PERS40040 The Science of Coaching: Theory and Practice

Academic Year 2021/2022

This module will explore the science of coaching from a number of theoretical perspectives such as pedagogical (e.g. learning and transfer of learning, coach reflection and evaluation) social psychological (e.g., leadership styles, cohesion, group dynamics and achievement climate), philosophical (e.g. ethics and values) and sociological (e.g. power and cultural norms). From a practical perspective this module involves critical evaluation of academic theory utilising seminars with academic and industry experts. A vibrant teaching and learning environment will incorporate active student engagement, discussion and debate, student-centred and problem-based learning with an emphasis on reflection and peer-to-peer learning.

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Curricular information is subject to change

Learning Outcomes:

On completion of this module students should be able to:
•Demonstrate a knowledge and understanding of disparate coaching philosophies and their application to practice.
•Critically evaluate and reflect on disparate coaching practices, styles and behaviours across a number of disparate sporting domains.
•Reflect on how their values, beliefs and experience impact on their coaching philosophy.
•Critically evaluate academic literature and its application to coaching practice.

Indicative Module Content:

Introduction & Overview. Learning & Critical Thinking.
Coaching Pedagogy & Process
Coach & Athlete Identity
Leadership
Coach Development
Coaching & Observation
Coach Behaviours & Reflective Practice
Coaching Philosophy & Values
Coaching Models
The Micro-Politics of Coaching
Talent Development & Coaching
Research and Practice

Student Effort Hours: 
Student Effort Type Hours
Lectures

36

Specified Learning Activities

54

Autonomous Student Learning

160

Total

250

Approaches to Teaching and Learning:
The primary method of instruction for this module will be a mix of lectures, group discussions, in-class critical thinking activities and case-based problem-solving. A coordinated synergistic combination of tangible (i.e. instructional material such as academic texts, articles, case studies and technology) and intangible resources (i.e. knowledge, experience and skills) are utilised to achieve pedagogical competence. In addition, student centric innovative delivery techniques such as critical incident analysis, structured debate and peer-to-peer discussion are adopted while assessment techniques (i.e. In-class individual/group tasks) are constructively aligned with the learning outcomes. Learning is designed to take place at three levels:
1. Knowledge. Learners will learn basic terms and concepts before higher order thinking is possible.
2. Analysis and Understanding: Learners will be required to display high-level critical thinking skills and the ability to construct a sound argument based on a wide range of academic literature.
3. Application: Learners will learn how to apply their knowledge and understanding to the challenges facing coaches.
Each week learners will be assigned readings and relevant lecture slides. These will be made available for learners to download and print from Brightspace.
 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Essay: Individual Coaching Assignment Coursework (End of Trimester) n/a Graded Yes

60

Journal: Individual Journal Article Review Week 9 n/a Graded Yes

40


Carry forward of passed components
Yes
 
Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Not yet recorded.