Using a recommended session plan template, a written session plan (maximum of two pages) accompanied with an audio recorded narrative which explains your rationale for why the session has been planned in such a way is required to be submitted in advance of the delivery of a scheduled practical coaching session. This session plan and the audio recording narrative needs to demonstrate how the pedagogical principles introduced in the module have been used to inform the session design. A 15-minute segment of the planned session will then be individually delivered in a practical context to demonstrate your ability to implement a theoretically informed session.

Assessment 1 – Coaching Practical Plan – LO1&2
Assessment 2 – Coaching Practical Delivery – LO3

This module offers a mixture of approaches where students can participate in tutor-led practical activities that offer examples of how sessions can be theoretically informed. Students can then have the opportunity to support tutors in the delivery of sessions as they are introduced to the nuances of theoretically informed sessions whilst also having opportunities to work with other students in the independent planning and delivery of practical activities. These practical activities will supplement lectures and additional independent-learning study offered via the module’s virtual learning environments.

1. Demonstrate knowledge of the coaching process and skill development strategies through the planning and organisation of a practical coaching session.
Knowledge and understanding
Learning

2. Explain the rationale for the planned design of a coaching session with explanation of how the session is theoretically informed.
Knowledge and understanding
Analysis
Communication

3. Practically demonstrate an ability to develop participants’ abilities by applying relevant sports coaching principles and strategies to practice.
Application
Learning
Problem Solving

Access to Blackboard and/or Microsoft Teams
Appropriately and adequately equipped lecture theatre
Appropriately and adequately stocked library facilities
Coaching practical equipment
Sports hall and Astro turf facilities
Camera and microphones

Bell, B. (2020). Introduction to the constraints-led approach. Application in football. Academic Press.
Breed, R., & Spittle, M. (2020). Developing games sense in physical education and sport. Human Kinetics.

Having a strong foundation for how coaching and teaching sessions are theoretically informed and designed in physical activity and sports performance settings is now an expectation for graduates entering the professional workforce of sports coaching and teaching. Therefore, an understanding of pedagogical principles can better inform coaches and teachers on how to plan, structure, organise, communicate, and differentiate in practical activities for the benefit of their learners. This module advances understanding on some of the underpinning pedagogical theory coaches and teachers can draw on and introduces several strategies that can be implemented to make practical activities ever more purposeful and effective.

The topics covered in this module will relate to pedagogical theories and strategies used in the planning and delivery of practical sports coaching and physical education settings. Students will be introduced to the merits of theories but will also consider some of the limitations and difficulties when attempting to apply the theory into practice in order to be better prepared for the rigours of working in professional educational environments.