Overview

The course is delivered by a UKCC Level 4 Coach. Broadly speaking, the course is divided into three parts, namely, ‘instructions and demonstrations', 'delivering feedback' and ‘optimising practice environments’. In the opening section, we will address issues related to delivering instructions and providing effective demonstrations. In the second part, delivering feedback, we will discuss considerations for how and when the frequency, timing, and detail of corrective feedback should be provided. In the final section, optimising practice environments, aspects surrounding variability, challenge, pressure, and multiple skill learning will be addressed. All of these sections have implications for how information and practice should be structured and organised to bring about effective learning and expertise development. Considerations regarding how task difficulty and expertise level impact on the effective development of expertise will be a central theme to all three sections.

The course is divided into three parts, namely, ‘instructions and demonstrations, ‘optimising practice environments’, and ‘delivering feedback’. In the opening section, we will address issues related to delivering instructions and providing effective demonstrations. In the second part, optimising practice environments, aspects surrounding variability, challenge, pressure, and multiple skill learning will be addressed. In the final section, delivering feedback, we will discuss considerations for how and when the frequency, timing, and detail of corrective feedback should be provided. All of these sections have implications for how information and practice should be structured and organised to bring about effective learning and expertise development. Considerations regarding how task difficulty and expertise level impact on the effective development of expertise will be a central theme to all three sections.

Assessment Strategy

-threshold -(D) students should be able to demonstrate an adequate or basic understanding of the underlying theories of any 2 of the following; the delivery of instruction, structuring the practice environment and the delivery of feedback whilst revealing how some of this might be used to inform practice. They will be able to demonstrate to an adequate level how at least one of the above factors can be manipulated to affect learning and show an understanding of how some of the issues/topics discussed are inter-related. There may also be occasional inaccuracies and irrelevant content.

-good -(B) students should be able to present an in-depth very good discussion of the underlying theories and current research related to any 2 of the following; the delivery of instruction, structuring the practice environment and the delivery of feedback. They will be able to use their understanding to demonstrate how any 2 of these factors can be effectively manipulated to inform good practice, whilst explaining how the issues/topics are inter-related and dependent on task factors and skill level.

-excellent -(A) students should be able to present an outstanding in-depth critical discussion of the underlying theories and current research related to any 2 of the following; the delivery of instruction, structuring the practice environment and the delivery of feedback. They will be able to use their deep understanding to demonstrate how theories surrounding any 2 of these topics can inform good practice, in addition to clearly explaining how the issues/topics discussed are dependent on task factors and skill level, how they are inter-related, and how they can affect the learning environment.

-another level-students should be able to present a good discussion of the underlying theories and research related to any 2 of the following; the delivery of instruction, structuring the practice environment and the delivery of feedback. They will be able to use their understanding to demonstrate how some of these factors in the learning environment can be effectively manipulated to inform good practice and provide basic explanations as to how the issues/topics discussed are inter-related.

Learning Outcomes

• Adapt your writing style appropriately based on the target audience e.g., young people, applied practitioners, the academic community

• Apply contemporary coaching literature to explain how particular coaching techniques can be used to optimise the learning environment

• Demonstrate critical thinking skills in your writing, by accounting for how task factors and individual differences can influence coaching decisions

• Demonstrate the ability to search for and identify relevant literature to support your arguments within your chosen sport or domain