ST5004 - Principles of Effective Coaching and Teaching (2018/19)
|Module specification||Module approved to run in 2018/19|
|Module title||Principles of Effective Coaching and Teaching|
|Module level||Intermediate (05)|
|Credit rating for module||30|
|School||School of Human Sciences|
|Total study hours||300|
|Running in 2018/19||
This module explores the key pedagogical theories that inform sports coaching and teaching as well as covering a wide variety of themes relevant to contemporary sports education and training. The module includes a strong emphasis on experiential learning with students engaging in practical coaching and teaching sessions on a weekly basis.
The 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 coaching/teaching profession. The ability to communicate and use a variety of strategies to achieve coaching/teaching objectives is developed, along with an appreciation of the value of reflective practice in personal development.
Assessment: Class test (001) (25%) + Practical coaching (002) (50%) +
Written report (003) (25%)
• The coaching process LO1, LO2,
• Coaching philosophy, behaviour and pedagogy LO1, LO2
• Skill acquisition LO1, LO2
• The coach-athlete relationship LO1, LO2, LO3
• Development and the National Curriculum LO1
• Warming-up and warming-down LO1, LO2, LO3
• Notational analysis LO1, LO2, LO3
• Performance testing and analysis LO1, LO3
• Talent Identification LO1,
• Drugs in sport LO1
• Training in extreme environments LO1
• Reflective practice LO1, LO2, LO3, LO4
• Ongoing practical coaching sessions LO1, LO2, LO3, LO4
Balance of independent study and scheduled teaching activity
The basic structure to teaching and learning will involve a theory driven lecture supported by an interactive practical coaching-teaching session. Lectures will provide the essential theoretical base, whereas practical sessions offer students the opportunity to apply this knowledge and its relevance in practice.
Reflective practice is a continuous element as an important employability strand and driving force in personal development. A core coaching-teaching focus is the reflective practitioner and students are guided through this process and its relevance to future employability.
On successful completion of this module students will be able to:
1. Demonstrate knowledge and understanding of key theoretical principles behind sports coaching/teaching
2. Plan and deliver an effective practical coaching or teaching session.
3. Engage in considered and theoretically informed reflective practice.
4. Discuss the role of reflective practice in professional sports coaching or teaching.
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.
Consistent attendance at practical sessions is expected.
• 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 Ed. Routledge, Abingdon
• Lyle, J., & Cushion, C. (2010). Sports Coaching: Professionalisation and Practice. Churchill Livingstone, London
• Baker, J. & Farrow, D. (2015) Routledge handbook of sport expertise. Routledge, Abingdon
• Baker, J., Cobley, S. & Schorer, J. (2013) Talent Identification and development in sport: International perspectives. Routledge, Abingdon
• Capel, S., & Whitehead, M. (2010). Learning to teach physical education in the secondary school. (3rd ed). Routledge Abingdon
• Chow, J., Davids, K., Button, C. & Renshaw, I. (2015) Non-linear pedagogy in skill acquisition: An introduction. Routledge, Abingdon
• Davids, K., Button, C. & Bennett, S. (2008) Dynamics of skill acquisition: A constraints-led approach. Human Kinetics, Champaign IL
• Farrow, D., Baker, J., & MacMahon, C. (2008) Developing Sport Expertise: Researchers and coaches put theory into practice. Routledge, Abingdon
• Griffin, L. & Butler, J. (2005) Teaching games for understanding: Theory, research and practice. Human Kinetics, Chicago
• Jones, R. (2006). The Sports Coach as Educator: Re-conceptualising Sports Coaching. Routledge, Oxon.
• Jones, R., Potrac, P., Cushion, C. & Ronglan, L. (2011) The sociology of sports coaching. Routledge, Abingdon
• Kidman, L. (2005) Athlete-centred coaching. IPC Ltd., Worcester
• Kidman, L. and Lombardo, B. (2010) Athlete-centred coaching: Developing decision makers (2nd Edition). IPC Print Resources Ltd., Worcester
• Light, R. (2012) Game sense: Pedagogy for performance, participation and enjoyment. Routledge, Abingdon
• McGarry, T., O’Donoghue, P. & Sampaio, J. (2013) Routledge Handbook of Sports Performance Analysis. Routledge, Abingdon
• O’Donoghue, P. (2014) An introduction to performance analysis of sport. Routledge, Abingdon