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Session: 2022/23
Last modified: 11/07/2022 12:49:25
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Title of Module: Contemporary Issues in Coaching Science |
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Code: SPOR10022 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Kieren
Elder |
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| Summary of Module |
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This module will provide students with a greater understanding of the scientific basis of contemporary issues in coaching science. This module will investigate the core disciplines of sport coaching and investigate the psycho-social nature of sport coaching. Topics include: coaching practice, application of psychological principles and the consideration of the application of sport science to coach development and subsequent athlete performance.
This module builds upon and enhances the knowledge base gained in the previous three years of the programme with its main aim of further emphasising the students understanding of the psycho-social nature of sport coaching and coach development.
The teaching approach will be interactive and problem based learning (PBL) will be developed throughout the module.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Review and critically evaluate a range of literature and applied practice within coaching practice.
L2.
Synthesise a long-term plan based on the review and critical evaluation of research.
L3.
Demonstrate the advanced application of coaching theories and concepts |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 10.
A critical understanding of principal psycho-social theories, concepts and principles that underpin the nature of sport coaching. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Analyse in detail coach performance from technical, tactical and psychological points of view using a range of approaches.
Develop and review detailed short, medium and long term coach development strategies.
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| Generic Cognitive skills |
SCQF Level 10.
Take an objective and critical approach to problem identification and solution, using evidence-based approaches and own initiative
Read, interpret and critically evaluate text based information from a variety of sources including journals, text books and popular press in order to support their development and practice.
Critically analyse problems through reference to appropriate sources of information in order to identify aspects of the conditions of the problem and to develop appropriate solutions.
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| Communication, ICT and Numeracy Skills |
SCQF Level 10.
.SCQF Level 10. Collect, interpret and communicate verbally and in written form, complex information using a standard range of applications and procedures (e.g. Word, Excel, PowerPoint, Video recording and analysis, Technique Analysis Applications, SPSS).
Collect, analyse and interpret data from a wide range of environments and sources applicable to the focus of their degree in order to develop objective, reliable and valid conclusions whilst also critically evaluating the validity and reliability of such data sources
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| Autonomy, Accountability and Working with others |
SCQF Level 10.
Take responsibility for planning the achievement of identified goals both on their own and in a leadership role as part of a group.
Prioritise, manage time and work to both externally set and self-imposed deadlines.
Take responsibility for, and identify own learning needs, develop and apply strategies for further self-development within and out with the course.
Identify and adhere to the values and work conditions of an organization.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Asynchronous Class Activity | 18 |
| Tutorial/Synchronous Support Activity | 18 |
| Independent Study | 164 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Lyle, J. and Cushion, C. (2010) Sports coaching: Professionalism and practice. Edinburgh: Elsevier.
Collins, D., Abbott, A., and Richards, H. (2011) Performance psychology: A practitioner’s guide. Edinburgh: Elsevier.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Sport and Exercise |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Sport & Exercise L7-11 |
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| Moderator | Daryl Cowan |
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| External Examiner | C Corsby |
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| Accreditation Details | |
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| Version Number | 1.15 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assessment 1. Fieldwork/ Practical skills assessment (Weighting 50%, LO 2,3) |
| Assessment 2. Written coursework (Weighting 50%, LO 1,2) |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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In line with current legislation (Equality Act, 2010) and the UWS Equality, Diversity, and Human Rights Code, our modules are accessible and inclusive, with reasonable adjustment for different needs where appropriate. Module materials comply with University guidance on inclusive learning and teaching, and specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. Where modules require practical learning or assessment, alternative formats and/or roles will be provided for students with physical disabilities which impact participation.
Please refer to the UWS Equality and Diversity Policy at the following link:
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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