Written assignment (3000 words) worth 50% of the module grade. Students produce a self-reflective narrative on their use and understanding of reflection within their coaching practice, discussing in light of relevant research. This assessment covers learning outcomes 1, 2, & 5.

Individual presentation (20 minutes) worth 50% of the module grade. Students provide a critical evaluation of the use of reflective practice within coach education, giving recommendations for future delivery within a chosen National Governing Body. This assessment covers learning outcomes 3, 4, & 5.

Additional Assessment Details (include formative feedback / assessment):
Opportunities for formative feedback will be provided, although there will be no formal submission requirements.

Scheduled Learning and Teaching Hours will amount to 4 hours.

In addition students will follow a twelve week guided study programme and access support material via Blackboard. Students will be required to access additional support material independently. Core required tasks will amount to an average of 8 hours of engagement per week, representing a total of 96 activity engagement hours for these tasks.

Each activity will commence with tutor developed introductory material using a range of formats including multimedia appropriate to the topic area. This material will then be followed by a series of weekly tasks that will deliver the learning outcomes of the activity. These tasks will be carried out
individually or as part of a small group. The assessments set within the module will allow students to demonstrate understanding and critical analysis skills via content and task related activities drawn from within the above module topic areas

The number of independent study hours is 296, representing a combination of engagement with core required tasks (96 hours), further additional reading, optional tasks and specific preparation for the module assignments (200 hours).

- Ghaye, T. (2010). Teaching and Learning through Reflective Practice: A Practical Guide for Positive Action. 2nd edition. Oxon: Routledge.

- Knowles, Z., Gilbourne, D., Cropley, B.,& Dugdill, L. (2014). Reflective Practice in the Sport and Exercise Sciences: Contemporary Issues. Oxon: Routledge.

- Cassidy, T., Jones, R., & Potrac, P. (2009). Understanding Sports Coaching: The Social, Cultural and Pedagogical Foundations of Coaching Practice. 2nd edition. Oxon: Routledge.

Access to an appropriately specified PC, with accompanying Word, PowerPoint, Adobe, Skype and Voicethread software.

Students will be required to purchase an electronic resource pack containing a series of overviews, research articles and position statements related to reflective practice and sports coaching. Students will require full access to the following journals: Reflective Practice, Physical Education & Sports Pedagogy, Sport, Education & Society, International Journal of Sport Science & Coaching, and Sports Coaching Review.

This module aims to develop a critical understanding of reflective practice within sports coaching. A range of contemporary topics within reflective practice will be discussed and applied to coaching practice and coach education. Current topical areas of interest to be investigated will include:
- Different approaches, processes and models of reflective practice
- The role of reflective practice can play in professional development through, experiential
learning, development of new knowledge and modification of existing practice
- The role of the mentor in developing reflective coaching
- Communities of practice
- The use of video and other technology in reflection
- Written reflections / reflective journals
- Problem-based learning to develop reflective practitioners
- Recent developments in coach education

In order for this module to be studied students would normally be required to be current active coaches when undertaking this module.

This module aims to develop a critical understanding of reflective practice within sports coaching. A range of contemporary topics within reflective practice will be discussed and applied to coaching practice and coach education. Current topical areas of interest to be investigated will include:
- Different approaches, processes and models of reflective practice
- The role of reflective practice can play in professional development through, experiential learning, development of new knowledge and modification of existing practice
- The role of the mentor in developing reflective coaching
- Communities of practice
- The use of video and other technology in reflection
- Written reflections / reflective journals
- Problem-based learning to develop reflective practitioners
- Recent developments in coach education