Run by School of Human and Behavioural Sciences

10.000 Credits or 5.000 ECTS Credits

This module is designed to help students work as professional practitioners of physical education and sports coaching; and apply their sport science knowledge to these vocations.

The module will provide an opportunity for students to develop and refine higher skills of relevance to this context (e.g., an awareness of learning styles, application of psychological skills and motor learning literatures). As such students will develop techniques (e.g., reflective practice, performance profiling) to help them continue to enhance their skills and further their career post-graduation. Students will also learn how to facilitate the skill acquisition of others. In order to provide students with a meaningful experience and setting in which to develop such skills and techniques, students’ study and development will be housed within the context of progression towards (or actually attaining) National Governing Body awards in physical education.

threshold

Acceptable level of understanding presented

excellent

Comprehensive and accurate coverage of the area clarity of argument and expression. Depth of insight into theoretical issues.

good

Reasonably comprehensive coverage. Well organised and structured. Good understanding of the material.

1. Competently acquire the required number of coaching qualifications (coaching qualification must meet with assessment of needs and cannot be back dated)

2. Complete at least 10 hours (minimum)as a coach/volunteer in either local community clubs, schools (in support of local AYP programme) or in support of organisations such as the Urdd, Youth Organisations e.g. Guides/Scouts/Youth Clubs etc.

3. Demonstrate their ability to plan, initiate, record, and critically evaluate an appropriate and tailored programme of personal development based on an evaluation of strengths and areas for improvement specific to a Physical Education career path

4. Demonstrate effective and reflective practice and critical self – awareness during work placement e.g. observe and reflect upon examples of good practice and evaluate your own lesson/coaching session.

5. Demonstrate their ability to find and apply for a work placement at a Secondary Schools Physical Education department following the completion of a formal letter and CV (minimum one week 5 days work placement)

		Hours
Workshop	2 x 3 hr disability training workshops This course will be taught through a combination of lectures, seminar, tutorials and workshops.	6
Lecture	13 x 2 hr lectures over sem 1 and sem 2. This course will be taught through a combination of lectures, seminar, tutorials and workshops.	26
Private study	10 hrs coaching plus 40 hrs placement plus 2 hrs private study time plus 16 hrs gaining 2 x coaching qualifications	68

• 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
• 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
• Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
• 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

• demonstrate effective written and/or oral communication and presentation skills
• work effectively independently and with others
• self-appraise and reflect on practice
• project manage and execute practical activities using appropriate techniques and procedures whilst demonstrating high levels of relevant skills
• undertake fieldwork with continuous regard for safety and risk assessment.
• communicate succinctly at a level appropriate to different audiences.
• develop effective learning aids

Reading list

Sample Reading List

Capel, S. (2005). Teachers, Teaching and Pedagogy in Physical Education. Sage Publication.

Capel, S. (2005). Learning to Teach Physical Education in The Secondary School. A companion to School Experience. Second Edition. Routledge Falmer.

Kirk, D., Macdonald. D., O′Sullivan. M. Handbook of Physical Education. Sage

Levent. M. (2019). Supporting learning of practitioners and early career scholars in physical education and sports pedagogy. Journal of Sport Education and Society. Jan 19 - 584-596

Petriea. K., Popea. C., Powell. P. (2022). Grappling with complex ideas: physical education, physical literacy, physical activity, sport and play in one professional learning initiative. British Educational Research Association: The Curriculum Journal. Vol. Sept 20 https://hwb.gov.wales/professional-development/professional-standards/

Compulsory in courses:

• C617: BSc Sport Science, PE & Coaching year 2 (BSC/SSCPE)
• C64P: BSc Sport Science, PE and Coaching with Placement Year year 2 (BSC/SSCPEP)