. USTA-U

USTA-U is a division of USTA dedicated to increasing the quality and quantity of tennis professionals and tennis providers within the US. USTA-U staff have the responsibility of working with tennis professional coaching certification organizations (whether or accredited or non-accredited) to create and deliver education content, courses, and workshops for tennis professionals and providers in the US.

The USTA-U Managing Director will serve as the USTA Accreditation Review Committee Administrator (Administrator). In this capacity, the Administrator will serve as a liaison between organizations that are accredited or that are seeking accreditation by theUSTA and the Accreditation Review Committee. The Administrator will also be the primary contact between tennis coaching certification organizations and the USTA for non-accreditation matters. USTA-U staff will not serve on the Accreditation Review Committee or have any vote on which organization(s) to accredit.

F. COMMITTEE STAFF

The USTA-U Managing Director (Administrator) serves as Committee staff and is responsible for assisting the Committee, as necessary, with managing the Accreditation Program and for ensuring that all policies and procedures are carried out reliably and fairly. The staff does not engage in the evaluation of organizations, nor does it take responsibility for operating the Accreditation Program. However it is responsible for providing guidance on requests by organizations and is otherwise involved in developing and providing services to assist organizations, the Committee and evaluators in implementing the Accreditation Program. The USTA reserves the right to add additional staff as necessary to manage the Accreditation Program.



G. USTA PRIVACY AND CONFIDENTIALITY POLICY

Organizations that are accredited or seeking accreditation agree to public disclosure of accreditation status.

Notwithstanding full disclosure to the public of accreditation status of accredited organizations, it is the policy of USTA and the USTA and its Accreditation Review Committee to maintain confidentiality of information related to the accreditation process to the fullest extent permitted by law, including the identity of any evaluators utilized by the USTA to evaluate organizational compliance with Accreditation Program standards.

H. USTA CONFLICT OF INTEREST POLICY

In carrying out its responsibilities, including as part of accreditation review evaluation teams, the Accreditation Review Committee seeks to ensure that its decisions are based solely on the application of professional judgment to the information resulting from its processes. Therefore, it seeks to avoid both the reality and the appearance of conflicts of interest. Conflict of interest is defined as a circumstance in which an individual’s capacity to make an impartial or unbiased accreditation decision may be affected because of a prior, current, or anticipated organizational affiliation or other significant relationship or association with the organization under review.

Committee Members must agree to full disclosure and restraint in any organizational review involving an actual or potential conflict of interest. Members of the Committee agree to disclose and, at the direction of the Committee Chair, remove themselves from deliberations or votes on decisions regarding organizations with which they may or do have a potential or actual conflict of interest. Committee Members who are uncertain regarding the possible appearance or reality of conflict of interest shall seek the advice of the Committee Chair. At the request of the Committee Chair, the Committee can determine the question by vote. In general, however, if there is any doubt on the part of a Committee, it should be resolved by the Committee refraining from any discussion or action relating to the organization under review.

This Conflict of Interest policy also applies to Committee staff, members of appeals panels, consultants hired to work for the Committee, and other representatives of the Committee.



I. COMPLAINT PROCESS

Individuals or entities who may have a complaint regarding the Accreditation Review Committee’s compliance with its own published policies and procedures may submit that complaint in writing to the Administrator at [address or email address] for consideration by the Committee. In order to be considered through this process, the complaint must address issues other than a concern about an accreditation decision, which is separately subject to appeal rights as set forth in this Manual.

Complaints against the Committee are considered only when made in writing, when the complainant is clearly identified, and has signed the complaint. The written complaint must identify the policy or procedure in question and include substantial evidence to support the allegations being made. Except in extraordinary circumstances, the Committee does not consider complaints if the concern alleged occurred more than one year prior to the filing of the complaint. The Commission, at its discretion, may choose not to act on a complaint where the matters are under judicial consideration.

The Committee acknowledges all complaints within 14 days of their receipt. Should a complaint require Committee consideration and action, the complainant is notified of the timing of the Committee’s review.

The Committee Chair implements corrective action where appropriate or makes recommendations to the Committee to implement the corrections. The complainant is informed in writing of the disposition of the matter within 30 days of any action taken. Every year the Committee Chair compiles a list, available to the public on request, which summarizes complaints against the Committee and their dispositions. The Chair shall be informed on a current basis of such dispositions. Upon advice of counsel, the Committee retains the right to withhold public disclosure of information if potential legal action is involved in the complaint. The Committee’s disposition of complaints is final and not subject to appeal.

The organization filing a complaint agree to accept binding arbitration in the event of an action by the Accreditation Committee, Appeals Committee or USTA that the organization disputes and is not able to resolve through the processes set forth herein. By making an application for accreditation, the organization agrees to arbitration administered by the American Arbitration Association in Westchester, NY in accordance with the laws of the State of New York, without regard to the principles of conflict of laws.

The organization also agrees to grant immunity to the USTA from claims of civil liability related to judgments made by the USTA or its agents in the course of its work of accrediting organizations provided that it was acting in good faith and within the scope of its responsibilities.



The accrediting process is intended to strengthen and sustain the quality and integrity of the U.S. tennis industry. The extent to which each organization accepts and fulfills the responsibilities inherent in the accreditation process is a measure of its commitment to achieving excellence.

The USTA Standards for Accreditation provide an accountability framework that (1) seeks to ensure tennis professional coaching certification organizations offer well developed and high quality programs that provide tennis professionals with the strongest foundation possible for their chosen fields of work, and (2) requires accredited organizations to have and maintain minimum organizational standards and objectives, and to demonstrate meeting stated standards.

The USTA’s Standards for Accreditation are both organizational and performance-based. Organizational standards are required and specific. Performance standards are action-based, and can be achieved through a variety of methods. All standards support the objective of raising the benchmarks of the tennis industry in the U.S.

The USTA will update or issue clarifications to its policies, procedures and accreditation standards as necessary to maintain the highest quality of tennis coaching certification practices. Fair notice will be given to organizations to be in compliance with any changes or updates to the Standards for Accreditation.

A. PROVISIONAL ACCREDITATION

As the Standards for Accreditation in Section 3 demonstrates, expectations for USTA accredited organizations are high. The USTA recognizes that certain aspects of the Standards for Accreditation may take time, therefore, for organizations seeking accreditation to plan and implement. Therefore, the USTA offers a 12-month provisional accreditation status to organizations committed to meeting the Standards of Accreditation in order to assist organizations in preparing and allocating resources to meet the Standards.

It is expected that an organization seeking accreditation will demonstrate during the provisional 12-month continual progress in complying with the Standards. During the 12-month provisional accreditation period, the USTA will work closely with each provisionally-approved organization to ensure the processes and policies necessary to deliver the USTA Standards for Accreditation are being implemented.

Provisional accreditation status does not guarantee any subsequent full accreditation status. Serious issues concerning an organization’s ability to demonstrate compliance with the Standards for Accreditation at the conclusion of the 12-month provisional period will result in an adverse accreditation action.

In order for an organization to be granted Provisional Accreditation, it must:

1. Submit an Application for Provisional Accreditation (See Appendix A).

2. Agree to work toward full compliance with the Standards of Accreditation and provide evidence of same to the USTA.

3. Agree to provide evidence that it meets the Eligibility Requirements for accreditation.

Eligibility Requirements for provisional accreditation are primarily organizational. Applying organizations must meet the following eligibility criteria, validated to the satisfaction of the Accreditation Review Committee, in order to achieve provisional accreditation:

1. Incorporation under the laws of a U.S. state or the District of Columbia, and be headquartered in the U.S.

2. Organizational mission and purpose that primarily focuses on education for and the support of U.S. tennis professionals.

3. Managerial and financial capability to plan and execute its obligations and to scale education, workshops, and mentoring programs throughout the U.S.

SECTION 2: ACCREDITATION PROCESS


4. 66% or greater of the organization’s governing body or certification program board members are primarily employed teaching tennis or supervising tennis professionals in the U.S.

5. 75% or more of the organization’s governing body or certification program board members reside in the U.S.

6. Has provided tennis coaching and education certifications for a minimum of five years

7. Consistent with the USTA’s domestic scope, purpose and mission, the organization demonstrates a commitment to allocate revenue generated by U.S. membership fees primarily to services and programs for the benefit of U.S. tennis professionals

8. Provides equal opportunity to members, without discrimination on the basis of race, color, religion, sex, sexual orientation, age, or national origin

9. Affirmatively promotes ethical conduct for its employees, Board, and members through written policies and procedures that support and enforce compliance with the law, policies, standards or other corporate requirements.

10. Demonstrated compliance with organizational bylaws and other self-governance policies

The Committee will review the submitted materials and, if the above requirements are met to its satisfaction, grant Provisional Accreditation Status. Provisionally accredited organizations will be permitted to use the statement: “Provisionally Accredited by USTA.” In the event that the application is denied, the Committee will provide written reasons for the denial. Organizations denied provisional accreditation may immediately reapply upon a demonstration that the reasons for denial have been remedied.

The purpose of Provisional Accreditation Status is to provide the certifying organization with the opportunity to develop a plan to come into and maintain compliance with the Standards for Accreditation, to develop a comprehensive self-study, and prepare for a site visit at which time its compliance with the Standards of Accreditation will be evaluated. It is presumed that at the conclusion of the provisional accreditation period, the organization will be fully prepared to meet and maintain compliance with the Standards or will withdraw from the accreditation process. The USTA will provide additional information as requested.

B. INITIAL ACCREDITATION

The process for obtaining Initial Accreditation Status by the USTA is as follows:

1. A grant of provisional accreditation Status.

2. Submission of a self-study demonstrating compliance with the Standards for Accreditation.

3. A Site Visit by the Accreditation Committee or its delegates.

4. Granting of Accreditation Status by the Accreditation Review Committee.

Over the course of the provisional year, applicants will be subject to periodic evaluation by the USTA’s Accreditation Review Committee. Throughout the provisional year, qualifying organizations must implement and demonstrate the operational scale (e.g. enrollment, tracking, human and financial resources, and organizational infrastructure) to fulfill and achieve the Standards for Accreditation explained in Section 3 in the present and in the foreseeable future.

The certifying organization must also submit a self-study and undergo a site visit by members of the Accreditation Review Committee pursuant to the USTA’s Guidelines for Preparing a Self-Study.The self-study must be submitted at least 60 days in advance of the site visit. Following the site-visit, the Accreditation Review



Committee will prepare a Site Visit Report that details is findings. A copy of the report will be provided to the certifying organization, which must respond to the report in writing with any factual corrections and responses to the findings of the visit team. The response must be received within 30 days of the Accreditation Review Committee’s meeting to determine accreditation status.

C. RE-ACCREDITATION

Re-accreditation prior to the expiration of its grant of accreditation is required in order to maintain accreditation. In order for an organization to be considered for re- accreditation, it must submit an Application for Re-Accreditation. The organization must also submit a self-study and undergo a site visit pursuant to the USTA Guidelines for preparing a self-study. The self-study must be submitted at least 60 days in advance of the site visit. Following the site-visit, the visit team will prepare a Site Visit Report that details its findings. A copy of the Report will be provided to the certifying organization, which must respond to the report in writing with any factual corrections and responses to the findings of the visit team. The response must be received within 30 days of the Accreditation Review Committee’s meeting to determine whether to reaffirm accreditation status.

A decision to reaffirm accreditation will be made by the Accreditation Review Committee as described in Section 2.D.

D. ACCREDITATION ACTIONS

A decision to accredit will be made by the Accreditation Review Committee in its sole judgment and discretion based on its assessment of the organization’s implementation and administration of the Standards for Accreditation, as reflected in the self-study, the Site Visit Report, and the certifying organization’s response, as well as its review of any complaints, publicly available information with respect to the applicant, and any other information the USTA in its sole discretion deems relevant.

The Committee may take any one of the following three actions upon applications for accreditation or re-accreditation: Grant Accreditation, Deny Accreditation, or Defer Accreditation pending further information. The Committee will provide the reasons for denial or deferral in writing.

Applicants will be notified in writing of the decision of the Accreditation Review Committee within sixty days following the conclusion of the Committee’s review.

E. APPEAL

An organization may appeal either the determination of ineligibility to apply for provisional accreditation or the decision of denial of accreditation or denial of re-accreditation. A Deferral of Accreditation is not an action and therefore is not appealable. An organization that wishes to appeal any such decision must submit its appeal request and all appeal information to the USTA within thirty days of the date on which the organization receives written notification of an appealable decision. An organization must identify the grounds for the appeal and the specific facts that support the grounds.

USTA’s Appeal Panel consists of three individuals who are not members of the Accreditation Review Committee, with not more than two USTA staff members. The Appeal Panel will render a decision within 30 days of receipt of an organization’s appeal. The decision of an appeal review panel requires a two-thirds majority vote. Action by an appeal review panel is final and not subject to further appeal.



F. MAINTAINING ACCREDITATION

Accreditation is granted for a term of three years (not including the provisional year). The Committee will monitor Standards implementation and organizations’ performance during the period between re-accreditation reviews. If the USTA has evidence that Standards are not being maintained, it will work with the organization to see that those Standards are met, or it will take whatever action it deems appropriate to ensure the integrity of its process, including removal of USTA accreditation when deemed necessary. Re-accreditation will be based on the same Standards and eligibility criteria as initial accreditation (see Section 2.C.). To avoid interruption, the renewal process begins six months prior to the expiration of the current term.

The USTA may rescind accreditation at any time if it concludes that Accreditation Standards are not being consistently met and maintained.



The USTA Accreditation Program is intended to strengthen and sustain the quality and integrity of the U.S. tennis industry. The extent that each organization accepts and fulfills the responsibilities inherent in the accreditation process is a measure of its commitment to strive for and achieve excellence.

The USTA’s Standards for Accreditation establish criteria for organizational quality and for tennis coaching certification program effectiveness. The Committee expects organizations to work toward improving their quality, increasing their effectiveness, and continually striving toward excellence. Its evaluative processes are designed to encourage such improvement.

In order to use the designation “Accredited by the USTA” an organization must meet the Standards for Accreditation set forth in this section. These standards set forth the standards an organization must implement, administer and enforce to issue or renew a tennis professional certification. Certification Standards differ based on certifying organization membership category, which include:

• New members, individuals seeking certification for the first time.

• Existing members in good standing (and lapsed members seeking to renew).

• Continuing Education for current certified members.

Each of the Standards articulates a dimension of organizational or program quality deemed necessary by the USTA to achieve and maintain accreditation. In applying the Standards, the Committee assesses and makes a determination about the effectiveness of the organization as a whole as well as the certification programs offered. An organization that meets the Standards:

• has clearly-defined purposes appropriate to a tennis professional coaching certification organization;

• has assembled and organized those resources necessary to achieve its purposes;

• is achieving its purposes; and

• has the ability to continue to achieve its purposes.

An organization whose policies, practices, or resources differ significantly from those described in the Standards for Accreditation must demonstrate that said differences are appropriate to a tennis professional coaching certification organization, consistent with the organization’s mission and purposes, and effective in meeting the intent of the Standards.

Each of the dimensions of organizational or program quality has a Statement of the Standard set forth in bold type. The considerations in determining the fulfillment of the Standard are articulated in numbered paragraphs below the Statement of the Standard. These considerations provide a basis for organizations to undertake self- study as well as a basis for organizational evaluation by visiting teams and/or the Committee.

A. STANDARD ONE: ORGANIZATIONAL MISSION AND PURPOSE

The organization’s mission and purpose is appropriate to domestic tennis professional coaching certification, consistent with its charter or other operating authority, and implemented in a manner that complies with the Standards. The organization’s mission gives direction to its activities and provides a basis for the assessment and enhancement of its effectiveness.

A.1 The organization continues to meet the eligibility requirements for provisional accreditation.

A.2. The mission of the organization includes providing quality tennis professional coaching certification in the U.S., identifies the U.S. tennis industry needs the organization seeks to serve, and reflects both the organization’s traditions and its vision for the future.

SECTION 3: STANDARDS FOR ACCREDITATION


A.2 The organization’s mission statement has been formally adopted by the governing entity.

A.3 The organization’s purposes enhance the U.S. tennis professional communities it serves.

A.4 The mission and purposes of the organization are accepted and widely understood by its governing body, staff, and tennis professionals. They provide direction to the curricula and other activities and form the basis on which expectations for tennis professional coach learning are developed.

A.5 The organization periodically evaluates the content and pertinence of its mission and purposes, ensuring they are current and provide overall direction in planning, evaluation, and resource allocation.

B. STANDARD TWO: ORGANIZATIONAL GOVERNANCE AND ADMINISTRATIVE CAPACITY

The organization has a system of governance that facilitates the accomplishment of its mission and purposes and supports organizational effectiveness and integrity. Through its organizational design and governance structure, the organization creates and sustains an environment that encourages excellence and integrity in tennis teaching and learning. It demonstrates administrative capacity by providing support for the appropriate functioning of each organizational component. The organization has sufficient independence from any other entity to be held accountable for meeting the Committee’s Standards for Accreditation.

B.1 The organization has a functioning governing body or board that meets the Eligibility Requirements and is responsible for the quality, integrity, and financial stability of the organization and for ensuring that the organization mission is being carried out. Its membership is sufficient in size and composition to fulfill all board responsibilities.

B.2 The organization’s organizational structure, decision-making processes, and policies are clear and consistent with its mission and support its effectiveness.

B.3 The organization and its owners, governing board, officers, and administrators act ethically, with integrity, and in compliance with laws in their professional activities, business operations, and relations.

B.4 The governing entity demonstrates sufficient independence to ensure it can act in the organization’s best interest and in fulfillment of the Standards for Accreditation.

B.5 Owners, management, instructors and staff are qualified for their particular roles and possess the appropriate education, training, and experience commensurate with the level of their roles and responsibilities.

B.6 The organization has an internal evaluation focus on the quality, integrity, and effectiveness of its tennis professional coaching certification programs. Systematic feedback from teaching professionals, former teaching professionals, and other relevant constituencies is a demonstrable factor in organizational improvement.

C. STANDARD THREE: MINIMUM REQUIREMENTS FOR CERTIFICATION PROGRAMS

The organization’s tennis professional certification programs are consistent with and serve to fulfill the organization’s and USTA’s goals for improving the quality of tennis professional coaching certification in the U.S. The organization works systematically and effectively to plan, provide, oversee, evaluate, improve, and assure the quality and integrity of its programs and certifications awarded.



D.1. Entry-Level (aka “Apprentices”)

The organization meets the USTA’s Performance Standards for Entry Level professionals by providing the knowledge, hands-on experience, and the industry/professional affiliations necessary to pursue a successful career in the tennis industry.

Such entry level certification program offered by the organization can be characterized as an apprentice program, which combines training and on-the-job experience, supplemented by educational instruction. Like most apprenticeships in skilled trades, the majority of the training will be done while working for an employer (mentor) who facilitates the learning experience. The USTA will work with the organization to develop incentives for seasoned professionals to serve as mentors (e.g. mentors will receive continuing education credits for their service, free or discounted access to courses, workshops, etc.).

An entry-level/apprentice program offered by the organization, to be deemed USTA accredited, requires completion of 1,500 hours in the following areas:

a. Approved Online Coursework (minimum of 50 hours)

Required coursework provides the foundation for gaining knowledge in key areas for a tennis professional. Courses must include the following categories:

• Safety

o First-Aid certification from outside organization such as the American Red Cross

o CPR certification from outside organization such as the American Red Cross

o Completion of the USTA Safe Play process (USOC training, policies, background screening)

• Coaching

o Sport Science

o Group teaching and drill sessions

o Coaching youth

• Other courses Specialty Skills

o Racquet repair

o Tournament and Event Management

o Officiating 101

o Off court Skills (Business, Marketing, etc.)

o Other courses TDB

The USTA will work with organizations to determine appropriate curriculums and to review quality of courses. A blend of USTA courses, the approved organization’s existing courses, and approved courses licensed from third parties may be acceptable. Courses must include specific lessons or activities to achieve competencies, as well as a method to verify that such competencies have been met. Appendix B is an example of what should be submitted for course approval.

b. On-court practical (100 hours)

The number of hours will be determined by the mentor based on the apprentice’s ability to demonstrate competency. It is expected that a minimum of 100 hours of practical will be needed for most apprentices to achieve competencies under supervision of the apprentice’s mentor.



The purpose of the practical is for the apprentice to practice and demonstrate competencies to the satisfaction of the apprentice’s mentor(s). The USTA and the certifying organization will mutually determine required core competencies as well as elective competencies. Mentors will receive training and support from the certifying organization on how to evaluate on-court competencies as well as how to maximize learning experiences. Mentors will determine when an apprentice demonstrates competency.

c. Workshops (minimum 25 hours)

The workshop exposes apprentices to new trends in coaching, pique curiosity about subject matter, network with top professionals, and inspire the apprentice to learn more about various topics on their own. Whether live or online, in order to be considered a workshop, there must be an opportunity to interact with the instructor, panel, etc. Apprentices will be required to turn in an assignment after attending a workshop to ensure a meaningful learning experience. Appendix C is an example of what should be submitted by the apprentice for workshop credit.

d. Internships (minimum 800 hours)

The Internship facilitates learning opportunities outside the classroom. These experiences provide the opportunity to apply classroom theory to “real world” situations thus enhancing the apprentices’ academic and career goals. The relationships developed between the employer, the certifying organization, and the apprentice have proven beneficial to all concerned. The internship program is a valuable source for potentially filling permanent positions.

Apprentices will be required to submit an Internship Portfolio that is signed by their mentor and employer. [Appendix D is an example of an Internship Portfolio.

D.2. Existing Tennis Professionals

Accredited organizations offering certifications to existing tennis professionals in good standing must require existing tennis professionals to complete the following to grant tennis professionals a certification with the designation “Accredited by the USTA”:

o First-Aid certification from outside organization such as the American Red Cross.

o CPR certification from outside organization such as the American Red Cross.

o Completion of the USTA Safe Play process (USOC training, policies, background screen).

The USTA encourages accredited organizations to require additional educational programs for existing tennis professionals.

D.3. Continuing Education

Continuing Education requirements are intended to encourage professionals to expand their foundations of knowledge and stay up-to-date on new developments. In order for a professional who has earned the designation, “USTA Accredited Certification” to maintain his or her certification, that professional must successfully complete [12 hours] of USTA-approved continuing education or service every three (3) years.

None of the above requirements for Standard Four negate or supersede an organization’s right to offer specialty or advanced certificates in particular practice areas. In fact, the USTA encourages coaching-certification organizations to set rigorous standards for specialty designations. Together, we can create the next generation of great tennis professionals.



APPENDIX

Please complete this form clearly and accurately. If you run out of space, please attach additional pages and reference the question(s) you are answering.

APPLICANT INFORMATION

Number of years organization has issued tennis professional certifications:

____________________________________________________________________________________________________ Approximate number of current members:

____________________________________________________________________________________________________ Number of members residing in the United States:

____________________________________________________________________________________________________ Number of the people in your organization’s governing entity (board of directors, etc.) that are primarily employed in teaching tennis or in supervising tennis professionals in the U.S.:

____________________________________________________________________________________________________ The number of people in your organizations’ governing entity who reside in the U.S.:

______________________________________________________________________________________________________ What percentage of your current budget is committed to the education and development of tennis professionals?

____________________________________________________________________________________________________ What percentage of your current budget is committed to the education and development of tennis professionals in the U.S.?

____________________________________________________________________________________________________ Are you currently or have you in the past held any accreditations?

____________________________________________________________________________________________________ Please list the accreditations held by your organization, and the dates at which those accreditations were attained:

____________________________________________________________________________________________________

Organization Name

Contact Name

Title

Address

City State ZIP Code

Phone Website URL Email

Form of Organization Year of Formation State of Legal Domicile

APPLICATION FOR PROVISIONAL ACCREDITATION

APPENDIX A: APPLICATION FOR PROVISIONAL ACCREDITATION

ORGANIZATION MISSION AND GOALSState your organization’s mission and purpose, consistent with your charter or other operating authority. Describe how the mission gives direction to activities that set standards for achievement in education and the development of U.S. tennis professionals.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Describe your current managerial and fi nancial capability to scale education, workshop development opportunities, apprenticeships, and certifi cations for tennis professionals throughout the U.S.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Describe the capacity and capabilities of your organization’s technology system (or e-learning management system) to deliver online education, and also your organization’s ability to track, maintain, and validate certifi cations and renewal requirements. Also describe the measures in place to ensure security and confi dentiality of member data.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ORGANIZATIONAL POLICIESDescribe the methods, policies, and ways by which your organization affi rmatively promotes ethical conduct and compliance with the law, policies, standards or other corporate requirements to your employees, board and members.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Describe the methods and means by which your organization encourages recruitment and provides equal opportunity to members, without discrimination on the basis of race, color, religion, sex, sexual orientation, age, or national origin.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Signature of organization head: _____________________

Printed name: _____________________________________

Organization: _____________________________________

Date: _____________________________________________© 2018 United States Tennis Association Incorporated. All rights reserved.

I CERTIFY THAT:1. All information contained in and attached to this application is true and correct to the best of my knowledge.2. I have read the USTA Standards of Accreditation.3. My organization agrees to abide by the USTA Standards of Accreditation.4. My organization agrees to provide any additional evidence necessary to demonstrate to the satisfaction

of the USTA that it meets the eligibility requirements for accreditation as provided in the USTA Standards for Accreditation.

5. My organization will not use the phrase “provisionally accredited by USTA” unless and until the USTA has approved this application for provisional accreditation.

PLEASE ATTACH:• Latest form 990

• Latest consolidated audited fi nancials

• Organization Bylaws

US TENNIS ASSOCIATION ACCREDITATION PROGRAM MANUAL | 16

APPENDIX B: COURSE APPROVAL SUBMISSION EXAMPLE

Course Name: ADVANCED TEACHING TECHNIQUES

Meeting Time: Distance Learning

Credit Hours: 2.0 hours

INSTRUCTOR INFORMATIONINSTRUCTOR: __________________________________________

OFFICE NUMBER: _______________________________________

EMAIL: _________________________________________________

PREREQUISITESBeginning Teaching Techniques

COURSE DESCRIPTIONAn advanced course preparing students for certification. This course will cover coaching singles and doubles, understanding high performance principles, designing curriculum, and learning private and group lesson instruction. This will be done through class lectures, student presentations, on-court practice demonstrations and textbook study.

COURSE LEARNING OUTCOMESCourse Objective Exam and/or Quiz Written Assignment Presentation Class Participation

Demonstrate knowledge of stroke production and skills development - technical progressions of tennis strokes for adults

Teaching Test Use video analysis software in the Team Stroke Analysis Project and Presentations. X

Demonstrate knowledge and skills in coaching singles and doubles strategies and tactics to varying levels and abilities.

Coaching singles and doubles strategies and tactics

Game Style Drills, Principles of High Percentage Tennis assignment; Specialty Course - Sports Physiology/Nutrition Specialty Course - Sports Biomechanics/Sports Medicine

X

Describe different styles of play and high performance tennis principles.

Game Style Drills, Principles of High Percentage Tennis assignment

X

Design curriculums and lessons plans for different ability levels

Curriculums and lessons plans assignment X

Demonstrate private and groups lesson principles

Private and Group Lessons Test X



REQUIRED TEXTBOOKSVic Braden’s Quick Fixes: Expert Cures for Common Tennis Problems Paperback – April, 1990; Available on Amazon.com.

Pressure Tennis Paperback – March 3, 2000; Available on Amazon.com.

COURSE POLICIESAttendance: More than two (2) absences will result in a no credit grade (F). Students are responsible for all assignments from missed classes.

Deadlines: Assignments are due by the assigned date and time. Only assignments attached in Blackboard [unless otherwise noted in the assignment] by the due date and time will be accepted for credit. NOTE: Late work will not be acceptable. It will be imperative for all students to stay on schedule with assignments. All quizzes, assignments, and discussion questions are to be completed independently.

Grading Policy: for credit must meet the following criteria: Meet attendance and participation requirements, complete all assignments: Pass/Fail

Assignments Task Date Assigned Date Due

Assignment #1 Team Stroke Analysis Project

Assignment #2 Curriculum and Lesson Plans

Assignment #3 Specialty Course - Sports Psychology/Motor Learning 2/22 3/1

Assignment #4 Specialty Course - Biomechanics/Sports Medicine Game Style Drills and Principles of High Percentage Tennis

Assignment #5 Game Style Drills and Principles of High Percentage Tennis

Test #1 Teaching Test

Test #2 Singles and Doubles Strategies and Tactics

Test #3 Private Teaching Lesson

Test #4 Group Teaching Lesson

TOTALS



COURSE OUTLINEWeek Date Topic & Objective #(s) covered: Assignments:

1 1/11 Course introduction, review of assignments Assignment #1: Team Stroke Analysis Project

2 1/18 Developing Lessons and Curriculum Assignment #2: Curriculum and Lesson Plans

3 1/25 Technical progressions of the serve, volley, and groundstroke

Technical progressions of the Groundstrokes


Technical progressions of the One handed Backhand Topspin and Slice


Technical progressions volley


Technical progressions of the serve

7 2/22 Test #1 Practice: PTR Adult Teaching Assignment #3: Specialty Course - Sports Psychology/Motor Learning HW: Directional Video

8 3/1 Coaching singles and doubles strategies and tactics to varying levels and abilities.

Assignment #4: Specialty Course - Biomechanics/Sports Medicine; Video Attached



Test #2: Singles and Doubles Strategies and Tactics

Assignment #5: Game Style Drills and Principles of High Percentage Tennis HW: Private Lessons

11 3/29 Private and groups lesson principles Test #1: Adult Teaching, March 31, 3 – 6 PM

12 4/5 Private and groups lesson principles Test #3: Private Lessons

13 4/12 Private and groups lesson principles

14 4/19 Private and groups lesson principles Test #4: Group Lessons

15 4/26 Team stroke analysis presentations Team stroke analysis presentations

16 5/1-5 Final Team stroke analysis presentations


APPENDIX C: APPRENTICE WORKSHOP APPROVAL SUBMISSION EXAMPLE

Facility Programming Workshop

Presented by: USTA National Campus / Facilitated by: USTA-U Staff

Facilitator Name: _______________________________

Workshop Date: ________________________________

Provide two key takeaways from the presented content:

1. _________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

2. _________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

On a scale of 1 to 5 (1 being the lowest and 5 being the highest), please answer the following:

Facilitator was well-prepared: 1 2 3 4 5

Facilitator presented material in a clear and concise manner: 1 2 3 4 5

Content presented was relevant and helpful: 1 2 3 4 5

Overall satisfaction with the workshop: 1 2 3 4 5

Provide your plan on how to apply what you learned in this workshop:

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

Provide any suggestions on how to improve this workshop: ____________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________


INTERNSHIP PORTFOLIO REQUIREMENTS

PORTFOLIO SPECIFICS

Materials

A. Purchase a three ring half inch binder with dividers for four sections:

1. Operational Case Study

2. Career Enhancement

3. Personal Assessment

4. Evaluations and Letters

B. Create a table of contents listing all four sections with typed tabs, main topic and sub topics.

C. Use typed page numbers.

D. Create a cover page using your picture [dressed professionally] taken standing next to the internship signage.

E. Make the First inside page: TITLE PAGE; must consist of the Student first and last name, Name of Internship Business, Supervisors Name, and Supervisors Title.

Required Supplements

The following are located in this document. Print the forms and each must be completed and signed by the internship employer supervisor. Include the originals in your portfolio template.

A. Evaluations and Letters

1. Internship Employer Evaluation: Make an appointment with your employer to fill out and review the evaluation, prior to leaving your internship [page 11-12].

2. Student Evaluation Form of the internship experience [page 13-14].

3. Supervisor Verification Form: Employer & Intern reviews and signatures [page 16].

4. Copy of Thank You Letter submitted to Employer.

5. Letter from Employer: verifying Weeks worked, Hours Worked, & Approximate Compensation for internship.

Internship Grading Process (100 Points Possible)

v Portfolios: (40 points) complete portfolio template presented in the required binder.

v Bi-weekly Journal Entries: (20 points) (see Page 10)

v Internship Employer Evaluation: (15 points) (Page 12-13)

v 20 x 20 Oral PowerPoint Presentation: (25 points) each student will be required to make a presentation.

1. Each student will be required to make a presentation based on your internship and portfolio content.

2. This is a visual and oral presentation allowing you to outline the main topics, sub topics, and journal entries (duties you performed, new training you received, and the challenges and solutions you encountered while on internship).

A. Build your PechaKucha (20x20) PowerPoint presentation based on the following criteria:

APPENDIX D: INTERNSHIP PORTFOLIO EXAMPLE


1. Presentation will include 20 slides with a single image on each slide.

2. Each slide will show 20 seconds, pre-set your timing within the power point to advance slides automatically every 20 seconds.

3. Text should be restricted to titles or identifying narrative for images, no bullet points.

4. Presentation will be six minutes and 40 seconds in length.

5. Use only your photos taken from your internship.

B. Prepare your personal appearance (Tennis Semi-Professional or Tennis Professional) to align with the image of your facility.

C. Hints on PechaKucha are available at:

1. http://www.pechakucha.org/faq

2. http://www.speakingaboutpresenting.com/presentation-skills/pecha-kucha- presentation/

3. http://blog.indezine.com/2012/05/10-tips-to-create-and-present-pecha.html

4. https://catherinecronin.wordpress.com/2012/06/13/pecha-kucha/

5. https://www.youtube.com/watch?v=Ek46u3UgE1o

6. https://www.youtube.com/watch?v=TEp-_5wzhVE

D. Watch a few of the examples on the site and note that there are no lulls in presentation as slides transition, the speaker flows smoothly from one idea/concept to another and the ideas are supported by the images so do not wait for a slide to transition if you get ahead of yourself. Continue and modify your pace appropriately. These tips also highlight that you MUST practice and prepare.

E. Portfolio Preparation & Content: below materials will be submitted to the PTM Director 2 weeks prior to your scheduled presentation.

1. A printed copy of your presentation slides with three slides per page, no color required.

2. Completed portfolio: portfolio template completed, sectioned in binder with all required forms, letters, and documents.

Internship grading of the four areas; Portfolio, Presentation, Journal Entry, and Employer Evaluation that fail to meet a total of 75 points requirement receive a “NC” grade (no credit).

PORTFOLIO CONTENT

Portfolio definition: a selection of a student’s work (as papers and tests) compiled over a period of time and used for assessing performance or progress. The best Internship, and subsequently the best portfolio, is one that results in the student gaining knowledge, skills and understanding of the organization and their trade. A portfolio dealing only in specific of the job is not complete. The student is to research the organization beyond the immediate working environment. You’ll be expected to answer each question in complete sentences, no one word answers, no phrases, or one sentence answers will be accepted. Some questions require a minimum word court. Completely articulate well thought out answers thoroughly and in detail. You must demonstrate thought and effort into each question.

The expectations for each section of the portfolio are outlined on the following pages which follow.



Operational Case Study

The purpose of this section of the portfolio is to provide an overview of the business as well as the entire corporation. You will be expected to conduct personal interviews with selected managers to develop this section of the report. The topics are outlined below.

A. Description of the Property

1. Location, local trading area, and demographic information.

2. Property description: Property size in acreage, building descriptions including purpose and square footage, (i.e. number of rooms, number of seats in the food and beverage outlets and meeting rooms, etc., Number of hard courts and clay courts, pool, etc.

3. Product-service mix: banquet facilities, fitness, spa, meeting rooms, food and beverage outlets, catering, other recreational facilities, etc.

4. Vision statement.

5. Mission statement.

B. Organization, Management Structure, and Work Environment

1. Owners of the property.

2. Organizational structure of the unit’s management; show an organizational chart.

3. Compare the formal and informal lines of communication. How would they compare with other organizations you have worked?

4. How would you describe the work environment (pleasant, tough, neutral, threatening or other?)

5. Do others appear to be satisfied? Explain your decisions.

6. Do others make suggestions to their supervisors? Explain your decisions.

7. Do you see any personnel problems in the work environment? Explain.

C. Marketing Management

1. Marketing

A. Target markets, to whom does the business appeal?

B. What are the business’s primary marketing strategies?

C. Do a google search and compare direct competitors; who are your main competitors?

D. What are the business's strengths and weaknesses in comparison with the competition?

E. What methods/media does they business use for advertising and promotion?

F. Determination for prices of services; all tennis programming (i.e. court rentals clinics, group slash private lessons, socials/mixers, stringing, etc.) menu items; banquet menus; meeting room rentals, and other revenue centers?

G. What marketing tactics have been most and least successful? Why?

2. Customer Relations

A. Customer profile, who are the present customers/members?

B. What do the customers like and dislike about the business?

C. What formal step by step process, if any, is used to engage the customer? If there is no



formal process, how is the customer greeted and assisted in a positive way?

D. Write a description of the staff training that was given to insure a positive engagement routine. If there is no staff training, how did the student learn to engage the customer in a positive way?

E. What strategies are in place to make sure that customer expectations are met?

F. What could be done to increase customer value that could lead to repeat business?

G. What needs to be done to create an effective culture of customer service?

3. Public Relations

A. Photo @ Internship Site

1. Each student will have a picture taken standing next to the internship signage. [Example; standing next to the electronic sign out in front of the Ferris racquet and Fitness Center].

2. Post the picture to the Professional Tennis Management FaceBook page. Include internship name, your name, and a couple of sentence is about your internship experience.

B. Photo Collage

1. Each student will create a collage of pictures from your internship experience. Photos should encompass the entire internship experience like the club, members, events, staff, community, and tournaments.

C. Picture “Thank You”

1. Submit a photo with some kind of thank you message for your summer internship experience. Example: Picture of you with a sign that says “Thank You”. Be creative.

D. Human Resource Management

1. How many full and part-time employees does the business employ? Provide a list with job titles.

2. How many supervisory and management personnel are employed? Provide a list with job titles.

3. How new employees (both hourly employees and managers) are recruited, oriented, trained and evaluated? What type of professional development is offered or encouraged?

4. Demographically and culturally, describe the hourly management employees.

5. What is the average starting wage for hourly employees?

6. What benefits are offered to hourly employees? Which ones are employer paid and which ones are employee paid?

7. What is the average annual turnover rate for hourly and management personnel?

8. What techniques have been most and least successful in motivating employees, reducing turnover, and maintaining guest satisfaction?

9. To what extent do hourly employees communicate and participate with managers in the management of the facility?

10. How might customer service be improved?



E. Strategic Planning

1. What are the business’s short term and long term goals and objectives?

2. How will the business change in the next two, five and 10 years?

3. What trends does the management see that will impact on their business?

4. How does management plan to adapt to take advantage of these trends?

F. Tennis Operations and Administration

If your internship is not at a traditional tennis facility where you are not exposed to these areas below, you will need to visit another tennis operation to complete this section or create an equivalence of this section. Contact the PTM Director to have your equivalence approved.

1. Activities

Detail an activity that occurred at your club during your internship.

A. Name of the activity.

B. List the steps taken to administrate the activities.

a. Before activity considerations.

b. During activity considerations.

c. After activity considerations.

C. Reconciliation – gross revenue less expenses equals net profit. Be sure to itemize all expenses.

D. Attach a flyer.

2. Tournaments

Detail a tournament that occurred at your club during your internship.

A. Name of the tournament.

B. List the steps taken to administrate the activities.

d. Before activity considerations.

e. During activity considerations.

f. After activity considerations.

C. Reconciliation – gross revenue less expenses equals net profit. Be sure to itemize all expenses.

D. Attach a flyer.

3. Pro Shop/Racquet Repair

Detail the racquet repair procedures and the facility pro shop.

A. Racquet Repair

Compare and contrast the racquet repair procedures (from check in to pick up) at your internship facility versus those procedures you are familiar with at the FSU Racquet & Fitness Center or via other internship experiences. Please consider and include answers to the follow questions in your comparison:



1. What are the positives/negatives of both facilities racquet repair procedures?

2. Would you make changes and how?

3. What is the cost break down for racquet repair at your internship site? What is the cost for labor vs. string?

4. Are labor and string independent charges or one total fee?

5. What is the wage for a stringer at your facility?

B. Pro Shop

Conduct an interview with Pro Shop Manager/Director of Tennis.

1. Is the pro shop profitable?

2. What percentage of revenues are invested in the pro shop?

3. What is the percentage return on the investments?

4. What are typical percentage mark-ups in their shop for: Racquets, string, shoes, accessories, etc.

5. What merchandise is carried?

6. What are the inventory procedures from ordering to sales?

7. Discuss pro shop trends in the tennis industry.

8. Are pro shops a worthwhile investment as a part of a tennis business?

9. Who are the primary customers for the pro shop?

4. Teaching

In this section you will have four areas to complete. A. Coaches Communication Checklist; B. Basket Feeding Skills Checksheet; C. Lessons Evaluation; D. Favorite Drills

A. Coaches Communication Checklist: will allow you to get an assessment on your communication skills and determine what areas in particular you willl need to improve as a tennis professional. This checklist needs to be completed by a parent(s) and can be accomplished during any of your group lessons. The form must be completely filled out, including comments. [Pages 17-19] Print and write in information.

B. Basket Feeding Skills Checksheet: will allow you to get an assessment on your feeding skills and determine what areas in particular you’ll need to improve as a tennis professional. This checklist needs to be completed by a fellow staff professional and can be accomplished during any of your group lessons. The form must be completely filled out, including comments. [Pages 20-22] Print and write in information.

C. Lesson Evaluation: will allow you to get an assessment on your teaching skill, ability to give an effective lesson, and determine what areas in particular you’ll need to improve as a tennis professional. This checklist needs to be completed by a supervisory or experienced certified (USPTA/PTR) teaching professional and can be accomplished during any of your group lessons of three to four participants. The form must be completely filled out, including comments. [Pages 23-25] Print and write in information



D. Favorite Drills: this should be a collection of the best drills you learned through the course of your internship and should follow the template guidelines – using appropriate description and abbreviations. It will comprise 5 separate areas, a total of 8 drills: [Pages 26-30] Print and write in information.

1. First Exchange Drills: (two drills) one service drill and one return drill.

2. Point Building: (two drills) one forehand drill and one backhand drill, which focus on building a point from a ground stroke situation.

3. Pressuring Drill: (one drill) this drill is from the transition area, defense volley position. They can focus on approach shots, float ball, etc.

4. Ending Drill: (one drill) this drill is from the net area they can focus on ending the point with a volley or overhead.

5. Favorite Drills: (two drills) these drills should be your two favorite fun or game based drills you learned.

Career Enhancement

A. Describing Your Job Requirements

1. Job Description: please provide a detailed job description of your internship duties and responsibilities.

2. Training Procedures: list the training procedures for your internship? If no procedures were given, create the training procedures that you think would be most beneficial.

A. Were the training procedures complete?

B. What would you subtract and/or add to the procedures?

C. What were the positives and negatives of the training process?

D. Were you ready to do the job upon completion of training?

3. Employee vs. independent Contractor: please research and discuss the differences in being an employee verses an independent contractor, and answer the questions below.

A. How do customers pay for your services?

B. How are you paid?

C. What are the differences in filing your taxes if you paid by a W2 or a 1099?

B. Creating a resume and cover letter

An updated resume and cover letter for this intern position must be included.

C. Identifying a Position for Career Enhancement

Each student will identify and describe a position they wish to attain in the next five to 10 years. The description should include your position title, job duties, location (city, state), the company name /club/entity you would be working for, and why you choose this job position.

D. Conducting an Informational Interview

Each student will conduct one interview with an individual who currently holds a position similar to a position they seek to acquire in the next five to 10 years (Question B. Identifying a Position for Career Enhancement). This person may be employed by the same firm that employs the student, or they may work for another tennis business. The interview should not be highly structured, but rather more



conversational in nature. Each interview should include discussion around the following broad based areas. Identify the date, time and location of interview.

1. What has been the interviewee’s career path to their current position?

2. What companies have they worked for and what have their responsibilities been?

3. If they could change anything about their career to date, what would it be? What would they do differently?

4. What do they enjoy most about and least about their current position and the responsibilities of the position?

5. What do they see as the most challenging aspect of their position? How are they working to overcome these challenges?

6. What trends will have an impact on their business in the next two to five years?

7. What do they see as the most critical challenges ahead for their particular segment of the business environment today?

E. Identifying the Next Steps for Professional Development

1. Identify potential steps you will take for professional education, both formal and informal, to achieve your position for career enhancement.

2. What specific opportunities offered by the USTA, TIA, USPTA, PTR, etc., should be completed.

3. Created a goal resume, which is your current resume with additions. Revising your current resume to include these additions from the informal interview, potential steps in professional education, and specific opportunities. All of the revised information on the goal resume should be highlighted in red.

Personal Assessment

A. Internship Reflection

1. To what extent have you learned new disciplines for learning and managing your time?

2. What new skills have you acquired and what present skills have been reinforced? Consider the full range of skills: leadership; technical; communication; artistic; social; political and others.

3. What specific techniques have you learned which will improve your interpersonal skills? How will these improve your ability to be a successful manager?

4. How could your internship learning experience have been more beneficial? What were the most positive and negative aspects of your experience?

5. What suggestions would you make for improving this internship learning experience?

B. Bi-weekly Journal Entries

Every two weeks a journal must be submitted by the student while on their Internship. The journal will include day-to-day experiences and any new insights the student gained of the operation. It is intended to help you be more observant. Participant observation involves looking for patterns, processing what you have seen, discussed or read. The journal is meant to help you to be reflective, rather than just merely descriptive. It therefore differs from a diary or log. Each student is required to compile all their journal entries by date and place them in this section of their portfolio as well.




Please answer the following questions in each bi-weekly journal:

1. Number of hours worked in the past two weeks.

2. Duties you performed.

3. Describe the new training you received or training you would have liked to receive.

4. Discuss any challenges you encountered and your solutions.

5. Goals for the coming week (relating to your work).

INSTRUCTIONS

Use Blackboard to submit your Bi-Weekly Journal Entries, you will find a tab on the left. Click the button “Bi-Weekly Journal,” then click “Bi-Weekly Journal Entries.” Put your cursor over the “Create Journal Entries” and click. Use your first name and date as the title, example: “Derek June 15” and then write the questions above and your answer directly after the question. The click “Post Entry.”

Evaluations and Letters

A. Internship Employer Evaluation: Make an appointment with your employer to fill out and review the evaluation, prior to leaving your internship [page 12-13].

B. Student Evaluation Form of the internship experience [page 14-15].

C. Supervisor Verification Form: Employer & Intern reviews and signatures [page 16].

D. Copy of Thank You Letter submitted to Employer.

E. Letter from Employer: verifying Weeks worked, Hours Worked, & Approximate Compensation for internship.



EMPLOYER’S EVALUATIONStudent: __________________________________ Date of Employment: _________________________________

Facility: ___________________________________ Evaluator: ___________________________________________

1 Unsatisfactory (Never demonstrates this ability/does not meet expectations) 2 Uncomplimentary (Seldom demonstrates this ability/rarely meets expectations) 3 Fair (Sometimes demonstrates this ability/meets expectations) 4 Commendable (Usually demonstrates this ability/sometimes exceeds expectations) 5 Exceptional (Always demonstrates this ability/consistently exceeds expectations)

If any criteria are not applicable to this internship experience, please leave the response blank.

A. Ability to Learn1. Asks pertinent and purposeful questions 1 2 3 4 52. Seeks out and utilizes appropriate resources 1 2 3 4 53. Accepts responsibility for mistakes and learns from experiences 1 2 3 4 5

B. Reading/Writing/Computation Skills1. Reads/comprehends/follows written materials 1 2 3 4 52. Communicates ideas and concepts clearly in writing 1 2 3 4 53. Works with mathematical procedures appropriate to the job 1 2 3 4 5

C. Listening & Oral Communication Skills1. Listens to others in an active and attentive manner 1 2 3 4 52. Effectively participates in meetings or group settings 1 2 3 4 53. Demonstrates effective verbal communication skills 1 2 3 4 5

D. Creative Thinking & Problem Solving Skills1. Breaks down complex tasks/problems into manageable pieces 1 2 3 4 52. Brainstorms/develops options and ideas 1 2 3 4 53. Demonstrates an analytical capacity 1 2 3 4 5

E. Professional & Career Development Skills1. Exhibits self-motivated approach to work 1 2 3 4 52. Demonstrates ability to set appropriate priorities/goals 1 2 3 4 53. Exhibits professional behavior and attitude 1 2 3 4 5

F. Interpersonal & Teamwork Skills1. Manages and resolves conflict in an effective manner 1 2 3 4 52. Supports and contributes to a team atmosphere 1 2 3 4 53. Demonstrates assertive but appropriate behavior 1 2 3 4 54. Demonstrates courteous behavior toward other people 1 2 3 4 5

G. Organizational Effectiveness Skills1. Seeks to understand and support the organization’s mission/goals 1 2 3 4 52. Fits in with the norms and expectations of the organization 1 2 3 4 53. Works within appropriate authority and decision-making channels 1 2 3 4 5

H. Basic Work Habits1. Reports to work as scheduled and on-time 1 2 3 4 52. Exhibits a positive, friendly and constructive attitude 1 2 3 4 53. Quantity of work performed in a day meets expectations 1 2 3 4 54. Dress and personal appearance are appropriate for this organization 1 2 3 4 5



I. Character Attributes1. Brings a sense of values and integrity to the job 1 2 3 4 52. Behaves in an ethical manner 1 2 3 4 53. Respects the diversity (religious/cultural/ethnic) of co-workers 1 2 3 4 5

J. Industry-Specific Skills1. Teaching skills - groups 1 2 3 4 52. Teaching skills - privates 1 2 3 4 53. Tournament administration knowledge 1 2 3 4 54. Racquet repair skills 1 2 3 4 55. Knowledge of the rules of tennis 1 2 3 4 56. Merchandising knowledge 1 2 3 4 57. Playing ability 1 2 3 4 58. Physical fitness 1 2 3 4 5

K. Comments

Major strong points:

1. _____________________________________________________________________________________________

2. _____________________________________________________________________________________________

3. _____________________________________________________________________________________________

Major weak points:

1. _____________________________________________________________________________________________

2. _____________________________________________________________________________________________

3. _____________________________________________________________________________________________

L. Doing the following can strengthen these:

1. _____________________________________________________________________________________________

2. _____________________________________________________________________________________________

3. _____________________________________________________________________________________________

M. Overall Performance (if I were to rate the intern at the present time)

Unsatisfactory Poor Average Good Outstanding

0 1 2 3 4 5 6 7 8 9 10

F D D+ C- C C+ B- B B+ A- A

This assessment was reviewed with the intern on (Month/Day/Year) _______________________________________

______________________________________________________________________ ____________________________INTERN’S SIGNATURE DATE

______________________________________________________________________ ____________________________EVALUATOR’S SIGNATURE DATE

______________________________________________________________________ ____________________________EVALUATOR'S TITLE/POSITION TELEPHONE



STUDENT EVALUATION OF INTERNSHIP

Please respond to the following questions regarding your internship experience. The purpose of this form is to provide opportunity for an honest appraisal of the internship site and supervisor, and its contribution to your school’s experiential education program.

______________________________________________________________________ ____________________________FACILITY: SEMESTER/YEAR:

______________________________________________________________________ ____________________________LOCATION: SUPERVISOR:

Please rate the following aspects of your internship placement on the basis of this scale:(1) No Observation, (2) Poor, (3) Fair, (4) Good, (5) Excellent____ Work experience relates to my area of study ____ Opportunity to develop my creativity

____ Adequacy of employer supervision ____ Cooperativeness of fellow workers

____ Helpfulness of supervisor ____ Opportunity to problem solve

____ Acceptance by fellow workers ____ Opportunity to develop critical thinking skills

____ Opportunity to use my training ____ Provided orientation to the organization

____ Opportunity to develop my human relations skills ____ Attempt to offer feedback on my progress and abilities

____ Effort to make it a learning experience for me ____ Opportunity to develop my communication skills

____ Provided levels of responsibility consistent with my ability and growth

Feel free to explain any of your responses to the above criteria here (use other side if necessary):

1. Would you work for this supervisor again? ❍ Yes ❍ No ❍ Uncertain

2. Would you work for this facility again? ❍ Yes ❍ No ❍ Uncertain

3. Would you recommend this internship to other students? ❍ Yes ❍ No ❍ Uncertain

Why or why not? ________________________________________________________________________________

4. Did you find this a valuable experience? ❍ Yes ❍ No ❍ Uncertain

Why or why not? ________________________________________________________________________________

5. Are you satisfied with the assistance provided by the Internship Supervisor to complete your portfolio? ❍ Yes ❍ No ❍ Uncertain

Why or why not? ________________________________________________________________________________

6. Are you satisfied with the assistance provided by the PTM Director? ❍ Yes ❍ No ❍ Uncertain

Why or why not? ________________________________________________________________________________

7. Are you satisfied with the assistance provided by Career Services? ❍ Yes ❍ No ❍ N/A

Why or why not? ________________________________________________________________________________

8. What might be done to enhance the experience?

________________________________________________________________________________________________

________________________________________________________________________________________________

______________________________________________________________________ ____________________________YOUR NAME: DATE:



STUDENT EVALUATION OF INTERNSHIP

Please provide a typewritten evaluation of your summer internship in the text box below. Include: What were the positives & negatives; would you recommend the internship to other students; was the employer a good mentor; any other comments or observations you had about the experience. (150 words minimum).


Documents

USTA ACCREDITATION PROGRAM MANUAL · 3/8/2018 · The Accreditation Program, as described in this manual, requires as a condition of accreditation by USTA that organizations operating