Practical Water-Based Leading and Coaching
Run by School of Human and Behavioural Sciences
10.000 Credits or 5.000 ECTS Credits
Semester 1 & 2
Organiser: Mrs Trys Burke
Overall aims and purpose
The outdoors is a wonderful and inspirational classroom in which be able to lead, guide, and coach others is a joy and privilege. During this module, we aim to extend your personal skills and help you learn how to lead and coach safely and effectively in an ever-changing and dynamic environment.
During the module, you will experience and discover ways in which outdoor leaders change their leadership styles to accommodate their group’s needs in a diverse range of water-based environments and challenging activities such as wild swimming in the Menai Straits and coasteering off the West coast of Anglesey. You will also learn various coaching techniques and strategies, for example, tools to profile a client’s performance and create a safe and appropriate development plan for them. As a Year 2 student, you will be given the opportunity to be assessed by British Canoeing Assessors for the Paddlesport Instructor and Paddlesport Leadership Awards. If you already hold these qualifications arrangements will be made for you to work towards alternative or higher levels of qualification.
This module comprises 3 blocks of water-based activity rather than a session every two weeks as seen in Year 1. This allows us to optimise our use of favourable weather and conditions and enables you to consolidate your skill development during an intensive period. It further provides you with time to collect logbook hours required for your National Governing Body assessments. Please note that the first 3-day block is in September the week before Welcome Week and you must make sure you are available for it. The second 3-day block is in March and involves developing personal paddling skills in white-water; the third a 4-day block during the exam period in May and involves your paddlesport instructor and leadership assessments.
A basic awareness and understanding associated with safe and effective coaching or leadership in canoeing and kayaking. A basic understanding of decision-making in relation to the safe and sustainable participation of others in these activities. Some ability to assess the development needs of their own and others regarding canoeing and kayaking activities.
NB. To ensure learning outcomes are met and health and safety are maintained, practical sessions are compulsory. If you miss more than two practical sessions without genuine mitigating circumstances, you will fail the module due to not meeting the learning outcomes.
A good awareness and understanding associated with safe and effective coaching or leadership in canoeing and kayaking. A good understanding and mostly appropriate decision-making in relation to the safe and sustainable participation of others in these activities. A good ability to assess the development needs of their own and others regarding canoeing and kayaking activities.
Excellent awareness and understanding associated with safe and effective coaching or leadership in canoeing and kayaking. Excellent understanding and very appropriate decision-making in relation to the safe and sustainable participation of others in these activities. An excellent ability to assess the development needs of their own and others regarding canoeing and kayaking activities.
Participate capably and effectively and contribute positively to the group during a variety of water-based activities in inland and coastal environments.
Identify, understand, and adapt coaching and leadership approaches to the changing environmental hazards associated with water-based activities and the needs of individuals participating in the activities.
Accurately assess and develop your own (or another’s) performance needs regarding paddlesport activities.
|ESSAY||Barriers to performance and leadership strategies to reduce them||
Your first assignment explores leadership during a variety of adventurous water-based activities. Specifically, it focuses on the leader’s decision making in addressing barriers an individual may face during the activity and explores tactics the leader can employ to ensure sustained and beneficial participation by the individual.
|DEMONSTRATION/PRACTICE||Skills Development Video||
You must create and submit a PowerPoint presentation containing a short video demonstrating a technically correct skill or technique identified as a weakness in your personal development plan following Block 2. Your presentation must also include justification as to why this particular skill is important for your personal and/or coaching development.
Teaching and Learning Strategy
Additional online tutorials for feedback regarding assignment preparation are available by arrangement between the issue date and deadline.
Private study devoted to pre-sessional reading or viewing and post sessional reflection (approximately 1 hour per session – 10 hours in total). Research for and completion of assignments 1 and 2 approximately 10 hours per assignment
Two 3-hour seminars reviewing the assignment tasks and student’s progress for each assignment. These will take place two weeks before each assignment deadline.
|Practical classes and workshops||
10 practical sessions over three blocks, one in semester 1 and two in semester 2. The first 3 days are in September the WEEK BEFORE WELCOME WEEK and focus on wild swimming, coasteering, rescues and rolling in a dynamic environment. The second 3-day block is in March and focuses on white water paddling skills. The third is a 4-day block in May and will include assessments for coaching and leadership which are externally examined and verified by an independent British Canoeing Assessor. All sessions are run by Snowdonia Watersports and are approximately 6-7 hours long per day.
- Literacy - Proficiency in reading and writing through a variety of media
- 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
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- 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
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- 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
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
- research and assess paradigms, theories, principles, concepts and factual information, and apply such skills in explaining and solving problems
- describe, synthesise, interpret, analyse and evaluate information and data relevant to a professional or vocational context
- 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.
- develop transferable skills of relevance to careers outside of sport, health and exercise sciences.
- communicate succinctly at a level appropriate to different audiences.
- develop effective learning aids
Resource implications for students
Equipment: It is strongly recommended that all students buy a pair of neoprene gloves and neoprene socks to go inside an old pair of trainers for use on the water. All National Governing Body (NGB) course fees are paid for by the University, British Canoeing membership, registration fees and certificate fees however will need to be purchased by the student, follow this link to see the current British Canoeing fees. Students are also required to pay a small contribution towards the cost of the external British Canoeing Assessor for any leadership (£10) or coaching (£20) assessment. During year 2 students can expect to gain one or two Personal Paddling certificates. All students will have the opportunity to be assessed for Paddlesport Instructor and Paddlesport Leader as a minimum, but the acquisition of these qualifications is not a given. Students will need to have prepared for these industry-standard qualifications. British Canoeing membership ensures students are insured and thus able to provide courses for payment if they so wish.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/jxh-2028.html
Ferrero, F., & British Canoe Union. (2006). The British Canoe Union coaching handbook. Caernarfon: Pesda.
Berry, M., Lomax, J., & Hodgson, C. (2015). Adventure Sports Coaching. Florence: Taylor and Francis.
Reading for Block 1 Core Reading
Arthur, Calum A, Bastardoz, Nicolas, & Eklund, Robert. (2017). Transformational leadership in sport: Current status and future directions. Current Opinion in Psychology, 16, 78-83.
Collins, Loel, Giblin, Matthew, Stoszkowski, John Robert, & Inkster, Allison. (2020). A study of situational awareness in a small group of sea kayaking guides. Journal of Adventure Education and Outdoor Learning, 1-17.
Collins, Loel, & Collins, Dave. (2015). Integration of professional judgement and decision-making in high-level adventure sports coaching practice. Journal of Sports Sciences, 33(6), 622-633.
Bass, B. (1985). Leadership and performance beyond expectations. New York : London: Free Press ; Collier Macmillan.
Collins, Loel, & Collins, Dave. (2017). The foci of in-action professional judgement and decision-making in high-level adventure sports coaching practice. Journal of Adventure Education and Outdoor Learning, 17(2), 122-132.
Wulf, G. (2007). Attention and motor skill learning. Champaign, IL: Human Kinetics.
Wulf, Gabriele, & Su, Jiang. (2007). An External Focus of Attention Enhances Golf Shot Accuracy in Beginners and Experts. Research Quarterly for Exercise and Sport, 78(4), 384-389.
Reading for Block 2 Core Reading
Lomax, J. (2015) Planning for Progression in Berry, M., Lomax, J., & Hodgson, C. (Ed). Adventure Sports Coaching. (pp. 147-167). Florence: Taylor and Francis.
Butler, R.J., & Hardy, L. (1992). The performance profile: Theory and application. The Sport Psychologist, 6, 253264.
Weston, Neil, Greenlees, Iain, & Thelwell, Richard. (2013). A review of Butler and Hardy's (1992) performance profiling procedure within sport. International Review of Sport and Exercise Psychology, 6(1), 1-21.
Fitts, Posner, & Posner, Michael I. (1967). Human performance (Basic concepts in psychology series). Belmont, Calif.: Brooks/Cole Pub.
Reading for Block 3 Core Reading
Collins, Loel, & Collins, Dave. (2012). Conceptualizing the adventure-sports coach. Journal of Adventure Education and Outdoor Learning, 12(1), 81-93. Ferrero, F., & British Canoe Union. (2002). Canoe and kayak handbook (3rd ed.). Bangor: Pesda.
Ruse, D. (1986). Canoe games. London: Black.
Pre- and Co-requisite Modules
Courses including this module
Compulsory in courses:
- C611: BSc Adventure Sport Science year 2 (BSC/ASS)
- C61P: BSc Adventure Sport Science with Placement Year year 2 (BSC/ASSP)
- C602: BSC Sport Science (ODA) year 2 (BSC/SSOA)
- C612: MSci Adventure Sport Science year 2 (MSCI/ASS)
- C609: MSci Sport Science (Outdoor Activities) year 2 (MSCI/SSOA)