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Session: 2022/23
Last modified: 19/05/2022 11:26:32
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Title of Module: Investigating Coaching 2 (10 credits) |
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Code: SPOR11018 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 10 |
ECTS: 5
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Antonio
Dello Iacono |
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| Summary of Module |
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In this module you will build upon your understanding of the purpose of research into coaching. This will be done by exploring a series of diverse approaches all relevant to the investigation of coaching practice. You will learn about quasi-experimental and case studies as a means of testing theory in practice. Qualitative and quantitative surveying will be introduced as a method of gathering thoughts, feeling and opinions in research studies. Finally, action research will be presented as a way of directly investigating your coaching practice, with a focus on changing and improving practice. By the end of this module you will have an improved grasp of the different purposes of applied coaching research, and you will have developed the knowledge and skills to investigate coaching practice from multiple perspectives.
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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 a critical awareness of appropriate research designs for applied coaching research.
L2.
Identify and critically discuss an applied coaching problem using contemporary coaching literature.
L3.
Design a research study to address an applied coaching problem and justify the methodological decisions taken. |
| 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 11.
A critical understanding of the principal theories, methods and design for inquiry into coaching practice.
A critical awareness of current practice in sport coaching research. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Apply a range of standard and specialised research and/or equivalent instruments and techniques of inquiry.
Develop a research proposal and demonstrate originality and creativity in the process. |
| Generic Cognitive skills |
SCQF Level 11.
Apply critical analysis, evaluation and synthesis to a contemporary research area in sport coaching.
Identify, conceptualise and define new and abstract problems and issues.
Develop original and creative responses to problems and issues. |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Communicate with peers, more senior colleagues and specialists.
Use a wide range of ICT applications to support and enhance work at this level and adjust features to suit purpose.
Undertake critical evaluations of a wide range of numerical and graphical data. |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Practise in ways which draw on critical reflection on individual and others' roles and responsibilities.
Demonstrate initiative and make an identifiable contribution to new thinking.
Manage complex professional issues and make informed judgement on issues not addressed by current professional practices. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
SPOR11017
| Module Title:
Investigating Coaching 1
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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 module is delivered through blended learning involving digital distance learning, independent study, group and individual problem solving tasks. |
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 | 9 |
| Asynchronous Class Activity | 9 |
| Independent Study | 82 |
| 100
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:
Neil, R., Hanton, S., Fleming, S., and Wilson, K. (2014). The research process in sport, exercise and health: case studies of active researchers
Abingdon: Routledge.
McNiff, J., Whitehead, A.J. (2011). All You Need to Know About Action Research. London: Sage.
Koshy, V. (2010). Action Research for Improving Educational Practice: A Step-By-Step Guide. London: Sage.
Casey, A., Fletcher, T., Schaefer, L., Gleddie, D. (2017) Conducting Practitioner Research in Physical Education and Youth Sport: Reflecting on Practice. London: Routledge.
Muncey, T. (2010). Creating Autoethnographies. London: Sage.
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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 | David Carless |
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| External Examiner | A Whitehead |
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| Accreditation Details | |
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| Version Number | 1.06 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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2,500 word research report(Weighting 100%).
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(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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