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 40% (2000 words)
Assessment 2; will require the learner to plan, deliver a body of coaching sessions and reflect upon the work in the context of adaptation and the promotion of inclusion.
LO4/5 30% practical and 30% Blog

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.

- The major objectives of sport. Introduction to the sport industry; Types of provision within; the private, voluntary and public sectors.
- Sport¿s Development continuum; Foundation, participation, performance, elite goals. The distinction between participation and performance for coaches
- Understand barriers to participation such as social, cultural historical and educational barriers.
- Coaching philosophy; why philosophy, developing philosophy, self-awareness, self-esteem, self-disclosure, the three selves. Creating a positive learning climate.
- Differences in coaches practice, characteristics of a coaching philosophy and content analysis in sporting contexts
- A humanistic approach to coaching, aggregated coaching behaviours; self-discipline, adherence, behaviour and quality of effort.
- Coaching ethically, expectations of coaching behaviour, ethical behaviour, coaching code of ethics. Problematizing ethics: moving towards virtues-based conduct, personalising coaches¿ ethical behaviour. Managing risk and organising groups.
- Traditional approach; overemphasis on technical skill/direct instruction/mindless drills, boredom, the importance of differentiation.
- Coaching the games way approach, holistic approach, shaping play, focusing play, enhancing play. Teaching technical and tactical skills through the games approach.
- Understanding sports skills, technical/tactical/ physical/mental skills, communication, making decisions character. Making the games approach work. Understanding and demonstrating the methods of observation and analysis.
- The vision of inclusion. Strategies to promote inclusion. Adapting rules and games. Constraining the coaching environment. Practical coaching/problem-solving. Managing group behaviour.

Taught sessions: 72 hours
Taught sessions: 42 hours
Practical Delivery: 30 hours

Independent Study: 228 hours
Research 84 Hours
Planning and reflecting upon sessions 144 hours

- Moodle VLE
- Classroom with SMARTboard and projector
- Sports facilities - including fitness centre

Book lists and reference resources will be located in module handbooks and updated annually (amendments confirmed at the Annual Planning Event).
Cassidy, T, Jones, R, Potrac, P. (2009) Understanding Sports Coaching. 2nd Edition. Routledge, London United Kingdom.
Jones, R. Armour, K. Potrac. P. (2005) Sports Coaching Cultures From Theory to Practice. Routledge, London United Kingdom.
Lyle, J. Cushon (2010) Sports Coaching Professionalisation and practice. Elsivier, Ltd Oxford United Kingdom.
Martens, R.(2004) Successful Coaching. Human Kinetics, Leeds United Kingdom.
Stafford, I.(2011) Coaching Children in Sport, Routledge, London United Kingdom.