module specification

This module explores the key pedagogical theories that inform sports teaching and coaching. The module includes a strong emphasis on experiential learning with students regularly engaging in practical coaching and teaching sessions. 

ST4001 ST4002 ST4003 ST4004

The aims of this module are aligned with the qualification descriptors within the Quality Assurance Agency’s Framework for Higher Educations Qualifications. This module aims to provide students with an overarching appreciation of important theories relating to effective teaching and coaching practice. Students are afforded various opportunities to develop their practical competencies in relation to teaching and coaching. Ultimately, the module seeks to develop responsible and effective practitioners with a firm grounding in the necessary interpersonal and decision-making skills required within the teaching/coaching profession.

Pedagogical theory: learning theories, learning styles, teaching and pedagogy theory
Coaching theory: models of the coaching process, effective coaching, roles of the coach, professionalisation, ethics, principles of skill acquisition, the coach as educator
Reflective Practice: definitions, models of reflection (e.g., Kolb, Gibbs, Schon), methods of assessment and evaluation, career development

The basic structure to teaching and learning will involve a theory driven lecture supported by a practical coaching/teaching session. Lectures will provide the essential theoretical base, whereas practical sessions offer students an opportunity to implement this knowledge into practice and to gain essential coaching/teaching experience. A core teaching focus is the reflective practitioner and students are guided through this process and its relevance to future employability in teaching/coaching.

Key strategies:
Lectures
Workshops/seminars (discussion/interaction)
Practical sessions (experiential learning)
WebLearn (blended learning/information point/discussion board)
Self-directed learning
Students’ study responsibilities are articulated in the FLS Staff/Student Agreement which is available via the Faculty Web site.

On successful completion of this module students should be able to:
1. Demonstrate knowledge of pedagogical theory relevant to sports teaching and coaching.
2. Explain key theoretical principles in skill acquisition.
3. Plan and deliver an effective practical teaching or coaching session.
4. Engage in considered and theoretically informed reflective practice.
5. Discuss the role of reflective practice in professional sports teaching or coaching.
 

This module will be assessed at three different points through the year.  The first assessment is a class test (25%) which is used to ensure students have knowledge of the fundamental underpinning theory to inform effective coaching and teaching. The second assessment (50%) requires students to lead their own coaching/teaching session and reflects the applied focus of the module. Module assessment is concluded with a written report (25%). The wide range of assessment methods allows all students the opportunity to excel. The even dispersion of assessments across the year ensures a manageable workload.

Class test (LO 1 & 2, assessment tariff: 45 min)
Practical Coaching/Teaching Session (LO 3 & 4, assessment tariff: 30min)
Written Report (LO 5, assessment tariff: 1200 words).

There is an attendance requirement for the practical sessions
 

Capel, S., & Whitehead, M. (2010). Learning to teach physical education in the secondary school. (3rd ed). Routledge.
Armour, K. (2011). Sport Pedagogy: An Introduction for Teaching and Coaching. Prentice Hall.
Cassidy, T., Jones, R., & Potrac, P. (2009). Understanding Sports Coaching: The Social, Cultural, & Pedagogical Foundations of Coaching Practice. 2nd Edition. Oxon: Routledge.
Jones, R. (2006). The Sports Coach as Educator: Re-conceptualising Sports Coaching. Oxon: Routledge.
Lyle, J., & Cushion, C. (2010). Sports Coaching: Professionalisation and Practice. Churchill Livingstone.