Postgraduate Course: Performance Development & Expertise (SPRT11006)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
| Course type | Online Distance Learning |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | The development of talent and expertise is growing as a body of research. Whilst much of this research comes as a recent development, this course aims to assist individuals and organisations to operationalise developmental processes. There is an ongoing debate regarding the extent of investment in developmental processes and whether this represents ethical good practice. Similarly, the stage at which investment in talent development is appropriate investment, developing better performers.
Accordingly, this course offers a dual focus, by examining the development of performance and expertise for performers and how this might be approached. The course will engage with this debate as well as critically appraise models of talent identification and talent development. This will further be underpinned by the scientific study of expertise, from a number of viewpoints: the performer; the coach and application in different domains.
Students undertaking this course need access to a coaching environment. |
| Course description |
This course will include:
False dichotomies in development, Nature v nurture, deliberate practice v play, identification v development
Models of development and schools of expertise studies, differentiated model of giftedness and talent, biopsychosocial model and bioecological model
Talent development factors, challenge, deliberate practice, support, psychological characteristics and self-regulated learning
Talent Development Systems, talent development environments, coherence, integration, efficiency and effectiveness
Professional Expertise, characteristics of expertise and understanding expertise
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | Regular access to a networked computer is required. |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
| Not being delivered |
Learning Outcomes
On completion of this course, the student will be able to:
- Critically appraise the development of expertise in both performers and coaches.
- Evaluate the concepts and rationale for talent identification and development.
- Critically analyse the integration of talent identification, talent development and pathways within performance contexts
- Appraise the role of higher order thinking, personality and creativity within performance development and expertise.
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Reading List
Collins, D., MacNamara, Á., & McCarthy, N. (2016). Super Champions, Champions, and Almosts: Important Differences and Commonalities on the Rocky Road. Frontiers in Psychology, 6, 2009. https://doi.org/10.3389/fpsyg.2015.02009
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
Taylor, J., & Collins, D. (2021). Getting in the Way: Investigating Barriers to Optimising Talent Development Experience. Journal of Expertise, 4(3), 315-332.
Taylor, J., MacNamara, À., & Taylor, R. D. (2022). Strategy in Talent Systems: Top-down and Bottom-up Approaches. Frontiers in Sports and Active Living.
Ward, P., Schraagen, J. M., Gore, J., & Roth, E. I. E., . . (2019). An Introduction to the Handbook, Communities of Practice, and Definitions of Expertise. In P. Ward, J. M. Schraagen, J. Gore, & E. M. Roth (Eds.), The Oxford handbook of expertise (The Oxford Library of Psychology). https://doi.org/10.1093/oxfordhb/9780198795872.013.1 |
Additional Information
| Graduate Attributes and Skills |
A comprehensive awareness of the key issues relating to coaching in specific populations or contexts, with a comprehensive knowledge of and the ability to critique the issues relating to performance in different contexts
An awareness of current national and international policies and how these impact on global coaching challenges
Critically question current coaching knowledge and policy and how they relate to global challenges
Be open to new perspectives, methods and innovative ideas in understanding coaching practice
Be able to communicate using oral and written methods to specialist (for example, support staff, fellow coaches) and non-specialist audiences (for example, organisations, research participants)
Be able to use communication as a means for collaborating and relating to others including coaches, support staff, research participants
Be able to engage in critical discussion demonstrating listening skills, effective use of evidence and own experience to support assertions, and clear articulation of points
Be able to seek and value open feedback to inform genuine self-awareness
Be able to transfer knowledge, skills and abilities to a professional context
Be able to effectively work collaboratively with others, recognising the diversity of contributions individuals can make |
| Special Arrangements |
The course is delivered entirely online, with no on-campus class sessions |
| Keywords | Expertise,talent development,deliberate practice,challenge |
Contacts
| Course organiser | Dr Christine Nash
Tel: (0131 6)51 6581
Email: c.nash@ed.ac.uk |
Course secretary | Mrs Alta Mene
Tel:
Email: amene@ed.ac.uk |
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