ST6004 - Advanced Coaching Theory, Practice, and Application (2018/19)
|Module specification||Module approved to run in 2018/19|
|Module title||Advanced Coaching Theory, Practice, and Application|
|Module level||Honours (06)|
|Credit rating for module||30|
|School||School of Human Sciences|
|Total study hours||300|
|Running in 2018/19||
This module focuses on advanced theoretical aspects of coaching and its delivery that enable the full role of a practising coach to be explored.
The aims of this module are aligned with the qualification descriptors within the Quality Assurance Agency’s Framework for Higher Educations Qualifications. Building on the theory laid down in Principles of Effective Coaching and Teaching this module will facilitate the development of practical coaching expertise. Theoretical aspects are based on the critical appraisal of advanced coaching related theory and research, and a range of current issues, and professional developments. The module promotes the refinement of advanced practical coaching skills. The module is designed to enhance students’ critical analysis and independence of thought regarding sports coaching and develop skills of self-awareness, social awareness, self-management and social skills within the context of sports coaching.
Prior learning requirements
This module will address the following:
• Management in coaching. LO1
• Individuality of athletes. LO4
• Self-reflective analysis of coaching practice. LO3
• Current and future trends in coaching practice. LO5
• Experiential learning through observational practice. LO2
• Researching coaching theory and practice. LO4
Balance of independent study and scheduled teaching activity
The module will be delivered through a series of lectures, workshops and tutorial sessions. Experiential learning will take place through practical coaching and/or observation of good coaching practice. Through individual negotiation it may be possible for coaching observation to take place during the summer vacation following the second year as opposed to the normal practice of during the third year of study. PDP related skills of self-reflection will be developed through critical reflection and critical evaluation of coaching sessions.
Formative feedback is provided on a weekly basis within lecture, workshops, and tutorial sessions: this does not contribute to the final summative assessment. Students are encouraged to present their critical evaluations to the group as the year progresses. In this way they receive both peer and lecturer feedback, which may be used to help construct the logbook, complete the briefing paper, and poster presentation. Summative feedback is provided by the assessment of the final completed logbook.
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 will be able to:
1. Appraise advanced coaching issues within a practical coaching context.
2. Demonstrate appropriate and effective communication with colleagues and athletes.
3. Critically reflect on coaching practice.
4. Create and justify the prescription of training plans with due regard to issues of ethics, gender, age and culture.
5. Critically appraise theoretical advances in coaching practice.
The summative assessment of this module is 100% coursework. There are three components of summative assessment: (i) a portfolio of coaching observation and experience; (ii) the preparation of a committee briefing paper for a specific coaching focused meeting; and, (iii) the production and presentation of a PowerPoint poster based on a topic related to the student’s chosen profession.
Component Learning outcomes
(i) Portfolio of coaching observation and experience 1, 2, 3, 4
(ii) Committee briefing paper 2, 3, 5
(iii) PowerPoint poster 2, 3, 5
Cassidy, T, Jones, R L and Potrac, P (2016) 3rd Ed. Understanding sports coaching: The social, cultural and pedagogical foundations of coaching practice. London: Routledge.
Gilbert, W and Trudel, P (2004) The role of the coach: How model youth team sport coaches frame their roles. The Sport Psychologist, 18, pp. 21-43. An E-Journal.
Jones, R L (ed.) (2006) The sports coach as educator: Reconceptualising sports coaching. London: Routledge. E-Resource and 4 copies available at Holloway Rd.
Kerr, A and Stafford, I (2003) Coaching disabled performers (2nd Ed.) Coachwise Ltd. 3 copies available at Holloway Rd.
Lyle, J., and Cushion, C (2017) Sports coaching concepts: a framework for coaching practice (2nd Ed.) London: Routledge. An E-Resource.
Stafford, I (Ed.) (2011) Coaching Children in Sport. London: Routledge; 4 copies available at Holloway Rd
Journal of Sports Sciences (1983 to current)
Journal of Strength & Conditioning Research (1987 to current)
Science & Sports (1995 to current)
Websites: www.sportscoachuk.org a valuable source of all coaching related information.