(MSc) Master of Science
Sport Coaching Practice
Current
University of Essex
University of Essex
Sport, Rehabilitation and Exercise Sciences (School of)
Colchester Campus
Masters
Part-time
MSC C60724
10/05/2023
Details
Professional accreditation
None
Admission criteria
A degree with an overall 2.2 in a subject relevant to Sport Coaching or Sport Science, including Sport and Exercise Science, Sport and Exercise Physiology, Sports Coaching, Sports Development, Physical Education, Recreation and Leisure Studies.
you must have a satisfactory enhanced Disclosure and Barring Service (DBS) check (child and adult workforce, including child barred list). The DBS check is organised by the University. Please contact our DBS team if you have any questions relating to this.
A satisfactory Overseas Criminal Record Check/Local Police Certificate is also required, inn addition to the DBS Check, where you have lived outside of the UK in the last 5 years for 6 months or more.
IELTS (International English Language Testing System) code
If English is not your first language, we require IELTS 6.5 overall with a minimum component score of 5.5
If you do not meet our IELTS requirements then you may be able to complete a pre-sessional English pathway that enables you to start your course without retaking IELTS.
Course qualifiers
A course qualifier is a bracketed addition to your course title to denote a specialisation or pathway that you have achieved via the completion of specific modules during your course. The
specific module requirements for each qualifier title are noted below. Eligibility for any selected qualifier will be determined by the department and confirmed by the final year Board of
Examiners. If the required modules are not successfully completed, your course title will remain as described above without any bracketed addition. Selection of a course qualifier is
optional and student can register preferences or opt-out via Online Module Enrolment (eNROL).
None
Rules of assessment
Rules of assessment are the rules, principles and frameworks which the University uses to calculate your course progression and final results.
Additional notes
None
External examiners
Prof Paul Potrac
Professor
Northumbria University
External Examiners provide an independent overview of our courses, offering their expertise and help towards our continual improvement of course content, teaching, learning, and assessment.
External Examiners are normally academics from other higher education institutions, but may be from the industry, business or the profession as appropriate for the course.
They comment on how well courses align with national standards, and on how well the teaching, learning and assessment methods allow students to develop and demonstrate the relevant knowledge and skills needed to achieve their awards.
External Examiners who are responsible for awards are key members of Boards of Examiners. These boards make decisions about student progression within their course and about whether students can receive their final award.
Programme aims
- Provide students with theoretical knowledge and understanding of key topics in coaching science, coaching practice, pedagogy and youth development.
- Develop analytical and reflective skills that are relevant to a critical understanding of issues in coaching science and pedagogy.
- Develop students’ knowledge, understanding and skills relating to the application of theoretical and practical principles in coaching science.
- Enhance students’ knowledge of research methods and analytical procedures in coaching science.
- Enable students to plan and conduct a research program in coaching science, pedagogy and/or applied practice.
- Equip students with the knowledge, skills and experience to progress on to further study and/or professional training in coaching science, pedagogy and or applied practice.
- Develop a range of transferable skills such as communication, numeracy, IT use, problem solving, working with others, self-evaluation, self-improvement and autonomous learning, in the context of coaching science.
Learning outcomes and learning, teaching and assessment methods
On successful completion of the programme a graduate should demonstrate knowledge and skills as follows:
A: Knowledge and understanding
A1: Pedagogy of Coaching: A broad overview of the practical and theoretical elements of Coaching Science. Explore the broad spectrum of areas that underpin both coaching practise and development.
A2: Psychological skills: A knowledge of psychological factors underpinning coaching behaviour and applied practice.
A3: Research Methods: An understanding of appropriate practical and scientific methods and approaches, including observation and experimentation, and techniques used in their analysis.
A4: Advanced Understanding: An advanced understanding of how to integrate knowledge of coaching science from the theoretical to the practical and applied
A5: Research Area: A comprehensive, systematic knowledge and understanding of a selected research area
A6: Personal Development: Using methods and a range of approaches for the development and formatting of an ongoing personal development portfolio.
Learning methods
A range of teaching and learning methods will be employed to enhance students’ knowledge and understanding. Seminars/lectures/practical and placements will be the principal methods of delivery of A1-A6. These sessions will comprise a blend of lecturer-led delivery, student-led presentations, discussions of research articles and case-studies, and role play/problem based learning scenarios. To reflect the applied nature of the discipline, practicals and applied ‘real world delivery’ sessions will provide students with a knowledge of skills and techniques relevant to research and applied practice. Across all modules, a range of online resources will be provided via the virtual learning environment (moodle) and students will be supported to undertake relevant reading and associated activities. In class activities and the virtual learning environment will faciltate group discussions and peer learning. The completion of a research project will underpin A5, contribute to A1-A4 dependent on the project topic.
The range of teaching and learning methods will support students who learn / engage with material in a variety of formats i.e. audio, visual and/or kinasthetically.
Assessment methods
A range of methods will be utilised to assess students’ knowledge and understanding. These include written assessments such as literature reviews, research proposals and reports, analysis of youth athletic development, intervention proposals, and the research project. These will be completed by oral presentations, practical assessments, personal develoment portfolio’s and the production of skill acquistions resources such as workshops.
Exams: A3, A4, A5
Research proposal: A3, A5
Research report: A3, A56
Analysis of current practice: A1, A2, A4, A6
Intervention proposal: A1-A4
Research project: A1-A6, but especially A3 and A5.
Oral presentations: A1, A2, A4, A6
Literature review: A1, A5
Portfolio: A1, A4, A6
Workshops: A1, A2, A4
The University of Essex ensures that appropriate arrangements are in place to ensure equality of opportunity for all students. Use of formative assessment in all modules also allows students opportunity for formative feedback prior to summative assessment. The delivery and assessment for each module takes into account the needs of all students and arrangements for students with special educational needs can be met.
B: Intellectual and cognitive skills
B1: Critical thinking, evaluation & synthesis: Synthesise and evaluate evidence, arguments and ideas from both primary and secondary sources in a self-directed manner.
B2: Research Methodology Analysis: Select, apply, and evaluate appropriate research methodologies and analytical procedures.
B3: Critical Evaluation of Coaching Science & Practice: Critically evaluate current research in the areas of coaching science, pedagogy and coaching practice.
B4: Evaluate Developmental Need: Evaluate developmental needs of the participants with whom you work in order to individualise practice.
B5: Apply Knowledge: Apply theoretical and practical knowledge to real world settings.
Learning methods
Seminars/lectures across all modules will contribute to B1 and B3. B2 will primarily be developed in the Research Methods and Research Project modules through the use of seminars, computer laboratories, and tutorial support. Across the programme, taught sessions will be complemented by online resources and through the completion of tasks and assessments to help achieve B1-B5.
The diverse range of teaching/learning environments including; lecture, discussional, practical and working within local schools and placement providers enables students to experience learning and teaching in a range of settings.
Assessment methods
A range of methods will be utilised to assess student’s intellectual and cognitive skills. Assessment is provided in many formats in which to provide a range of opportunities for students to excel.
Research Proposal:B1-B3
Research Project:B1, B2, B3, B5
Report: B2,B4
Oral Presentation:B3-B5
Critical Review:B1-B3
Portfolio: B3-B4
C: Practical skills
C1: Coaching Craft and Field Skills: Use a wide range of interpersonal, practical and problem solving skills that are required for a career in coaching.
C2: Use Software: Able to use appropriate software packages for data collection, presentation, statistical analysis, etc.
C3: Design Interventions: Able to design appropriate investigations, bearing in mind technical, logistical, safety and ethical limitations.
C4: Monitoring, Evaluation & Feedback: Develop processes for evaluation of own coaching performance. Assess areas of coaching strengths and weaknesses and provide feedback effectively verbally, in writing and/or using information technology.
C5: Evaluate Ethical Issues: Critically evaluate ethical issues in research, practical scenarios and applied coaching environments.
C6: Reflection: Apply appropriate reflection processes on learner experiences to promote effective coaching practice
Learning methods
C2 and C3 will primarily be developed in the Further Research Methods and Research Project modules, along with the Skill Acquistion, and Coach Education modules. C1 will particularly developed in practical, seminar and placements which will provide opportunties to learn and develop a range of relevant skills in a supervised and supportive environment. C2 will be developed in computer laboratories and tutorial support. C3 will primarily be developed in the Skill Acquistion module, alongside the Coach Education and Youth Athletic Development module. Specifically, the use of seminars, problem based learning, and role play scenarios will enable students to develop evidence-based interventions and associated resources. C4 will be primarily be developed in the seminars delivered on the Coaching Practice Placement and Coaching Masterclasses modules. C5 and C6 will primarily be taught in the seminars and associated discussion tasks on the Further Research Methods and Coaching Practice Placements, Coach Education and Disability Sport and Society modules.
Across the programme, taught sessions (lectures, seminars, practicals and placements) will be complemented by online resources and through the completion of tasks and assessments to help achieve C1-C6.
Assessment methods
A range of methods will be utilised to assess students’ practical and professional skills. Assessment is provided in many formats in which to provide a range of opportunities for students to excel.
Research proposal: C2, C3, C5
Research project: C2, C3, C5
Oral presentations: C1, C4, C6
Literature review: C4-C6
Professional Portfolio: C1-C4-C6
Worshop: C1-C6
D: Key skills
D1: Communicate clearly and concisely in written and oral form.
D2: Proficient in various word-processing, spreadsheet, presentation, web browsing and email packages, and able to use appropriate online databases.
D3: Apply appropriate quantitative and qualitative methods to collect and analyse data.
D4: Able to explore, analyse and find effective solutions for problems involving reasonably complex information.
D5: Work effectively as part of a team to collect data and/or to produce reports and presentations.
D6: Study independently, set realistic targets and plan work and time to meet targets within deadlines and evaluate and reflect on own performance.
Learning methods
Seminars/lectures across all modules will contribute to D1, D2, D4 and D6. D3 will primarily be developed through the use of seminars, computer laboratories, and tutorial support. In SE738 Research Methods, students will learn qualitative and quantitative research designs and analytical techniques, and these will be applied to tackle specific issues in other modules including the Research Project, Disability Sport and Coach Education. D5 will primarily be developed in the group assignments and interactive tasks on Research Methods, and Skill Acquistion modules. D6 will primarily be developed in the Research Project and Coaching Practice Placement module with support from a allocated supervisor, along with ongoing support from a personal tutor across the programme. All taught sessions (lectures, seminars, practicals and placements) across the programme will be complemented by online resources and through the completion of tasks and assessments to help achieve D1-D6.
The diverse range of teaching/learning environments including; lecture, discussional, practical and working within local schools and placement providers enables students to experience learning and teaching in a range of settings.
Assessment methods
A range of methods will be utilised to assess students’ key skills. Assessment is provided in many formats in which to provide a range of opportunities for students to excel.
Research proposal: D1-D4, D6
Research project: D1-D6
Research Report: D1-D3, D6
Oral presentations: D1-D6
Literature review: D1, D2, D4, D6
Professional Portfolio: D1, D2, D4-D6
Worshop: D1, D2, D4-D6