Module Details

Module Code: PRTC C2801
Module Title: Coach Education and Practice 1
Title: Coach Education and Practice 1
Module Level:: 6
Credits:: 5
Module Coordinator: Myles Kelly
Module Author:: Myles Kelly
Domains:  
Module Description: The aim of this module is for the learner to explore pedagogical knowledge, skills and principles underpinning effective coaching pedagogy and practice. Identify and demonstrate a critical understanding of key learning theories and model based approaches to learning in coaching pedagogy practice.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Construct a philosophy for effective coaching pedagogy and practice and critically evaluate key components of learning within a coaching pedagogy and practice context
LO2 Examine advanced pedagogical coaching practice where high quality learning outcomes are achieved within a coaching and pedagogy context, across a range of activities.
LO3 Manage participants in small groups; communicate in small group discussion and evaluation; demonstrate an ability to observe and evaluate.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is recommended before enrolment in this module.
No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Additional Requisite Information
No Co Requisites listed
 
Indicative Content
Components of Learning within Coaching Pedagogy and Practice:
Designing and managing the learning environment/experience; questioning to generate dialogue and thinking; provide opportunities for formulating, testing and evaluating solutions; develop a supportive environment.
Advanced Pedagogical Coaching Practice:
Identify and examine advanced pedagogical coaching practice approaches; learner-centred pedagogy, learning-centred pedagogy; game based pedagogy.
Practical applications of different pedagogical coaching strategies:
Planning and delivering practical coaching sessions to a specific group of participants. Designing a programme of coaching practice illustrating suitable progression. Theoretical and practical exploration of a pedagogical model.
Key Skills:
Manage participants in small groups and communicate in group discussion and evaluation; demonstrate an ability to observe and evaluate; manage self-learning by setting and meeting targets; develop an understanding of how to construct a reasoned discussion; apply critical thinking to evaluate observed practice in reflection of pedagogical theories.
Module Content & Assessment
Assessment Breakdown%
Continuous Assessment60.00%
Practical40.00%

Assessments

Full Time

Continuous Assessment
Assessment Type Portfolio % of Total Mark 60
Timing n/a Learning Outcomes 1,2,3
Non-marked No
Assessment Description
Coaching portfolio (minimum 2,000 words) comprises of a coaching philosophy statement, coaching session plans, session delivery descriptions and session review pieces for coaching sessions delivered for individual sports.
No Project
Practical
Assessment Type Practical/Skills Evaluation % of Total Mark 40
Timing n/a Learning Outcomes 2,3
Non-marked No
Assessment Description
Group Task – Group Presentation
No End of Module Formal Examination

SETU Carlow Campus reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Workload Category Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact No Description Every Week 2.00 2
Practicals Contact No Description Every Week 1.00 1
Independent Learning Non Contact No Description Every Week 6.00 6
Total Weekly Contact Hours 3.00
 
Module Resources
Recommended Book Resources
  • Nash, C.. (2015), Practical Sports Coaching, Routledge.
  • Rainer Martens. (2012), Successful Coaching, Human Kinetics Publishers, p.443, [ISBN: 1450400515].
Recommended Article/Paper Resources
  • Pill, S.. (2013), Using Appreciative Inquiry to explore Australian football coaches’ experience with game sense coaching, Sport, Education and Society,
    http://dx.doi.org/10.1080/13573322.2013. 831343
  • Harvey, S., Cushion, C. & Massa-Gonzalez, A. N.. (2010), Learning a new method: Teaching Games for Understanding in the coaches’ eyes, Physical Education and Sport Pedagogy, 15, p.361.
Other Resources
Discussion Note: