Postgraduate Course: Coach Development (SPRT11014)
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 | Mentoring, modelling, the coaching of coaching and scaffolding are effective and powerful learning tools commonly used in coach development and business. The training and overall 'performance' of the coach is just as important as that of those being coached and involves delivering effectively designed coaching programmes. These tools are recognised as crucial to high quality coach development as well as the development of future successes. As a result, the importance of coach learning and development is necessary to help create sustainable coaching excellence.
This course will introduce coaches to models of mentoring, modelling, coach development, scaffolding, communities of practice, and sources of feedback within their coaching environments.
The content of this course is based around coaching scenarios that reflect the complex and integrative nature of coaching knowledge in real-life situations. The expectation is that students take an active part in planning, organising and conducting their learning within a group framework. With this problem-based group work, students must review their collective knowledge, identify the knowledge they need to solve a particular issue, research and learn that knowledge and then apply it to the particular problem.
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| Course description |
This course will include:
Mentoring; Case Study Approach; Scenario Analysis; Problem Based Learning; Intention for impact
Transition pathways to high performance coaching will be examined using an evidence-informed approach to identify optimum strategies.
Discussion of leadership, career education programming and high performance planning
Performance management; success; career transitions; engagement; retention and turnover
Interpersonal relationships; team cohesion; team dynamics; virtue; power; micropolitics
Feedback sources; efficacy; communities of practice; networking
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
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:
- Evaluate examples of coach development tools to develop coaching
- Critically appraise the current development of knowledge in a high-performing coaching context
- Critically examine coaching as an interpersonal relationship and the social context in which it operates
- Critically review the sources of feedback available to high-performing coaches
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Reading List
Collins, D. & Collins (2021). Developing coaches¿ Professional Judgement and Decision Making: Using the ¿Big 5¿, Journal of Sports Sciences, 39:1, 115-119, DOI: 10.1080/02640414.2020.1809053
Leeder, T. M., Russell, K., & Beaumont, L. C. (2019). ¿Learning the Hard Way¿: Understanding the Workplace Learning of Sports Coach Mentors. International Sport Coaching Journal, 6(3), 263¿273. https://doi.org/10.1123/iscj.2018-0069
Nash, C., Sproule J. & Horton, P., (2017) Feedback for coaches: Who coaches the coach? International Journal of Sport Science & Coaching, 12, 1, 92-102.
McQuade, S. & Nash, C. (2015). The Role of the Coach Developer in Supporting and Guiding Coach Learning. International Sport Coaching Journal, 2, 339-346.
Alpi, K, M., & Evans, J, J. (2019). Distinguishing Case Study as a Research Method from Case Reports as a Publication Type. Journal of the Medical Library Association. http://doi.org/10.5195/lmla.2019.615
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Additional Information
| Graduate Attributes and Skills |
A thorough knowledge of and ability to critique the current recommendations for coaching, coach development and strategy.
Be able to use communication as a means for collaborating and relating to others including staff, fellow students, 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 |
| Keywords | Mentoring,Coach learning & development,Situated learning,Communities of practice |
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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