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This course engages students with cutting edge research in the development of exciting and effective innovations in coaching that are athlete-centred, inquiry-based and growing in popularity across the globe. Students will gain a working knowledge of the philosophical assumptions, contemporary learning theory and pedagogical developments underpinning this coaching approach. Theory and practice is linked in the learning process by having students critically reflect upon their own experiences as coaches and learners, engage in dialogue as active learners and reading the relevant literature.
This course engages students with cutting edge research in the development of exciting and effective innovations in coaching that are athlete-centred, inquiry-based and growing in popularity across the globe. Students will gain a working knowledge of the philosophical assumptions, contemporary learning theory and pedagogical developments underpinning this coaching approach. Theory and practice is linked in the learning process by having students critically reflect upon their own experiences as coaches and learners, engage in dialogue as active learners and reading the relevant literature. Want to take your coaching to another level and enjoy a challenge? Athlete-centred coaching is one of the most exciting and innovative developments over the past decade aimed at developing high quality coaching, at any level of coaching. It is now gaining recognition as an effective alternative approach with researchers in the School of Sport and Physical Education deeply involved in its development. This paper draws on cutting edge research in this area to inform learning but locates it in practice through active learning, critical reflection and dialogue to develop knowledge-in-action.
At the end of this paper students will be able to: * Articulate sound comprehension of what athlete-centred coaching is, its aims, and the principles underpinning it, and compare and contrast it with other approaches. * Authentically implement the athlete-centred approach and evaluate it by comparing to other approaches through critical reflection on experiences as coach and learner informed by the relevant literature. * Articulate and discuss the importance of, and challenges involved with, questioning in athlete-centred approaches and compare this to the way feedback is used in other approaches or models. * Identify and discuss the learning theory and assumptions about human learning that underpin athlete-centred approaches to coaching and compare to motor learning theory and other theory that more traditional approaches draw on. * Plan and implement a series of activities and/or practice games in a particular sport that increase in complexity and skill demand by building upon developing knowledge and ability and which demonstrates an ability to analyse and adjust coaching to performance and learning.
15 points at 100-level or with approval from Programme Coordinator
Richard Light
Light, Richard; Game sense : pedagogy for performance, participation and enjoyment ; Routledge, 2013.
Jones, Robyn L. , Armour, Kathleen M., Potrac, Paul; Sports coaching cultures : from practice to theory ; Routledge, 2004.
Jones, Robyn L. , Hughes, M., Kingston, Kieran; An introduction to sports coaching : from science and theory to practice ; Routledge, 2008.
Light, Richard , Ebooks Corporation; Advances in rugby coaching : an holistic approach ; (2014).
Recommended Journal articlesCassidy, T. (2010). Coaching insights: Holism in sports coaching: Beyond humanistic psychology. International Journal of Sports Science and Coaching, 5(4), 439-443.Evans, John, R. (2014). The nature and importance of coach–player relationships in the uptake of Game Sense by elite rugby coaches in Australia and New Zealand. In Richard L Light, John Quay, Stephen Harvey & Amanda Mooney (Eds), Contemporary developments in games teaching, London & New York: Routledge, pp. 133-146.Light, R. L. (2014) Learner-centred pedagogy for swim coaching: A complex learning theory informed approach. Asia-Pacific Journal of Health, Sport and Physical Education, 5(2), 167-180. DOI:10.1080/18377122.2014.906056.Light, R. L. & Kentel, J. A. (2013). Mushin: Learning in technique-intensive sport as uniting mind and body through complex learning theory. Physical Education and Sport Pedagogy. DOI:10.1080/17408989.2013.868873Light, R. L., & Evans, R. J. (2010). The impact of Game Sense pedagogy on Australian rugby coaches' practice: a question of pedagogy. Physical Education and Sport Pedagogy, 15(2), 103-115.Mouchet, Alain (2014). Subjectivity as a resource for improving players’ decision making in team sport. In Richard L Light, John Quay, Stephen Harvey & Amandsa Mooney (Eds), Contemporary developments in games teaching, London & New York: Routledge, pp. 149-166.Roberts, S. J. (2011). Teaching Games for Understanding: The difficulties and challenges experienced by participation cricket coaches. Physical Education and Sport Pedagogy, 16(1), 33-48.The required text for this course is available at the University Book Shop. The recommended texts are available through the UC libraries with required readings to be made available through the online Learn (Moodle) site but students are encouraged to read beyond this reading list.
http://library.canterbury.ac.nz http://www.education.canterbury.ac.nz/graphics/cis/coaching_chalk.jpg https://ucstudentweb.canterbury.ac.nz http://learn.canterbury.ac.nz/ http://www.canterbury.ac.nz/exams/aegrotats.shtml
All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to General Course and Examination Regulation J: Dishonest Practice and Breach of Instructions.
Grading ScaleGrade GPA Value MarksA+ 9 90 – 100A 8 85 – 89.99A- 7 80 – 84.99B+ 6 75 – 79.99B 5 70 – 74.99B- 4 65 – 69.99C+ 3 60 – 64.99C 2 55 – 59.99C- 1 50 – 54.99D 0 40 – 49.99E -1 0 – 39.99A pass is 50 marks and over.
Due to the carefully planned learning progressions within courses and the workshop type nature of most on-campus classes, all on-campus students are expected to attend all sessions. Distance students should watch recorded sessions, and interact with other material provided by their lecturer shortly after it is made available through LEARN or other methods. This will ensure that you do not miss vital information which will allow you to make sense of the course content. If you are going to miss on-campus classes you are expected to email the course lecturer, catch up on missed work through classmates, view recordings, readings and other supplementary material provided. In special cases, the course lecturer may provide additional support for you.
Students will be asked to complete course evaluations, and will have the opportunity to provide feedback during their courses. Surveys are conducted electronically and are confidential. The Faculty of Education will conduct regular graduate surveys.
All course assessments in the Bachelor of Sport Coaching are internally moderated. A sample of your work may be used as part of this moderation process. Regular examiners meetings monitor the distribution of final grades in courses and adjustments are made if necessary to ensure reasonable consistency and comparability of course grades.
An assessment is late if it is handed in after the due date, without a formal extension. If an assessment is submitted after the due date, 5% will be deducted from the final grade for every day the assessment is late. No assessments will be accepted after a period of 3 days after the due date, unless an extension has been granted.
The Award regulations for the Bachelor of Sport Coaching can be found within the UC Calendar. The UC calendar is available online at:http://www.canterbury.ac.nz/publications/calendar.shtmlThe specific Award regulations for the degree can be found at: http://www.canterbury.ac.nz/publications/documents/calendar/faculty_education.pdfThe College of Education Health and Human Development assessment guidelines, which contain specific information regarding the College grading scale, late work, extensions, submission of work, reconsideration of grades, Special Consideration procedures, academic integrity, and moderation of assessment can be found at:http://www.education.canterbury.ac.nz/documents/brochures_2016/Assessment-Guidelines-for-Students.pdfThe specific assessment details for each course, including assessment dates, can be found in the UC Qualifications and Courses search: http://www.canterbury.ac.nz/courses
Most assignments must be submitted online. Online submission requires students to formally acknowledge that what they are submitting is their own work. Hardcopy submissions must be accompanied by a completed cover sheet (available from the course lecturer).
Students who cannot complete assessments by the due date should discuss their situation with the course lecturer. Where circumstances are known in advance, the student should discuss these with the course lecturer at least one week days prior to the assessment due date. In circumstances where this is not appropriate, the student should discuss their situation with the course lecturer as soon as possible.
To pass this course you are required to gain an overall average grade of C- (50%) or better across all assessments. No resubmissions are available for this course.
Students wishing to apply for Special Consideration should refer to this link for further information: http://www.canterbury.ac.nz/exams/special-consideration.shtml
If you are wishing to apply for partial exemption from assessment in a course (e.g. if you are repeating a course and you have have previously passed one or more assessments from within the course, and do not wish to write this assessment again) you may apply for this using the form: Application for Partial Exemption from Assessment
Electronic Submission via LEARN (all on campus and distance students)All students must submit their assessment via the online assessment system in the Learn (Moodle) class site, on or before the due date. All submitted assessment work will be screened by the software Turnitin, to check for plagiarism. There is opportunity for students to submit a draft report to monitor levels of plagiarism prior to the final submission for marking.It is the responsibility of the students to check their Internet access and ability to submit their work via the online system. Any technical difficulties should be notified well in advance of the due date so that assistance can be provided or alternative arrangements can be negotiated. If you require assistance, please email ictservicedesk@canterbury.ac.nz, or phone 366 7001 ext 6060.Hard Copy Submission for On-Campus StudentsWhere your course lecturer requires a hardcopy submission, on campus students’ assignments are to be submitted with a cover sheet to the Sport & Physical Education office (behind the Rec Centre) by 5pm, or by the time directed by the course lecturer, on or before the due date. Please use the drop box placed at the entrance to School office. Distance students will receive specific instructions from their course lecturer. Marked assignments will be returned directly from the lecturer.
Domestic fee $717.00
International fee $2,913.00
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see School of Sport and Physical Education .