A range of formative and summative assessment methods will be used which are appropriate to the teaching and learning delivery method, mode of attendance and proposed weighting criteria used for this module.
A contextualised and approved assessment strategy and schedule will be published to students by award. The assessment methods will enable the student to work effectively both under their own initiative and as a member of a team during group-based projects to provide evidence which clearly satisfies the Learning Outcomes for this module.

Type of Assessment
Assessment 1: will be a written report that addresses LO1,2,3 60% (3000 words)

Assessment 2; will require the learner to plan, deliver a coaching sessions and reflect upon the work in the context skill acquisition
LO4 40% including a written review (1000 words)

All learning outcomes are covered by the 2 assessment methods. Students must attempt all assessments and achieve an overall pass grade for the module.
Additional Assessment Details (include formative feedback / assessment):
Formative feedback will be provided in a variety of forms, including written feedback on proposed titles, outline assignment plans and full drafts. Feedback may take place via full-class, group and individual tutorials.

Characteristics of skilled performance:
- definitions of skill; skill as an act/task and skill as an indicator of quality performance; learned behaviour; goal-directed; consistency; accuracy; economy
- Classifications of skill: rationale for classification; cognitive skills; perceptual skills; motor skills; gross-fine; discrete-serial continuous; internally-externally paced; open-closed; implications for coaching
- Motor abilities: skill and ability differentiation; Fleishman¿s (1972) Taxonomy of perceptual motor and physical proficiency abilities; influence of environment and heredity on motor abilities; implications for practice
- Information processing models: simple information processing model (input, decision making, output, feedback); Whiting¿s Model (input data, perceptual mechanisms, translator mechanisms, effector mechanisms, output data, feedback data); Welford¿s Model (sensory input, sense receptors, perception, short -term memory, decision making, long-term memory, effector control, effectors, output, feedback); implications for coaches
- Factors influencing reaction time: Hick¿s Law; pre-cueing; psychological refractory period; stimulus response complexity; stimulus response compatibility; age; gender; stimulus intensity; implications for practice
- Memory and selective attention: short-term sensory store; short-term memory; long-term memory; retention; strategies to enhance retention; selective attention; experience and cue abbreviation; implications for practice
- Feedback: intrinsic feedback; categories of sensory feedback; knowledge of results; knowledge of performance; timing of augmented feedback; volume of augmented feedback; content of augmented feedback; presentation of augmented feedback; positive reinforcement; negative reinforcement and punishment; implications for coaches
- Learning theories: definition of learning; definition of performance; drive reduction theory; classical and operant conditioning; Thorndike¿s laws; cognitive learning theories; social learning theory; motor programme and control (open loop theory, closed loop theory, Scmidt¿s Schema Theory); practical applications of learning theories
- Phases of learning: Fitts and Posner¿s (1977) three-stage model; characteristics of each stage; learning curves; performance plateaus; changes in aspects of performance with learning; implications for practice
- Transfer of learning: positive and negative transfer; zero transfer; intra-task transfer; intertask transfer; bilateral transfer; influence of transfer on sequencing skills to be learned; transfer and instructional methods; practical applications
- Planning sessions: factors in session planning eg goals, nature of the task, environmental factors, individual differences of the learner; learning styles (eg visual, auditory, kinaesthetic, Kolb¿s learning styles)
- Running a session: leadership behaviours eg Chelladurai¿s multi-dimensional model of leadership; Mosston and Ashworth¿s spectrum of teaching styles; evaluating progress during sessions; giving correct feedback to participants
- Presentation of skills: Whole and part learning methods (eg fractionisation, segmentation, simplification); practice conditions (massed, distributed, fixed, variable); types of guidance (visual, verbal, manual, mechanical); contextual interference
- Evaluation of session: strengths and areas for improvement; recommendations for future sessions; use of evidence base to support future recommendations (peer reviewing, empirical evidence)

Book lists and reference resources will be located in module handbooks and updated annually (amendments confirmed at the Annual Planning Event).
Books:

Hodges, N. Williams,(2012) A. Skill Acquisition in Sport: Research, Theory and Practice. Routledge

Magil, R. (2010)Motor Learning and Control: Concepts and Applications 9th edition.

Schmidt, A. Lee, D.(2005) Motor Control and Learning, Human Kinetics Leeds

Davis, K., Button, C., Bennett, S. (2008)Dynamics of Skill Acquisition: A Constraints-led Approach. Human Kinetics, Leeds.

- Moodle VLE
- Classroom with SMARTboard and projector
- Sports hall and Fitness Centre

Taught sessions: 72 hours
Taught sessions: 42 hours
Practical Delivery: 30 hours
Independent study: 228 hours
128 hours on independent learning using the VLE
50 Hours Coaching preparation
50 Hours reflective practice