SHN4333 - Multidisciplinary Coaching in Context

Objectives:

On successful completion of the module, students will be able to:

1 - Explain how the role of the coach varies when coaching children, community and athletes;
2 - Show awareness of duty of care, equity, inclusion and social justice within coaching;
3 - Outline the importance of multidisciplinary teams when working in performance sport; and,
4 - Show awareness of how working within a team impacts on the coach’s role.

Content:

The module will introduce students to the coaching context and examines the role of the coach. Students will become familiar to the three different coaching populations: children, athletes and community coaching. They will then start to appreciate the different needs of varying populations and how this impact their coaching and pedagogy. Students start to develop their coaching philosophy and be introduced to concepts such as equity and social justice in coaching. Additionally, the different roles that coaches play when coaching populations become apparent. The module looks at specific roles so that the student becomes aware of the opportunities available to specialise within a coaching context during their careers. We introduce students to technical/tactical coaching, the role of the sport psychologist, nutritionist, sports therapist, sport scientist and to performance analysis and the use of IT. Coaches can then appreciate their roles within multidisciplinary teams.

Learning and Teaching Information:

There will be a combination of lectures, workshops, blended and independent learning. Lectures cover the content where students acquire knowledge of the policies and strategies. Workshops are smaller groups where students reflect on the knowledge acquired in lectures in the context of their chosen field. The skills will be particularly useful in preparing the students to comprehend the coaching context. They will enable the students to synthesise the knowledge and skills gained to engage in philosophical debates, presentations and peer development approaches. Students will take an active lead in the delivery of these. Students will be provided with clear guidance each week as to the expectations of them for independent learning.

Lectures
Hours: 20
Intended Group Size: 40

Workshops
Hours: 30
Intended Group Size: 20

Guided independent study
Hours: 250



Further Details Relating to Assessment
Students will be given reading to do on a regular basis and formative tasks will be given based on the completion of the tasks. These weekly tasks will then help scaffold the assessment and enhance student learning during the module. The student will firstly complete an essay focusing on the role of coaching in general, relating to children’s coaching, community coaching and performance coaching. They will appraise the similarities and differences pertaining to coaching these populations. The second assessment will be a presentation where they focus on roles within an interdisciplinary team.

Formative feedback will be provided at the mid semester and end semester point. In addition, learning activities during the module also provide opportunity for formative feedback to support the summative assessments.

Please refer to the Module Handbooks for full module details.

Assessment:

Fact File

Module Coordinator - Lisa Gannon
Level - 4
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered -

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