SE333-6-AP-CO:
Contemporary Issues and Perspectives in the Sport Pedagogy Landscape

The details
2024/25
Sport, Rehabilitation and Exercise Sciences (School of)
Colchester Campus
Autumn & Spring
Undergraduate: Level 6
Current
Thursday 03 October 2024
Friday 21 March 2025
30
09 August 2024

 

Requisites for this module
(none)
(none)
(none)
(none)

 

(none)

Key module for

BSC C607 Sports Performance and Coaching,
BSC C607JS Sports Performance and Coaching,
BSC C607NS Sports Performance and Coaching,
BSC C608 Sports Performance and Coaching (Including Year Abroad),
BSC C609 Sports Performance and Coaching (Including Placement Year),
BSC C614 Sports Performance and Coaching (Including Foundation Year)

Module description

The module aims to examine a range of contemporary issues that exist in sport pedagogy and the contemporary sporting landscape.


Students are expected to develop their understanding of a range of psycho-social-pedagogical approaches that are used within the sporting literature. These ways of viewing sport, or lenses, are intended to highlight different perspectives. In turn, these alternative ways of looking at the world are intended to give students a set of skills that they can then use to inform their coaching practice.

Module aims

The aims of this module are to:



  • Develop a deeper understanding of theories that inform sport pedagogy and practice.

  • Provide students with the opportunity to develop an understanding of contemporary issues within the modern, real and at times, problematic, world of sport organisations.

Module learning outcomes

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



  1. Identify and explain in detail the different theoretical (psycho-social-pedagogical) lenses used to view sport coaching.

  2. Summarise the essential aspects of the sporting landscape in which a chosen profession is situated.

  3. Analyse the issues with planning in sport

  4. Appraise the issues surrounding CPD/Coach education 

Module information

In addition, the module attends to the real-world issues within sport and covers how a range of organisations are situated and interact. Aspects such as NGBs, NGOs and policy are covered to examine how and why sport is delivered in particular ways. The module draws to a close by examining how best to plan over a series of weeks before exploring how we, as practitioners, can continue to ensure that learning take place as we develop and gain more experience.

Learning and teaching methods

This module will be delivered via:

  • One 1-hour lecture each week.
  • One 1-hour seminar each week.

The module will employ a range of teaching and learning methods including lectures and seminars. The format of this module will be a lecture followed by a seminar. 

Independent: 

Students are expected to undertake directed and independent reading of key textbooks, journal articles, and other materials to support their learning and help prepare assignments. Case studies and associated problem-based learning activities will also be provided on the virtual learning environment to facilitate discussions around key topics in the social psychology of sport and exercise.

Seminar/lecture materials and resources for the independent study tasks will appear on the SE333 Moodle pages.

Bibliography

  • Lyle, J. and Cushion, C. (2017) Sport coaching concepts: a framework for coaching practice. Second edition. London: Routledge. Available at: https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=4741317.
  • Harvey, S., Lyle, J.W.B. and Muir, B. (2015) ‘Naturalistic Decision Making in High Performance Team Sport Coaching’, International Sport Coaching Journal, 2(2), pp. 152–168. Available at: https://doi.org/10.1123/iscj.2014-0118.
  • Roberts, S.J. (2011) ‘Teaching Games for Understanding: the difficulties and challenges experienced by participation cricket coaches’, Physical Education & Sport Pedagogy, 16(1), pp. 33–48. Available at: https://doi.org/10.1080/17408980903273824.
  • Harvey, S., Cushion, C.J. and Massa-Gonzalez, A.N. (2010) ‘Learning a new method: Teaching Games for Understanding in the coaches’ eyes’, Physical Education & Sport Pedagogy, 15(4), pp. 361–382. Available at: https://doi.org/10.1080/17408980903535818.
  • Spaaij, R., Oxford, S. and Jeanes, R. (2016) ‘Transforming communities through sport? critical pedagogy and sport for development’, Sport, Education and Society, 21(4), pp. 570–587. Available at: https://doi.org/10.1080/13573322.2015.1082127.
  • Cushion, C. and Lyle, J. (no date) ‘Conceptualising Sport-Coaching: Some Key Questions and Issues.’, Coaching-Praxisfelder: Forschung und Praxis im Dialog [Preprint]. Edited by R. Wegener, M. Loebbert, and A. Fritze. Available at: https://eprints.leedsbeckett.ac.uk/id/eprint/4263/.
  • Quick, S. and Lyle, J. (2024) ‘An In Situ Exploration of Practicing Rugby Coaches’ Cognitions, Higher Psychological Functions, and Actions Using Think Aloud Protocol’, Journal of Teaching in Physical Education, pp. 1–10. Available at: https://doi.org/10.1123/jtpe.2022-0285.
  • Light, R.L., Harvey, S. and Mouchet, A. (2014) ‘Improving “at-action” decision-making in team sports through a holistic coaching approach’, Sport, Education and Society, 19(3), pp. 258–275. Available at: https://doi.org/10.1080/13573322.2012.665803.
  • Jones, R.L. and Turner, P. (2006) ‘Teaching coaches to coach holistically: can Problem-Based Learning (PBL) help?’, Physical Education & Sport Pedagogy, 11(2), pp. 181–202. Available at: https://doi.org/10.1080/17408980600708429.
  • North, J. (2013) ‘Philosophical Underpinnings of Coaching Practice Research’, Quest, 65(3), pp. 278–299. Available at: https://doi.org/10.1080/00336297.2013.773524.
  • Wiltshire, G. (2018) ‘A case for critical realism in the pursuit of interdisciplinarity and impact’, Qualitative Research in Sport, Exercise and Health, 10(5), pp. 525–542. Available at: https://doi.org/10.1080/2159676X.2018.1467482.
  • Potrac, P. and Jones, R. (2009) ‘Power, Conflict, and Cooperation: Toward a Micropolitics of Coaching’, Quest, 61(2), pp. 223–236. Available at: https://doi.org/10.1080/00336297.2009.10483612.
  • Potrac, P. and Jones, Robyn.L. (2009) ‘Micropolitical Workings in Semi-Professional Football’, Sociology of Sport Journal, 26(4), pp. 557–577. Available at: https://doi.org/10.1123/ssj.26.4.557.
  • Hall, E.T. et al. (2024) ‘Understanding workplace collaboration in professional rugby coaching: a dramaturgical analysis’, Qualitative Research in Sport, Exercise and Health, 16(4), pp. 352–367. Available at: https://doi.org/10.1080/2159676X.2024.2304736.
  • Jones, R. (2006) ‘Dilemmas, Maintaining "Face,” and Paranoia’, Qualitative Inquiry, 12(5), pp. 1012–1021. Available at: https://doi.org/10.1177/1077800406288614.
  • Hall, E.T. et al. (2021) ‘Doing hybrid management work in elite sport: the case of a head coach in top-level rugby union’, Sport Management Review, 24(2), pp. 271–296. Available at: https://doi.org/10.1080/14413523.2021.1880690.
  • Nelson, L. et al. (2013) ‘Thinking, Feeling, Acting: The Case of a Semi-Professional Soccer Coach’, Sociology of Sport Journal, 30(4), pp. 467–486. Available at: https://doi.org/10.1123/ssj.30.4.467.
  • Gould, D. (2019) ‘The Current Youth Sport Landscape: Identifying Critical Research Issues’, Kinesiology Review, 8(3), pp. 150–161. Available at: https://doi.org/10.1123/kr.2019-0034.
  • Williams, A.M. and Hodges, N.J. (2005) ‘Practice, instruction and skill acquisition in soccer: Challenging tradition’, Journal of Sports Sciences, 23(6), pp. 637–650. Available at: https://doi.org/10.1080/02640410400021328.
The above list is indicative of the essential reading for the course.
The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students.
Further reading can be obtained from this module's reading list.

Assessment items, weightings and deadlines

Coursework / exam Description Deadline Coursework weighting
Coursework   Critical Essay  13/12/2024  40% 
Coursework   Presentation   14/03/2025  60% 

Exam format definitions

  • Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
  • In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
  • In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
  • In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary, for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.

Your department will provide further guidance before your exams.

Overall assessment

Coursework Exam
100% 0%

Reassessment

Coursework Exam
100% 0%
Module supervisor and teaching staff
Dr Simon Quick, email: s.quick@essex.ac.uk.
Dr Ben Jones, Dr Simon Quick
SRES Office, email: sres (Non essex users should add @essex.ac.uk to create the full email address)

 

Availability
No
No
No

External examiner

Prof Paul Potrac
Northumbria University
Professor
Dr Charlie Corsby
Cardiff Metropolitan University
Senior Lecturer in Sport Coaching
Resources
Available via Moodle
Of 53 hours, 44 (83%) hours available to students:
9 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s), module, or event type.

 

Further information
Sport, Rehabilitation and Exercise Sciences (School of)

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