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Session: 2022/23
Last modified: 12/07/2022 14:43:13
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Title of Module: Evaluating Practice |
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Code: SPOR11016 |
SCQF Level: 11
(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: | Mark
McKenna |
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| Summary of Module |
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Understanding the complex and social nature of coaching is important if coaches are to effectively evaluate professional practice. Coaching practice is context-specific and involves decision-making around the consideration of multiple layers of competing demands. These demands include beliefs, roles, strategies, behaviours, and goals. To best understand coaching practice, coaches should not only investigate what coaches do and how they do it; they should also establish why coaches act the way they do. By the end of this module, you will have the opportunity to take the research study you designed previously, and to plan data collection, manage the process, evaluate the data collected and write a research report. This will develop enquiry and analysis skills that can be taken into the Applied Coaching Project.
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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.
Apply multiple data collection methods to pragmatically evaluate coaching practice.
L2.
Conduct appropriate data analysis to draw relevant conclusions from evaluation methods.
L3.
Critically discuss the findings from the coaching practice evaluation against current literature. |
| 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 11.
Demonstrate a critical understanding of the principal theories, concepts and principles around evaluation of practice.
Demonstrate a critical understanding of a range of specialised theories, concepts and principles in your chosen theoretical lens.
Demonstrate extensive, detailed and critical knowledge and understanding in one or more specialisms, much of which is at, or informed by, developments at the forefront.
I AM UWS: Opportunities to be knowledgeable, research-minded, resilient, enterprising, motivated. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Use a significant range of the principal professional skills, techniques, practices associated with coaching.
Apply a range of standard and specialised research and/or equivalent instruments and techniques of enquiry.
Plan and executing a significant project of research, investigation or development.
Demonstrating originality and/or creativity, including in practices.
Practise in a wide and often unpredictable variety of professional level contexts.
I AM UWS: Opportunities to be ethically-minded, culturally aware, innovative, a problem-solver. |
| Generic Cognitive skills |
SCQF Level 11.
Apply critical analysis, evaluation and synthesis to forefront issues, or issues that are informed by forefront developments in sport coaching.
Critically review, consolidate and extend knowledge, skills, practices and thinking in sport coaching.
Deal with complex issues and make informed judgements in situations in the absence of complete or consistent information.
I AM UWS: analytical, creative, a critical thinker. |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Communicate with appropriate methods, to a range of audiences with different levels of knowledge & expertise.
Communicate with peers, more senior colleagues and specialists.
Use a wide range of ICT applications to support and enhance work at this level and adjust features to suit purpose.
I AM UWS: Opportunities to be emotionally intelligent, digitally literate, an effective communicator. |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercise substantial autonomy and initiative in professional and equivalent activities.
Take significant responsibility for a range of resources.
Work in a peer relationship with specialist practitioners.
Demonstrate initiative and make an identifiable contribution to new thinking.
Practise in ways which draw on critical reflection on own and others’ roles and responsibilities.
I AM UWS: Opportunities to be collaborative and autonomous. |
* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| The module is delivered through a blended approach to learning. This means students will have the opportunity to engage in digital learning, independent study, group and individual problem-solving tasks, and supervisor support. |
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 | 18 |
| Asynchronous Class 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:
Thomas, G. (2015). How To Do Your Case Study. London: Sage.
Bryman, A.(2016). Social Research Methods. Oxford: Oxford University Press.
Emerson, R.M., Fretz, R.I., Shaw, L.L. (2011). Writing Ethnographic Fieldnotes (2nd Edition). London: The University of Chicago Press.
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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
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
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 VLE, 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 | Hayley McEwan |
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| External Examiner | A Whitehead |
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| Accreditation Details | |
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| Version Number | 1.08 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Write a 4000-word research report. |
(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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