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Session: 2022/23
Last modified: 19/07/2022 11:10:47
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Title of Module: Coaching: Theory & Practice 2 |
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Code: SPOR08036 |
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: | Kieren
Elder |
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| Summary of Module |
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Students undertaking this module will extend their underpinning theoretical and practical sport coaching knowledge and delivery experience by examining a range of contemporary sport coaching pedagogies. This will focus upon the integration of related disciplines within the field across a range of diverse groups.
Direction will be provided in relation to; the introduction to learning theory; use of the concepts around skill attainment; delivery approaches and content design.
Students will also be able to establish and exhibit appropriate professional behaviours with respect to their peers and with participants within various learning environments.
Furthermore, this will also allow the student to gain valuable experience of appropriate research in relation to both sport coach content construction, delivery and participant response.
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:
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Critical Thinker
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Emotionally Intelligent
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Collaborative
Work Ready:
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Problem -solver
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Motivated
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Potential Leader
Successful:
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Innovative
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Resilient
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Transformational
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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.
Demonstrate academic comprehension of ethical coaching practice suitable to the identified learner/participant/athlete
L2.
Construct sequential sport coaching content for a designated level of participant, in order to support their learning and performance.
L3.
Compare the effectiveness of the delivered coaching activity, through self –reflection and established professional approaches. |
| 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.
Demonstrating and/or working with:
A broad knowledge of the scope, defining features, and main areas of coaching practice.
Detailed knowledge areas of sport pedagogical theories.
Limited knowledge and understanding of some major current issues and specialism in sport coaching.
An outline knowledge and understanding of research and equivalent scholarly/academic processes |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Using a range of routine skills, techniques, practices and/or materials associated with coaching practice discipline, a few of which are advanced or complex.
Carrying out routine lines of enquiry, development or investigation into professional sport pedagogical practices problems and issues. |
| Generic Cognitive skills |
SCQF Level 8.
Undertaking critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues that are within the common principles of sport coaching theory.
Using a range of practical approaches to formulate evidence-based solutions/responses to defined and/or routine problems/issues.
Critically evaluating evidence-based solutions/responses to defined and/or routine problems/issues QF Level |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Using a range of routine skills and some advanced and specialised skills associated with sport coaching practice, for example:
Conveying complex information to a range of audiences and for a range of purposes.
Using a range of standard applications to process and obtain data. |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Exercising autonomy and initiative in coaching design and delivery that involve lead design and delivery of coaching practice at a professional level.
Taking the lead on planning coaching content in familiar or defined, diverse populations.
Taking continuing account of own and others’ roles, responsibilities and contributions in carrying out and evaluating tasks.
Dealing with ethical and professional issues in accordance with current professional and/or ethical codes or practices, under guidance i.e. when working with vulnerable groups, if appropriate |
| 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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The teaching and learning approach will utilise a combination of blended and face to face delivery.? Core theoretical content will be predominantly delivered through a series of asynchronous online materials, including recorded lectures?via the virtual learning environment. Synchronous sessions will comprise coaching practical, workshop activities and tutorial support activities. Much of the learning will be achieved through formative practical components, directed independent study tasks, group work and/or class discussion.
A Constructivist approach to learning is used throughout this module with a strong emphasis placed on student’s self-discovery through experiential learning. This requires that they reflect on previously acquired experience and understanding in order to construct a personal understanding of a concept being taught. This allows the student to contextualise the concepts taught via asynchronous activities into their own environment and independent group study sessions. |
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 | 6 |
| Laboratory/Practical Demonstration/Workshop | 24 |
| Asynchronous Class Activity | 24 |
| 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:
Core Text:
Baghurst, T (2020) Coaching for Sports Performance, Routledge
Light, R (2019) Positive Pedagogy for Sport Coaching; Routledg
Recommended Text:
Armour, K (2011) Sport Pedagogy: An Introduction to teaching and Coaching: Routledge
Gordon, D (2009) Coaching Science, Learning Matter
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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 Wallace |
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| External Examiner | M Moran |
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| Accreditation Details | TBC |
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| Version Number | 1 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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The assessment will comprise an online class test and practical assessment with written review
Assessment 1 : Class test (written) |
| Assessment 2: Portfolio of written work |
(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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