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Session: 2022/23

Last modified: 12/05/2022 14:39:39

Title of Module: Integrative Coaching Practice

Code: SPOR08014 SCQF Level: 8
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Health and Life Sciences
Module Co-ordinator:Kieren  Elder

Summary of Module

Students undertaking this module, will extend their theoretical knowledge and practical delivery experience already gained  The student will also be able to establish and exhibit appropriate behaviours with respect to their peers and with participants while displaying strategies that support the learning of the participant; specifically the child learner/participant/athlete.

This module allows the student to expand a singular coaching practice design in to an extended programme. To accomplish this;students will work within a coaching team. This team will establish a full agenda that is instrumental in developing, delivering and evaluating short term fundamental movement skills programme, applicable to the development of professional practice in sport coaching, for children.

This will focus upon the integration of the Youth Physical Development Model, endorsed by sportcoachUK and sportscotland, 2016. This will also allow the student to gain valuable experience in appropriate research approaches in relation to both coach delivery and participant response.

Indicative Content:

Students will examine traditional coaching v athlete centred delivery approaches: Traditional; (TRAD)Teaching Games for Understanding (TGfU)Constraints Led Coaching,(CLA) pedagogies.This module will also allow the student to examine their own development in coaching practice design and delivery, and how that impacts on the effectiveness of the coaching process and the developing learner.

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;


  • Critical Thinker
  • Emotionally Intelligent
  • Collaborative

Work Ready:

  • Problem -solver
  • Motivated
  • Potential Leader


  • Innovative
  • Resilient
  • Transformational



Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

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.

Online with mandatory face-to-face learning on Campus

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.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:




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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2


Term 3


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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Demonstrate understanding of safe, ethical coaching practice through preparation appropriately designed practice suitable to the child learner/participant/athlete

L2. Prepare, deliver and evaluate, within a coaching team (peer) environment for the delivery of extended, pilot, coaching activities within a fundamental skills programme directly relevant to specified target group (primary school children), underpinned by directed academic theory

L3. Deliver a sequential coaching element within a prepared programme of coaching activities within a supervised coaching session directly relevant to specified target group

L4. Evaluate the effectiveness of the delivered coaching activity, through self -reflection, peer and supervisor review, established scientific approaches

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 8.

Demonstrate and/or work with:
A broad knowledge of the scope, defining features, and main areas of a subject/discipline.
Detailed knowledge in some areas.
Understanding of a limited range of core theories, principles and concepts.
Limited knowledge and understanding of some major current issues and specialisms.
An outline knowledge and understanding of research and equivalent
scholarly/academic processes

Practice: Applied Knowledge and Understanding SCQF Level 8.

Use a range of routine skills, techniques, practices and/or materials associated with a subject/
discipline, a few of which are advanced or complex.
Carry out routine lines of enquiry, development or investigation into professional level
problems and issues.
Adapt routine practices within accepted standards

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 of the subject/discipline.
Use a range of approaches to formulate evidence-based solutions/responses to defined
and/or routine problems/issues.
Critically evaluate evidence-based solutions/responses to defined and/or
routine problems/issues

Communication, ICT and Numeracy Skills SCQF Level 8.

Use a range of routine skills and some advanced and specialised skills
associated with a subject/discipline, for example:
Convey complex information to a range of audiences and for a range of purposes.
Use a range of standard applications to process and obtain data.
Use and evaluate numerical and graphical data to measure progress
and achieve goals/targets

Autonomy, Accountability and Working with others SCQF Level 8.

Exercise autonomy and initiative in some activities at a professional level.
Take significant managerial or supervisory responsibility for the work of others in defined
areas of work.
Manage resources within defined areas of work.
Take the lead on planning in familiar or defined contexts.
Take continuing account of own and others’ roles, responsibilities and
contributions in carrying out and evaluating tasks.
Work in support of current professional practice, under guidance.
Deal with ethical and professional issues in accordance with current
professional and/or ethical codes or practices, under guidance.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
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 in lectures into their own environment and independent group study sessions.

Students will be asked to observe other coaches delivering sport sessions in addition to developing skills in team coaching, group work and whole group delivery. It is the aim that mentoring be provided throughout the module via the university tutor/appropriate professional practitioner. Students will engage in a variety of analysis and reflection approaches of coaching delivery on a personal level that will set targets for future focus and development within the coaching context.

This module requires that students experience working with clients, peers, and people that may be encountered within a professional capacity. In addition the need to self-assess allows students to develop skills necessary for future employment.
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 Activity3
Laboratory/Practical Demonstration/Workshop22
Asynchronous Class Activity11
Independent Study164
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:

Core Text:
Baghurst, T (2020) Coaching for Sports Performance, Routledge
Light, R (2019) Positive Pedagogy for Sport Coaching; Routledge

Recommended Text:
Armour, K (2011) Sport Pedagogy: An Introduction to teaching and Coaching: Routledge

Gordon, D (2009) Coaching Science, Learning Matter

Jones, R.L. et al (2008) An Introduction to Sports Coaching: From Science to Practice; Routledge

Kidman, L. (2010) 2nd ed. Athlete-Centered Coaching: Developing Decision Makers; IPC Print Resources

Robinson, P.E. (2010) Foundations of Sport Coaching ; Routledge

Schmidt R.A. and Lee, T. (2014) Motor Learning and Performance.(5th Ed) Human Kinetics, Illinois

(**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

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Supplemental Information

Programme BoardSport and Exercise
Assessment Results (Pass/Fail) No
Subject PanelSport & Exercise L7-11
ModeratorRaleigh Gowrie
External ExaminerC Corsby
Accreditation Details
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Assessment 1: Individual online class test, worth 40% of the overall mark. Assessment covers LO's 1-2..
Assessment 2: Group Presentation, worth 60% of the overall mark. Assessment covers LO's 3-4.
(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.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Class test (written)check markcheck mark  402

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Presentation  check markcheck mark602
Combined Total For All Components100% 4 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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  1. More than one assessment method can be used to assess individual learning outcomes.
  2. 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)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.