Postgraduate Course: Performance Development & Expertise (SPRT11006)
|School||Moray House School of Education
||College||College of Humanities and Social Science
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
|Course type||Online Distance Learning
||Availability||Available to all students
|Summary||The road to expertise in sport has been a recent development, aimed at assisting coaches and national governing bodies, by identifying talent within a particular sport and allowing the coaches to spend time developing those with promise, with a view to developing expertise. There is an ongoing debate as to whether this represents ethical good practice, whether it is a sound use of money and does in fact develop better performers, who are able to compete on the world stage. This course will examine this debate as well as models of talent identification and aspects of talent development. This is underpinned by the study of expertise, from a number of viewpoints: the performer; the coach and the concepts of expertise in different domains.
Students undertaking this course need access to a coaching environment.
The road to expertise in sport has been a recent development, aimed at assisting coaches and national governing bodies, by identifying talent within a particular sport and allowing the coaches to spend time developing those with promise, with a view to developing expertise.
There is an ongoing debate as to whether this represents ethical good practice, whether it is a sound use of money and does in fact develop better performers, who are able to compete on the world stage.
This course will engage with this debate as well as critique models of talent identification and aspects of talent development. This is underpinned by the scientific study of expertise, from a number of viewpoints: the performer; the coach and the concepts of expertise in different domains.
Students will gather interview data, analyse results using a simple framework and present findings. They will also be involved in presenting synthesised research, implementing and managing discussions and summarising key points orally.
Students undertaking this course need access to a coaching environment.
Nature v nurture; expert coach characteristics; talent identification theories; talent development theories; theory of deliberate practice; optimal practice conditions; constraints to talent identification & development
Social and contextual factors; role of coaches, teachers, and parents; the role of higher order thinking, innate drives and skills; physical traits, giftedness, and genius
Transitions; models of development; lifelong learning
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
|Additional Costs|| Regular access to a networked computer is required.
Information for Visiting Students
Course Delivery Information
|Academic year 2018/19, Available to all students (SV1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Task 1: 45 min group seminar presentation (Equivalent to 2,000 words 50%)
Task 2: 2,000 word case study (50%)
||Total Hours: 200 ( Seminar/Tutorial Hours 6, Online Activities 30, Formative Assessment Hours 6, Programme Level Learning and Teaching Hours 4, Directed Learning and Independent Learning Hours 154 )
|No Exam Information
| 1. Critically appraise the development of expertise in both performers and coaches
2. Evaluate the concepts and rationale for talent identification and development within sport
3. Critically analyse the integration of talent identification, talent development and pathways within sporting contexts
4. Appraise the role of higher order thinking, personality and creativity within performance development and expertise.
|Baker, J, Cobley, S, & Fraser-Thomas, J 2009, 'What do we know about early sport specialization? Not much!', High Ability Studies, 20, 1, pp. 77-89|
Bullock, N, Gulbin, J, Martin, D, Ross, A, Holland, T, & Marino, F 2009, 'Talent identification and deliberate programming in skeleton: Ice novice to Winter Olympian in 14 months', Journal Of Sports Sciences, 27, 4, pp. 397-404
Erickson, K, Côté, J, & Fraser-Thomas, J 2007, 'Sport Experiences, Milestones, and Educational Activities Associated With High-Performance Coaches' Development', Sport Psychologist, 21, 3, pp. 302-316
Ford, P, Ward, P, Hodges, N, & Williams, A 2009, 'The role of deliberate practice and play in career progression in sport: the early engagement hypothesis', High Ability Studies, 20, 1, pp. 65-75
Gonçalves, C, Rama, L, & Figueiredo, A 2012, 'Talent Identification and Specialization in Sport: An Overview of Some Unanswered Questions', International Journal Of Sports Physiology & Performance, 7, 4, pp. 390-393
Haugaasen, M, & Jordet, G 2012, 'Developing football expertise: a football-specific research review', International Review Of Sport & Exercise Psychology, 5, 2, pp. 177-201
Jonker, L, Elferink-Gemser, M, de Roos, I, & Visscher, C 2012, 'The Role of Reflection in Sport Expertise', Sport Psychologist, 26, 2, pp. 224-242
Koh, K, Mallett, C, & Wang, C 2011, 'Developmental pathways of Singapore's high-performance basketball coaches', International Journal Of Sport & Exercise Psychology, 9, 4, pp. 338-353
MacNamara, Á, Button, A, & Collins, D 2010, 'The Role of Psychological Characteristics in Facilitating the Pathway to Elite Performance Part 1: Identifying Mental Skills and Behaviors', Sport Psychologist, 24, 1, pp. 52-73
MacNamara, Á, Button, A, & Collins, D 2010, 'The Role of Psychological Characteristics in Facilitating the Pathway to Elite Performance Part 2: Examining Environmental and Stage-Related Differences in Skills and Behaviors', Sport Psychologist, 24, 1, pp. 74-96
Memmert, D, Baker, J, & Bertsch, C 2010, 'Play and practice in the development of sport-specific creativity in team ball sports', High Ability Studies, 21, 1, pp. 3-18
Nash, C., Sproule, J. & Horton, P. (2011) Excellence in Coaching: The art and skill of elite practitioners. Research Quarterly in Exercise & Sport, 82, 2, 229-238.
Nash, C. & Sproule J. (2011) Insights into Experiences: Reflections of Expert & Novice Coaches. International Journal of Sports Science & Coaching, 6, 1, 149-161.
Nash, C. & Sproule, J. (2009) Career Development of Expert Coaches. International Journal of Sports Science & Coaching, 4, 1, 121-138.
Nash, C, Martindale, R, Collins, D, & Martindale, A. (2012), Parameterising expertise in coaching: past, present and future, Journal Of Sports Sciences, 30, 10, pp. 985-994
Pankhurst, A, & Collins, D 2013, 'Talent Identification and Development: The Need for Coherence Between Research, System, and Process', Quest, 65, 1, pp. 83-97
Sternberg, RJ 2005, 'A Model of Educational Leadership: Wisdom, Intelligence, and Creativity, Synthesized', International Journal Of Leadership In Education, 8, 4, pp. 347-364
Turner, D, Nelson, L, & Potrac, P (2012), 'The Journey "Is" the Destination: Reconsidering the Expert Sports Coach', Quest, 64, 4, pp. 313-325
Wiman, M, Salmoni, A, & Hall, C 2010, 'An Examination of the Definition and Development of Expert Coaching', International Journal Of Coaching Science, 4, 2, pp. 37-60
Yarrow, K, Brown, P, & Krakauer, J 2009, 'Inside the brain of an elite athlete: the neural processes that support high achievement in sports', Nature Reviews. Neuroscience, 10, 8, pp. 585-596
|Graduate Attributes and Skills
||autonomous & group working; project management; knowledge transfer; communication skills; reflective skills; research skills
||The course is delivered entirely online, with no on-campus class sessions
|Keywords||Expertise, talent development, deliberate practice, transitions
|Course organiser||Dr Christine Nash
Tel: (0131 6)51 6581
|Course secretary||Ms Marie Hamilton
Tel: (0131 6)51 6678