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This course provides a final application of sport coaching theory to practice. Students will plan, implement and critically evaluate aspects of coaching pedagogy, sociology and sport science while coaching their selected sport. This will occur during coaching sessions with a team or individuals at any sporting level, throughout a season of practices and games or events.
1. Plan, implement and critically evaluate selected principles of sport science within the coaching practicum experience; 2. Plan, implement and critically evaluate selected aspects of pedagogical theory within the coaching practicum experience; 3. Critically reflect on a sociological and/or an ethical issue from the coaching practicum experience;4. Implement and critically evaluate an action plan addressing the sociological and/or ethical issue(s) identified;5. Critically evaluate ones’ own coaching effectiveness through the use of reflective practice.
SPCO210 or EDSP230
EDSP331
For further information see School of Health Sciences Head of Department
Required Texts and ReadingsSee recommended readings belowRecommended Reading Berger, K.S. (2005). The developing person through the life span (6th ed.). New York: Worth.Brenner J. S. (2007). Overuse Injuries, Overtraining, and Burnout in Child and Adolescent Athletes: Pediatrics. 119: 1242-1245.Coakley, J, Hallinan, C., Jackson, S., & Mewett, P. (2009). Sports in society: Issues & controversies in Australia and New Zealand. North Ryde, NSW: McGraw-Hill Higher.Collins, C., & Jackson, S. (Eds.). (2007). Sport in Aotearoa/New Zealand society (2nd ed.). Auckland, NZ: Thompson.Committee on Sports Medicine and Fitness (2000). Intensive Training and Sports Specialization in Young Athletes. Pediatrics, 106;154-157. Gabbett, T. J., Carius, J. I., Mulvey, M. (2008). Does Improved Decision-Making Ability Reduce the Physiological Demands of Game-Based Activities in Field Sport Athletes? Journal of Strength & Conditioning Research. 22(6):2027-2035.Gamble, P. (2008) Approaching Physical Preparation for Youth Team-Sports Players. Strength & Conditioning Journal. 30(1):29-42.Graham, G. (2008). Teaching children physical education: Becoming a master teacher (3rd Ed.). Champaign, IL : Human Kinetics.Hergenhahn, B. R. & Olson, M. H. (2001). An introduction to theories of learning. (6th Ed). NJ. Prentice Hall.Jeffreys, I. (2006). Motor Learning: Applications for Agility, Part 1.Strength & Conditioning Journal. 28(5):72-76. Jeffreys, I (2006). Motor Learning---Applications for Agility, Part 2.Strength & Conditioning Journal. 28(6):10-14. Johnson, J. H. (2008). Overuse Injuries in Young Athletes: Cause and Prevention. Strength & Conditioning Journal. 30(2):27-31. Jones, R. L. Hughes, M. & Kingston, K. (2008). An introduction to sports coaching: From science and theory to practice. London: Routledge.Kidman, L., Hadfield, D. & Thorpe, R. (2005). Athlete-centered coaching: Developing inspired and inspiring people. Christchurch, N.Z. : Innovative Print Communications Ltd.Kidman, L., & Hanrahan, S. (2004). The coaching process: A practical guide to effective coaching (2nd Ed.). Palmerston North, NZ: Dunmore.Knuttgen, H. G (2007) Strength Training and Aerobic Exercise: Comparison and Contrast. Journal of Strength & Conditioning Research. 21(3):973-978. Kovacs, M. S. (2004) Energy System-Specific Training for Tennis. Strength & Conditioning Journal. 26(5):10-13.Martens, R (2004) Successful Coaching: America’s Best Selling Coaches Guide. . Champaign, IL:. Human Kinetics Publishers.McNamee, M.J. (2008). Sports, virtues and vices: Morality Plays. London: Routledge.McNamee, M.J., & Parry, S.J. (1998). Ethics & sport, London, UK: E and F. N Spon.Rahschulte, S. M. (1999) Psychological, Social, and Motivational Factors that Affect the Performance of Young Athletes. Strength & Conditioning Journal. 21(6), 59.Schmidt, R.A. & Wrisberg, C. (2004). Motor learning and performance (3rd Ed). Champaign, IL: Human Kinetics.Tod, D. A., Thatcher, R., McGuigan, M., & Thatcher, J. (2009) Effects of Instructional and Motivational Self-Talk on the Vertical Jump. Journal of Strength & Conditioning Research. 23(1):196-202.
Library portalUCStudentWeb https://ucstudentweb.canterbury.ac.nz Learn http://learn.canterbury.ac.nz/
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 in the University of Canterbury Calendar and the Assessment Guidelines for Students: Assessment, Referencing and Written Assignment Preparation for Physical Education and BSpC, Courses, 2011 in the BSpC coursebook
Grading ScaleFinal results for this course will be reported using: Pass/Fail Scale: P, FAssessment and grading system Competency based assessment is used in this course and involves assessment against learning outcomes or defined criteria. In order to obtain on overall passing grade students are required to obtain a P grade for ALL assessment tasks in the course. See the Assessment Guidelines for Students: Assessment, Referencing and Written Assignment Preparation for Physical Education and BSpC, Courses 2011, in the BSpC Course book for further information on grades and criteria.
Attendance is both expected and required as some assessments require attendance to complete the assessment task. Students with poor attendance will jeopardise their ability to pass this course.
Students will be asked to complete Course and Teacher Evaluations using UCTL evaluative instruments. The Faculty of Education will conduct regular graduate surveys under the direction of the Dean of Education.
All course assessments are moderated within courses and selected courses assessments are moderated externally. A sample of your work may be used as part of the internal and external moderation process. Regular Validation Meetings monitor the distribution of final grades in courses and adjustments are made if necessary to ensure reasonable consistency and comparability of course grades.
Work is late if it is handed in after the due date. If an assessment is submitted after the due date, without good reason, the lecturer may; choose not to mark the work and a fail grade will result or deduct marks consistent with the overdue period. No assessment task will be accepted after a period of 3 days after the due date unless an extension has been granted.
Students should refer to the BSpC coursebook: Assessment Guidelines for Students: Assessment, Referencing and Written Assignment Preparation for Physical Education and BSpC for further information on course assessment. Also, further information can be found in the UC calendar. The UC calendar is available online at: http://www.canterbury.ac.nz/publications/calendar.shtml.
All assessment tasks are required to be submitted and must have a cover sheet (available on-line), word count and referenced according to APA convention. Information relating to APA referencing can be obtained from both the Central and Education Libraries. This is also available online at: http://library.canterbury.ac.nz/services/ref/apa/
Extensions will be granted at the discretion of the lecturer. Requests for extensions must be submitted in writing on the appropriate form at least 48 hours prior to the due date. In exceptional circumstances, where this is not appropriate, the student should discuss their situation with the course lecturer as soon as possible.
In order to pass this course students must have passed all assessment events with a C grade or better. Students will have the opportunity to resubmit one failed piece of assessment that originally received a mark between 40% - 49%. The resubmission will receive a maximum pass grade of 50%. Resubmissions will not apply to any examinations held during the University of Canterbury examination periods.
Students should refer to General Course and Examination Regulation H: Aegrotat Consideration and Aegrotat Consideration: Procedures in the UC Calendar. The UC calendar is available online at: http://www.canterbury.ac.nz/publications/calendar.shtml.
Lecturers may ask students to submit an electronic copy and a hardcopy for an assignment. Lecturers will advise if hardcopy assessment tasks are to be submitted to the course lecturer’s office mailbox or to the School of Sciences & PE administration office. If electronic copies are also required to be submitted, an electronic ‘dropbox’ on the course ‘Learn’ site will be made available. Once assessed, students will be advised if assignment work is to be collected from the course lecturer or the School of Sciences & PE administration office located on the ground floor of the Te Pourewa building.
Domestic fee $595.00
International fee $2,750.00
* 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 Health Sciences .