Sports Coaching BSc (Hons)

• An introduction to metabolic processes;
• Bioenergetics and energy metabolism;
• Cardiovascular response to exercise;
• The pulmonary system and exercise;
• The neuromuscular system and exercise;
• The endocrine system during exercise;
• A balanced diet and nutrition for exercise.

The fundamental aim of this module is to stimulate interest and enjoyment in the study and application of exercise physiology. In doing this, students should develop a sound understanding of the physiological responses of the body's systems to both acute and chronic exercise., whilst also developing an understanding of the research process within exercise physiology; including information and literature retrieval, evaluation and summary. Finally, students should develop key transferable skills, including information searching, individual study, group work, learning strategies and communication skills (written and oral).

• Personality;
• Mood;
• Motivation in sport;
• Skill classification;
• Skill learning and transfer;
• Feedback;
• Memory;
• Psychological benefits of exercise;
• Exercise and mental health;
• Motivation in exercise.

The aim of the module enables students to develop a knowledge and understanding of the key principles of sport and exercise psychology through the examination of motor learning and social/personal issues and theories and also develop a knowledge and understanding of how these key issues and theories relate to sport and exercise in practical settings. The module allows students to examine the relevance of key theories to performance through group practical work and ultimatley develop an interest in the field of sport and exercise psychology. The students will develop a knowledge and understanding of the key principles of exercise psychology through examination of social/personal issues and theories and identify how key psychological issues and theories relate to exercise in practical settings.

• What is Sociology?;
• Definitions: Play, Games, Sport, Leisure, Recreation, PE;
• Concepts in the Sociology of Sport;
• Social Development of Sport;
• Social Divisions in sport and leisure: Gender, Social Class, Disability, Ethnicity, Age;
• Sport and political ideology;
• Sport and the media;
• Sport and religion;
• Sport and cultural identity;
• Sport and popular culture.

To develop in students:

• an understanding of the central definitions and concepts in the sociology of sport and exercise;
• an understanding of the processes involved in the development of sport;
• an understanding of the major trends in young people’s and adults’ participation in sport and physical activity both in PE and leisure;
• an appreciation of how participation is structured according to gender, social class, ethnicity and disability.
• an appreciation of the relationships and interactions between sport, society and culture.

• Referencing in appropriate APA format;
• Literature search skills, forms and types of available literature;
• Summarising and comparing literature within a given topic area.
• Forms of academic writing within sport and exercise sciences.
• Communication and presentation skills in a range of formats (e.g. powerpoint/poster).
• Why and how (skill-base) sport scientists conduct research.
• Awareness and understanding of different research methods and philosophies within sport and exercise sciences.
• Data entry and statistical analysis on SPSS.
• Data entry and spreadsheet design, descriptive statistics, graphing and presentation of results.
• Interpretation of statistical analysis.

This module aims to provide students with an opportunity to acquire the necessary skills required to undertake assignments within the area of Sport and Exercise Sciences and Physical Education. Specifically, how to write and present in a scientific format. The module provides students with opportunities to acquire skills that will ultimately form a platform for further autonomous learning at Levels 5 and 6. The main aim of this module is to introduce and develop study skills that are pertinent to Sport and Exercise Sciences and Physical Education; with a specific focus on the following areas: independent learning, referencing, writing skills, presentation skills and statistical skills.

• Introduction to the coaching process
• Planning coaching sessions
• Health and safety
• Delivering coaching sessions
• Skill acquisition and learning 
• Coaching techniques
• Evaluation of coaching sessions
• Successful coaching 

This practical module develops and assesses skills in planning, delivery and evaluation of sports coaching.  It introduces students to the fundamental principles of good coaching practice and gives students the opportunity to undertake practical coaching activities to ensure they are able to reflect upon the skills required to be an effective coach.

1. To develop an understanding of the process of coaching, by applying theory to practice.
2. To gain primary experience of the practical coaching environment, whilst responding to the needs of participants.
3. To develop understanding of the process of planning, delivery and evaluation of coaching sessions.
4. To develop students’ ability to reflect upon their own coaching behaviour.

• Definitions of sports coaching and the role of the coach
• Coaching as a process and coaching models
• Participation and performance coaching
• UKCC level 1 or equivalent National Governing Body award 
• Planning, conducting and evaluating coaching activities in a specific sport
• UK Coaching Duty to Care Toolkit and Digital Badge: safeguarding, inclusion, diversity, mental health and well-being

This module aims to introduce the conceptual issues that underpin sports coaching including models and frameworks developed for understanding sports coaching as a process. The role of the coach and differences between participation and performance coaching will be examined. It will also provide an opportunity for students to undertake a UKCC level 1 Coaching Award and complete UK Coaching's Duty to Care Toolkit and Digital Badge. The completion of these vocational, externally awarded qualifications can add value to a students’ university education and is an important aspect of their personal development as a coach. Students will then have an opportunity to apply the knowledge and skills gained through the planning and delivery of sport-specific coaching sessions in a practical setting to local primary school children.

Preparation for the year abroad will take place in Chester during level 5 and will include:

• Cross-cultural issues and sensitivity
• Host-country orientation, study methods– economic, political and social reality of the country
• Orientation specific to exchange – health, education, gender issues
• The United Nations Sustainable Development Goals
• Practical matters relating to living and studying in the wider world

Theories, models and strategies of learning

• Critical thinking skills, experiential learning       and models of reflection

Personal and placement-related transversal skills

• Effective self-motivation and independent resourcefulness
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development

Whilst abroad:

Students will undertake study at one of UoC’s partner universities; it is expected that students will choose a series of modules at the university abroad, which equal a full-time study load. This must be agreed by the host institution and the International Tutor. Students must supply details of their courses/modules on a learning agreement within 4 weeks of arrival at the host university, note students who fail to supply this within 4 weeks may have the opportunity withdrawn.

1. To experience academic life in country outside of the EU, enhancing cultural and intercultural awareness and increasing transversal skills.
2. To reflect on the impact of the experience in their destination on one’s own personal, academic and professional development.
3. To engage with the experience of study at a partner university to gain extensive first-hand knowledge and understanding of the relevant society from the perspective of the resident.
4. To further develop independent learning techniques.
5. To foster critical evaluation.

• Critical approach to the coaching and teaching processes
• Introduction to key contemporary topics in PE/Pedagogy including working with
  SEND pupils, identifying and supported talented pupils, the role of FMS and physical literacy in lifelong participation.
• Teaching intermediate adult performers and young novice performers.
• Practical teaching experience through a range of National Curriculum sports design to enable students to develop subject knowledge and applying theoretical content to a practical environment, selected from: invasion games, volleyball, net games.
• Completion of 'introduction to' governing body award ahead of teaching experience with local primary school pupils.

The purpose of this module is to encourage students to build on their fundamental knowledge of the components of the teaching and coaching processes, and apply and analyse the theory behind their constituent parts.  The specific content will enable students to apply aspects of theory in response to the actual teaching/coaching environment.  This will therefore encourage students to not only critically analyse existing coaching and teaching literature, but also appraise the application of this within the fluid coaching and teaching environment;

Students will be expected to critically engage with literature relevant to the illustrative content of the module, and use that to underpin or challenge their own practice, as well as that of others.  The emphasis throughout the module will be on 'theory through practice' whereby students will contextualise the implications of the theoretical suggestions made within literature and sport-driven policy, such as the National Curriculum and Coach Education programmes;

This module will enable students to gain primary experience of the practical environment whilst responding to the environment and demands of 'their' performers, and organising/reorganising their sessions and components of the teaching and coaching processes accordingly.

• Developing the research problem: identifying research topics, reading research, types of empirical study, devising specific questions, discovering what is already known, reviewing and critiquing the literature;
• The building blocks of scientific research: types of research (quantitative versus qualitative; experimental versus non-experimental), scientific parlance, sampling procedures, and measurement issues;
• Quantitative Research: Data collection methods and research designs, analytical research, historical (documentary) and reviews, Descriptive research: correlation studies, Experimental research: developing hypotheses, independent/dependent variables, control, sample selection, research designs, and experimental validity;
• Qualitative Research: beyond pure experiments: Qualitative issues, Observational methods, Interviews, Focus groups, Triangulation of methods, Alternative research methods, Quality in qualitative research;
• Developing a research idea and writing the Research Proposal;
• Principles of ethics in Sport and Exercise Sciences research;
• Common research designs and data analysis/statistics: Hypothesis testing, ‘significance’, descriptive and inferential statistics, parametric vs. non-parametric statistics; statistical ‘rules’ and diagnostic tests.

1. To build upon the knowledge and skills developed at Level 4 (Research & Study Skills), enabling a greater appreciation and understanding of the complexities of research.
2. To highlight key issues regarding research strategy, design and methods as they pertain to Sport and Exercise Sciences.
3. To utilise sociological, physiological, psychological, performance analysis, biomechanical and coaching examples to further understanding of qualitative and quantitative research methods in sport and exercise sciences.
4. To familiarise students with of the types of research designs adopted in quantitative and qualitative SES research.
5. To demonstrate the link between research design and statistical analyses.
6. To develop an appreciation of how to formulate a workable research proposal for a
Dissertation
7. To develop scientific, analytical and communicative skills.

Development of understanding of some of the key pedagogical theories and concepts:

• Learning theories
• Learning outcomes (setting objectives for holistic coaching)
• Teaching styles
• Learning styles

Application of the above theoretical concepts and principles to the process of:

• Planning and structuring sports coaching programmes and sessions
• Delivering sports coaching sessions
• Reflecting upon and evaluating sports coaching sessions

1. To develop an understanding of the key pedagogical concepts and theories that could be used to inform and enhance coaching practice.
2. To apply understanding of key pedagogical concepts and theories to the process of planning delivery and evaluation of coaching sessions.
3. To enhance planning and delivery skills within the practical coaching environment.
4. To enable reflection upon coaching behaviour and locate these reflections within a broad pedagogical theoretical framework.

• Growth and development of children and young adults: physiological perspectives
• Optimal trainability in childhood and adolescence
• Athlete development pathways/models 
• Physical, mental/cognitive and emotional development implications
• Developmentally appropriate practices for coaching children 
• Planning and periodisation of training
• Relative age effect
• Talent identification and development
• Monitoring and analysis of sports performance

This module addresses issues related to the growth, maturation and development of children and young adults from a largely physiological perspective.  It develops an understanding of long term athletic development, considering implications for those engaged in delivering and co-ordinating the delivery of sports opportunities, aimed at improving both participation levels and performance.  The module is also designed to apply underpinning physiology in the development of training/conditioning programmes in accordance with principles of periodisation and appropriate planning and goal setting.

1. To develop an understanding of physiological issues, including growth and maturation, with respect to the trainability of children and young adults;
2. To develop underpinning theoretical rationale relating to the physical, mental/cognitive and emotional characteristics that inform a programme of long term athletic development;
3. To establish the content and design of a contemporary programme of long term athletic development; 
4. To develop an understanding of principles of planning and periodisation, including utilisation of appropriate training methods and techniques;
5. To develop an understanding of the principles of performance analysis and its application to talent identification.

• Carl Rogers and application to the sports coaching / exercise setting.
• Humanism in the sports coaching / exercise setting.
• The person / athlete centred approach and the importance of self-determination.
• Positive communication, active listening and empowerment coaching.
• The coach-athlete / practitioner – client relationship
• The role of applied psychology in sport and exercise settings.

1. To provide students with an introduction to humanism and an opportunity to develop a basic appreciation of how its principles may underpin a philosophy of practice.
2. To enable students to develop an understanding of basic Rogerian principles / concepts and how these may be applied by the sports coach / exercise professional.  
3. To enable students to understand the person / athlete centred approach and appreciate the importance of self-determination for motivation in individual and/ or team settings.
4. To foster an appreciation of the importance of the coach-athlete / practitioner-client relationship.
5. To provide a supportive and controlled learning environment that will enable students to acquire and practice positive communication and effective listening skills that can be applied to a range of sports / exercise settings.
6. To enhance personal and professional awareness and reflect upon how life experiences and the specific context may impact upon the effectiveness of interactions.

Pre-placement:

• Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
• Writing an effective CV. Constructing a letter of application.*
• Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

• The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
• Devising a strategy for integrating into the workplace and work based teams
• Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

• Devising and implementing strategies to improve own approach and performance
• Critical analysis/evaluation of approach to skill development and performance in the workplace;
• Influencing the Placement Provider’s appraisal;
• Devising an action plan to develop gaps in transferable skills based on the placement experiences;

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

• Develop their understanding of workplace practice and lifelong learning;
• Enhance their work readiness and employability prospects through development of transferable skills;
• Take responsibility for their own learning and acquisition of workplace employability skills;
• Articulate, in writing, their employability skills.

• The organisational context: research-informed analysis of the sector’s role, development opportunities or career paths.
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; developing a positive work attitude, resilience, building rapport with co-workers).
• Devising strategies to improve one’s own career.
• Critical analysis/evaluation of skills already acquired.
• Devising an action plan to address gaps in transferable skills based on organisational analysis and sector opportunities.

This module aims to enhance students’ prospects of gaining graduate level employment, which will enable them to:-

• Enhance their work readiness and employability prospects through identifying relevant transferable skills for their chosen career path,
• Clearly articulate their career plans and take steps to prepare for their first graduate role,
• Take responsibility for their own learning and acquisition of workplace employability skills,
• Articulate, in writing, their employability skills.

• Developing strength and power for athletes
• Conditioning for endurance sports;
• Conditioning for team sports;
• Concurrent training – implications for athletic performance;
• Pre-conditioning strategies for athletic performance
• Acute responses to training and competition, and approaches to promoting recovery;
• Performance in extreme environments;
• The travelling athlete
• The child athlete;
• Ageing and athletic performance;
• The female athlete.

• To develop a critical awareness of the principles applied to aerobic, anaerobic and resistance based training to improve sport performance;
• To develop an understanding of the implications of concurrent training on sport performance;
• To be critically aware of the mechanisms of fatigue responsible for limiting performance in extreme environments (e.g. heat, cold, altitude);
• To understand the responses of the human body after training and competition, and approaches for promoting recovery;
• To be aware of the symptoms and causes of underperformance syndrome, and implications for sporting performance;
• To be critically aware of factors affecting performance in special athletic populations (e.g. children, veterans, female athletes).

• Practice and philosophy of the applied practitioner;
• Mental training core principles and application;
• Psychological issues and the young competitor, the role of the family and parental support;
• Coaching roles and working with coaches;
• Leadership styles, including the application of leader member exchange;
• Cohesion and the development of task and social cohesion;
• Stress and burnout, psychological implications and recovery;
• Injury – psychological effects and social support;
• Performance enhancement;
• Career termination.

To develop in students:

• An understanding of the key principles when working as an applied practitioner in sport psychology;
• The ability to examine theoretical issues and models pertinent to developing a working philosophy;
• An understanding of the key psychological theories known to impact upon sport performance;
• The ability to analyse theoretical issues through synthesising research material;
• The ability to develop core practical skills necessary for working with different populations;
• The ability to formulate solutions to real world sports psychology problems based upon theoretical knowledge and current research.

• Defining PE;
• PE and sport;
• PE policy and National Curriculum PE;
• PE, sport and health;
• Health-related exercise;
• Youth sport;
• Exams in PE;
• Equal opportunities in PE;
• Lifelong participation and PE;
• Initial teacher training;
• Continuing professional development.

This module attempts to develop in students an appreciation of contemporary issues in physical education
(PE) and the related topic of youth sport – such as competing justifications for PE, health-related exercise, trends in youth sport and equal opportunities – from a sociological perspective. In this regard, the aims of the module are to help students make sense of competing conceptions of PE as well as the contentious nature of the relationship between health and PE, recognize the crucial impact of gender and ethnicity on the PE process and examine recent trends in youth sport, particularly as they relate to PE.

• The applied coaching and teaching process
• Coaching/teaching practice with peers and primary school children
• Reflection of the applied coaching/teaching process (planning, methods, reflection, contextual factors)
• Contemporary issues in the area of PE/Pedagogy including working with students with EAL, incorporating ICT into lessons/sessions, interpreting the current PE curriculum, and incorporating cross-curricular links in your teaching.
• Application of coaching and pedgaogy theory to practical experiences and settings
• Review and consolidation of coaching/teaching process;
• Tutor led practical.

The aim of the module is develop students application of theory to practical teaching and learning. The module encourages students to explore the applied coaching/teaching process through a critical approach to current issues within the process and, for students to be able to apply this knowledge within a coaching/teaching environment. Students will develop a critical understanding of the process of coaching/teaching by applying theory through practice during professional coaching/teaching practice. Students will therefore be more adequately prepared for a career in either teaching or coaching. This module will stimulate an evaluative grounding of students' practice within the practice-influenced theory of coaching and teaching processes.

• Student-arranged tutorials with assigned supervisor to monitor the progress of the study;
• Seminars/workshops/progress presentations (where appropriate) pertaining to ethics issues, follow-up sessions on data analysis, writing the Dissertation.

The module aims to enable students to develop the ability to undertake an independent inquiry into a defined problem; apply their knowledge of sport and exercise sciences in a research capacity and develop scientific, analytical and communicative skills. The module untimatley aims to provide students to acquire the skills necessary to complete a scientific dissertation.

• Employment opportunities for sports coaches and health professionals
• Audit to create individual profile relating to competence and training needs analysis
• Action planning and the setting of placement objectives (long and short-term)
• Notational analysis of sports coach and health professional behaviour 
• Effective coaching behaviours
• Problem solving skills in coaching
• Practical placement in a community setting
• Risk assessment procedures and application to a sport and health and fitness environment
• Planning and evaluating the delivery of activities/sessions
• Reflective practice (e.g. Gibb’ s reflective cycle)
• The mentoring process: the mentoring agreement, type of relationship, role of mentor and mentee

This module is designed to further develop and provide opportunities to apply knowledge and skills relating to practical sports coaching or health and fitness in a community setting.  Specifically there is the opportunity for students to reflect on their own practice. This reflection is supported by experience of both sides of the mentoring process. 

1. To evaluate personal competences and set objectives accordingly;
2. To plan, deliver and evaluate activities/sessions in a community setting;
3. To experience the mentoring process as a mentee and, through reflection, gain an understanding of the mentoring process;
4. To provide opportunities for students to demonstrate practical competency and evaluate individual behaviour.

• Coaches’ Roles – socialisation into and current analysis of coaches' roles.
• Coaches’ Interactions – nature of the coach-athlete relationship.
• Coaching Philosophy- problematising coaching philosophies.
• Coaches’ Power – dynamic power relationship between coach athlete and organisation.
• Culture, Identity and Culture Change in organisations.
• Micro-politics of sports coaching.
• Communities of practice.
• Elite Mentoring.
• Philosophical and ethical issues relating to the performance coaching process.
• Developing performers holistically
• Coaching roles in a performance coaching team.
• Challenges of working in modern performance and development environments.
• Working within high performance and talent development programmes.

The aim of this module is to equip students with a greater understanding of the skills, knowledge and principles involved in with coaching in a development and performance environment. The module will explore the development of individual coaching expertise within these settings with an emphasis upon the coach as a person, and viewing coaching practice as a complex social encounter exploring the complex cultural and micro-political nature of working within development and performance coaching settings.