Department of Education, Unit Catalogue 2007/08 |
ED10143 Planning & practice |
| Credits: 6 |
| Level: Certificate |
| Semester: 1 |
| Assessment: CW 50%, PR 50% |
| Requisites: |
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Aims: To study the pedagogical skills necessary to develop a learning framework that provides opportunities for assessment of performance and evaluation of coaching effectiveness. 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: The following key skills are either taught (T) and/or facilitated (F) and/or assessed (A) in this unit: * 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 or guidance (A) Content: Planning for coaching: * Creation of a learning framework through specification of aims/objective, assessment, evaluation * The coaching process, importance, creating a session plan, safety, organisational factors, knowing your participants, supervision, organisation and control. Improving technical performance in a particular sport: * Learning stages, skill development and acquisition. Differences between ability, technique and skill. Implications for coaching. Ability to implement effective coaching: * Teaching styles, social constructionism (social interaction between individuals), motivating participants, principles of goal setting, feedback. 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). |