ST5F55 - 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||15|
|School||School of Human Sciences|
|Total study hours||300|
|Running in 2018/19||No instances running in the year|
This module explores the key pedagogical theories that inform sports teaching, coaching and the development of students in physical education. The module includes a strong emphasis on experiential learning with students regularly engaging in practical coaching and teaching sessions and reflective practice.
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 and long-term athlete development. 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, long term athlete development, the coach as educator
Reflective Practice: definitions, models of reflection (e.g., Kolb, Gibbs, Schon), methods of assessment and evaluation, career development
Learning and teaching
Lectures will provide the essential theoretical base. A core teaching focus is the reflective practitioner and students are guided through this process and its relevance to future employability in teaching/coaching.
In Class Tests (Moodle)
WebLearn (blended learning/information point/discussion board)
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:
- Demonstrate knowledge of pedagogical theory relevant to sports teaching and coaching.
- Explain key theoretical principles in skill acquisition and long term athlete development (LTAD).
- Engage in considered and theoretically informed reflective practice.
- Discuss the role of reflective practice in professional sports teaching or coaching.
This module will be assessed at continuously through the module via a student logbook and at the end of the module by a class test. The first assessment is a reflective log book (25%). Students will be expected to make notes on a weekly basis to demonstrate their knowledge of teaching and coaching theory and practice as well as maintain a reflective practice log to monitor their progress during practical activities. The final assessment is a class test (75%) which is used to ensure students have knowledge of the fundamental underpinning theory to inform effective coaching and teaching.
The assessment methods are designed to promote continuous reflective practice in teaching and coaching to monitor their own development in physical education teaching and coaching. This should encourage learners to fully engage in regular critical self-reflection in accordance to well-researched pedagogical theory.
Armour, K. (2011). Sport Pedagogy: An Introduction for Teaching and Coaching. Prentice Hall.
Adams, J. A. (1971). A closed-loop theory of motor learning. Journal of motor behavior, 3(2), 111-150.
AfPE and sports coach UK (2007) Adults Supporting Learning (including Coaches and Volunteers): A framework for development. Leeds: Coachwise Business Solutions. ISBN: 978-1-905540-28-0.
Amidon, E. & Hough, J. (1967). Interaction analysis: theory, research, and application. Reading, Mass.: Addison-Wesley Pub. C
Balyi, I., and Hamilton, A. (2004) Long-term athlete development: trainability in childhood and adolescence.
Capel, S., & Whitehead, M. (2010). Learning to teach physical education in the secondary school. (3rd ed). Routledge.
Cassidy, T., Jones, R., & Potrac, P. (2009). Understanding Sports Coaching: The Social, Cultural, & Pedagogical Foundations of Coaching Practice. 2nd Edition. Oxon: Routledge.
Harris, J. (2013). AfPE’s Position on Health. Physical Education Matters, 8 (1), pp.82-87.
Farrant, J. (1980). Principles and Practice of Education. [London]: Longman.
Fitts, P. M & Posner, M. I. (1967) Human performance. Oxford, England: Brooks and Cole.
Mallett, C. (2005). How do you coach?, University of Queensland: Human Movement Studies.
Malina, R., Bouchard, C. and Bar-Or, O. (2004) Growth, Maturation, and Physical Activity. 2nd Edition. Human Kinetics: UK.
Mosston, M. and Ashworth, S., 1990. The Spectrum of Teaching Styles. From Command to Discovery. Longman, Inc., 95 Church St., White Plains, NY 10601-1505.
Schmidt, R. A. (1975). A schema theory of discrete motor skill learning. Psychological review, 82(4), 225.
Whitlam, P. and Beaumont, G. (2008) Safe Practice in Physical Education and School Sport. Leeds: Coachwise Business Solutions. ISBN: 978-1-905540-54-9.
Wilkinson, S., Marchant, E. and Hunt, M. (2009) A Practical Guide to Achieving Excellence and High Quality Leadership in Primary Physical Education. Leeds: Coachwise Business Solutions. ISBN: 978-1-905540-71-6.
Research Papers in Education
International Journal of Sport Science & Coaching
International Journal of Coaching Science
Sports Coaching review