Run by School of Sport, Health and Exercise Sciences
10 Credits or 5 ECTS Credits
Organiser: Dr Gavin Lawrence
Overall aims and purpose
This module will provide students with an understanding of the effect of different teaching and coaching strategies on skill learning.
Class time will consist of a combination of lectures, individual exercises, group discussions, and formative assignment practice. Over the course of the module you will experience scientific research relating to the following topics:
What is Skill Acquisition? Theories of Learning and the learning/coaching process
The instruction process
Observational learning and modeling
Focus of attention
Structuring the practice environment
Contextual interference Feedback Frequency, timing and organization Physical guidance/assistance Complex versus simple tasks Expert novice differences Training for performance (dealing with pressure)
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.
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.
C- to C+
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.
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.
Understand underlying theories of skill aquisition and explain how they can inform practice.
Demonstrate how aspects of learning environment can be effectively manipulated.
Identify learning challenges of coach and athlete.
Apply skill acquisition techniques to the coaching process.
|ESSAY||Summative assignment I||
This assignment requires you to complete a 600 word coaching essay on the lecture material covered on the conveying information aspect of the coaching process. Based on the principles you will have learned in class and from the additional readings you will need to devise a coaching essay aimed towards using the principles, theories, and literature within 'conveying information' to optimise the skill acquisition in a sport of your choice.
|ESSAY||Summative assignment II||
Based on your understanding of the literature, the group discussions and readings, and your learning from the classes, you will need to design and produce a coaching essay for a sport of your choice. You will need to consider the structuring practice and feedback aspects of the skill acquisition/coaching process covered during the module. You will need to present empirical evidence to support your rationale(s) and provide specific reference to pertinent literature throughout your essay.
Teaching and Learning Strategy
Reading time, preparing and completing assessments
Class time will consist of a combination of lectures, individual exercises, group discussions and formative assignment practice
- 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 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.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- 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
Subject specific skills
- 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
- 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
- develop effective learning aids
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/jxh-3050.html
Courses including this module
Compulsory in courses:
- C651: BSC Sport- Health & Physical Educ year 3 (BSC/SHPE)
Optional in courses:
- C680: BSc Sport and Exercise Psychology year 3 (BSC/SEXP)
- CB69: BSC Sport, Health & Exercise Sci. year 3 (BSC/SHES)
- C615: BSc Sport Science (Outdoor Recreation) year 3 (BSC/SOAC)
- C600: BSC Sports Science year 3 (BSC/SPS)
- C603: BSc Sports Science year 3 (BSC/SPSC)
- C604: BSc Sports Science (with International Experience) year 4 (BSC/SSIE)
- C602: BSC Sport Science (ODA) year 3 (BSC/SSOA)
- 2W68: BSc Sports Science (Outdoor Activities) (with Int Exp) year 4 (BSC/SSOIE)
- C608: MSci Sport, Health and Exercise Sciences year 3 (MSCI/SHS)
- C607: MSci Sport Science year 3 (MSCI/SS)
- C609: MSci Sport Science (Outdoor Activities) year 3 (MSCI/SSOA)