module specification

This module introduces the learners to the professional practices and the coaching techniques that they will be implementing, during their subsequent work experience in a primary school setting.  This module will provide learners with the skills required to plan and deliver coaching sessions at an introductory level, covering a range of technical football skills, incorporating relevant theoretical knowledge and demonstrate an understanding of skill acquisition.  The learners will explore session planning (including equality and diversity, differentiation and health and safety awareness) leading practical sessions and session assessment and evaluation through a variety of written and practical assessments.  Learners will then implement these skills during their primary school work based experience with Arsenal in the Community.  Learners will have to draw on their coaching knowledge to adapt to the environment and abilities of learners that they will be coaching.  Learners will record and evaluate their experiences during their work based learning and be assessed by an Arsenal Community Coach.

The aim of this module is to develop theoretical knowledge related to coaching and learning.  The module will enable students to apply and develop their own skills, knowledge and experience to facilitate progression throughout their coaching sessions, and to consider adaptations in future session plans and schemes of work where necessary.  Students will gain experience in delivering fluent sessions amongst their peers, and in planning and preparing sessions that incorporate a relevant theoretical foundation.  Students will also have the opportunity to plan a sequence of coaching sessions that are appropriate to a specific group, taking into consideration the standard and needs of the group.  Students will be able to evaluate their coaching sessions, commenting on the progressions and adjustments they made to the sessions to ensure the group’s needs were met.

1. Introduction to coaching
Practices for children, session safety, child protection, assessing learning, giving and receiving feedback, communication skills, roles and responsibilities of a coach. Preparation for work experience in primary school, health and safety, warm ups and skill games, equality and diversity.

2. Session Planning
Schemes of work, session plans.  Plans could include Schema theory,  Teaching Games for Understanding theory, skill acquisition and conditioning theories, differentiation.

3. Session delivery
Assessing learning, group management, engaging/motivating learners, adaptability during session, progression of coaching activities, providing feedback.

4. Evaluating
Strengths and weaknesses of the coach and the group, level and extent of learning, future recommendations (progressions/ further develop the sessions/ age appropriate etc.), evaluation on the plan, was it effective? How, why?

5. Introduction to features of Arsenal in the Community
Social Inclusion, Education, Health and Sport and Charity work

The first semester is devoted to developing the underpinning skills relating to football coaching including health & safety, planning and delivery of practical sessions.  Learners will coach their peers to develop coaching techniques in preparation for their work placement.  The delivery of the module will be a blend of scheduled teaching, practical application and independent study.  Scheduled teaching will comprise of lectures.  Practical application will consist of learners coaching their peers.  Independent study will be supported by resources on Moodle.  Learners will be encouraged to reflect on and enhance their own learning during periodic independent study weeks.

1. Plan for and maintain a coaching environment that promotes high standards of health and safety for coaches and participants.
2. Demonstrate understanding of some theoretical underpinning of coaching and skill acquisition, when completing session plans and coaching programmes.
3. Independently deliver two coaching sessions appropriate to primary school learners (at least one of which must be delivered during work placement).
4. Perform a self-assessment on their coaching performance evaluating their strengths and weakness as a coach and planning how to improve their own professional practice.

Learning outcomes will be assessed via a combination of practical (80%) and written assessments (20%).  Summative assessment will consist of two 20minute practical assessments (amongst peers) and one 40minute coaching session delivered on placement.  This will be accompanied by a 1000 word reflection on the performance as a Community Football Coach.  Learning outcomes 1, 2 and 3 will be assessed in the practically, while learning outcome 4 will be assessed via the written assessment.  An aggregate mark of 40% or higher is required to pass this module.  An attendance component is attached to this module to match the expectation of the professional workplace, learners must attend 80% of practical sessions to pass the module.  Learners with mitigating circumstances will be able to resit this component over the summer, if it is agreed by the course tutor.

Essential reading:
Martens, R (2012).  Successful Coaching, fourth edition.  Human Kinetics

Recommended reading:
Butler, J and Griffin, L (2010) More Teaching Games for Understanding.  Human Kinetics, England.

Cassidy, T.G., Jones, R.L. and Potrac, P. (2008).  Understanding Sports Coaching: The Social, Cultural and Pedagogical Foundations of Coaching Practice, 2nd edition.  Routledge

Charles, T. and Rook, S. (2011).  101 Youth Football Coaching Sessions (101 Drills).  A & C Black Publishers Ltd

Lyle, J. and Cushions, C. (2010).  Sports Coaching: professionalisation and practice, first edition.  Churchill Livingstone

Williams, M.A. (2012).  Science and Soccer: Developing Elite Performers, 3rd edition. Routledge

Journals

International Journal of Sport Science & Coaching
International Journal of Coaching Science
International Sports Coaching Journal
Sports Coaching review