SE767-7-AU-CO:
Developing Effective Coach Education programmes
2024/25
Sport, Rehabilitation and Exercise Sciences (School of)
Colchester Campus
Autumn
Postgraduate: Level 7
Current
Thursday 03 October 2024
Friday 13 December 2024
15
09 May 2024
Requisites for this module
(none)
(none)
(none)
(none)
(none)
MSC C60712 Sport Coaching Practice,
MSC C60724 Sport Coaching Practice
The development of effective coach education programmes is vital precursor to the development of a high-quality coaching workforce (Callary & Gearity, 2020). However, the construction and delivery of these programmes is problematic in terms of financial, practical and time constraints. Consequently, there is no ‘one size fits all’ approach. National Governing Bodies, each with varying resources, are tasked with educating their coaches. This
presents challenges in terms of 1) the different level and background of coaches (i.e., those who wish to take formal coach education courses), 2) the contextual specificity (i.e., the unique characteristics of the coaching environment) and, 3) the how best to deliver the content of the courses.
Therefore, this module aims to unpack the historical and theoretical underpinnings of coach education approaches. Following this, we will critically examine how these psycho-social-pedagogical theories can be embedded within coach education programmes. Finally, coaches are often required to manage the development of others coaches within their employment, thus this module aims to prepare students to respectfully work with other professionals to incorporate educational research to improve coaching and athlete outcomes.
The aims of this module are:
- To provide an understanding of coaching-educational theories, how they have been used and the existing coach-education landscape.
- To explore how educational research can be used by graduates to improve the education and development of other professionals they manage as a coach.
- To encourage students to consider how they might intervene and help other coaches to develop.
By the end of this module, students will be expected to be able to:
- 1. Develop an understanding of the history of coach education, real-world constraints impacting on the development and management of programmes and modern landscape coach education landscape.
- Apply concepts from the andragogy, psychology and sociology (of education) literature to think critically about approaches to coach education.
- Demonstrate an understanding of contemporary adult learning theories and how these could be effectively implemented to enhance high-performance coaching education.
- To examine how, in the role of a coach developer, interventions can be made to aid practising coaches.
Indicative content:
- Introduction to coach education
- Why did governments get involved in coach education (and who educated coaches before them)
- Sociology of Sport Coaching and critiques of coach education
- Pierre Bourdieu and Coach education
- Peter Jarvis' Lifelong learning theory
- What do expert teachers (coaches) do
- Sport coach as educator
- Critical evaluation of coach education programs
- How to embed reflection into your (and those who you manage) practice(s).
This module will be delivered via:
- Ten 2-hour lecture/seminar sessions
- Three 2-hour drop in sessions
This module does not appear to have a published bibliography for this year.
Assessment items, weightings and deadlines
| Coursework / exam |
Description |
Deadline |
Coursework weighting |
Additional coursework information
Formative assessment
Quizzes and reflection activities will be provided on Moodle as the term progresses
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 Simon Quick, email: s.quick@essex.ac.uk.
Dr Simon Quick
s.quick@essex.ac.uk)
No
No
Yes
Prof Paul Potrac
Northumbria University
Professor
Available via Moodle
No lecture recording information available for this module.
* Please note: due to differing publication schedules, items marked with an asterisk (*) base their information upon the previous academic year.
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