Unit Outline

This unit develops knowledge and skills in sports coaching, with a large emphasis placed on coaching pedagogy highlighting the social, cultural, and pedagogical concepts underpinning good coaching practice. It touches on the application of sports science principles outlined by the Australian Sports Commission to the coaching environment.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1.	critically investigate and explain contemporary coaching practices.
2.	evaluate reflective tools which can be used to judge performance of athletes and own coaching performance.
3.	identify, analyse, discuss possible implications of coaching practice, and outline strategies to counteract.

Alterations as a result of student feedback

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	The Coach as a Reflective Practitioner	Week 5	40 %	LO1, LO2, LO3
Assessment Task 2:	Case Studies	Week 9	40 %	LO1, LO3
Assessment Task 3:	Practical Coaching and Analysis	Week 13	20 %	LO1, LO2, LO3

Assessment details

Assessment Task 1: The Coach as a Reflective Practitioner

Task Description:

Reflective practice can be referred to as understanding how we have come to be positioned as coaches and whose knowledge and ideas are being played out through our own coaching practice. This task requires you to reflect on a ‘coaching experience’ and has two complementary parts; Describe a previous experience that you had in the context of sport and/or coaching. Due to word restrictions, this will need to be limited to one encounter and should be something that you believe has profoundly influenced your ideas and thoughts about sport and coaching today. In this section, you will need to describe what happened in the encounter, who was involved, conversations that were had and what resulted. The second section is about looking to the future. After reflecting on your experiences, detail what practices and ideas from your experience will you use in your future practice as a coach? In this section, you will need to reference reading from the course and lecture material to support your position.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1, 4.4

Task Length:

Maximum 2000 Words

Due Date:

Week 5 (05/Apr/2024)

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Illustrate knowledge of contemporary coaching practices	LO1
2	Illustrate knowledge of reflective tools which can be used to judge performance of athletes and own coaching performance	LO2
3	Describe and analyse implications of coaching principles and various practices	LO3

Assessment Task 2: Case Studies

Task Description:

You will be presented with six different case studies from which you choose three to respond to. In responding to each of the three case studies you will need to address the criteria below.
In analysing each of the three case studies, adopt the perspective that you are involved with the scenarios and could influence what happens, if you wish to. Provide a description of how you would influence these scenarios, and a brief justification of why you would make these decisions.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1, 3.6, 4.4, 5.2

Task Length:

1500 words maximum

Due Date:

Week 9 (03/May/2024)

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Overview of what has occurred in the case study, and why you believe this has occurred	LO1
2	Who is impacted in the case study and how you believe they are impacted	LO3
3	Relevant coaching theory where applicable, or explanation, to substantiate your overview	LO1
4	Potential implications that may result from the case study	LO3

Assessment Task 3: Practical Coaching and Analysis

Task Description:

Identify a coaching opportunity to engage with in your community by the end of week 4. This opportunity or opportunities must compile a minimum of ten hours across the duration of the semester. Conduct a SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis of you coaching experience throughout the period of the semester

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 3.6

Task Length:

500 words

Due Date:

Week 13 (31/May/2024)

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Capacity to organise your own coaching opportunity/opportunities and engage with this/these	LO1
2	Understanding of the purpose of a SWOT analysis, and use of this approach to your coaching experience(s)	LO2, LO3
3	Evidence that you have compiled a minimum of ten hours of coaching	LO1

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Review of results and appeals

You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.

Required Resources

Required reading materials

Recommended reading materials

Camire, M., & Trudel, P. (2014). Helping youth sport coaches integrate psychological skills in their coaching practice. Qualitative Research in Sport, exercise, and Health. 6(4): 617-634.
Castillo, D.B., Alexandria, M., Balibay, V., Alarcon, J.A., Picar, J.M., Lampitoc, R.R., & Baylon, M.C. (2014). Autocratic and participatory coaching styles and its effects on students’ dance performances. International Journal of Learning,Teaching, and Educational Research, 3(1): 32-44.
Hall, E.T., & Gray, S. (2015). Reflecting on reflective practices: a coach’s action research narratives. Institute for Sport, Physical Education and Health Sciences, The University of Edinburgh.
Knowles, Z., Borrie, A., & Telfer, H. (2005). Towards the reflective sports coach: issues of context, education, and application. Ergonomics, 48(11-14): 1711-1720.
Kovacs, L., & Corrie, S. (2017). Building reflective capability to enhance coaching practice. The Coaching Psychologist, 13(1): 4-12.
Marcone, M. (2017). The impact of coaching styles on the motivation and performance of athletes. Kinesiology, Sport Studies, and Physical Education.
Parker, K., Czech, D., Burdette, T., Stewart, J., Biber, D., Easton, L., Pecinovsky, C., Carson, S., & McDaniel, T. (2012). The preferred coaching styles of generation z athletes: A qualitative study. Journal of Coach Education, 5(2); 5- 23.
West, L. (2016). Coach-athlete communication: Coaching style, leadership characteristics, and psychological outcomes. Masters of Education in Human Movement Sport and Leisure Studies Graduate Projects. 16.
Witte, K.E. (2010). Coaching philosophy: A systematic approach for development. Journal of Coach Education, 3(2): 40-49.
Young, B.W., & North, J. (2007). Towards a definition of excellence in sport coaching. Journal of Coaching Science, 1(1): 3-17.

Other required resources