Introduction to Coaching

The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 5 study.

The aims of this module are:

1. develop students’ understanding of principles of coaching pedagogy
2. explore key features of roles and responsibilities of a coach and familiarise students with legal frameworks relating to equality, diversity and safeguarding of children
3. develop students’ skills of planning, conducting and evaluating coaching practice.
4. enhance students’ practical coaching experience
5. to provide opportunities for students to be reflective on coaching experience and enable students to apply coaching theory to their professional development through reflection and to trace their learning journey.
6. to develop students ability to critically analyse the coaching process.

In relation to the QAA Framework for Higher Education Qualifications and the SEEC level descriptors for level 5 study, by the end of the module students should be able to:

1. demonstrate understanding of generic coaching theory.
2. demonstrate knowledge of legal frameworks relating to equality, diversity and safeguarding of children as well as through roles and responsibilities of a coach
3. deliver and evaluate effective coaching practices
4. apply coaching theory to their professional development through critical reflection concerning  their learning journey
5. demonstrate appropriate application of coaching theory in a range of coaching scenarios. 

Indicative content to include:

Introduction to assessment requirements and procedures

Introduction to coaching theory:

• Philosophy and principles of coaching,
• Planning and Organisation,
• Observation, Analysis and Evaluation,
• Coaching styles,
• Safety, Risk Assessment, and Legislation,
• Coaching Children,
• Child Protection,
• LTAD & Developmental factors,
• Development of skill and techniques to improve performance,
• Working with teams
• Disability coaching
• Application of sport psychology
• Use of video to improve performance.

*Risk assessment is covered in detail at the start of the module and relates to the principles and policies of the University of Brighton, a review of the NGB policies and procedures and AfPE's Safe Practice in Physical Education and School Sport (2008). Safe practice is then applied and reinforced throughout the course of the module and students are instructed to follow all principles and polices in non-contact time.

Contact time:

• Staff led lectures
• Trainee led presentations
• Practical coaching tasks and demonstrations
• Practical activity workshops

Non-contact time:

• assessment preparation,
• lecture reading / directed reading
• lecture preparation
• practical lecture preparation
•  preparation for compilation of an evidence file 

Books:

Cassidy, T., Jones, R.L., Potrac, P. (2008). Understanding Sports Coaching: The Social, Cultural and Pedagogical Foundations of Coaching Practice (2^nd edition). London: Routledge.

Denison, J. (2007). Coaching Knowledge: Understanding the Dynamics of Sport Performance.  A & C Black: London.

Jones, R.L. (2006). The Sports Coach as Educator: Re-conceptualising Sports Coaching. London: Routledge.

Jones, R.L., Armour, K. and Potrac, P. (2004). Sports Coaching Cultures: From Practice to Theory.  London: Routledge.

Jones, R.L., Hughes, M. and Kingston, K. (2008). An Introduction to Sports Coaching – From Science and Theory to Practice.  London: Routledge.

Lyle, J. (2002). Sports Coaching Concepts: A Framework for Coaches’ Behaviour. London: Routledge

McMorris, T. and Hale, T. (2006). Coaching Science: Theory into Practice. Chichester: Wiley 

Miles, A. (2004). Coaching Practice. Leeds: Sports Coach UK. 

Electronic sources:

Sports Coach UK www.sportscoachuk.org (accessed July 2010).