Identify and describe key factors that underpin learning in order to plan and deliver coaching activities to achieve specific learning objectives.

Coaching Pedagogy 1
2015/16
Level 4, Semester 2
(20 Credits)
CRN 17406
School of Sport
Carnegie Faculty
Student Name ____________________________________________________________
Email Address ____________________________________________________________
Module Tutor

Tutor’s Email Address

Communication Protocol: module staff will reply to student questions within a reasonable time but this will normally be within office hours only. Students are advised to check this handbook and also to see if there are any online/noticeboard announcements or FAQ answers that deal with their enquiry before contacting staff.

Introduction from the Module Leader

The aim of this module is to provide students with an introduction to key theories of learning

and teaching in order to plan and deliver coaching activities to achieve specific objectives.

Module Leader Contact Details

Module leader:

Email:

Module Aims

The aim of this module is to provide students with an introduction to key theories of learning and teaching in order to plan and deliver coaching activities to achieve specific learning objectives. Students will be encouraged to consider how coaching, performed by the coach and learning, performed by the learner are connected.

Module Learning Outcomes

Learning outcome 1 draw on theories of learning and teaching in order to analyse a professional educator’s plan and delivery in specific contexts

Learning outcome 2 identify and describe key factors that underpin learning in order to plan and deliver coaching activities to achieve specific learning objectives

Learning outcome 3 draw on theories of learning and teaching in order

to describe and evaluate their own and others coaching practice from a pedagogical perspective

Module Learning Activities

Drawing on the research, theories and concepts presented in this module students will be required to:

⦁ Acknowledge and connection of theoretical knowledge and skills to future teaching and coaching practice and past learning experiences
⦁ Discuss implications of theory and practice for future learning and practice

⦁ Synthesise theoretical knowledge as applied to practical skills of planning, delivery and evaluation of coaching
⦁ Plan and deliver a session based on clear learning outcomes

⦁ Select, design, justify, and implement appropriate practice activities and coaching behaviours to facilitate the short term learning needs of participants.
⦁ Describe and evaluate individual coaching practice.

⦁ Record coaching practice using video camera and radio microphone

Graduate Attributes Developed and Assessed

Graduate Attribute Developed Assessed
Attributes Enterprise Y Y
Digital Literacy Y
Global Outlook Y Y

Communication

Information about the module will be communicated via email and MyBeckett.

Module Content

Students will be expected to engage with and read about the following research, theories and concepts:

⦁ Programme and session planning
⦁ Implementation and evaluation methods
⦁ Development of learning outcomes

⦁ Motor, cognitive, and social theories of learning
⦁ Teaching methods styles strategies
⦁ Motivational needs and behaviour management

Key Resources to Support Learning

⦁ Magill, R. A., & Anderson, D. (2014). Motor learning and control: concepts and applications. Asia: McGraw-Hill Education, 2014.

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⦁ Magill, R. A. (2007). Motor learning and control: concepts and applications. New York; London: McGraw Hill Higher Education.

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⦁ Magill, R. A. (2004). Motor learning and control: concepts and applications. Boston; London : McGraw-Hill.

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⦁ Schmidt, R. A., & Lee, T. D. (2011). Motor control and learning: a behavioral emphasis. Champaign, Ill.: Human Kinetics.

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⦁ Schmidt, R. A., & Lee, T. D. (2005). Motor control and learning: a behavioral emphasis. Champaign, Ill.: Human Kinetics.

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⦁ Schmidt, R. A., & Lee, T. D. (1999). Motor control and learning: a behavioral emphasis. Champaign, Ill.: Human Kinetics.

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⦁ Schmidt, R. A., & Wrisberg, C. A. (2008). Motor learning and performance: a situation-based learning approach. Champaign, Ill.: Human Kinetics.

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⦁ Schmidt, R. A., & Wrisberg, C. A. (2004). Motor learning and performance. Champaign, Ill.: Human Kinetics.

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⦁ Schmidt, R. A., & Wrisberg, C. A. (2000). Motor learning and performance. Champaign, Ill.: Human Kinetics.

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All disabled students requiring additional support or alternative arrangements must declare and provide evidence of their disability to the Disability Advice Team as early as possible: www.leedsbeckett.ac.uk/studenthub/disability-services.htm.

Assessment information

Assessment 1

Assessment Self- Assessment Report: Reflective Log of Re-assessment Essay
Method: Module Based Learning (50%) Method:

Word Count: 1500 words plus session plan x 2 (1a and 1b) Word Count: 3000 words

Assessment Date Formative 1: 12 Noon, Monday 7th March Re-assessment 12 noon
and Time: 2016 online only Date and Time: Monday 11th July 2016
Portfolio 1a: 12:00 Noon, Monday 4th April

2016 online only
Portfolio 1b: 12:00 Noon, Monday 2nd May
2016 online only

Feedback Online Feedback Online
Method: Method:

Feedback Date: Four weeks after hand in date Feedback Date: Four weeks after hand in date

Learning 1, 2 & 3

Outcomes

Assessed:

Assessment 1

Each week the lecture and the practical session will be based around a specific theory/ concept relating learning, teaching or pedagogy. You will be provided with two key papers each week (in mybeckett under the relevant folder).

You will be required to synthesise (i.e. summarise) each paper in your own words (500 words per paper). You will then describe how you will apply the research/ theory into your coaching (500 words). Finally you will then create a detailed session plan which shows how you have incorporated the research into your practice.

For Formative feedback you will submit the first three weeks as a portfolio (see yellow box below). For Assessment 1a you will submit three weeks’ worth of work as a portfolio (see green box below). For Assessment 1b you will submit the next three weeks’ worth of work as a portfolio (see blue box below).

Breakdown of topics for assessment 1: Coaching Portfolio

Week Topic of session

25 Deliberate coaching practice; Constructively aligning practice for learning
26 Some limits of information processing: Attention & Working memory Formative

27 Understanding the control of movement: The theory behind the practice assessment

28 What is skill learning?: Stages & Changes

29 Practice conditions: Varying & Interfering Assessment 1a

30 Practice schedule: Distributing & Partitioning

33 Demonstrating good practice: Observational learning
Assessment 1b
34 Talking the walk: The use of verbal instructions

35 Feeding back: why, what, when, how, how much, how often

Marking criteria for assessment 1: Coaching portfolio

Criteria & Weighting 100 – 70 69 – 60 59- 50 49- 40 < 40

Comprehensive synthesis which is Comprehensive synthesis is A clear description is presented. A rough description is presented. A poor description is presented.
Synthesise of key papers articulated with brevity. articulated well. Explanations are Explanations are inconsistent and Explanations are inconsistent and Explanations are inconsistent and
(30 %) Explanations are sharp, logical clear and easy to follow. Findings lack clarity in places. Findings lack clarity throughout. Findings lack clarity throughout. Findings
and well informed. Findings from from both studies are synthesised from both studies are presented from both studies are presented from both studies are presented
both studies are excellently well thus demonstrating a clear in a satisfactory manner thus poorly thus demonstrating limited poorly and in places incorrectly
synthesised thus demonstrating a understanding demonstrating some understanding. thus demonstrating limited
clear understanding understanding understanding.
Original insights are reached Some original insights are reached Some original insights are reached Limited insights are reached Limited insights are reached
Application of concepts to coaching through analysis. Evaluation of through analysis. Evaluation of through analysis. Basic evaluation through weak analysis. Poor through unsatisfactory analysis.
(40 %) own and others’ work leads to own and others’ work leads to of own and others’ work leads a evaluation of own and others’ Poor evaluation of own and
well-defended judgements. A justified judgements. A range of reasonable defence of work leads a limited defence of others’ work leads a limited
wide range of realistic realistic applications to own judgements. A few applications to judgements. A few applications to defence of judgements. No
applications to own coaching coaching practice are discussed in own coaching practice are own coaching practice are applications to own coaching
practice are discussed in detail. detail. discussed. discussed in limited detail. practice are discussed.
Session plan Objectives for the session were Objectives for the session were Objectives for the session were Objectives for the session were Objectives for the session were
(25 %) clear and appropriate. Learning clear and appropriate. Learning mainly appropriate. Learning inconsistent. Learning activities not appropriate. Learning
activities structured excellently to activities structured well to activities structured in a sound inconsistently structured thus activities extremely poorly
facilitate the participants to make enable the participants to make manner to enable the participants may hinder the participants from structured thus hindering the
progress towards the session progress towards the session to make progress towards the making progress towards the participants from making
objective. Session was sport objective. Session was sport session objective. Session was session objective. Session was progress towards the session
relevant and contained relevant and contained linked and mainly sport relevant and not-sport relevant and contained objective. Session was not-sport
innovative, linked and appropriate progressions. contained appropriate inappropriate progressions. relevant and did not contain any
appropriate progressions. progressions. progressions.
Layout and structure is Layout and structure is Layout and structure is mostly Layout and structure is Layout and structure makes
Academic writing skills appropriate, logical and clear. appropriate, logical and mostly logical and clear. Repeated sometimes logical and clear. navigation and reading difficult.
(5 %) Text is free from mistakes in clear. Occasional mistakes in mistakes in spelling, grammar and Repeated mistakes in spelling, Frequent mistakes in spelling,
spelling, grammar and syntax. spelling, grammar and syntax that syntax sometimes impair grammar and syntax often impair grammar and syntax often impair
Figures and diagrams excellent, do not affect readability. Figures readability. Figures and diagrams readability. Figures and diagrams readability. Figures and diagrams
concise and easy to understand. and diagrams clear and easy to clear and easy to understand. are unclear and hard to follow are unclear and hard to follow
understand.

Assessment 2

Assessment Method: Delivery of coaching Re-assessment Method: Presentation
session
15- 20 min session Practical

assessments (students will
be assessed on delivery of
one practical during this
period)

Assessment Date and Weeks 36 & 37 Re-assessment Date and Monday 11th July 2016
Time: Time:
Times to be confirmed

Feedback Method: Verbal and written Feedback Method: Verbal and written

Feedback Date: Immediately and then in Feedback Date: Immediately and then in
writing within two weeks of writing within two weeks
session of session

Learning Outcomes 2
Assessed:

You are required to plan a session which is underpinned by theories/ concepts covered in the lectures. You may use one of the sessions that is provided in assessment 1, or you can create a new session plan. You are to deliver your session (15 minutes) to a group of students.

Post session, you will then discuss a range of topics (rationale for specific practices, how theory underpins your session, reflections on the session etc.) with your tutor. In these discussions you are permitted to bring notes on the research to allow you to explain your answers.

Student Instructions for Submission of Coursework

This module requires you to submit your work on-line.

You MUST submit your work through the VLE using the link set up by the tutor. Receipt of your work will be recorded.

Your “Turnitin assignments” in the VLE can be set up so that you can check your assignment yourself as you submit it. This checking is done by creating an “Originality Report”. If this report shows that there are some problems with your work, such as un-cited quotations, you should be able to make corrections and re-submit the work again before the due date.

Please note: Tutors will follow up any suspected plagiarism and unfair practice found after the submission date as per University policy. Late penalties will apply as per University regulations.

Particular Instructions to Students

Please read carefully the assessment and marking criteria overleaf

Marking criteria for assessment 2: Delivery of coaching session

Student names:

Student number:

Seminar group:

Criteria

1. Session Objective(s) and management: 20 marks: Coaching session/Coaching plan

a) SMART objective(s) for the session?
b) Equipment set out appropriately prior to

session start
c) Learning environment established quickly

d) Transitions between activities were

appropriate
e) Consistency between delivery and planned

intentions
MARK_______

2. Practice structure: 20 marks: Coaching session

⦁ How was each of the learning activities structured to enable the participants to make progress towards the session objective(s)?

– How were the constraints of the tasks manipulated

(STEPs) to support the learners progress towards the

objective(s) of the session

⦁ Do the different activities relate to one another and the session objectives? If so, how?

⦁ Time on task – approximately how much time do you think the participants spent (i) physically doing stuff (related to improving performance), (ii) talking/listening (related to improving performance), and (iii) off task?

MARK_______

3. Coach behaviours: 20 marks: Coaching session Questioning

⦁ How did you use coaching behaviours before/during/after each learning activity to support the participant’s progress towards the objective(s)?

⦁ The balance and blend of behaviours (questioning, feedback, demonstration, instruction)?

MARK_______

4. Participant engagement and learning 10 marks: Coaching session/Questioning

⦁ How did the participants engagement before/during/after each learning activity support their progress towards the objectives?

MARK_______
20 marks: Justification of session based

5. Discussion with tutor

upon research

⦁ How did the student use theory to plan, deliver and evaluate their session?

⦁ Does the student show a good level of understanding of the theory and its application?

⦁ Does the student provide a range of realistic applications?

MARK_______

TOTAL MARK

Feedback

This section explains both how you will get feedback on your module work and how you are encouraged to provide feedback about the module to the module and course team.

A mid-module review will be timetabled into your module by week 27. This is an opportunity to resolve modular issues rapidly early on in the module. In addition, you will have the opportunity to feed back formally at the end of your module. These comments will be reviewed by your course team and some may be considered at your annual course enhancement meeting. Your Course Representative will attend this and take your views to this meeting for discussion.

Understanding Your Assessment Responsibilities

Mitigation and Extenuating Circumstances

If you are experiencing problems which are adversely affecting your ability to study (called ‘extenuating circumstances’), then you can apply for mitigation. You can find full details of how to apply for mitigation at: www.leedsbeckett.ac.uk/studenthub/mitigation.htm.

The University operates a fit to sit/fit to submit approach to extenuating circumstances which means students who take their assessment are declaring themselves fit to do so.

Late Submission

Without any form of extenuating circumstances, standard penalties apply for late submission of assessed work. These range from 5% to 100% of the possible total mark, depending on the number of days late. Full details (section C1.5.7) of the penalties for late submission of course work are available at www.leedsbeckett.ac.uk/public-information/academic-regulations.

Cheating, Plagiarism and Other Forms of Unfair Practice

Academic misconduct occurs when you yourself have not done the work that you submit. It may include cheating, plagiarism, self-plagiarism, collusion and other forms of unfair practice. What is and what is not permitted is clearly explained in The Little Book of Cheating, Plagiarism and Unfair Practice which is available to view at: www.leedsbeckett.ac.uk/studenthub/plagiarism.htm.

The serious consequences of plagiarism and other types of unfair practice are detailed in section C9 of the Academic Regulations at www.leedsbeckett.ac.uk/public-information/academic-regulations/.

Reassessment

1. If you have received a mark of under 40% for a module or have a non-submission for one or more components within the module you are advised to always take the re-assessment opportunity – You are taking a risk of having to repeat part or all of the year of study if you don’t.

⦁ If you have received a mark of under 30% for a module you have to take the re-assessment opportunity – You cannot progress to the next level if you have an overall module mark under 30%.

⦁ Where there is more than one component of assessment, individual grades can be lower than 30% as long as the overall module mark is at least 30% and you have submitted in each component.

⦁ If you have failed a module that runs over both semesters (sometime referred to as a long-thin) then the re-assessments will always take place in the semester 2 re-assessment period, even if the failed assessment took place in semester 1.

⦁ Re-assessment details (dates, times and assessment type) will normally be published in the module handbook or on My Beckett.

⦁ If you have to do a re-assessment of any type and your mark is lower than in the original assessment the higher mark will be counted.

⦁ If you receive mitigation for the original assessment, you will be expected to

complete the re-assessment topic not the original assessment.

8. If you are required to complete a reassessment arising out of cheating, plagiarism or unfair practice then your mark will also be capped. The level of the cap will be determined by the Unfair Practice Board. (This would apply for all types of assessment).

Re-submission of Coursework

⦁ Re-assessment details will be published in the module handbook or on My Beckett; do not assume that the assessment will be the same and that you will be re-doing the original assignment.

⦁ If you have the opportunity to do a coursework resubmission your mark will be capped at 40% – Unless you have received Mitigation for the piece of coursework.

Resubmission of Presentations, Practicals & Class Tests

1. If you have to do a practical; presentation or class test of any type information can be found in the module handbook or on My Beckett but the module leader will arrange and inform you of the assessment date, time and location.