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Session: 2022/23
Last modified: 12/05/2022 15:03:02
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Title of Module: Coaching Theory and Practice 2 |
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Code: SPOR10034 |
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: | Drew
Wallace |
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| Summary of Module |
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This modules builds on the content covered in the year 3 module Coaching Theory and Practice 1. The application of learning theories to coaching will be further developed incorporating a critical evaluation of the theories in a sports coaching context.
This module also involves an evaluation of a filmed coaching session where students are expected to display an advanced grasp of the role of learning theories (as demonstrated by the coach in the film) in improving skills and behaviour. Students will also examine the process of reflection and put this into practice in order to improve their future coaching.
The content of the module includes:
Critically evaluating the effectiveness of a range of learning theories in a sports coaching context; evaluating a filmed coaching session utilising appropriate learning theories; the role of reflection in improving coaching performance.
This module will work to develop a number of the key 'I am UWS' Graduate Attributes to make those who complete this module:
Universal
- Critical Thinker
- Culturally aware
- Emotionally intelligent
Work Ready
- Problem-Solver
- Effective Communicator
- Motivated
Successful
- Autonomous
- Incisive
- Imaginative
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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.
Critically evaluate the use of learning theories in sports coaching.
L2.
Demonstrate the advanced application of learning theories in sports coaching.
L3.
Utilise academic coaching theory to critically reflect upon personal development as a sports coach. |
| 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.
Develop a critical understanding of the use of learning theories in sports coaching.
Students will increase knowledge of the importance of becoming a reflective practitioner.
Knowledge and understanding of effective coaching practice will be developed. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Students will become familiar with a wide range of the principal practitioner skills required to identify, analyse and evolve policy and practice in their chosen domains.
Students will evaluate these skills in a sports coaching environment. |
| Generic Cognitive skills |
SCQF Level 10.
Students will be required to offer professional insights, interpretations and solutions to the issues within coaching practice.
Students will engage with the skills necessary for synthesis and critical evaluation. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Students will become versed in the various vocabularies and technical skills relevant to sports coaching. They will then have to show capabilities in bringing these together in practice.
Project based learning will require personal, relational and collective skills and ICT skills required to display complex phenomenon more simply. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Students will be required to work in personal, relational and collective contexts both in regards to project based learning, but also through various class based activities. |
| 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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Student learning will be supported through the use of asynchronous lectures encouraging students to draw assumptions about coaching theory and practice and consider this in their own practice. Student learning is assessed through coursework. Live (synchronous) tutorials provide the opportunity to share literature, and to learn from peers and other coaching practitioners. Therefore student attendance and engagement are to be considered essential.
Learning activities to be utilised throughout the module include guest speakers, case study review, review of previous assignments, presentation review classes, student led activities and peer review, as well as use of the University’s VLE. |
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) |
| Tutorial/Synchronous Support Activity | 12 |
| Laboratory/Practical Demonstration/Workshop | 12 |
| Asynchronous Class Activity | 12 |
| 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:
Core text:
Huber,J.,J. (2013). Applying Educational Psychology in Coaching Athletes. Leeds: Human Kinetics.
Recommended:
Lyle, J. and Cushion, C. (2010)Sports Coaching: Professionalisation and Practice. Oxford: Elsevier.
International Journal of Sport Science and Coaching
International Journal of Coaching Science
Journal of Applied Sport Psychology
Review of Educational Research
Contemporary Educational Psychology
Theory and Research in Education
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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 | David Meir |
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| External Examiner | M Moran |
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| Accreditation Details | |
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| Version Number | 1.06 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Case study - (40%) |
| Evaluation of filmed coaching session and reflection - (60%) |
(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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