SE209-5-FY-CO:
Applied Pedagogical Principles of Sports Coaching
2023/24
Sport, Rehabilitation and Exercise Sciences (School of)
Colchester Campus
Full Year
Undergraduate: Level 5
Current
Thursday 05 October 2023
Friday 28 June 2024
30
30 October 2023
Requisites for this module
(none)
(none)
(none)
(none)
(none)
BSC C607 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 assist students in developing a theoretically informed understanding of sports coaching pedagogy. It will draw on upon learning theories from pedagogy, psychology and educational studies, whilst outlining contemporary research from the sports coaching literature.
Students will explore content areas related to learning theories and their implications for coaching practice, socio-cultural influences on coaching behaviours, in addition to conceptualising the coach as a pedagogical performer. Whilst introducing students to key learning theorists and their implications for sports coaching pedagogy, students will also have the opportunity to participate in applied sports coaching practical delivered by the SE333 cohort. In doing so, students will be able to critically reflect upon their experiences and bridge the theory-practice divide.
The overall aim of this module is to provide students with a theoretically informed understanding of coaching practice by applying, testing and reflecting the theory in practice.
On successful completion of this module, the student will be expected to be able to:
- Describe a range of learning theories and understand how they inform sports coaching pedagogy and practice.
- Discuss the importance of coach behaviours and how they influence participant learning, motivation, and the coach-athlete relationship.
- Demonstrate an understanding of the opportunities and challenges associated with embedding and applying pedagogical theories in sports coaching.
- Reflect on how the academic literarture and theories that underpin sport coaching have influenced and shaped your own coaching practice throughout the module.
No additional information available.
This module is delivered by a mixture of teaching methods including lectures (18 x 1 hour) and practical coaching session (15 x 2 hours) participation in SE333 practical coaching sessions (4 x 3 hours), and independent reflective self-study (20 hours).
-
Corsby, C.L.T. and Edwards, C.N. (eds) (2021)
Exploring Research in Sports Coaching and Pedagogy. Unabridged edition. Newcastle upon Tyne: Cambridge Scholars Publishing. Available at:
https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=5726158.
-
-
Lyle, J. and Cushion, C. (2016)
Sport Coaching Concepts. 2nd New edition. London: Taylor & Francis Ltd. Available at:
https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=4741317.
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Cope, E. and Cushion, C. (2020) ‘A move towards reconceptualising direct instruction in sport coaching pedagogy’,
Impact, (10), pp. 70–73. Available at:
https://my.chartered.college/impact_article/a-move-towards-reconceptualising-direct-instruction-in-sport-coaching-pedagogy/.
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Paul Potrac and Robyn Jones (2009) ‘Power, Conflict, and Cooperation: Toward a Micropolitics of Coaching’,
Quest, 61(2), pp. 223–236. Available at:
https://doi-org.uniessexlib.idm.oclc.org/10.1080/00336297.2009.10483612.
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Light, R. and Harvey, S. (2019)
Positive Pedagogy for Sport Coaching. 2nd edition. London: Taylor & Francis Ltd. Available at:
https://doi-org.uniessexlib.idm.oclc.org/10.4324/9780429266300.
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Barba-Martín, R. A., Bores-García, D., Hortigüela-Alcalá, D., & González-Calvo, G. (
et al. (2020) ‘The application of the teaching games for understanding in physical education. Systematic review of the last six years’,
International Journal of Environmental Research and Public Health [Preprint]. Available at:
https://www.mdpi.com/712914.
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 |
Assessment 2 b) Practical Coaching Delivery |
|
20% |
| Coursework |
Assessment 1 - Critical Essay |
|
60% |
| Coursework |
Assessment 2 - a) Session Plan |
|
10% |
| Coursework |
Assessment 2 c) Reflections on Coaching Session |
|
10% |
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.
School Undergraduate Office, email: sres (Non essex users should add @essex.ac.uk to create the full email address)
Yes
No
No
Prof Paul Potrac
Northumbria University
Professor
Available via Moodle
Of 109 hours, 15 (13.8%) hours available to students:
76 hours not recorded due to service coverage or fault;
18 hours not recorded due to opt-out by lecturer(s), module, or event type.
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