Run by School of Human and Behavioural Sciences

10.000 Credits or 5.000 ECTS Credits

Semester 2

Organiser: Dr Stuart Beattie

The coaching dyad is often a very complex relationship. Both parties want to achieve success but often have opposing views about how to get there. This module will focus on psychological and cognitive processes of the coaching dyad. Between and within person discrepancies are highlighted as an important aspect of the coaching dyad where opposing views are often problematic and communication is key. After theory and research findings are taught to the student, the student will identify a coaching dyad who are not working effectively and propose a suitable theoretically driven intervention.

The module will extensively examine coaching dyad relationships in terms of closeness, commitment, complementarity behaviours, and co-orientated views. Between and within person discrepancies will play a very large role throughout this module. Further, for your case study it is expected that you will seek out a coaching dyad who are not working well with each other and intervene accordingly.

good

60%> Display good knowledge and understanding of research principles in effective coaching, showing good capacity to address and formulate applied interventions. Some evidence of knowledge of the research covered will be displayed.

threshold

50%> Reasonable grasp of research principles in effective coaching and an understanding in applying theoretically driven interventions for different performers in different situations. Basic evidence and principles will be applied to the case study.

excellent

70%> Provide a deep knowledge and understanding of research in effective coaching and has an excellent capacity to address and formulate suitable theoretically driven interventions. The student will display a very good and in depth use of the triangulation of methods used in formulating their intervention.

1. Develop a critical understanding of within and between person discrepancies

2. Develop a critical understanding of the research on dyadic relationships

3. Learn to interpret data and effectively deliver an intervention to address discrepancies between both parties

Type	Name	Description	Weight
CASE STUDY	Coaching Dyad Intervention	The purpose of this assessment is to provide students with an experience of applied consultancy that will help the student identify the principles of effective coaching and communication. This assessment will focus on the coaching dyadic relationship. Students are required to identify a dyad who are not working effectively as they could. Initial observations and assessment will be conducted via a triangulation of methods i.e. observation of a coaching session followed by interviews. With evidence from the observed coaching session and questionnaires, students will be required to report what the problem may be, and with particular reference to performance psychology research, what interventions may be applied to the situation in order to aid effective coaching. Students may not provide feedback to the dyad unless both parties request it	100.00

		Hours
Lecture	The 20 hrs of 'lectures' will be a mixture of live (interactive) video conferences and pre-recorded panoptos recordings	20
Private study	Reading time, preparing and taking assessments	80

• 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 sensitevely 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.
• Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
• 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
• project manage and execute practical activities using appropriate techniques and procedures whilst demonstrating high levels of relevant skills
• recognise and respond to moral, ethical, sustainability and safety issues that directly pertain to the context of study including relevant legislation and professional codes of conduct
• undertake fieldwork with continuous regard for safety and risk assessment.
• 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 knowledge of psychometric instruments
• accurately interpret case study data
• develop justifiable and/or evidence-based interventions
• develop effective learning aids

Talis Reading list

http://readinglists.bangor.ac.uk/modules/jxh-4214.html

Reading list

Sample reading List

Jowett, S. (2003). When the “honeymoon” is over: A case study of a coach athlete dyad in crisis. The Sports Psychologist, 17, 444–460.

Jowett, S. (2009). Validating coach-athlete relationship measures with the nomological network. Measurement in Physical Education and Exercise Science, 13, 34–51.

Higgins, E.T. (1987). Self-discrepancies: A theory relating self and affect. Psychological Review, 94, 319-340.

Wachsmuth S, Jowett S, Harwood C: Conflict among athletes and their coaches: what is the theory and research so far? Int. Rev. Sport Exerc. Psychol. 2017, 10:84-107.

Compulsory in courses:

• C6AT: MSc Performance Psychology year 2 (MSC/PP)
• C6AU: MSc Performance Psychology (DL - 2 year) year 2 (MSC/PRP)