SE767-7-SP-CO:
Developing High-Performance Coach Education
2023/24
Sport, Rehabilitation and Exercise Sciences (School of)
Colchester Campus
Spring
Postgraduate: Level 7
Current
Monday 15 January 2024
Friday 22 March 2024
15
07 October 2022
Requisites for this module
(none)
(none)
(none)
(none)
(none)
MSC C60712 Coaching Science,
MSC C60724 Coaching Science
Since the 1980s governments around the world have been interested in improving high performance sporting outcomes. The desire to win Olympic medals has led to the development of state sanctioned coach education programs in Canada, Australia and the United Kingdom to govern coaches and coaching.
In this module we will critically explore the history of sports coach education and how contemporary research and theories in both education and coaching science can be used by coaching leaders to improve athlete outcomes related to both performance, and health and welfare. Coaches are often required to manage the development of others and novice coaches within their employment, thus this module prepare students to respectfully work with other professionals and to incorporate educational research to improve coaching and athlete outcomes.
The first aim of this module is to provide an understanding of educational theory in relation to the history of coaching development. The second aim of this module is to explore how educational research can be used by graduates to improve the education and development of other professionals they manage as a coach.
On successful completion of this module, the student will be able to:
1. Develop an understanding of the history of coach education, around the world and in Great Brittan.
2. Apply concepts from the adult learning and sociology of education literature to think critically about standard approaches to coach education.
3. Demonstrate an understanding of contemporary adult learning theories and how these could be used to enhance high-performance coaching education.
4. Discuss how policy and practice within sporting environments can be changed to improve performance outcomes without compromising on the health and welfare of athletes.
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).
10 x 2 hour lecture/seminar sessions
3 x 2 hour drop in sessions
Formative assessment
Quizzes and reflection activities will be provided on Moodle as the term progresses
-
Knowles, Z.
et al. (2006) ‘Reflecting on reflection: exploring the practice of sports coaching graduates’,
Reflective Practice, 7(2), pp. 163–179. Available at:
https://doi.org/10.1080/14623940600688423.
-
Cronin, C.J. and Lowes, J. (2016) ‘Embedding experiential learning in HE sport coaching courses: An action research study’,
Journal of Hospitality, Leisure, Sport & Tourism Education, 18, pp. 1–8. Available at:
https://doi.org/10.1016/j.jhlste.2016.02.001.
-
Ferkins, L. (2002) ‘Sporting best practice: An industry view of work placements’,
Asia-Pacific Journal of Cooperative Education, 3(2), pp. 29–34. Available at:
https://www.ijwil.org/.
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 Review of Coach Education Program |
|
75% |
| Practical |
Online Group Presentation |
|
25% |
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)
Yes
Yes
Yes
Prof Paul Potrac
Northumbria University
Professor
Available via Moodle
Of 20 hours, 20 (100%) hours available to students:
0 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s), module, or event type.
Disclaimer: The University makes every effort to ensure that this information on its Module Directory is accurate and up-to-date. Exceptionally it can
be necessary to make changes, for example to programmes, modules, facilities or fees. Examples of such reasons might include a change of law or regulatory requirements,
industrial action, lack of demand, departure of key personnel, change in government policy, or withdrawal/reduction of funding. Changes to modules may for example consist
of variations to the content and method of delivery or assessment of modules and other services, to discontinue modules and other services and to merge or combine modules.
The University will endeavour to keep such changes to a minimum, and will also keep students informed appropriately by updating our programme specifications and module directory.
The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.