SE333-6-AP-KS:
Applying Pedagogical Principles in Sport Coaching
2024/25
Sport, Rehabilitation and Exercise Sciences (School of)
Kaplan Singapore
Autumn & Spring
Undergraduate: Level 6
Current
Thursday 03 October 2024
Friday 21 March 2025
30
25 July 2024
Requisites for this module
(none)
(none)
(none)
(none)
(none)
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)
The module aims to examine the process in which children and young people can be supported to learn sport specific skills, whilst also providing a basis for the types of personal, social and health benefits sports participation can provide.
As part of the module, students develop their understanding of the learning needs of a range of athletes and the pedagogical understanding coaches require in order to effectively meet the needs of their athletes.
Further, students will work in small groups to examine the influence of context, internal and external assets in sport and how each can be utilised in order to develop and transfer broader psychosocial skills beyond sport.
The module also discusses approaches to design, deliver, and evaluate such programmes, which is an essential skill for coaches more broadly. Students will also demonstrate self-directed and informal learning by delivering coaching workshops, discussing good practice, and creating coaching resources with peers beyond their immediate year group.
The aims of this module are:
- To develop a deeper understanding of sport as a learning and teaching environment.
- To develop a basic understanding of learning theories, PYD principles, and to explore the process of developing, implementing, and evaluating training programmes.
This will include:
- Theories of learning (e.g., Bruner, Vygotsky, Erikson, Piaget)
- Approaches to teaching (PBL, Teaching Games for Understanding etc.)
- Competitive Engineering
- Contextual issues in creating an effective PYD programme
- The role of external assets (e.g., parents in sport, friends and peers, team mates, coaches)
- Understanding the influence of personal factors and individual differences (e.g., commitment to learning, pro-social attitudes and behaviours, planning and decision making, self-regulatory efficacy, self-esteem and positive identity).
- Designing, delivering, and evaluating a coaching programme.
By the end of this module, students will be expected to be able to:
- Demonstrate a general understanding of the key factors to consider when designing an intervention around psychosocial competencies.
- Demonstrate an understanding of how to evaluate the effectiveness of training programmes and similar interventions.
- Demonstrate a general understanding of key pedagogical theories.
- Demonstrate an ability to critically reflect on your own practice.
No additional information available.
This module will be delivered via:
- Seminars: 7 x 2 hour
- Seminars will introduce key topics around pedagogy, competitive engineering PYD, and developing training programmes for psychosocial competency development.
- Practical Sessions: 4 x 2 hours and 8 x 3 hours
- Practical sessions take on three components: (1) staff demonstrations, (2) student demonstrations, and (3) programme delivery.
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.
Online:
Seminar/lecture materials and resources for the independent study tasks will appear on the SE333 Moodle pages.
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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.
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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.
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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.
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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.
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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.
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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/.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Jones, R. (2006) ‘Dilemmas, Maintaining "Face,” and Paranoia’,
Qualitative Inquiry, 12(5), pp. 1012–1021. Available at:
https://doi.org/10.1177/1077800406288614.
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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.
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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.
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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.
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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% |
Additional coursework information
This module is assessed by 100% by coursework.
Coaching Observation (80%): In groups of three, you will be required to design and deliver a coaching programme consisting of three interlinked 30-minute coaching sessions. Your group will also be required to warm up, cool down, brief and debrief your players. Each student within the group will be assessed on their leadership of one of the three 30-minute session. If appropriate, group mates may assist each other (I.e., team teaching) during their respective sessions. Coaches will be asked to reflect upon their session and programme in week 24.
Group assignment (20%): Development of an educational video to introduce your coaching programme – Either a 5-min explainer video, or a 1000-word handbook or webpage.
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
Reassessment
Module supervisor and teaching staff
Dr John Mills, email: john.mills@essex.ac.uk.
Dr John Mills, Dr Ben Jones, Dr Edward Hope
john.mills@essex.ac.uk
Ext: 2128
Room: ESA.3.11
No
No
No
No external examiner information available for this module.
Available via Moodle
No lecture recording information available for this module.
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