The overall purpose of this module is to develop students’ understanding of the concepts of coaching and learning and to apply these to physical activity environments. This will be achieved by explicitly addressing students’ knowledge of education and pedagogy and their ability to apply that knowledge in a suitable context. Students will move beyond a reductionist view of coaching simply as a systematic procedure and have students consider and discuss the influence of the social aspects of coaching such as leadership, relationships, and social environments.
The aim of this Module is to provide the student with an understanding of the concept of coaching and learning through a model−based approach while giving them the basis for the conceptual study of sports coaching.
By the end of this module the student should be able to:
1. Critically explain how the concept of pedagogy and education apply to physical activity environments.
2. Analyse how different theoretical models describe the constituent parts of the coaching process and the coach’s role within this process.
3. Appraise the practical application of skill acquisition to coaching within physical activity environments.
4. Explain different participant groups, stages of development and environments and evaluate their impact on the coaching process.
1 Coaching and learning
Students will consider the definition and purpose of coaching and learning. They will be asked to consider what is the purpose and definition of coaching, what it has to do with pedagogy and education.
2 The role of the coach
Students will be asked to consider the role of the coach, what their purpose is, and what they are trying to achieve. They will consider the level of participation, demands placed on coaches by external bodies, and coaches own philosophies towards the instruction of athletes.
3 The coaching process
Students will identify the key characteristics of coaching. They will consider a variety of leadership and relationship models and discuss how these fit into the idea of coaching as a systematic process.
4 Skill development
Students will examine the principles that underpin the creation on an efficient learning environment. They will consider modern theories of skill acquisition and how they relate to effective pedagogical.
5 Participant Groups
Students will consider different categorisations of participants and how this impacts on the planning and delivery of the coaching process.
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. Essay (30%) will focus on students understanding of role ambiguity and role conflict in pedagogy and the theories we use to disentangle these. Report (70%) covers the student’s choice of four out of the six 2-hour practicals. This will include (1) practical reflections, (2) analysis of related academic material, and (3) staff-assessed practical elements. Formative feedback will be provided throughout and there will be a focus on this in week 7 (halfway through the practical sessions) to enable students to maximise performance.
Teaching and Learning Work Loads
|Supervised Practical Activity||26|
|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 2019/10 , and may be subject to change for future years.