This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 19/07/2022 11:12:03
|
Title of Module: Coaching: Theory & Practice 3 |
|---|
|
Code: SPOR09050 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Health and Life Sciences |
|---|
| Module Co-ordinator: | Daryl
Cowan |
|---|
| Summary of Module |
|---|
This module advances knowledge and practical coaching skills developed in previous sport coaching modules. Students will explore and apply coaching theories, concepts and frameworks that relate to how coaches create, manage, and operate within optimised sporting environments. For instance, students will explore the foundations of coach-created motivational climates and analyse the application of these approaches within a different coaching contexts. As part of this, students will also be introduced to coach analysis tools that can promote understanding of and reflection on personal coaching practice.
This module will assist the student in the development of key 'I am UWS Graduate Attributes' to allow those that complete this module to be:
Universal:
-
Critical Thinker
-
Emotionally Intelligent
-
Collaborative
-
Research-minded
Work Ready:
-
Knowledgeable
-
Motivated
-
Effective communicator
-
Potential Leader
Successful:
-
Autonomous
-
Resilient
-
Creative
-
Transformational
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
|  | | | | |
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.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Demonstrate a critical understanding of contemporary approaches to creating optimal environments in coaching.
L2.
Critically reflect upon your current coaching practice and how it relates to coaching theories, concepts and frameworks.
L3.
Apply and analyse contemporary approaches to coaching using coach analysis tools. |
| Employability Skills and Personal Development Planning (PDP) Skills |
|---|
| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
|
|---|
| Knowledge and Understanding (K and U) |
SCQF Level 9.
Demonstrating a critical understanding of sport coaching theories, concepts and frameworks
Demonstrating knowledge of a range of observational tools to analyse coach behaviour |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Applying knowledge and understanding of sport coaching theories, concepts and frameworks to coaching practice
Using a range of coach analysis tools to reflect upon coach behaviour |
| Generic Cognitive skills |
SCQF Level 9.
Undertaking critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues in sport coaching |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Presenting or conveying, formally and informally, information about contemporary approaches to sport coaching
Using a range of ICT applications to support and enhance work at this level and adjust features to suit purpose
Interpreting, using and evaluating a wide range of numerical data to set and achieve goals/targets |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercising autonomy and initiative in practical sessions but also work as part of a team |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
| This module will adopt a hybrid learning and teaching approach. Core theoretical content will be predominantly delivered through a series of asynchronous online materials, including recorded lectures. Synchronous face-to-face sessions (both on campus and online) will be interactive learning sessions to allow the students to apply theories and concepts, complete problem-based learning activities, and receive peer and tutor interaction and feedback. |
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 | 12 |
| Tutorial/Synchronous Support Activity | 6 |
| Asynchronous Class Activity | 18 |
| Independent Study | 164 |
| 200
Hours Total
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Duda, J. L., Appleton, P. R. & Stebbings, J. (2018) ‘Towards more empowering and less disempowering environments in youth sport: Theory to evidenced-based practice’, in Knight, C. J., Harwood, C. G. & Gould, D. (eds.) Sport psychology for young athletes. Abingdon, Oxon: Routledge, pp. 81-93.
Gilchrist, M., & Mallett, C. J. (2017) ‘The theory (SDT) behind effective coaching’, in Thelwell, R., Harwood, C. and Greenlees, I. (eds.) The Psychology of Sports Coaching: Research and practice. London: Routledge, pp. 38-53.
Partington, M., & Walton, J. (2020) ‘A guide to analysing coaching behaviours’, in Cope, E. and Partington, M. (eds.) Sports Coaching: A Theoretical and Practical Guide. London: Routledge, pp. 18-29.
|
|
(**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)
|
| Engagement Requirements |
|---|
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 |
[Top of Page]
Supplemental Information
| Programme Board | Sport and Exercise |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Sport & Exercise L7-11 |
|---|
| Moderator | Drew Wallace |
|---|
| External Examiner | C Corsby |
|---|
| Accreditation Details | N/A |
|---|
| Version Number | 1 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
This assessment will require students to complete a written report and a presentation
Assessment 1. Report of practical/ field/ clinical work |
| Assessment 2. Presentation |
(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.)
|
Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
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.
|
| Equality and Diversity |
|---|
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 |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|