Run by School of Human and Behavioural Sciences

10.000 Credits or 5.000 ECTS Credits

Semester 2

Effective planning is integral to modern-day coaching. The aim of this module is to support students to engage in planning their coaching systems in line with contemporary models of talent development. The most effective sporting systems are those that consider and plan for multidisciplinary factors including technical, tactical and emotional development of athletes. This module will provide small-group opportunities for students to develop these skills in a more practical setting.

The course will be delivered by a UKCC Level 4 qualified Coach. Content will cover pathway planning in relation to contemporary models of talent development. Students will be supported to develop coaching systems that are underpinned by reflective practice and coaching philosophy. Planning will consider the more holistic pathway in relation to technical, tactical and emotional athlete development as well as individualised programme development and working with parents in sport. Lectures will be supported by workshops, seminars and practicals.

good

Students should be able to plan well to support the technical, tactical and emotional development of athletes. Planning should be supported by very good critical reflection of the literature and how this can inform applied practice. The development of effective coaching systems should be underpinned with core values and philosophy. Attention to detail with regards to planning and implementation is very good.

excellent

Students should be able to plan effectively to support the technical, tactical and emotional development of athletes. Planning should be supported by in-depth, critical reflection of the literature and how this can inform applied practice. The development of effective coaching systems should be underpinned with well-thought out core values and philosophy. Attention to detail with regards to planning and implementation is exceptional and goes above and beyond the norm.

threshold

Students should be able to plan to support the technical, tactical and emotional development of athletes. Planning should be supported by literature and theory and how this can be used to inform applied practice. The development of effective coaching systems should be underpinned with basic level of reflection on core values and philosophy. Attention to detail with regards to planning and implementation is satisfactory.

1. Critique relevant literature and theory, which can be used to inform the development of effective coaching systems in relation to technical, tactical and emotional athlete development.

2. Plan and apply an individual coaching philosophy that can be implemented within a sporting pathway. This should be idealistic, flexible, practically useful, and credible.

3. Demonstrate 'interdisciplinary thinking' in relation to planning pathways that consider the importance of working in teams when coaching. This may be in relation to working closely with sports psychologists, strength and conditioning coaches and / or parents.

4. Demonstrate the ability to develop multidisciplinary coaching plans that consider both the pathway as a whole as well as individual athlete development.

		Hours
Lecture	Class time will consist of a combination of lectures, individual exercises, group discussions and formative assignment practice.	10
Workshop	Workshops will support lectures to provide more 'hands-on' practical learning and application of theory to practice.	10
Private study	Reading time, preparing and completing assessments.	80

• 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
• 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
• 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
• 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
• 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

• 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
• 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 an understanding of the philosophical basis of scientific paradigms
• 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 list

http://readinglists.bangor.ac.uk/modules/jxh-3082.html

Reading list

Cassidy, T., Jones, R.L., & Potrac, P. (2004). Understanding sports coaching: the social, cultural and pedagogical foundations of coaching practice. London: Routledge.

Gilbert, W. (2016). *Coaching better every season. A year-round system for athlete development and program success. Human Kinetics: Champaign Il.

Wilcox, S., & Trudel, P. (1998). ‘Constructing the coaching principles and beliefs of a youth ice hockey coach’. Avante, 4, 39–66.

Compulsory in courses:

• C617: BSc Sport Science, PE & Coaching year 3 (BSC/SSCPE)
• C64P: BSc Sport Science, PE and Coaching with Placement Year year 4 (BSC/SSCPEP)
• C618: BSc Sport Sci: Strength & Conditioning year 3 (BSC/SSSC)
• C65P: BSc Sport Science: Strength & Conditioning with Placement Yr year 4 (BSC/SSSCP)