Department of Education, Unit Catalogue 2010/11 |
ED10143: Introduction to pedagogy of coaching |
 Credits:
| 6 |
| Level:
| Certificate |
| Period: | This unit is available in... |
| Semester 1 |
| Assessment:
| CW 50%, PR 50% |
| Supplementary Assessment: | Like-for-like reassessment (where allowed by programme regulations) |
| Requisites:
| |
| Description:
| Aims: To study the pedagogical skills necessary to develop a learning framework that provides opportunities for appropriate coach-athlete interactions designed to expedite skill performance. To acquire both theoretical and practical skills in order: (a) to promote effective social interaction drawing on different types of subject knowledge; (b) to employ appropriate teaching styles in the delivery of effective coaching sessions. Learning Outcomes: To develop the following: * Ability to plan for coaching * Ability to evaluate coaching effectiveness * Ability to improve technical performance in a particular sport * Ability to utilise different types of subject knowledge. Skills: Comprehensive and scholarly written communication (e.g. essays) T/F/A Concise, time-bound and effective written communication (e.g. briefings / exams) A Effective oral communication (e.g. practical demonstration) T/F/A Ability to select, summarise and synthesis written information from multiple sources. T/F/A Ability to apply theory into practice. T/F/A Ability to select and use appropriate ideas to produce a coherent response to a pre-set question. T/F/A Ability to produce work to agreed specifications and deadlines. A Ability to work independently, without close supervision of guidance. A Content: Planning for coaching: * Creation of a learning framework through specification of aims/objective, assessment, evaluation * Coach as a more capable other; nature of the coach-athlete relationship Improving technical performance in a particular sport: * Principles of skill analysis; practices & planned feedback; communicating with athletes * Group organisation and presentation skills; modifying coaching sessions for beginners, children, individuals and groups. Subject knowledge development: * Recognition of role of generic and specific types of coaching knowledge; distinction between subject matter knowledge and subject pedagogic knowledge (i.e. subject knowledge for teaching). |