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Session: 2022/23
Last modified: 19/05/2022 11:47:38
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Title of Module: Planning for Coaching (10 credits) |
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Code: SPOR11019 |
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: | Tom
Macpherson |
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| Summary of Module |
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The ability to plan for long-term athlete development is considered an important skill in advanced coaching. Yet many coaches rely on ‘intuition’ arguing that coaching is too complex and changeable to make significant plans. In this module you will explore the concept of professional judgement and decision-making in sport coaching and the myth of coaching intuition. In doing so you will investigate the importance of both classic and naturalistic decision-making processes in adaptive expertise. After the introduction of this decision-making framework you will use it to analyse the theory and practice of planning from 4 inter-related but unique perspectives. Planning from psychological and technical/tactical perspectives will be introduced. Additionally, the concept of periodization for physical development will be addressed. Finally, planning from the perspective of the athlete will be explored. By the end of this module you will have developed knowledge and skills to develop a long-term development plan for the athletes you work with in your current coaching role.
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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 understanding of the importance of professional judgement and decision-making in coaching.
L2.
Demonstrate a critical understanding of contemporary planning perspectives and their practical constraints.
L3.
Critically apply relevant planning approaches to develop of a long-term plan for coaching practice. |
| 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.
Demonstrate a critical understanding of theories, concepts and principles around professional judgement and decision-making.
Demonstrate a critical understanding of a range of specialist theories, concepts and principles across different planning perspectives. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Use a significant range of the principal professional skills, techniques, practices associated with planning coaching.
Apply a range of standard and specialised techniques in planning coaching.
Plan and executing the development of a coaching plan.
Demonstrating originality and/or creativity, including in practices.
Develop the plan for an unpredictable professional context. |
| Generic Cognitive skills |
SCQF Level 11.
Apply critical analysis, evaluation and synthesis to forefront issues, or issues that are informed by forefront developments in sport coaching.
Critically review, consolidate and extend knowledge, skills, practices and thinking in sport coaching.
Deal with complex issues and make informed judgments in situations in the absence of complete or consistent information. |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Communicate with appropriate methods, to a range of audiences with different levels of knowledge & expertise.
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. |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercise substantial autonomy and initiative in professional and equivalent activities.
Take significant responsibility for a range of resources.
Work in a peer relationship with specialist practitioners.
Demonstrate initiative and make an identifiable contribution to new thinking.
Practice in ways which draw on critical reflection on own and others’ roles and responsibilities. |
| 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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| Students will work independently on their long-term development plan for their athletes. Alongside this, students will have 2 hours of supervisor support to discuss context-specific aspects of their plan. Additionally, students will receive tutor and peer support through formal classes. Classes will act as a platform for discussion, reflection and review. Formative presentation support will be provided towards the end of the module to support assessment completion. Beyond this, students will be asked to engage in out-of-class peer support activities. |
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:
Bar-Eli, M., Piessner, H., Raab, M. (2011). Judgement, Decision-making, and Success in Sport. London: Wiley-Blackwell.
Williams, J., Krane, V. (2014). Applied Sport Psychology: Personal Growth to Peak Performance. New York: McGraw-Hill.
Collins, D.J., Abbott, A., Richards, H. (2011). Performance Psychology: A Practitioner's Guide. London: Churchill Livingstone.
Jeffreys, I., Moody, J. (2016). Strength and Conditioning for Sports Performance. London: Routledge.
Turner, A., Comfort, P. (2017). Advanced Strength and Conditioning: An Evidence-based Approach. London: Routledge.
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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
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
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 VLE, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
https://www.uws.ac.uk/media/6473/academic-engagement-procedure-061020.pdf |
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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 | Vish Unnithan |
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| External Examiner | A Whitehead |
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| Accreditation Details | |
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| Version Number | 1.08 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Students will present their long-term development plan in an individual 30 minute 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.)
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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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