Module Directory

This module focuses on developing students’ knowledge of learning theories, pedagogical approaches and reflective practice that are central to effective sports coaching. By exploring the theoretical aspects of learning and how these can be applied in coaching sessions, students will critically examine how to ensure that sessions are structures and managed to best facilitate learning for athletes. Within this module, reflection is fundamental to allow students to reflect ‘in action’ (i.e., adapting and responding during coaching sessions) and ‘on action’. (Shön, 1985). Through engagement with key educational theories from pedagogy and psychology within the context of sports coaching research, students will learn to make informed decisions about their coaching strategies. Practical activities, including the planning and delivery of sessions and participation in group feedback, will provide opportunities to apply theory, experiment with pedagogical models, and refine reflective skills, fostering a thoughtful and evidence-based approach to coaching practice.

The aims of this module are:

• To provide students with a critical understanding of key learning theories and pedagogical models, including Teaching Games for Understanding and Problem-Based Learning, and evaluate how these approaches can be applied to enhance athlete learning and engagement in sports coaching.


• To enable students to reflect both ‘in action’ and ‘on action’ by integrating theoretical knowledge with practical coaching experiences, enabling continuous personal and professional development as a reflective sports coaching practitioner.

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

1. Explain key learning theories and pedagogical approaches relevant to sports coaching practice.


2. Identify and examine how different learning theories and pedagogical models can be integrated into and inform practical coaching sessions to enhance athlete learning and engagement.


3. Apply and analyse reflective practice techniques, including reflection ‘in’ and ‘on’ action, to assess and improve personal coaching strategies.


4. Evaluate the effectiveness of selected pedagogical approaches and reflective practices in sports coaching, drawing on theoretical frameworks, contemporary research, and personal coaching experiences.

Indicative Syllabus:

• Overview of key learning theories relevant to sports coaching (e.g., constructivism, social learning theory, behavourism).


• Introduction to linear pedagogical models.


• Introduction to non-linear pedagogical models.


• Application of pedagogical models to practical coaching sessions.


• Designing and modifying games to suit diverse learning needs and abilities.


• Strategies for fostering critical thinking, problem-solving, and decision-making in athletes.


• Techniques for reflection ‘in’ and ‘on’ action: theory and practice (informed by Shön, 1985).


• Using questioning and feedback to stimulate athlete reflection and learning.


• Integrating contemporary research and evidence into coaching practice (i.e., what works for who, and why).


• Planning, delivering, and evaluating practical coaching sessions using innovative pedagogical approaches.

This module will be delivered via:

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

All learning resources will be provided in advance of scheduled sessions. A wide variety of materials, including academic texts, videos, podcasts, and applied examples, will support different learning preferences and encourage critical engagement with key coaching and pedagogical theories. Students are expected to complete the required readings and review core materials before each session. This preparation is essential for meaningful participation in discussions, group tasks, and practical coaching activities.

All taught sessions, apart from practical workshops, will be recorded and accessible through Listen Again. Learning materials and activities are designed to reflect the diversity of learners and promote inclusive, evidence-informed coaching practices. The module encourages reflective and research-informed practice. Students will explore pedagogical strategies and develop their ability to plan, deliver, and evaluate coaching sessions. Emphasis will be placed on using feedback, questioning, and reflection to enhance athlete learning and support personal coaching development.