Postgraduate Course: Diagnostic Analysis of Coaching Practice (SPRT11010)
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 | In high performing environments, it is difficult for coaches to observe and remember all the key events occurring within a training session or event. Analysis based on accurate observation, questioning and recall is a key tool for improving future performance and when interpreted through objective criteria makes coaching effectiveness more achievable.
In preparation for analysis, students need to gather information through research and professional opinion, think critically about actions, cues and common errors. During the observation and questioning phase, information needs to be systematically gathered and evaluated. The evaluation, diagnosis and design of interventions is evidence informed and requires application of theory, critical review, decision making and feedback.
Students must have access to a coaching environment to participate in this course. |
| Course description |
This course will include:
Empowerment, motivational climate, theories of learning and skill acquisition, Leadership, Virtue Theory, social exchange
Coaching analysis: observational, narrative, deductive and analytical
Coach as part of a social structure, accessing relevant & appropriate knowledge, integration and practical application
Reflective process, reflective models and their application to coaching
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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 review theoretical knowledge of pedagogy, role theory, learning theory, information processing and motivational theory applied in practical contexts
- Evaluate, exemplify and justify potential improvements to personal practice and performance through the application of coaching science, technology and the use of appropriate supporting staff
- Provide critical synthesis of the impacts and challenges surrounding reflective tools within coaching
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Reading List
Argyris, C. (1976). Theories of action that inhibit individual learning. American Psychologist, 31(9), 638-654. https://doi.org/10.1037/0003-066X.31.9.638
Collins, D., & Collins, L. (2021). Developing coaches professional judgement and decision making: Using the 'Big 5'. Journal of Sports Sciences, 39(1), 115-119.
Dewey, J. (1933) How We Think. A restatement of the relation of reflective thinking to the educative process (Revised edition.), Boston: D. C. Heath. ISBN 0-486-29895-7.
Nash C., MacPherson, A. C. & Collins D. (2022) Reflections on Reflection: Clarifying and Promoting Use in Experienced Coaches. Frontiers in Psychology, 13, 10.3389/fpsyg.2022.867720
Schön, D. (1983). The Reflective Practitioner, How Professionals Think In Action, Basic Books. ISBN 0-465-06878-2 |
Additional Information
| Graduate Attributes and Skills |
A knowledge of and the ability to critique the role of the coach within their coaching environment and wider context
A critical understanding of determinants of coaching and how these can be used to inform coaching practice
Recognize the importance of reflecting on the learning experience
Be independent learners who take responsibility for their own learning, and are committed to continuous reflections, self-evaluation and self-improvement
Be able to use communication as a means for collaborating and relating to others including support staff, fellow coaches, 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
Have the confidence to make informed decisions relating to problems and issues in coaching
Be able to identify and manage risks appropriately (for example, during fieldwork, working with vulnerable groups)
Be able to effectively work collaboratively with others, recognising the diversity of contributions individuals can make
Be able to develop the technical and practical coaching skills |
| Special Arrangements |
The course is delivered entirely online, with no on-campus class sessions |
| Keywords | reflective practice,pedagogy,role theory,learning theory,information processing,support staff |
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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