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	30 %	LO1, LO2, LO3
Assessment Task 2:	Case Studies	Week 9	30 %	LO1, LO3
Assessment Task 3:	Practical Coaching and Analysis	Refer to Assessment Description	40 %	LO1, LO2, LO3

Assessment details

Assessment Task 1: The Coach as a Reflective Practitioner

Task Description:

In this assessment task, you will reflect on a significant coaching experience that has shaped your coaching philosophy and approach. The task is divided into two complementary parts.
In the first part, you will select one meaningful coaching encounter and describe the event, briefly exploring what happened, who was involved and the outcome. You will critically analyse how contemporary and historical coaching practices influenced this experience, identify the coaching styles or methods used, and evaluate the encounter’s impact on your coaching beliefs and values.

In the second part, you will look to the future, applying insights gained from your reflection to shape your future coaching practice. You will detail specific coaching strategies you intend to adopt or refine, referencing at least two models of reflective practice. You will also explain how reflective tools will enhance your coaching effectiveness and provide practical examples of how you will implement these tools, such as through self-evaluation forms or peer feedback.

This task encourages you to critically engage with your own experiences and develop evidence-based strategies for continuous improvement in coaching practice.

Task Length:

1250 Words

Due Date:

Week 5

Weight:

30 %

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 two to respond to. In responding to each of the two case studies you will need to address the criteria below.

To analyse each 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.

Task Length:

1000 words

Due Date:

Week 9

Weight:

30 %

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:

In pairs, you will plan, deliver, and reflect on a 45-minute coaching session that incorporates contemporary coaching practices and reflective tools. These sessions will be conducted during tutorials throughout the semester. Active engagement in your peers' sessions, including providing constructive feedback, will contribute to your overall grade, emphasising collaboration, participation, and reflective practice.

This assessment task is worth 40% of your unit grade and is broken down as follows:

Peer Feedback (10%): Quality and relevance of feedback you provide to peers.
Peer Feedback Average (10%): Average score received from peers for your session's effectiveness and engagement.
Session Plan & Self-Evaluation (20%): Quality of the session plan and depth of reflection on strengths, areas for improvement, and strategies for future coaching.

Task Length:

Equivalent to 1000 words

Due Date:

Refer to Assessment Description

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Coaching Session Delivery and Engagement	LO1, LO3
2	Peer Feedback and Contribution	LO2, LO3
3	Session Planning and Reflective Self-Evaluation	LO1, LO2

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.

Academic progress review

The results for this unit may be included in a review of your academic progress. For information about progress reviews and what they mean for all students, see Academic Progress Review in the Student Portal.

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.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

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.

Required Resources

Required reading materials