Module Directory

This module provides an introduction to the fundamental skills and principles of sports coaching, with a strong emphasis on practical application. Students will develop core competencies in planning, delivering, and evaluating coaching sessions, while exploring essential elements such as instruction, feedback, communication, and reflection. A range of coaching theories and schools of thought will be examined to support students’ understanding of effective coaching practice. These theoretical perspectives will inform the development of a personal coaching approach, enabling students to adapt their methods to suit different participants and settings. The module lays the foundation for confident, reflective, and adaptable coaching practice across a variety of sporting environments.

The aims of this module are:

• To develop students’ foundational coaching skills through the planning, delivery, and evaluation of practical coaching sessions.


• To apply and reflect on key coaching principles such as instruction, feedback, communication, and reflection using established theoretical approaches to inform personal coaching practice.

By the end of this module, students will be expected to be able to:

1. Demonstrate an understanding of the role of coaching interventions across diverse participant groups and sporting contexts.


2. Develop and apply fundamental coaching skills, including effective instruction, feedback, communication, and reflective practice, to enhance participant learning and engagement.


3. Plan, deliver, and evaluate coaching sessions that are informed by a range of coaching theories and approaches.


4. Reflect critically on personal coaching practice to adapt and improve coaching effectiveness across different settings.

Indicative Syllabus Content

(Please note that this is not intended to be one point per week. Rather, they will be drawn upon in an interdisciplinary fashion).

• Core principles and roles of effective sports coaching.


• Key coaching skills: instruction, feedback, communication, and observation (e.g., Quick & Lyle).


• Overview of coaching theories and schools of thought relevant to practice (e.g., Quick et al., 2025).


• Planning and structuring coaching sessions for different participant groups (e.g., age stage appropriate).


• Techniques for delivering clear and constructive feedback.


• Developing communication strategies to enhance coach-athlete relationships (i.e., Jowett’s 3+1C’s model).


• Reflective practice: methods and importance for ongoing coaching development (i.e., Shön reflection in action and on action).


• Adapting coaching approaches to meet the needs of diverse participants.


• Ethical considerations and professional responsibilities in coaching (e.g., Baghurst and Quick).


• Practical coaching sessions with peer and tutor feedback.

This module will be delivered via:

• One 1-hour seminar per week
• One 2-hour practicum per week
• One 2-hour practicum per week

All learning resources will be made available before scheduled sessions. A range of materials, including academic readings, practical examples, videos, and podcasts, will support various learning styles and help students develop both theoretical understanding and applied coaching skills. Students are expected to complete weekly readings and review core materials in advance. Active participation in class discussions and coaching activities is essential for developing practical skills in instruction, communication, and feedback.

All taught sessions, with the exception of practical coaching workshops, will be recorded and accessible through Listen Again. Content and activities are designed to reflect the diversity of participant groups and the inclusive nature of effective coaching practice. The module encourages continuous professional development through reflective practice. Students will engage in peer and tutor feedback, reflective tasks, and skills-based sessions to build confidence and competence in their coaching approach.