The central aim of the module is for learners to be equipped with an advanced range of coaching skills and knowledge relevant to the coaching of different populations.
Teaching will include development of higher order coaching and thinking skills. For example, effective use of questioning, critical reflection, development of emotional intelligence for use in coaching, planning for Long Term Athlete Development of the athlete, advanced differentiation techniques within coaching, analysis of performance to inform coaching practice and advanced planning and the tactical analysis of a range of sports.

Assessment 1
Conduct a coaching session (30 min) with a team, group of athletes or athlete that you are currently coaching. This is followed by a 10 minute professional discussion between coach and assessor to establish to what extent the learning outcomes had been achieved from the session. Weighted at 40% of the module assessment grade, assessing learning outcomes 1 and 2.

Assessment 2

Develop a coach practitioner development action plan. This will be a portfolio document that will initially include details of the coach’s background and a skills audit of current coaching capabilities. From a list of 10 key coaching attributes the student will select their weakest 3 and develop a critical analysis of why the chosen skill is important. Then develop an implementation plan to improve those weaknesses and identify key performance indicators to monitor improvement
Weighted at 60% of the module assessment grade, assessing learning outcomes 3 and 4 (4000 words). Final assessment.

Each element of assessment must be submitted.

Additional Assessment Details (include formative feedback / assessment):

Formative feedback will be received throughout the module tasks and within practical and seminar based activities. Students will complete peer and self-assessment on coaching sessions delivered to peers in preparation for assessed activities. Module leader will offer feedback and areas for improvement.

All elements of assessment, including any reflective work, must be supported by references to appropriate literature and referenced according to appropriate academic conventions within APA style.

Contact hours:

20 hours lectures
30 hours practical sessions

Specify the number of Guided Independent Study Hours attributed to each type of activity (eg reading / assessment preparation). Total hours should equate to Guided Independent Study Hours identified on page 1 of this form.

Independent Study Hours:

75 hrs background reading,
75 hrs assessment planning and coaching planning
100 hrs assessment writing and coaching plan preparation /reflections

Cassidy, T., Jones, R. & Potrac, P. (2015) Understanding sports coaching: The social, cultural and pedagogical foundations of coaching practice, 3rd Ed, Routledge, Oxford.

Kidman, L., & Hanrahan, S. (2011). The coaching process: A practical guide to becoming an effective sports coach (3rd ed.). Abingdon: Routledge (ISBN: 0-415-57054-1).

Light, R. (2012). Game sense. London: Routledge.

- Sundry sports coaching equipment (balls bibs etc)
- Astroturf, sportshall etc.
- Cones (Disk/Flat)
- Tactics Boards
- iPads/iMovie
- iPhone & Headphones
- Interactive White Board
- Computers

1. Design, deliver and critically reflect upon a coaching session aimed at a targeted population to achieve a specified set of learning outcomes.
Analysis
Problem Solving
Communication
Application

2. Critically evaluate the effectiveness of the advanced coach in reflecting effectively on delivering coaching sessions to a particular skilled, targeted individual or group.
Knowledge and Understanding
Reflection

3. Demonstrate the ability to design strategic development plans to critically evaluate your strengths & weaknesses as a coach.
Knowledge and Understanding
Problem Solving
Reflection

4. Demonstrate critical self-awareness, planning and reflection skills to effectively manage your ongoing development as a sports coaching professional.
Analysis
Problem Solving