The overall purpose of this module is to develop students’ understanding of the major practical and theoretical principles that underpin coaching practice in sport. This will be achieved by explicitly addressing students’ knowledge of the variety of roles that are undertaken by a sports coach and the skills needed to coach across a wide variety of physical activity contexts. Students will have the opportunity to engage in both theoretical underpinnings of coaching practice and in practical settings to develop their own coaching skills.
The aim of this Module is to provide the student with an introduction to the major practical and theoretical principles that underpin coaching practice in sport.
By the end of this module the student should be able to:
1. Describe the different roles of a sports coach and the different contexts in which they operate.
2. Recognise the similarities/dissimilarities of the coach in developing team and individual sports.
3. Identify their own coaching philosophy/style and the strengths/weaknesses of this.
4. Apply practical coaching knowledge to enhance the learning of athletes.
1 Characteristics of the coach
Students will discuss the concept of sports coaching and how we define a sports coach. They will look at the various roles coaches fulfil and the different contexts in which they operate.
2 Coaching philosophy
Students will be asked to consider the how the attitude held by coach acts as the guiding principle for the training and development of an athlete or team. Students will identify their own coaching philosophy/style and the strengths/weaknesses of this.
3 Planning a coaching session
Students will learn the key stages in the planning of a coaching sessions. They will focus on the importance of systematic, integrated and serial coaching sessions and the underpinning need to consider the context, participants and coach’s role.
4 Practical coaching
Students will be expected to engage in practical coaching sessions as both a coach and as an athlete. They will be work in a range of contexts and attempt to overcome different limitations within these contexts.
5 Evaluating coaching
Students will need to identify the success/failure of coaching sessions, the ongoing implications of this, and the limitations of the evaluation process itself.
Statement on Teaching, Learning and Assessment
Teaching and learning strategies focus on developing students’ skills in accordance with Abertay graduate attributes. This module particularly focuses on the aspect of the Intellectual; understanding how the subject is evolving while critically evaluating information and identifying information gaps. The aspect of Professional is also focused on; problem solving, tackling complex issues, and focused on continued learning and professional development. A significant proportion of contact time will be provided in the form of small group discussions and practical activities where students will relate taught materials to their own experiences and evaluate how this can be used to further develop their pedagogical skills. This focus on self− directed learning and students own experiences will encourage the application of knowledge to real life situations and the ability understand and evaluate the links between the two.
Teaching and Learning Work Loads
|Supervised Practical Activity||12|
|Unsupervised Practical Activity||0|
Credit Value – The total value of SCQF credits for the module. 20 credits are the equivalent of 10 ECTS credits. A full-time student should normally register for 60 SCQF credits per semester.
We make every effort to ensure that the information on our website is accurate but it is possible that some changes may occur prior to the academic year of entry. The modules listed in this catalogue are offered subject to availability during academic year 2017/18 , and may be subject to change for future years.