msc in sport coaching and performance degree programme … · spgsc-paper d (iv)-201113 3 degree...
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SPGSC-Paper D (iv)-201113
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Degree Programme Table (DPT)
A separate table is required for each exit qualification, for example, MSc,
PGDip and PGCert
Sport Coaching and Performance Degree Type : MSc
NYT
F/T P/T
Course
Code
Course Title Level Credit
Points
1 1 Managing The Coaching Process 10 20
1 1 Diagnostic Analysis of Coaching
Practice 11 20
1 1 Performance Development &
Expertise 11 20
1 2 Coach Development and
Mentoring 11 20
1 2 Professional Issues 11 20
1 2 REDU11063 Research Methods 11 20
1 3 Sport Coaching Dissertation 11 60
NYT = normal year taken
F/T = full time study
P/T = part time study (over 3 years)
SPGSC-Paper D (iv)-201113
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Degree Programme Table (DPT)
A separate table is required for each exit qualification, for example, MSc,
PGDip and PGCert
Sport Coaching and Performance Degree Type : PGCert
NYT Course Code Course Title Level Credit
Points
1 Managing The Coaching Process 10 20
1 Diagnostic Analysis of Coaching
Practice 11 20
1 Performance Development &
Expertise 11 20
NOTES All compulsory
NYT = normal year taken
SPGSC-Paper D (iv)-201113
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Degree Programme Table (DPT)
A separate table is required for each exit qualification, for example, MSc,
PGDip and PGCert
Sport Coaching and Performance Degree Type : PGDip
NYT
F/T P/T
Course
Code
Course Title Level Credit
Points
1 1 Managing The Coaching Process 10 20
1 1 Diagnostic Analysis of Coaching
Practice 11 20
1 1 Performance Development &
Expertise 11 20
1 2 Coach Development and
Mentoring 11 20
1 2 Professional Issues 11 20
1 2 REDU11063 Research Methods 11 20
NYT = normal year taken
F/T = full time study
P/T = part time study (over 2 years)
SPGSC-Paper D (iv)-201113
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Course Title
Managing the Coaching Process
Course Outline
School School of Education College Humanities and Social Science
Course type Online Distance Learning Availability To all students
Credit level (Normal year taken)
SCQF Level 10 Credits 20
Home subject area
Sport Other subject area
None
Course website
None Taught in Gaelic?
No
Course
description
Within performance coaching managing and coordinating a number of variables is
essential to coaching effectiveness. The coaching process allows a systematic
approach to improving an individual's or team's performance in a competitive
surrounding, through rationally planned and managed programmes.
This course introduces coaches to coaching models, principles of systematic review
and evaluation, effective coaching and the management of a high performance
coaching environment. The students will have the opportunity to critically review
current research within sport coaching and performance as well as undertake basic
data collection in the practical coaching environment. Students will also be
introduced to principles of scientific writing.
Students must have access to a coaching environment to undertake this course
Entry Requirements (not applicable to Visiting Students)
Pre-requisites None Co-requisites None
Prohibited
Combinations
None Other
requirements
None
Additional
Costs
Regular access to a networked computer is required.
SPGSC-Paper D (iv)-201113
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Information for Visiting Students
Pre-
requisites
None
Displayed in
Visiting
Students
Prospectus?
No
Summary of Intended Learning Outcomes
On completion of this course students will be able to:
1. Analyse and evaluate current models of coaching 2. Critically review the key issues involved in the creation, development and management of a high performance coaching environment 3. Demonstrate the ability to create and implement a management strategy to enhance the short and long term development of a high performance system 4. Outline principles of effective decision-making and synthesise coherent decision-making in sport coaching
Assessment Information
Task 1: 2 x 750 word field study reports (30%)
Task 2: Applied reflective critique (2,500 words 70%)
Special Arrangements
The course is delivered entirely online, with no on-campus class sessions
Additional Information
Academic
description
Not entered
Syllabus Indicative content: Current models of coaching, for example, Multidimensional Model of Coaching, Fairs
5-step Model, the Coaching Model.
Organisational coaching roles and responsibilities, coaching for high performance in
human systems, managing excellence in sport
Theories of decision making, uses in sport coaching, application and development of
decision making in sport
Transferable
skills
Critical analysis, Written communication skills, Access research materials, Reflection,
Scientific reporting
SPGSC-Paper D (iv)-201113
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Reading list Bennie, A, & O'Connor, D 2011, 'An Effective Coaching Model: The Perceptions and
Strategies of Professional Team Sport Coaches and Players in Australia', International
Journal Of Sport And Health Science, 9, pp. 98-104
Callow, N, Smith, M, Hardy, L, Arthur, C, & Hardy, J (2009), Measurement of
Transformational Leadership and its Relationship with Team Cohesion and
Performance Level, Journal Of Applied Sport Psychology, 21, 4, pp. 395-412
Carney, M, Smolianov, P, & Zakus, D 2012, 'Comparing the practices of USA Rugby
against a global model for integrated development of mass and high performance
sport', Managing Leisure, 17, 2/3, pp. 182-206
Cassidy, T (2010), 'Coaching Insights: Holism in Sports Coaching: Beyond Humanistic
Psychology', International Journal Of Sports Science & Coaching, 5, 4, pp. 439-443
Chan, J, & Mallett, C (2011), The Value of Emotional Intelligence for High
Performance Coaching, International Journal Of Sports Science & Coaching, 6, 3, pp.
315-328
Collins, L, & Collins, D (2013), Decision Making and Risk Management in Adventure
Sports Coaching, Quest, 65, 1, pp. 72-82
Gabbett, T, & Masters, R (2011), Challenges and Solutions When Applying Implicit
Motor Learning Theory in a High Performance Sport Environment: Examples from
Rugby League, International Journal Of Sports Science & Coaching, 6, 4, pp. 567-576
Greenwood, D, Davids, K, & Renshaw, I (2012), 'How Elite Coaches' Experiential
Knowledge Might Enhance Empirical Research on Sport Performance', International
Journal Of Sports Science & Coaching, 7, 2, pp. 411-422
Mulligan, D, McCracken, J, & Hodges, N 2012, 'Situational familiarity and its relation
to decision quality in ice-hockey', International Journal Of Sport & Exercise
Psychology, 10, 3, pp. 198-210
Piggott, D. (2012) Coaches' experiences of formal coach education: a critical
sociological investigation, Sport, Education and Society,
17, 4
Reade, I, Rodgers, W, & Spriggs, K (2008), 'New Ideas for High Performance Coaches:
A Case Study of Knowledge Transfer in Sport Science', International Journal Of Sports
Science & Coaching, 3, 3, pp. 335-354
Rynne, Steven B., and Cliff J. Mallett, (2012) Understanding The Work And Learning
SPGSC-Paper D (iv)-201113
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Of High Performance Coaches. Physical Education And Sport Pedagogy 17,5, 507-523
Study Abroad Not entered
Study
Pattern
Total Hours: 200 ( Seminar/Tutorial Hours 6, Online Activities 20,
Feedback/Feedforward Hours 5, Formative Assessment Hours 5, Programme Level
Learning and Teaching Hours 4, Directed Learning and Independent Learning Hours
160 )
Keywords Systematic coaching, coaching effectiveness, coach models, coaching as
management, professional judgements and decision making; planning and organising
the coaching process, high performance environments
Contacts
Course
organiser
Dr Simon Coleman
Tel: 0131 651 6653
Email: simon.coleman@ed.ac.uk
Course
secretary
Tel: TBC
Email:
SPGSC-Paper D (iv)-201113
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Course Title
Diagnostic Analysis of Coaching Practice
Course Outline
School School of Education College Humanities and Social Science
Course type Online Distance Learning Availability To all students
Credit level (Normal year taken)
SCQF Level 11 Credits 20
Home subject area
Sport Other subject area
None
Course website
None Taught in Gaelic?
No
Course
description
In performance sporting environments, whether practice or competition, it is difficult
for coaches to observe and remember all the key events occurring within a training
session or event. Analysis based on accurate observation and recall is a key tool for
improving future performance and when interpreted through objective criteria
makes coaching effectiveness more achievable.
In preparation for analysis, students need to gather information through research
and professional opinion, think critically about actions, cues and common errors.
During the observation phase, information needs to be systematically gathered. The
evaluation and diagnosis requires application of theory, critical review and feedback.
Students must have access to a coaching environment to participate in this course
Entry Requirements (not applicable to Visiting Students)
Pre-requisites None Co-requisites None
Prohibited
Combinations
None Other
requirements
None
Additional
Costs
Regular access to a networked computer is required.
Information for Visiting Students
SPGSC-Paper D (iv)-201113
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Pre-
requisites
None
Displayed in
Visiting
Students
Prospectus?
No
Summary of Intended Learning Outcomes
On completion of this course students will be able to:
1. Critically review theoretical knowledge of pedagogy, role theory, learning theory, information
processing and motivational theory applied in practical contexts
2. Evaluate, exemplify and justify potential improvements to personal practice and athlete
performance through the application of sport science, technology and the use of support staff
3. Provide critical synthesis of the impacts and challenges surrounding reflective tools within sport
coaching
Assessment Information
Task 1: Observation & analysis task (Equivalent to 1500 words 40%)
Task 2: Coaching portfolio (Equivalent to 2500 words 60%)
Special Arrangements
The course is delivered entirely online, with no on-campus class sessions
Additional Information
Academic
description
Not entered
Syllabus Indicative content: Empowerment, Motivational Climate, Constructivist learning
Leadership, Virtue Theory, Social Exchange
Methods of coaching analysis: observational, narrative
Coach as part of a team, accessing relevant & appropriate knowledge, integration
and practical application
Reflective process, reflective models, applications to sport coaching
Transferable
skills
Critical analysis, Reflection, Oral and written communication skills, Practical skills,
Access research materials
Reading list Ames, C. (1992). Achievement goals, motivational climate, and motivational processes. In G. C. Roberts (Ed.) Motivation in sport and exercise (pp 161-176).
SPGSC-Paper D (iv)-201113
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Champaign, IL: Human Kinetics. Blau, P. (1986). Exchange and power in social life. Edison N.J: Transaction Publishers. Bolton, G (2010) Reflective Practice, Writing and Professional Development (3rd edition), SAGE publications, California. ISBN 1-84860-212-X. Cassidy, T., Jones, R.L., & Potrac, P. (2009) 2nd Ed. Understanding sports coaching: The social, cultural and pedagogical foundations of coaching practice. London: Routledge. Cushion, C., Armour, K.M., & Jones, R.L. (2003). Coach education and continuing professional development: Experience and learning to coach. Quest, 55, 215-230. Dewey, J. (1933) How We Think. A restatement of the relation of reflective thinking to the educative process (Revised edition.), Boston: D. C. Heath. ISBN 0-486-29895-7. Edwin P., & Hollander, E. P (1992). The Essential Interdependence of Leadership and Followership. Current Directions in Psychological Science, Vol. 1 (2), 71-75. Harvey, S, Cushion, C, Wegis, H, & Massa-Gonzalez, A. (2010), Teaching Games for Understanding in American High-School Soccer: A Quantitative Data Analysis Using the Game Performance Assessment Instrument, Physical Education And Sport Pedagogy, 15, 1, pp. 29-54 Hughes & Franks (2004) Notational Analysis of Sport: Systems for Better Coaching and Performance in Sport Jones, R.L. (Ed.) (2006). The sports coach as educator: Re-conceptualising sports coaching. London: Routledge. Jones,R., Morgan, K. & Harris, K. (2012)Developing coaching pedagogy: seeking a better integration of theory and practice, Sport, Education and Society, 17, 3, Kolb, Alice Y.; Kolb, David A. (2005). Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education, Academy of Management Learning & Education 4 (2): 193¿212. Martindale, R, & Nash, C. (2013), Sport science relevance and application: Perceptions of UK coaches, Journal Of Sports Sciences, 31(8):807-19. Nelson, L., Potrac, P., & Groom, R. (in press, 2013). Doing research in sports coaching. London: Routledge. Potrac, P., Gilbert, W., & Denison, J. (2013). The Routledge handbook of sports coaching. London: Routledge. Schön, D. (1983) The Reflective Practitioner, How Professionals Think In Action, Basic Books. ISBN 0-465-06878-2
SPGSC-Paper D (iv)-201113
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Study Abroad Not entered
Study
Pattern
Total Hours: 200 ( Seminar/Tutorial Hours 4, Online Activities 30,
Feedback/Feedforward Hours 10, Formative Assessment Hours 10, Programme Level
Learning and Teaching Hours 8, Directed Learning and Independent Learning Hours
138)
Keywords Pedagogy, role theory, learning theory, information processing, motivational theory,
systematic behavioural observation; time-use-analysis; reflective practice, sport
science, technology and the use of support staff
Contacts
Course
organiser
Dr John Sproule
Tel: 0131 651 6531
Email: john.sproule@ed.ac.uk
Course
secretary
Tel: TBC
Email:
SPGSC-Paper D (iv)-201113
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Course Title
Performance Development & Expertise
Course Outline
School School of Education College Humanities and Social Science
Course type Online Distance Learning Availability To all students
Credit level (Normal year taken)
SCQF Level 11 Credits 20
Home subject area
Sport Other subject area
None
Course website
None Taught in Gaelic?
No
Course
description
The road to expertise in sport has been a recent development, aimed at assisting
coaches and national governing bodies, by identifying talent within a particular sport
and allowing the coaches to spend time developing those with promise, with a view
to developing expertise.
There is an ongoing debate as to whether this represents ethical good practice,
whether it is a sound use of money and does in fact develop better performers, who
are able to compete on the world stage.
This course will engage with this debate as well as critique models of talent
identification and aspects of talent development. This is underpinned by the scientific
study of expertise, from a number of viewpoints: the performer; the coach and the
concepts of expertise in different domains.
Students will gather interview data, analyse results using a simple framework and
present findings. They will also be involved in presenting synthesised research,
implementing and managing discussions and summarising key points orally.
Students undertaking this course need access to a coaching environment.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites None Co-requisites None
Prohibited None Other None
SPGSC-Paper D (iv)-201113
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Combinations requirements
Additional
Costs
Regular access to a networked computer is required.
Information for Visiting Students
Pre-
requisites
None
Displayed in
Visiting
Students
Prospectus?
No
Summary of Intended Learning Outcomes
On completion of this course students will be able to:
1. Critically appraise the development of expertise in both performers and coaches 2. Evaluate the concepts and rationale for talent identification and development within sport 3. Critically analyse the integration of talent identification, talent development and pathways within sporting contexts 4. Appraise the role of higher order thinking, personality and creativity within performance development and expertise.
Assessment Information
Task 1: 45 min group seminar presentation (Equivalent to 2,000 words 50%)
Task 2: 2,000 word case study (50%)
Special Arrangements
The course is delivered entirely online, with no on-campus class sessions
Additional Information
Academic
description
Not entered
Syllabus Indicative content: Nature v nurture; expert coach characteristics; talent identification theories; talent
development theories; theory of deliberate practice; optimal practice conditions;
constraints to talent identification and development
Social and contextual factors; role of coaches, teachers, and parents; the role of
higher order thinking, innate drives and skills; physical traits, giftedness and genius
SPGSC-Paper D (iv)-201113
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Transitions; models of development; lifelong learning
Transferable
skills
Autonomous and group working; project management; knowledge transfer;
communication skills; reflective skills; research skills
Reading list Baker, J, Cobley, S, & Fraser-Thomas, J 2009, 'What do we know about early sport
specialization? Not much!', High Ability Studies, 20, 1, pp. 77-89
Bullock, N, Gulbin, J, Martin, D, Ross, A, Holland, T, & Marino, F 2009, 'Talent
identification and deliberate programming in skeleton: Ice novice to Winter Olympian
in 14 months', Journal Of Sports Sciences, 27, 4, pp. 397-404
Erickson, K, Côté, J, & Fraser-Thomas, J 2007, 'Sport Experiences, Milestones, and
Educational Activities Associated With High-Performance Coaches' Development',
Sport Psychologist, 21, 3, pp. 302-316
Ford, P, Ward, P, Hodges, N, & Williams, A 2009, 'The role of deliberate practice and
play in career progression in sport: the early engagement hypothesis', High Ability
Studies, 20, 1, pp. 65-75
Gonçalves, C, Rama, L, & Figueiredo, A 2012, 'Talent Identification and Specialization
in Sport: An Overview of Some Unanswered Questions', International Journal Of
Sports Physiology & Performance, 7, 4, pp. 390-393
Haugaasen, M, & Jordet, G 2012, 'Developing football expertise: a football-specific
research review', International Review Of Sport & Exercise Psychology, 5, 2, pp. 177-
201
Jonker, L, Elferink-Gemser, M, de Roos, I, & Visscher, C 2012, 'The Role of Reflection
in Sport Expertise', Sport Psychologist, 26, 2, pp. 224-242
Koh, K, Mallett, C, & Wang, C 2011, 'Developmental pathways of Singapore's high-
performance basketball coaches', International Journal Of Sport & Exercise
Psychology, 9, 4, pp. 338-353
MacNamara, Á, Button, A, & Collins, D 2010, 'The Role of Psychological
Characteristics in Facilitating the Pathway to Elite Performance Part 1: Identifying
Mental Skills and Behaviors', Sport Psychologist, 24, 1, pp. 52-73
MacNamara, Á, Button, A, & Collins, D 2010, 'The Role of Psychological
Characteristics in Facilitating the Pathway to Elite Performance Part 2: Examining
Environmental and Stage-Related Differences in Skills and Behaviors', Sport
Psychologist, 24, 1, pp. 74-96
SPGSC-Paper D (iv)-201113
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Memmert, D, Baker, J, & Bertsch, C 2010, 'Play and practice in the development of
sport-specific creativity in team ball sports', High Ability Studies, 21, 1, pp. 3-18
Nash, C., Sproule, J. & Horton, P. (2011) Excellence in Coaching: The art and skill of
elite practitioners. Research Quarterly in Exercise & Sport, 82, 2, 229-238.
Nash, C. & Sproule J. (2011) Insights into Experiences: Reflections of Expert & Novice
Coaches. International Journal of Sports Science & Coaching, 6, 1, 149-161.
Nash, C. & Sproule, J. (2009) Career Development of Expert Coaches. International
Journal of Sports Science & Coaching, 4, 1, 121-138.
Nash, C, Martindale, R, Collins, D, & Martindale, A. (2012), Parameterising expertise
in coaching: past, present and future, Journal Of Sports Sciences, 30, 10, pp. 985-994
Pankhurst, A, & Collins, D 2013, 'Talent Identification and Development: The Need for
Coherence Between Research, System, and Process', Quest, 65, 1, pp. 83-97
Study Abroad
Study
Pattern
Total Hours: 200 ( Seminar/Tutorial Hours 6, Online Activities 30, Formative
Assessment Hours 6, Programme Level Learning and Teaching Hours 4, Directed
Learning and Independent Learning Hours 154 )
Keywords Expertise, talent development, deliberate practice, transitions
Contacts
Course
organiser
Dr Christine Nash
Tel: 0131 651 6581
Email: cnash@staffmail.ed.ac.uk
Course
secretary
Tel: TBC
Email:
SPGSC-Paper D (iv)-201113
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Course Title
Coach Development & Mentoring
Course Outline
School School of Education College Humanities and Social Science
Course type Online Distance Learning Availability To all students
Credit level (Normal year taken)
SCQF Level 11 Credits 20
Home subject area
Sport Other subject area
None
Course website
None Taught in Gaelic?
No
Course
description
Mentoring is an effective and powerful learning opportunity commonly used in
business. The training and overall 'performance' of the coach is just as important as
that of the athlete and involves delivering effective coaching programmes.
Mentoring has been recognised as crucial to world class coaching as well as the
development of future sporting successes. As a result the importance of coach
learning and development is necessary to help create sustainable coaching
excellence.
This course will introduce coaches to mentoring models, communities of practice,
sources of feedback within the social milieu of the performance coaching
environment.
The content of this module is based around sport coaching and performance
scenarios that reflect the complex and integrative nature of coaching knowledge in
real-life situations. The expectation is that students take an active part in planning,
organising and conducting their own learning within a group framework. With this
problem-based group work, students must review their collective knowledge, identify
the knowledge they need to solve a particular issue, research and learn that
knowledge and then apply it to the particular problem.
Students will require access to a coaching environment to undertake this course.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites None Co-requisites None
SPGSC-Paper D (iv)-201113
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Prohibited
Combinations
None Other
requirements
None
Additional
Costs
Regular access to a networked computer is required.
Information for Visiting Students
Pre-
requisites
None
Displayed in
Visiting
Students
Prospectus?
No
Summary of Intended Learning Outcomes
On completion of this course students will be able to:
1. Evaluate models of coach development and mentoring as tools for high performance sport coaching 2. Critically appraise the current development of sport specific knowledge in a high performance setting 3. Critically examine sport coaching as an interpersonal relationship and the social context in which it operates 4. Critically review the sources of feedback available to high performance sport coaches
Assessment Information
Task 1: Case Study 2,000 words (50%)
Task 2: Critical Review 2,000 words (50%)
Special Arrangements
The course is delivered entirely online, with no on-campus class sessions
Additional Information
Academic
description
Not entered
Syllabus Indicative content: Models of mentoring, for example, Asher; Dane; Traditional Dyadic; Weaver and
Chelladurai
Transition pathways to high performance sport and coaching will be examined using
SPGSC-Paper D (iv)-201113
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an evidence-based approach to identify optimum strategies.
Discussion of leadership, career education programming and high performance
planning
Performance management; success; career transitions; engagement; retention and
turnover
Interpersonal relationships; team cohesion; team dynamics; virtue; power;
micropolitics
Feedback sources; efficacy; communities of practice; networking
Transferable
skills
Critical analysis, Reflection, Written communication skills, Access research materials
Reading list Cassidy, T, & Kidman, L (2010), 'Initiating a national coaching curriculum: a paradigmatic shift?', Physical Education & Sport Pedagogy, 15, 3, pp. 307-322 Cassidy, T 2010, 'Understanding the Change Process: Valuing What it is That Coaches Do', International Journal Of Sports Science & Coaching, 5, 2, pp. 143-147 Culver, D, Trudel, P, & Werthner, P (2009), 'A Sport Leader's Attempt to Foster a Coaches' Community of Practice', International Journal Of Sports Science & Coaching, 4, 3, pp. 365-383 Culver, D, & Trudel, P 2008, 'Clarifying the Concept of Communities of Practice in Sport', International Journal Of Sports Science & Coaching, 3, 1, pp. 1-10 Greenwood, D, Davids, K, & Renshaw, I (2012), 'How Elite Coaches' Experiential Knowledge Might Enhance Empirical Research on Sport Performance', International Journal Of Sports Science & Coaching, 7, 2, pp. 411-422 Hallam, P, Chou, P, Hite, J, & Hite, S (2012), 'Two Contrasting Models for Mentoring as They Affect Retention of Beginning Teachers', NASSP Bulletin, 96, 3, pp. 243-278 Hardman, A, Jones, C, & Jones, R 2010, 'Sports coaching, virtue ethics and emulation', Physical Education & Sport Pedagogy, 15, 4, pp. 345-359 Jones, R, Harris, R, & Miles, A (2009), 'Mentoring in sports coaching: a review of the literature', Physical Education & Sport Pedagogy, 14, 3, pp. 267-284 Kleinert, J, Ohlert, J, Carron, B, Eys, M, Feltz, D, Harwood, C, Linz, L, Seiler, R, & Sulprizio, M (2012), 'Group Dynamics in Sports: An Overview and Recommendations on Diagnostic and Intervention', Sport Psychologist, 26, 3, pp. 412-434 Memmert, D, Baker, J, & Bertsch, C 2010, 'Play and practice in the development of sport-specific creativity in team ball sports', High Ability Studies, 21, 1, 3-18 North, J (2010), 'Using 'Coach Developers' to Facilitate Coach Learning and Development: Qualitative Evidence from the UK', International Journal Of Sports Science & Coaching, 5, 2, pp. 239-256 Occhino, J, Mallett, C, & Rynne, S (2013), 'Dynamic social networks in high
SPGSC-Paper D (iv)-201113
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performance football coaching', Physical Education & Sport Pedagogy, 18, 1, pp. 90-102 Potrac, P, & Jones, R 2009, 'Micropolitical Workings in Semi-Professional Football', Sociology Of Sport Journal, 26, 4, pp. 557-577 Stebbings, J, Taylor, I, & Spray, C (2011), 'Antecedents of Perceived Coach Autonomy Supportive and Controlling Behaviors: Coach Psychological Need Satisfaction and Well-Being', Journal Of Sport & Exercise Psychology, 33, 2, pp. 255-272 Sullivan, P, Paquette, K, Holt, N, & Bloom, G (2012), 'The Relation of Coaching Context and Coach Education to Coaching Efficacy and Perceived Leadership Behaviors in Youth Sport', Sport Psychologist, 26, 1, pp. 122-134 Weaver, M.A., and P. Chelladurai, (1999) "A mentoring model for management in sport and physical education." Quest 51, 1 , 24-38
Study Abroad Not entered
Study
Pattern
Total Hours: 200 ( Seminar/Tutorial Hours 6, Online Activities 30, Formative
Assessment Hours 6, Programme Level Learning and Teaching Hours 4, Directed
Learning and Independent Learning Hours 154 )
Keywords Mentoring; Coach learning and development; Coach education; Situated learning;
Communities of practice
Contacts
Course
organiser
Dr Amanda Martindale
Tel: 0131 650 9794
Email: amanda.martindale@ed.ac.uk
Course
secretary
Tel: TBC
Email:
SPGSC-Paper D (iv)-201113
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Course Title
Professional Issues
Course Outline
School School of Education College Humanities and Social Science
Course type Online Distance Learning Availability To all students
Credit level (Normal year taken)
SCQF Level 11 Credits 20
Home subject area
Education Other subject area
None
Course website
None Taught in Gaelic?
No
Course
description
This course will help students to develop a deeper understanding of what it means to
be a professional in their respective field of study. It will enable students to make
connections between academic theory, professional practice and the student's own
professional learning. In exploring the complex and dynamic relationship between
theory and practice, students will be required to articulate their strengths and
weaknesses and to learn how to take responsibility for their professional learning.
The course focuses on a critical exploration of the nature of professionalism. In
particular, it considers conceptions of ‘the professions’ and the assumed desirability
of being a member of a profession. With teachers’ and coaches’ professional learning
increasingly being recognised as a career-long capacity-building endeavour, the
course investigates how contemporary conceptualisations of professional learning
are moving away from traditional modernist views towards more postmodern
perspectives.
The course analyses how professional learning is increasingly being informed by
thinking from complexity, constructivist and situated perspectives and is beginning to
be more actively engage teachers in more open-ended and collaborative learning
processes. Accordingly, the course explores the potential role that teacher
innovation, professional learning communities, networks, distributed leadership and
digital technologies may play in the ongoing evolution of their practice. The course
relies on a range of wide range of literature but specifically involves consideration of
ethical issues and critical incidents to develop philosophical understanding.
In overall terms, the course will address complex ethical and professional issues and
requires students to make informed judgments on issues. The premise is that
modern-day professionals need to be able to exercise professional judgement in a
SPGSC-Paper D (iv)-201113
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range of complex contexts.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites None Co-requisites None
Prohibited
Combinations
None Other
requirements
None
Additional
Costs
Regular access to a networked computer is required.
Information for Visiting Students
Pre-
requisites
None
Displayed in
Visiting
Students
Prospectus?
No
Summary of Intended Learning Outcomes
On completion of this course students will be able to demonstrate:
1. Articulate a critical understanding of principal contemporary theoretical perspectives informing conceptions of educators’ professional learning as a career-long endeavour
2. Critically reflect on, consolidate and extend knowledge on the nature of professional learning approaches informed by key tenets from complexity, constructivist and situated perspectives
3. Analyse, evaluate and synthesise the potential of teacher innovation, professional learning communities, networks, distributed leadership and digital technologies as key features of teachers professional learning
4. Undertake a critical analysis of their personal professional learning experiences and their future trajectory
Assessment Information
Task (100%) – Written assignment (4000 words)
Extended Critical Review
Special Arrangements
SPGSC-Paper D (iv)-201113
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The course is delivered entirely online, with no on-campus class sessions
Additional Information
Academic
description
Not entered
Syllabus Indicative content: Professionals, professionalism and professions Professional values and codes of ethics Kant, Aristotle, Phronesis, care and justice Ethical issues and dilemmas: for example inclusion, race, ethnicity, equity, equality and need Traditional and contemporary conceptions of professional learning Complexity, constructivism, situated perspectives and career-long professional learning Contextualising professional learning – personal capacities, experiences, opportunities, barriers and reflections
Transferable
skills
Critical analysis, Oral and written communication skills, Access research materials
Reading list Angelides, P. & Ainscow, M. (2000). Making sense of the role of culture in school improvement. School Effectiveness and School Improvement, 11(2), 145-163.
Armour, K.M. (2011). Sport pedagogy: An introduction for teaching and coaching. Prentice Hall
Armour, K. M., Makopoulou, F., Chambers, F. & Duncombe, R., (2010), Career-long professional learning for the professional physical education teacher. In Bailey. R. (Ed) Physical Education for Learning. Continuum, London.
Arthur, J. (ed.) (2010). Citizens of character. Exeter: Imprint academic. Bechtel, P. & O'Sullivan, M., (2006). Professional Development in Urban School
Contexts (Monograph). Journal of Teaching in Physical Education Bondi, L., Carr, D., Clark, C. & Clegg, C. (eds.) (2011). Towards professional wisdom.
Farnham, Surrey: Ashgate. Carr, D. (1991). Educating the virtues. London: Routledge. Carr, D. (2000). Professionalism and ethics in teaching. London: Routledge. Carr, D. (2003). Making sense of education. London: Routledge. Dewey, J. (1938). Experience and education. New York: Collier books. Doutis, P. & Ward, P., (1999), The Saber-Tooth Project [Monograph]. Journal of
Teaching in Physical Education,. Eraut, M. (1994). Developing professional knowledge and competence. London: The
Falmer Press. Fullan, M., (2004), Change Knowledge . Microsoft. Fullan, M., (2007), The new meaning of educational change, (4th Edition). Routlegde:
Abingdon. Gewirtz, S., Mahony, P. Hextall, I. and Cribb, A. (eds) (2009). Changing teacher
professionalism.: International trends, challenges and ways forward. London: Routledge.
Jess, M. & McEvilly, N. (2013), Traditional and contemporary approaches to career-long professional learning: a primary physical education journey in Scotland,
SPGSC-Paper D (iv)-201113
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Education 3-13: International Journal of Primary, Elementary and Early Years Education, Online at http://dx.doi.org/10.1080/03004279.2013.804851
Keay, J. K. & Lloyd, C. M. (2011). Linking childrens learning with professional learning. Rotterdam: Sense.
Lave, J. & Wenger, E., (1991), Situated learning: legitimate peripheral participation. Cambridge University Press: London.
Macfarlane, B. (2004). Teaching with integrity. London: Routledge. Ovens, A., Hopper, T. & Butler, J. (Eds.) (2012), Complexity Thinking in Physical
Education: Reframing Curriculum, Pedagogy and Research. Routledge: London. Pollard, A., Collins, J., Simco, N., Swaffield, S., Warin, J. & Warwick, P., (2005),
Reflective Teaching, (2nd Edition). Continuum: London. Sachs, J. (2003). The activist teaching profession. Open University Press. Schon, D., (1987), Educating the Reflective Practitioner. Jossey Bass: San Francisco. Shapiro, J. P. & Stefkovich, J. A. (2001). Ethical leadership and decision making in
education. New Jersey: Lawrence Erlbaum. Squires, J. (Ed.). (1993). Principled positions: Postmodernism and the rediscovery of
value. London: Lawrence & Wishart. Stoll, L., Fink, D. & Earl, L., (2003), It’s About Learning (and It’s About Time).
Routledge Falmer: London. Sugrue, C. and Solbrekke, T. (eds.) Professional responsibility : New horizons of praxis.
London: Routledge.
Journals British Educational Research Journal Child Abuse Review Coaching Psychologist Education 3-13 European Physical Education Review Improving Schools International Journal Of Coaching Science International Journal of Qualitative Studies in Education International Journal Of Sports Science & Coaching Journal of Educational Change Journal of Education Policy Journal Of Human Nutrition & Dietetics Journal Of The Philosophy Of Sport Journal of Teaching in Physical Education Physical education & Sport Pedagogy Professional Development in Education Quest Sport, Education & Society Sport, Ethics & Philosophy
Study Abroad Not entered
Study
Pattern
Total Hours: 200 ( Seminar/Tutorial Hours 6, Online Activities 30, Formative
Assessment Hours 6, Programme Level Learning and Teaching Hours 4, Directed
Learning and Independent Learning Hours 154 )
Keywords Professional Judgement, Ethics, development, professional learning
Contacts
SPGSC-Paper D (iv)-201113
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Course
organiser
Dr Mike Jess
Tel: 0131 651 6002
Email: Mike.Jess@ed.ac.uk
Course
secretary
Tel: TBC
Email:
SPGSC-Paper D (iv)-201113
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Course Title
Research Methods (REDU11063)
Course Outline
School School of Education College Humanities and Social Science
Course type Online Distance Learning Availability To all students
Credit level (Normal year taken)
SCQF Level 11 Credits 20
Home subject area
Education Other subject area
None
Course website
None Taught in Gaelic?
No
Course
description
This course will give students the framework and contextual knowledge they need in
order to plan, design and execute a programme of independent research for the
dissertation element of the MSc in Digital Education. The course will enable students
to formulate a research question and an outline project plan. It will give them key
skills in research design and enable them to position their own programme of
research within the broader context of social science enquiry. It will introduce them
to data collection and analysis and to key methods for analysing both quantitative
data and qualitative research texts.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites None Co-requisites None
Prohibited
Combinations
None Other
requirements
None
Additional
Costs
Regular access to a networked computer is required.
Information for Visiting Students
Pre-
requisites
None
SPGSC-Paper D (iv)-201113
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Displayed in
Visiting
Students
Prospectus?
No
Summary of Intended Learning Outcomes
On completion of the course students will be able to:
demonstrate an awareness of the key epistemological issues in social science research
identify appropriate research questions and how they might be addressed by particular
methodological approaches
locate and critically evaluate relevant literature
engage with a range of data collection methods
have a critical awareness of issues relating to research reliability and validity, and ethical
considerations
demonstrate specialist skills in the analysis of quantitative and qualitative data
effectively plan a programme of research
demonstrate an awareness of academic conventions in the presentation of research
Assessment Information
Part 1 (20%): Participants will work with an existing set of either qualitative or quantitative data,
chosen from a range of possible sets. They will perform some simple analysis and/or interpretation
directed towards answering a series of questions posed about the data. Results of the analysis will
be written up as a brief report. (1000 words)
Part 2 (30%): A short critical review of a piece of published research. (1000 words)
Part 3 (50%): Presentation of a research proposal for the dissertation, including the research
question to be addressed, critical discussion of the methodology to be used, and an outline of how
data will be collected and analysed (if relevant). The proposal will also include a provisional project
plan outlining key milestones and timescales for the various stages of the project. (2000 words)
Special Arrangements
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None
Additional Information
Academic
description
Not entered
Syllabus
Transferable
skills
Reading list
Study Abroad Not entered
Study
Pattern
Not entered
Keywords research, methods, digital, online, education
Contacts
Course
organiser
Dr Jen Ross
Tel: (0131 6)51 6133
Email: jen.ross@ed.ac.uk
Course
secretary
Tel: TBC
Email:
SPGSC-Paper D (iv)-201113
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Course Title
Sport Coaching Dissertation
Course Outline
School School of Education College Humanities and Social Science
Course type Online Distance Learning Availability To all students
Credit level (Normal year taken)
SCQF Level 11 Credits 60
Home subject area
Sport Other subject area
None
Course website
None Taught in Gaelic?
No
Course
description
The Dissertation is a major study demanding of the course participants a high level of
individual application and commitment to research and enquiry. It provides the
participant with the opportunity to identify, reflect on and explore a topic that has
implications for his or her own professional development and scholarly interest. The
Dissertation will involve a critical interrogation of the relationship between academic
theory, professional practice and the design, ethics and interpretation of research.
Research training is an important part of the Dissertation process and this will be
offered via a core course in Research Methods. Before beginning the dissertation,
students will submit a detailed dissertation proposal of around 2000 words, which
will be produced as part of the assessment for the Research Methods (REDU11063)
course.
Provision will be made for students who wish to submit their dissertation in an
alternative to the standard written format (for example as a journal article or an
extended practical course design or a PhD proposal). Participants wishing to pursue
this as an option will need to take particular care that their dissertation proposal
details how they will demonstrate an appropriate level of critical analysis, academic
knowledge and reflection on the nature of enquiry. Full guidance will be given in the
programme dissertation handbook.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Completion of PG Diploma Co-requisites None
Prohibited None Other None
SPGSC-Paper D (iv)-201113
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Combinations requirements
Additional
Costs
None
Information for Visiting Students
Pre-
requisites
None
Displayed in
Visiting
Students
Prospectus?
No
Summary of Intended Learning Outcomes
On completion of this course students will be able to: 1. Specify a topic of enquiry suitable for a dissertation and justify its theoretical significance, professional relevance and practical feasibility 2. Identify and reflect critically on relevant up-to-date literature, research reports and other scholarly evidence with specific reference to the research process used 3. Collect and analyse evidence, justifying the approaches and techniques used, and identify the implications of these decisions in terms of the status of the evidence, and the findings based upon it 4. Examine critically the contribution and limitations of the study undertaken in theoretical and applied terms with regard to the practices and roles of relevant professionals 5. Demonstrate that the study complies with relevant ethical guidelines 6. Present work, observing appropriate academic conventions in relation to style, tone, paragraphing, paraphrasing, sectioning of the text, proof-reading and referencing
Assessment Information
Dissertation (15,000 words) A Dissertation Handbook is available for guidance
Special Arrangements
None
Additional Information
Academic
description
Not entered
Syllabus Indicative content: Research Process Much is dependent upon participant choice of context and discussion with dissertation supervisor
SPGSC-Paper D (iv)-201113
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Transferable
skills
Critical analysis, Oral and written communication skills, Access research materials
Reading list Armour, K. M., & MacDonald, D. (2012). Research methods in physical education and
youth sport [electronic resource] / edited by Kathleen Armour and Doune
Macdonald. London : Routledge, 2012.
Bell, J (2010, 5th edn) Doing Your Research Project: A Guide for First-time Researchers in Education & Social Science, Oxford: Oxford University Press. Baxter, L, Hughes, C and Tight, M (2007, 3rd edn) How to Research, Buckingham:
Open University Press.
De Bosscher, V., Shibli, S., van Bottenburg, M., De Knop, P., & Truyens, J. (2010).
Developing a Method for Comparing the Elite Sport Systems and Policies of Nations:
A Mixed Research Methods Approach. Journal Of Sport Management, 24(5), 567-600.
Gratton, C., & Jones, I. (2004). Research methods for sport studies [electronic
resource] / Chris Gratton and Ian Jones. London : Routledge, 2004
McNamee, M. J. (2005). Philosophy and the sciences of exercise, sport, and health :
critical perspectives on research methods / edited by Mike McNamee. London :
Routledge, 2005.
Moran, A. P., Matthews, J. J., & Kirby, K. (2011). Whatever happened to the third
paradigm? Exploring mixed methods research designs in sport and exercise
psychology. Qualitative Research In Sport, Exercise & Health, 3(3), 362-369.
Phoenix, C., & Smith, B. (2011). The world of physical culture in sport and exercise :
visual methods for qualitative research / edited by Cassandra Phoenix and Brett
Smith. London ; New York : Routledge, 2011.
Study Abroad Not entered
Study
Pattern
Total Hours: 600 ( Seminar/Tutorial Hours 28, Dissertation/Project Supervision Hours
16, , Formative Assessment Hours 6, Programme Level Learning and Teaching Hours
12, Directed Learning and Independent Learning Hours 538 )
Keywords Research process
Contacts
Course
organiser
Dr Christine Nash
Tel: 0131 651 6581
Email: cnash@staffmail.ed.ac.uk
Course
secretary
Tel: TBC
Email:
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