Run by School of Human and Behavioural Sciences

10.000 Credits or 5.000 ECTS Credits

Semester 1

Organiser: Dr Gavin Lawrence

The module adopts a problem based learning approach in order to 'unfog' the often misty answers to the question of 'how to develop expertise?' Theory will focus on cognitive processing and skill acquisition principles and will reflect the critical issues identified within the literature. This will then be applied to a sport of the students choice in order to provide practical solutions to the question of 'how to accelerate expertise and deliver effective coaching?

The course is delivered by a Talent Development scientist that works with leading sports organisations (e.g., UK Sport, The England and Wales Cricket Board). Broadly speaking, the module will introduce students to an often overlooked body of literature within the performance domain. That is, students will gain first-hand experience of how motor control and learning can be applied to the sporting domain to ensure effective sports strategies and movement efficiency are achieved during the performance arena. In addition, literature surrounding skill acquisition will be proposed that will directly aid understanding of how one can effectively manipulate the practice and performance environments such that learning and expertise attainment is accelerated.

excellent

Excellent (A- to A*) • deep knowledge and understanding of research in effective coaching and has an excellent capacity to address and formulate suitable theoretically driven interventions.

A*: Very in-depth understanding of the theories used to explain the scenario. The demonstration of this understanding includes a detailed explanation and critical analysis of the research that has supported (or otherwise) these theories. The referencing of this research will be extensive and exclusively from primary sources. The proposed intervention will be based upon a very sound and very clear theoretical rationale, with supporting evidence where possible. The description of the intervention will be very detailed and very clear. The writing style will be clear and precise, with hardly any errors. A+: In-depth understanding of the theories used to explain the scenario. The demonstration of this understanding includes a detailed explanation and critical analysis of the research that has supported (or otherwise) these theories. The referencing of this research will be extensive and largely from primary sources. The proposed intervention will be based upon a sound and clear theoretical rationale, with supporting evidence where possible. The description of the intervention will be detailed and clear. The writing style will be clear and precise, with very few errors.

A: In-depth understanding of the theories used to explain the scenario. The demonstration of this understanding includes a detailed explanation and critical analysis of the research that has supported (or otherwise) these theories. The referencing of this research will be fairly extensive and largely from primary sources. The proposed intervention will be based upon a largely sound and clear theoretical rationale, with supporting evidence where possible. The description of the intervention will be detailed and mostly clear. The writing style will be clear and precise, with very few errors.

A-: Reasonably in-depth understanding of the theories used to explain the scenario. The demonstration of this understanding includes a fairly detailed explanation and critical analysis of the research that has supported (or otherwise) these theories. The referencing of this research will be fairly extensive and largely from primary sources. The proposed intervention will be based upon a largely sound and clear theoretical rationale, with supporting evidence where possible. The description of the intervention will be fairly detailed and mostly clear. The writing style will be fairly clear and precise, with only a few errors.

good

Good (B- to B+) • good knowledge and understanding of research principles in effective coaching, showing good capacity to address and formulate applied interventions.

B+: Sound understanding of most of the theories used to explain the scenario. The demonstration of this understanding includes some detailed explanation and critical analysis of the research that has supported (or otherwise) these theories. The referencing of this research will be good and draw on primary sources for the most part. The proposed intervention will be based upon a fairly sound and clear theoretical rationale, with supporting evidence where possible. The description of the intervention will be fairly clear albeit lacking in some detail. The writing style will be fairly clear and precise, with a few errors.

B: Fairly sound understanding of the theories used to explain the scenario. The demonstration of this understanding includes fairly sound explanation and critical analysis of the research that has supported (or otherwise) these theories. The referencing of this research will be fairly good and draw on many primary sources. The proposed intervention will be based upon a largely sound and clear theoretical rationale, with some supporting evidence. The description of the intervention will be reasonably clear for the most part. The writing style will be fairly clear and precise, with some errors and imprecision.

B-: Some sound understanding of the theories used to explain the scenario. The demonstration of this understanding includes some sound explanation and critical analysis of the research that has supported (or otherwise) these theories. The referencing of this research will be largely appropriate and draw on some primary sources. The proposed intervention will be based upon a fairly clear theoretical rationale, with some supporting evidence. The description of the intervention will be clear in some places and somewhat unclear in others. The writing style will be reasonably clear, with some errors, imprecision, and verbosity.

threshold

Threshold (C-) • reasonable grasp of research principles in effective coaching and an understanding in applying theoretically driven interventions for different performers in different situations.

C+: Some sound understanding of most of the theories used to explain the scenario. The demonstration of this understanding includes some fairly sound explanation and critical analysis of the research that has supported (or otherwise) these theories. The referencing of this research will be good in places. The proposed intervention will be based upon a somewhat sound and clear theoretical rationale with perhaps an inconsistency. Supporting evidence will be made fairly clear. The description of the intervention will be clear in places and less clear in others; some detail will be missing. The writing style will be fairly clear, with some imprecision and some errors.

C: Some sound understanding of many of the theories used to explain the scenario. The demonstration of this understanding includes some fairly sound explanation and critical analysis of the research that has supported (or otherwise) these theories with some inconsistency and/or errors. The referencing of this research will be fairly good in places. The proposed intervention will be based upon a somewhat sound and clear theoretical rationale with perhaps some inconsistency and/or errors. Supporting evidence will be made fairly clear with some redundancy or imprecision. The description of the intervention will be clear in places and less clear in others; some detail will be missing and the rationale may be tenuous in places. The writing style will be fairly clear, with some imprecision and some errors.

C-: Some reasonably sound understanding of the theories used to explain the scenario. The demonstration of this understanding includes some reasonably sound explanation and critical analysis of the research that has supported (or otherwise) these theories with some inconsistency and/or some errors. The referencing of this research will be fairly good in places with perhaps some reliance on a secondary source. The proposed intervention will be based upon a somewhat sound and clear theoretical rationale with some inconsistency and/or errors. Supporting evidence will be made fairly clear with some redundancy or imprecision. The description of the intervention will be clear in places and less clear in others; some detail will be missing and the rationale will be somewhat be tenuous in places. The writing style will be fairly clear, with some imprecision and errors.

1. Explain and critically evaluate principles of best practice

2. Recognise, through the findings of empirical research, the principles of best practice and potential threats to effective coaching

3. Recommend appropriate applied implications based on theoretical rationale; from both a sports strategy and skill acquisition approach

4. Critically review the research literature within the defined area

Type	Name	Description	Weight
ESSAY	Effective Coaching essay	Based on the principles discussed in class and recommended readings, students will be required to devise a coaching essay/plan aimed towards improving perceptual-motor skills in a particular sport. Students are free to choose the sport, the goal of the coaching sessions, skill level, the actual skills to be practiced, number of sessions and students, etc. The plan should demonstrate a comprehensive understanding of how skill acquisition factors such as movement programming, attention, practice organisation, feedback and instruction, attentional focus, observational learning, physical assistance relate to skill level and task complexity.	100.00

		Hours
Private study	Reading time, preparing and taking assessments	84
Lecture	Lectures will consist of 4 x 4 hour sessions Each session will be divided into traditional (lecture) teaching and small group work Individual reflection and questioning Seminar style discussion	16

• Literacy - Proficiency in reading and writing through a variety of media
• Numeracy - Proficiency in using numbers at appropriate levels of accuracy
• Computer Literacy - Proficiency in using a varied range of computer software
• Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
• Exploring - Able to investigate, research and consider alternatives
• Information retrieval - Able to access different and multiple sources of information
• Inter-personal - Able to question, actively listen, examine given answers and interact sentistevely with others
• Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
• Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
• Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
• Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others

• research and assess paradigms, theories, principles, concepts and factual information, and apply such skills in explaining and solving problems
• critically assess and evaluate data and evidence in the context of research methodologies and data sources
• describe, synthesise, interpret, analyse and evaluate information and data relevant to a professional or vocational context
• plan, design, execute and communicate a sustained piece of independent intellectual work, which provides evidence of critical engagement with, and interpretation of, appropriate data
• apply knowledge to the solution of familiar and unfamiliar problems
• develop a sustained reasoned argument, perhaps challenging previously held assumptions
• demonstrate effective written and/or oral communication and presentation skills
• work effectively independently and with others
• take and demonstrate responsibility for their own learning and continuing personal and professional development
• self-appraise and reflect on practice
• plan and design practical activities using appropriate techniques and procedures whilst demonstrating high levels of relevant skills
• demonstrate evidence of competence in the scientific methods of enquiry, and interpretation and analysis of relevant data and statistical outputs.
• develop transferable skills of relevance to careers outside of sport, health and exercise sciences.
• communicate succinctly at a level appropriate to different audiences.
• develop justifiable and/or evidence-based interventions

Talis Reading list

http://readinglists.bangor.ac.uk/modules/jxh-4022.html

Compulsory in courses:

• C6AE: MRes Sport and Exercise Sciences year 1 (MRES/SPES)
• B6AN: MSc Sport and Exercise Psychology year 1 (MSC/SPEXPSY)

Optional in courses:

• C603: BSc Sports Science - intercalated year 3 (BSC/SPSC)
• C6AD: MRes Sport and Exercise Psychology year 1 (MRES/SPEPS)
• B6AF: MSc Applied Sports Science year 1 (MSC/ASPS)
• C612: MSci Adventure Sport Science year 4 (MSCI/ASS)
• C608: MSci Sport, Health and Exercise Sciences year 4 (MSCI/SHS)
• C607: MSci Sport Science year 4 (MSCI/SS)
• C613: MSci Sport Science with International Experience year 5 (MSCI/SSIE)
• C609: MSci Sport Science (Outdoor Activities) year 4 (MSCI/SSOA)