Postgraduate Course: Diagnostic Analysis of Coaching Practice (SPRT11010)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| 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 | In performance sporting environments, whether practice or competition, it is difficult for coaches to observe and remember all the key events occurring within a training session or event. Analysis based on accurate observation and recall is a key tool for improving future performance and when interpreted through objective criteria makes coaching effectiveness more achievable.
Students must have access to a coaching environment to participate in this course |
| Course description |
Empowerment, Motivational Climate, Constructivist learning
Leadership, Virtue Theory, Social Exchange
Methods of coaching analysis: observational, narrative
Coach as part of a team, accessing relevant & appropriate knowledge, integration and practical application
Reflective process, reflective models, applications to sport coaching
In performance sporting environments, whether practice or competition, it is difficult for coaches to observe and remember all the key events occurring within a training session or event. Analysis based on accurate observation and recall is a key tool for improving future performance and when interpreted through objective criteria makes coaching effectiveness more achievable.
In preparation for analysis, students need to gather information through research and professional opinion, think critically about actions, cues and common errors. During the observation phase, information needs to be systematically gathered. The evaluation and diagnosis requires application of theory, critical review and feedback.
Students must have access to a coaching environment to participate in this course
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | Regular access to a networked computer is required. |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
|
| Academic year 2022/23, Available to all students (SV1)
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Quota: 0 |
| Course Start |
Flexible |
| Course Start Date |
08/08/2022 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
196 )
|
| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| Feedback |
Total Hours: 200 ( Seminar/Tutorial Hours 4, Online Activities 30, Feedback/Feedforward Hours 10, Formative Assessment Hours 10, Programme Level Learning and Teaching Hours 8, Directed Learning and Independent Learning Hours 138) |
| No Exam Information |
Learning Outcomes
1. Critically review theoretical knowledge of pedagogy, role theory,learning theory, information processing and motivational theory applied in practical contexts
2. Evaluate, exemplify and justify potential improvements to personal practice and athlete performance through the application of sport science, technology and the use of support staff
3. Provide critical synthesis of the impacts and challenges surrounding reflective tools within sport coaching
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Reading List
Ames, C. (1992). Achievement goals, motivational climate, and motivational processes. In G. C. Roberts (Ed.) Motivation in sport and exercise (pp 161-176). Champaign, IL: Human Kinetics.
Blau, P. (1986). Exchange and power in social life. Edison N.J: Transaction Publishers.
Bolton, G (2010) Reflective Practice, Writing and Professional Development (3rd edition), SAGE publications, California. ISBN 1-84860-212-X.
Cassidy, T., Jones, R.L., & Potrac, P. (2009) 2nd Ed. Understanding sports coaching: The social, cultural and pedagogical foundations of coaching practice. London: Routledge.
Cushion, C., Armour, K.M., & Jones, R.L. (2003). Coach education and continuing professional development: Experience and learning to coach. Quest, 55, 215-230.
Dewey, J. (1933) How We Think. A restatement of the relation of reflective thinking to the educative process (Revised edition.), Boston: D. C. Heath. ISBN 0-486-29895-7.
Edwin P., & Hollander, E. P (1992). The Essential Interdependence of Leadership and Followership. Current Directions in Psychological Science, Vol. 1 (2), 71-75.
Harvey, S, Cushion, C, Wegis, H, & Massa-Gonzalez, A. (2010), Teaching Games for Understanding in American High-School Soccer: A Quantitative Data Analysis Using the Game Performance Assessment Instrument, Physical Education And Sport Pedagogy, 15, 1, pp. 29-54
Hughes & Franks (2004) Notational Analysis of Sport: Systems for Better Coaching and Performance in Sport
Jones, R.L. (Ed.) (2006). The sports coach as educator: Re-conceptualising sports coaching. London: Routledge.
Jones,R., Morgan, K. & Harris, K. (2012)Developing coaching pedagogy: seeking a better integration of theory and practice, Sport, Education and Society, 17, 3,
Kolb, Alice Y.; Kolb, David A. (2005). Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education, Academy of Management Learning & Education 4 (2): 193¿212.
Martindale, R, & Nash, C. (2013), Sport science relevance and application: Perceptions of UK coaches, Journal Of Sports Sciences, 31(8):807-19.
Nelson, L., Potrac, P., & Groom, R. (in press, 2013). Doing research in sports coaching. London: Routledge.
Potrac, P., Gilbert, W., & Denison, J. (2013). The Routledge handbook of sports coaching. London: Routledge.
Schön, D. (1983) The Reflective Practitioner, How Professionals Think In Action, Basic Books. ISBN 0-465-06878-2
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Additional Information
| Graduate Attributes and Skills |
Critical analysis, Reflection, Oral and written communication skills, Access research materials |
| Special Arrangements |
The course is delivered entirely online, with no on-campus class sessions |
| Keywords | Pedagogy,role theory,learning theory,information processing,motivational theory,systematic beh |
Contacts
| Course organiser | Dr Christine Nash
Tel: (0131 6)51 6581
Email: |
Course secretary | Ms Shannon Payne
Tel: (0131 6)51 1196
Email: |
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