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This course looks to equip students with the necessary coaching and pedagogical skills that will enable them to successfully plan and implement sport coaching sessions. Through theory and practical application, students will gain knowledge and understanding about relevant aspects of human development theories and consider the implications of these within a variety of sport coaching contexts.
Develop and articulate a personal coaching philosophy. Examine selected influential human developmental theories and consider the implications of these within sport coaching contexts. Examine and apply basic principles of motor skill learning. Examine and apply the Direct Instruction model of coaching as it applies to sport coaching contexts. Examine and develop strategies for effective athlete management. Explore the concept of reflective practice within sport coaching.
EDSP120, EDSP123
Glenn Fyall
Berger, Kathleen Stassen; The developing person through childhood and adolescence ; 6th ed; Worth, 2002.
Berger, Kathleen Stassen; The developing person through childhood and adolescence ; 5th ed; Worth, 2000.
Berger, Kathleen Stassen; The developing person through the life span ; 6th ed; Worth Publishers, 2005.
Drewery, Wendy. , Bird, Lise; Human development in Aotearoa : a journey through life ; 2nd ed; McGraw-Hill, 2004.
Graham, George; Teaching children physical education : becoming a master teacher ; 3rd ed; Human Kinetics, 2008.
Hergenhahn, B. R. , Olson, Matthew H; An introduction to theories of learning ; 6th ed; Prentice Hall, 2001.
Jones, Robyn L. , Hughes, M., Kingston, Kieran; An introduction to sports coaching : from science and theory to practice ; Routledge, 2008.
Kidman, Lynn , Hanrahan, Stephanie J; The coaching process : a practical guide to improving your effectiveness ; 2nd ed; Dunmore Press, 2004.
Kretchmar, R. Scott; Practical philosophy of sport and physical activity ; 2nd ed; Human Kinetics, 2005.
Metzler, Michael W; Instructional models for physical education ; 2nd ed; Holcomb Hathaway, Publishers, 2005.
Schmidt, Richard A. , Lee, Timothy Donald; Motor control and learning : a behavioral emphasis ; 4th ed; Human Kinetics, 2005.
Schmidt, Richard A. , Wrisberg, Craig A; Motor learning and performance ; 3rd ed; Human Kinetics, 2004.
Required Texts and Readingsnone specified Recommended Reading Berger, K.S. (2009). The developing person through childhood (5th ed.). New York: Worth. Berger, K.S. (2005). The developing person through the life span (6th ed.). New York: Worth.Berger, K.S. (2002). The developing person through childhood and adolescence (6th ed.). New York: Worth. Drewery, W. & Bird, L. (2004). Human Development in Aotearoa: A journey through life. Auckland, N.Z.: McGraw-Hill.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.Jones, R. L. Hughes, M. & Kingston, K. (2008). An introduction to sports coaching: From science and theory to practice. London: Routledge.Kidman, L., & Hanrahan, S. (2004). The coaching process: A practical guide to effective coaching (2nd Ed.). Palmerston North, NZ: Dunmore.Kretchmar, R. (2005). Practical philosophy of sport and physical activity (2nd Ed.). Champaign, IL: Human Kinetics.Metzler, M (2005) Instructional models for physical education. (2nd Ed.). Scottsdale, Arizona : Holcomb Hathaway.Schmidt, R.A. & Lee, T. D. (2005). Motor control and learning: a behavioural emphasis (4th Ed). Champaign, IL: Human Kinetics.Schmidt, R.A. & Wrisberg, C. (2004). Motor learning and performance (3rd Ed). Champaign, IL: Human Kinetics.
Library portalhttp://www.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 in the University of Canterbury Calendar and the Assessment, Referencing and Written Assignment Preparation guidelines in the BSpC, PE Coursebook.
The criteria used to assess students’ work vary according to the type of assessment but usually include the quality of organization, evidence of wide reading, the ability to select appropriate material, the clarity and relevance of argument and evidence, originality and style. For individual pieces of assessment, lecturers will use the following grading scales.Grading ScaleGrade GPA MarksA+ 9 90 – 100A 8 85 – 89A- 7 80 – 84B+ 6 75 – 79B 5 70 – 74B- 4 65 – 69C+ 3 60 – 64C 2 55 – 59C- 1 50 – 54D 0 40 – 49E -1 0 – 39
Attendance is both expected and required.
EvaluationStudents 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 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 College office in Orakipaoa. 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 at the College Office in Orakipaoa.
Domestic fee $619.00
International fee $2,863.00
* 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.
This course will not be offered if fewer than 20 people apply to enrol.
For further information see School of Sport and Physical Education .