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Session: 2022/23
Last modified: 26/09/2022 11:38:48
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Title of Module: Coaching Science 1. |
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Code: SPOR08031 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 30 |
ECTS: 15
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Mark
Carroll |
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| Summary of Module |
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Due to its interdisciplinary and dynamic nature, coaching is a challenging and rapidly developing profession. To be successful, modern coaching practitioners are expected to not only have sport-specific knowledge, but also declarative and procedural understanding of a range of underpinning disciplines and skills, such as motor learning, motor control, pedagogy, psychology, and statistical analysis. This module focuses on developing these science-based skills and understanding.
During the module, students may learn about motor learning theories and their implications for practice, pedagogy, and development. Moreover, students may investigate attention with opportunities to collect, analyse, and interpret relevant data.
This module represents an integral part of the Sport Coaching programme, providing students with evidence-based knowhow that can be applied in their placement modules and professional practice. Additionally, the module offers the foundation for further learning in third-year modules in the programme.
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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.
Define and understand fundamental principles and terminology relating to human movement, motor learning, and their measurement.
L2.
Undertake introductory quantitative data collection and statistical analysis methods to measure human movement and performance.
L3.
Analyse and interpret factors affecting or relating to human movement and performance |
| 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 8.
Demonstrate understanding of major issues and debates in human movement.
Demonstrate discerning understanding of principles relevant to human movement and its measurement such as psychology, motor learning, and statistical analysis.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Apply practical preparation and interventions strategies that account for the processes and limitations of the human movement system.
Carry out routine lines of enquiry and investigation into professional-level problems or issues.
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| Generic Cognitive skills |
SCQF Level 8.
Undertake critical analysis, evaluation, and/or synthesis of ideas, concepts, information, and issues that are within the common understandings in human movement and motor learning.
Use a range of approaches to formulate and critically evaluate evidence-based solutions to issues or circumstances in motor learning.
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| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Use a range of standard ICT applications to process, obtain, and communicate data.
Use and evaluate numerical and graphical data to measure progress and evaluate human movement
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| Autonomy, Accountability and Working with others |
SCQF Level 8.
Exercise autonomy and initiative in some activities at a professional level in practice.
Work, under guidance, with others to acquire an understanding of current professional practice.
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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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Student learning will be supported through the use of interactive workshops and practicals, encouraging students to draw assumptions about contemporary coaching science and apply this to their own practice. What the students are expected to learn by the end of the module is directly assessed through coursework; additionally, the same learning activities will be explored through the scheduled workshops and practicals. Classes provide the opportunity to share literature, and to learn from peers and other coaching science practitioners. Therefore, student attendance and engagement are to be considered essential.
Learning activities to be utilised throughout the module may 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.
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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) |
| Laboratory/Practical Demonstration/Workshop | 27 |
| Asynchronous Class Activity | 27 |
| Independent Study | 246 |
| 300
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:
Indicative texts:
Magill, R. and Anderson, D. (2014) Motor learning and control: Concepts and applications. 10th ed. Boston: McGraw-Hill.
Button, C., Seifert, L., Chow, J. Y., Araujo, D., and Davids, K. (2020) Dynamics of skill acquisition. An ecological dynamics approach. 2nd ed. Champaign, IL: Human Kinetics.
Jones, I. and Gratton, C. (2015). Research methods in sports studies. 3rd ed. London: Routledge.
Further reading and interactive materials will be made available on the Coaching Science 1 module's website.
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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 | Laura Carey |
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| External Examiner | C Corsby |
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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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| Assessment 1. Report of practical/ field/ clinical work (Weighting 50% LO 2 and 3) |
| Assessment 2. Class test (Weighting 50% LO 1) |
(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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