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

Academic Year: 2020-2021

MODULE TITLE: Applied Lifestyle Coaching Curriculum

MODULE CONVENER: ____________ 

Live on line lecture:

Wednesday 11:00-12:00

Email: ___________    Tel: ____________

Module Convener Room: Davies 002

ASSESSMENT DETAILS

 

Present a plan that meets the demands of a specified individual. This can be a plan supported with a written paper or a video presentation.

Coursework %

 

OR

Presentation%

100 or

100 or

Coursework

Assessment method

Weighting

Component 1

Present a plan that meets the demands of a specified individual.

This can be a written plan supported with a support paper, or a  video presentation

Report 2500 words or

Presentation 12 minutes

100%

 

Module Details

Module Leader:

_________   ___________________                  Ext: ________

Course Administrator:                          

Format of Module:

The module will be delivered as:

  • Discover: this could be a pre-recorded lecture, a video clip, or a pod cast which you are advised to access before your face to face session.
  • Share & Apply: This is your face to face (F2F) lecture.
  • Explore: This is your online lecture/ independent study.

Lectures, workshops and assignment tutorials

Attendance: 

100% attendance is recommended for this module. Failure to attend and complete practical components will impact upon student’s ability to appropriately complete the module assessments.  

MODULE RATIONALE:

Develop an understanding about the processes required to ensure that performers are able to achieve in their sport. Identifying the tools required for participants to cope with life before, during and after their sport interaction.  Coaches require an understanding how to support participants inside and outside of sport, recognising that participants require life skills in addition to sport specific skills

LEARNING OUTCOMES:

Students who successfully complete this module will:

  1. Work in their own specific sporting context and develop knowledge and understanding which is supported by a small research project in the workplace.
  2. Ability to monitor, analyse, diagnose and prescribe action to enhance learning within physical activity
  3. The ability to apply theoretical principles and perspectives to everyday scenarios
  4. The ability to problem solve and the apply theory to practice.
  • Review how nutrition, physiology, and strength training contribute to an athlete’s performance  
  • Investigate the external factors such as nutrition, time management and recovery to name a few, has upon participants performance
  • Identify the requirements to provide a support network for the participant and how pivotal this role is in achieving their goals and aspirations.
  • Knowledge of the processes to provide an educational programme to assist the transfer from sport to an alternative career.
  • Review the purpose of mentoring within sport for the participant and coaching. 
  • Develop links with employers and alternative work environments for their participants.
  • Support participants with budgeting and finance.
  •  Understand how media, sponsorship and conflict management affects participants’ performance.

Suggested Reading and Bibliography

Bean, A. (2017) The Complete Guide to Sports Nutrition.  London: Bloomsbury

Cissik, J. (2011) Strength and conditioning: a concise introduction. Hoboken: Taylor & Francis. (Accessed: September 15, 2020).

Eunson,B.( 2012) Conflict Management. Milton, Australia; Berkeley, CA: John Wiley & Sons

Gordon, D. (2009) Coaching science. Exeter: Learning Matters (Active learning in sport). (Accessed: September 15, 2020).

Hartley, S. (2012) Peak Performance Every Time.  East Sussex: Routledge

Holt, N. L. & Talbot, M. (2011) Lifelong Engagement in Sport and Physical Activity: Participation and performance across the lifespan.  London: Routledge

Jeukendrup,A. and Gleeson,M. (2020) Sport Nutrition. Champaign IL: Human Kinetics

Kenney, W. L., Wilmore, J. H. and Costill, D. L. (2020) Physiology of sport and exercise. Seventh edn. Champaign, IL: Human Kinetics.

Kidman, L. and Hanrahan, S. J. (2011) The coaching process : a practical guide to becoming an effective sports coach. 3rd edn. Milton Park, Abingdon, Oxon: Routledge. (Accessed: September 15, 2020).

Kyndt, T. & Rowell, S. (2012) Achieving Excellence in High Performance Sport: The experiences and skills behind the medals.  London: Bloomsbury Publishing

Larson, A. (2016) Fuel for sport: the basics. First edn. New York: Momentum Press (Health, wellness, and exercise science collection). (Accessed: September 16, 2020).

Mangieri, H. (2017) Fuelling Young Athletes. Champaign IL: Human Kinetics

McArdle, W. D., Katch, F. I. and Katch, V. L. (2015) Exercise physiology : nutrition, energy, and human performance. Eight edition. International edn. Philadelphia: Wolters Kluwer Health.

Robinson, P. E. (2015) Foundations of sports coaching. Second edn. London: Routledge. (Accessed: September 15, 2020).

Thew, M. & McKenna, J. (2008) Lifestyle Management in Health and Social Care.  Chichester: Blackwell Publishing

Williams, K. and Reid, M. (2011) Time management. New York, NY: Palgrave Macmillan (Pocket Study Skills). (Accessed: September 15, 2020).

Woodruff, K. (2016) Sports nutrition. First edn. New York New York (222 East 46th Street, New York, NY 10017): Momentum Press (Nutrition and dietetics practice collection). (Accessed: September 15, 2020).

Further Recommended Reading

Dweck,C. (2017) Mindset.   London: Robinson, 2017

Grimley, B. (2013) Theory and Practice of NLP Coaching.  London: Sage

Haff,G.and Triplett,T. (2016) Essentials of Strength Training and Conditioning.  Champaign, IL: Human Kinetics

Larson, A. J. and Woodruff, K. (2017) Sports nutrition strategies for success: a practical guide to improving performance through nutrition. First edn. New York, NY: Momentum Press (Health, wellness, and exercise science collection). (Accessed: September 15, 2020).

Levin,B. (2007) Skilful Time Management.  Maidenhead, England; New York: Open University Press

Lloyd,R. and Oliver,J. ( 2014) Strength and conditioning for young athletes: science and application. London: Routledge

Mangieri,H.( 2017) Fuelling Young Athletes. Champaign IL: Human Kinetics

Sheard,M.( 2013) Mental Toughness: The Mindset Behind Sporting Achievement. East Sussex: Routledge

Tracy,B.( 2014) Time Management.  New York: American Management Association

Turner, A. and Comfort, P. (2017) Advanced strength and conditioning: an evidence-based approach. First edn. London: Taylor and Francis. (Accessed: September 15, 2020).

You need to answer by writing the first LO which is work in their own specific sporting context and develop knowledge and understanding which is supported by a small research project in the workplace.

Marking Rubrik

Classification

 

 

 

Upper 1st

85-100%

 

Class 1

72-78%

 

Class 2:1

62-68%

 

Class 2:2

52-58%

 

Class 3

42-48%

 

Fail

32-38%

 

Lower fail

0-25%

Criteria

 

Knowledge

& Understanding

 

Developed an understanding of a sophisticated body of knowledge typically supported by advanced textbooks/ journal articles and includes some aspects informed by knowledge of the forefront of your field of study.

Developed an understanding of an excellent body of knowledge typically supported by advanced textbooks and/or journal articles.

Developed a very good understanding and knowledge typically supported by advanced textbooks and some journal articles.

 

Developed a good understanding and knowledge typically supported by textbooks and some journal articles.

 

Developed adequate and reasonable level of understanding and knowledge typically supported by textbooks.

An Inadequate knowledge and understanding, demonstrating little comprehension. Some signs that relevant literature has been read and minimally understood.  

 

An Inadequate, limited and weak level of knowledge and understanding, demonstrating very little comprehension and no evidence of familiarity with literature.

 

Application of Knowledge and Understanding

 

Can apply knowledge and understanding typically demonstrated through devising and sustaining sophisticated arguments.

 

Can apply knowledge and understanding typically demonstrated through devising and sustaining excellent arguments.

Can apply knowledge and understanding typically demonstrated through devising and sustaining generally clear and coherent arguments.

 

Can apply knowledge and understanding typically demonstrated through devising and sustaining generally competent arguments.

Can apply knowledge and understanding typically demonstrated through devising and sustaining generally adequate arguments.

 

Inadequate application of knowledge and understanding demonstrated through devising insufficient comprehension of the basicarguments.

Inadequate, weak and limited application of knowledge and understanding demonstrated through devising

Insufficient comprehension of the basic arguments.

Ability to make judgements

Have the ability to critically evaluate arguments, assumptions, abstract concepts and data to make judgements.

Have the ability analyse arguments, assumptions, abstract concepts and data to make judgements.

 

 

Have the ability to provide competent and coherent arguments, assumptions, abstract concepts and data to make judgements.

 

Have the ability to provide sound arguments, assumptions, abstract concepts and data to make judgements.

 

 

Have the ability to provide adequate arguments, assumptions, abstract concepts and data to make judgements.

 

 

Insufficient comprehension of basic arguments, and assumptions to make judgements.

 

Insufficient, weak and limited comprehension of basic arguments and assumptions to make judgements.

 

Ability to communicate

Can communicate sophisticated information, ideas, problems and solutions to both specialist and non-specialist audiences.

Can communicate reasonably sophisticated information, ideas, problems and solutions to both specialist and non-specialist audiences.

 

Can communicate competent and coherent information, ideas, problems and solutions to both specialist and non-specialist audiences.

Sound communication of information, ideas, problems and solutions to both specialist and non-specialist audiences.

 

Can communicate adequate information, ideas, problems and solutions to both specialist and non-specialist audiences.

 

Inadequate communication of information, ideas, problems and solutions to both specialist and non-specialist audiences, lacking clarity. 

 

Inadequate communication of information, ideas, problems and solutions to both specialist and non-specialist audiences, lacking coherence and direction.

Learning skills

Have developed sophisticated learning skills that are necessary for you to continue to undertake further study with a high degree of autonomy.

Have developed excellent learning skills that are necessary for you to continue to undertake further study with generally high degree of autonomy.

Have developed very good learning skills that are necessary for you to continue to undertake further study with autonomy.

Have developed competent learning skills that are necessary for you to continue to undertake further study.

Have developed adequate/ basic learning skills that are necessary for you to continue to undertake further study.

Have developed inadequate/limited learning skills that are necessary for you to continue to undertake further study.

Have developed inadequate and with distinct weaknesses learning skills that are necessary for you to continue to undertake further study.


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