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1. Develop knowledge of current and emerging coaching theories

MODULE CODE: SCP020N203S

MODULE TITLE: Applied Art of Coaching

MODULE CONVENER:         

TIME AND VENUE: Online

Email:

Tel:                 

Room: I will be working from home throughout this term, but can be contacted through the normal means

ASSESSMENT DETAILS: 

 e-Portfolio – Evidence and Analyse a series (min. 3) quality coaching behaviours

Word-limit: 3000 max 

Submission date: 

Brief Explanation of Assessment:

You will be producing an e-portfolio site (through the Roehampton eportfolio site) where you highlight and analyse 3 quality coaching behaviours. You will need to explain, why the behaviours you are analysing are quality coaching behaviour (and support this with reading and research), and give evidence of this behaviour in practice. This evidence can come from (annotated) youtube clips; your own coaching (if you have been recorded); or find other ways to evidence these behaviours.

Your portfolio should be designed to inform a discussion around quality coaching behaviours. It should be accessible to as wide a readership as possible; and designed to raise interest and engagement with the topics you discuss. There should also be opportunities for interested people to access further information.

MODULE RATIONALE:

This module aims to develop students’ ability to apply coaching and ethical principles to practice. Students will develop their coaching approaches and will develop an understanding of the principles underpinning skill development and the psychological ‘tools’ available to the coach in his/her work with performers at different levels and in different contexts. Students will have the opportunity to apply their knowledge and understanding in different contexts in order to help them understand how different approaches impact in different situations.

LEARNING OUTCOMES:

Students who successfully complete this module will:

1. Develop knowledge of current and emerging coaching theories

2. Work in their own specific sporting context and develop knowledge and understanding which is supported by a small research project in the workplace.

3. Gain the ability to monitor, analyse, diagnose and prescribe action to enhance the learning within physical activity

4. Develop the ability to interpret ideas, initiatives and practices relevant to the coaching role.

5. Be able to improve participants’ performance and experiences through the application of scientific principles and coaching concepts.

Indicative Session Outlines

Session / Topic

Reading

1.The module, it’s purpose and assessment

‘How do we identify quality coaching behaviours?’

Becker, A.J. (2012) ‘Quality Coaching Behaviours’ in Potrac, P. and Gilbert, W. [eds] Routledge Handbook of Sports Coaching. London: Routledge

2. How can we tell if coaches are effective?

Gilbert, W. and Cote, J (2012) ‘Defining Coaching Effectiveness: a focus on coach knowledge’. In Potrac, P. and Gilbert, W. [eds] Routledge Handbook of Sports Coaching. London: Routledge

3. How do coaches know what they know?

Young, B.W. (2012) ‘Coaching Expertise and the quantitative examination of developmental experiences’. In Potrac, P. and Gilbert, W. [eds] Routledge Handbook of Sports Coaching. London: Routledge

4. How do coaches create a learning environment?

McMorris, T. (2014) ‘The practice session: creating a learning environment’ in Nash, C. [ed] Practical Sports Coaching. London: Routledge.

5. How do coaches create a motivational climate?

Morgan, K. and Hassan, M.F.H. (2014) ‘The practice session: creating a motivational climate. In Nash, C. [ed] Practical Sports Coaching. London: Routledge.

6. How do coaches develop skill in sport?

Cote, J., Murphy-Mills, J and Abernethy, B. (2012) ‘The development of skill in sport’. In Hodges, N. and Williams, M. [eds] Skill Acquisition in Sport: Research, Theory and Practice. London: Routledge.

7. Why is skill learning so ‘messy’?

Chow, J.Y. and Davids, K. (2015) Non-linear pedagogy in skill learning. London: Routledge.

[ch.4]

8. What are ‘problematic coach behaviours?

Purdy, L. (2017) Sports Coaching: the basics. London: Routledge.

[ch.8]

9. Do ethics matter in coaching?

Cassidy, T. and Jones, R.L. (2015) Understanding Sports Coaching: the pedagogical, social and cultural foundations of coaching practice. London: Routledge.

[ch.3]

10. How do coaches use technology?

Potrac, P. and Gilbert, W. (2012) Routledge Handbook of Sports Coaching. London: Routledge

Suggested Reading and Bibliography

Indicative bibliography

Armour, K. (2011) Sport Pedagogy: An introduction for teaching and coaching.  London: Pearsons

Cassidy, T., Jones, R. L. & Potrac, P. (2015).  Understanding Sport Coaching:  The social, cultural and pedagogical foundations of sport coaching.  London: Routledge: Taylor & Francis Group

Chow, J.Y. and Davids, K. (2015) Non-linear pedagogy in skill learning. London: Routledge.

Jones, R. L., Armour, K. & Potrac, P. (2009).  Sport Coaching Cultures:  From Practice to Theory.  Routledge: Taylor & Francis Group

Jones, R.L., Hughes, M. & Kingston, K. (2007).  Introduction to sports coaching: From Science and Theory to Practice.  Taylor & Francis. (EBL) (Taylor & Francis E-book collection)

Karen, D & Washington, R. (2015) Sociological Perspectives on Sport: The Games Outside the Games.  Oxon: Routledge

Knowles, Z., Gilbourne, D., Cropley, B. & Dugoll, L. (2014) Reflective Practice in the Sport and Exercise Sciences: Contemporary Issues.  Oxon: Routledge

Lynn, A. (2010) Effective Sports Coaching: A practical guide.  Wiltshire: Crowood

Nash, C. [2014] Practical Sports Coaching. London: Routledge.

Purdy, L. (2017) Sports Coaching: the basics. London: Routledge.

Potrac, P. and Gilbert, W. [2012] Routledge Handbook of Sports Coaching. London: Routledge

Schedlitzki, D. & Edwards, G. (2014) Studying Leadership: Traditional & Critical Approaches.  London: Sage

You need to start your work by answering the first learning outcome which is 1. Develop knowledge of current and emerging coaching theories


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