Postgraduate Course: Coach Development & Mentoring (SPRT11008)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
| Course type | Online Distance Learning |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | Mentoring is an effective and powerful learning opportunity and a coach¿s own training and overall 'performance' is just as important as that of the athletes for delivering effective coaching programmes. Mentoring in sport coaching has traditionally been provided informally and through structured formal programmes. Informally mentoring is evidenced through interactions (e.g., observation and conversation) in the practical coaching context.The UKCC promotes the use of mentoring to support self-directed and work-based learning across all levels of coaching. Some sports have formalised this role at specific levels of coaching whereas others have not. It has been recognised that world class coaching is crucial to future sporting success coach learning and development will help create sustainable coaching excellence.
Students require access to a coaching environment to undertake this course. |
| Course description |
Mentoring is an effective and powerful learning opportunity commonly used in business. The training and overall 'performance' of the coach is just as important as that of the athlete and involves delivering effective coaching programmes.
Mentoring has been recognised as crucial to world class coaching as well as the development of future sporting successes. As a result the importance of coach learning and development is necessary to help create sustainable coaching excellence.
This course will introduce coaches to mentoring models, communities of practice, sources of feedback within the social milieu of the performance coaching environment.
The content of this module is based around sport coaching and performance scenarios that reflect the complex and integrative nature of coaching knowledge in real-life situations. The expectation is that students take an active part in planning, organising and conducting their own learning within a group framework. With this problem-based group work, students must review their collective knowledge, identify the knowledge they need to solve a particular issue, research and learn that knowledge and then apply it to the particular problem.
Students will require access to a coaching environment to undertake this course.
Models of mentoring, for example, Asher; Dane; Traditional Dyadic; Weaver & Challadurai
Transition pathways to high performance sport will be examined using an evidence-based approach to identify optimum strategies.
Discussion of leadership, career education programming and high performance planning
Performance management; success; career transitions; engagement; retention & turnover
Interpersonal relationships; team cohesion; team dynamics; virtue; power; micropolitics
Feedback sources; efficacy; communities of practice; networking
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | Regular access to a networked computer is required. |
Information for Visiting Students
| Pre-requisites | None |
Course Delivery Information
| Not being delivered |
Learning Outcomes
1. Evaluate models of coach development and mentoring as tools for high performance sport coaching
2. Critically appraise the current development of sport specific knowledge in a high performance setting
3. Critically examine sport coaching as an interpersonal relationship and the social context in which it operates
4. Critically appraise the sources of feedback available to high performance sport coaches
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Reading List
Cassidy, T, & Kidman, L (2010), 'Initiating a national coaching curriculum: a paradigmatic shift?', Physical Education & Sport Pedagogy, 15, 3, pp. 307-322
Cassidy, T 2010, 'Understanding the Change Process: Valuing What it is That Coaches Do', International Journal Of Sports Science & Coaching, 5, 2, pp. 143-147
Culver, D, Trudel, P, & Werthner, P (2009), 'A Sport Leader's Attempt to Foster a Coaches' Community of Practice', International Journal Of Sports Science & Coaching, 4, 3, pp. 365-383
Culver, D, & Trudel, P 2008, 'Clarifying the Concept of Communities of Practice in Sport', International Journal Of Sports Science & Coaching, 3, 1, pp. 1-10
Greenwood, D, Davids, K, & Renshaw, I (2012), 'How Elite Coaches' Experiential Knowledge Might Enhance Empirical Research on Sport Performance', International Journal Of Sports Science & Coaching, 7, 2, pp. 411-422
Hallam, P, Chou, P, Hite, J, & Hite, S (2012), 'Two Contrasting Models for Mentoring as They Affect Retention of Beginning Teachers', NASSP Bulletin, 96, 3, pp. 243-278
Hardman, A, Jones, C, & Jones, R 2010, 'Sports coaching, virtue ethics and emulation', Physical Education & Sport Pedagogy, 15, 4, pp. 345-359
Jones, R, Harris, R, & Miles, A (2009), 'Mentoring in sports coaching: a review of the literature', Physical Education & Sport Pedagogy, 14, 3, pp. 267-284
Kleinert, J, Ohlert, J, Carron, B, Eys, M, Feltz, D, Harwood, C, Linz, L, Seiler, R, & Sulprizio, M (2012), 'Group Dynamics in Sports: An Overview and Recommendations on Diagnostic and Intervention', Sport Psychologist, 26, 3, pp. 412-434
Memmert, D, Baker, J, & Bertsch, C 2010, 'Play and practice in the development of sport-specific creativity in team ball sports', High Ability Studies, 21, 1, 3-18
North, J (2010), 'Using 'Coach Developers' to Facilitate Coach Learning and Development: Qualitative Evidence from the UK', International Journal Of Sports Science & Coaching, 5, 2, pp. 239-256
Occhino, J, Mallett, C, & Rynne, S (2013), 'Dynamic social networks in high performance football coaching', Physical Education & Sport Pedagogy, 18, 1, pp. 90-102
Potrac, P, & Jones, R 2009, 'Micropolitical Workings in Semi-Professional Football', Sociology Of Sport Journal, 26, 4, pp. 557-577
Stebbings, J, Taylor, I, & Spray, C (2011), 'Antecedents of Perceived Coach Autonomy Supportive and Controlling Behaviors: Coach Psychological Need Satisfaction and Well-Being', Journal Of Sport & Exercise Psychology, 33, 2, pp. 255-272
Sullivan, P, Paquette, K, Holt, N, & Bloom, G (2012), 'The Relation of Coaching Context and Coach Education to Coaching Efficacy and Perceived Leadership Behaviors in Youth Sport', Sport Psychologist, 26, 1, pp. 122-134
Weaver, M.A., and P. Chelladurai, (1999) "A mentoring model for management in sport and physical education." Quest 51, 1 , 24-38
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Additional Information
| Graduate Attributes and Skills |
Critical analysis, Reflection, Written communication skills, Access research materials |
| Special Arrangements |
The course is delivered entirely online, with no on-campus class sessions |
| Keywords | Mentoring; Coach learning & development; Coach education; Situated learning; Communities of practice |
Contacts
| Course organiser | Mrs Amanda Martindale
Tel: (0131 6)50 9794
Email: |
Course secretary | Ms Marie Hamilton
Tel: (0131 6)51 6678
Email: |
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