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Session: 2022/23
Last modified: 12/05/2022 14:39:39
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Title of Module: Integrative Coaching Practice |
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Code: SPOR08014 |
SCQF Level: 8
(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: | Kieren
Elder |
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| Summary of Module |
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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;
Univeral:
- Critical Thinker
- Emotionally Intelligent
- Collaborative
Work Ready:
- Problem -solver
- Motivated
- Potential Leader
Successful:
- Innovative
- Resilient
- 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 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 |
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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 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
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| 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
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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 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
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| 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
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| 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.
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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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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.
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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) |
| Tutorial/Synchronous Support Activity | 3 |
| Laboratory/Practical Demonstration/Workshop | 22 |
| Asynchronous Class Activity | 11 |
| 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:
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
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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 | Raleigh Gowrie |
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| External Examiner | C Corsby |
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| Accreditation Details | |
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| Version Number | 1.22 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| 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.)
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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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