SHN4022 - Introduction to Teaching and Coaching

Objectives:

On successful completion of the module, students will be able to:
Appraise the aims of Physical Education and Coaching and the role of the practitioner in the delivery of high quality provision.
Demonstrate knowledge and understanding relating to theories of learning and factors affecting the acquisition of skill within PE and Sport.
Deliver safe, correct learning activities for an appropriate age group.
Apply safe, progressive learning to planning, identifying clear objectives and outcomes, differentiation and teaching/coaching points.
Understand the purpose and function of evaluation, reflection and self-analysis within Sports Coaching and Physical Education.

Content:

This module will develop understanding of Sports Coaching and Physical Education as a curriculum subject in schools and will consider its aims and desired outcomes. Consideration will be given to the development of the physical education and Coaching disiplines. The role of the practitioner will be investigated with regard to teaching standards and their responsibilities evaluated with regard to high quality coaching and physical education provision. The focus for the practical aspect of this module will be games, introducing invasion games, striking and fielding games as well as net and wall games. Learning will be developed and applied to games activities, focussing on effective pedagogy as well as safe and effective organisation of the learning environment. The module will also develop understanding and application of theories relating to learning and skill acquisition. This will include the type of communication used through the sports coaching process, methods of planning, and setting objectives, and differentiating sessions accordingly with consideration of specific participant groups. The impact of growth and motor development on the acquisition of skill will be evaluated in relation to developing fundamental motor skills and physical literacy. Analysis of skills in relation to characteristics and continuums will be developed and applied appropriately to an individual's stage of learning. Understanding of Schema theory and knowledge of both performance and results will be developed and applied to the development of skills. Self-evaluation will be developed to aid the students to become reflective practitioners.

Learning and Teaching Information:

The teaching methods will include lectures and workshops sessions. In accordance with Leeds Trinity Learning, Teaching and Assessment Strategy 2015-19 and to encourage attendance and engagement, students will take part in weekly Directed Activities. There will be 2 x 1-hour lectures per week - these will be interactive with small group tasks embedded throughout. Directed activities will reinforce the weekly content. Directed activities will be related to the subject content and the demands of the assignment.

The integration of these learning environments will facilitate dissemination of underpinning theory, group-based and student led learning and also the application of this learning within a teaching (practical) environment. The practical sessions will allow students to develop self and peer assessment skills and develop pedagogical awareness in preparation for potential future employment.

Lectures
Hours: 20
Intended Group Size: 60

Workshops/Practicals
Hours: 20
Intended Group Size: 20

Guided independent study
Hours: 160

Further details relating to assessment
Integrated assessment (IA) : This will consist of a an assessment drawing on the skills and knowledge developed in both this module and Ethics Society and Employability, in particular focussing on how coaching and teaching skills can be applied in the professional setting.

The magnitude of the IA component for this module is 1,000 words. This will combine with 500 words from Ethics, Society, and Employability to form an overall IA assessment magnitude of 1500 words or equivalent

Formative assessment will take place during this module.

The practical assessment will take the form of a teaching/coaching exercise, allowing the student to plan and deliver within games activities (LO3, LO4). This will be followed by a reflective interview where students are tasked with reflecting on the practical delivery (LO5).

The presentation requires students to present a session plan and then provide a justification for the activities and pedagogical approaches used within the session (LO1, LO2).

Assessment:

Fact File

Module Coordinator - Tim Green
Level - 4
Credit Value - 20
Pre-Requisites - NONE
Semester(s) Offered - 4S1

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