SDCOA203-19A (HAM)

Coaching for Learning

15 Points

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Health Sport and Human Performance

Staff

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Convenor(s)

Clive Pope

Clive Pope
7838
TT.6.14
To be advised
clive.pope@waikato.ac.nz

Lecturer(s)

Hamish Crocket

Hamish Crocket
6529
TT.7.07
To be advised
hamish.crocket@waikato.ac.nz

Administrator(s)

: courtney.kelly@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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This paper advances practices integral to learner / athlete centred coaching, facilitation and instruction in an array of sport and recreation settings.

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Paper Structure

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Classes will contain a combination of lecture, workshop and on-line activities and will, wherever possible, be interactive.

Students are expected to complete preparatory work (readings and or video) in order to be able to contribute to discussions as part of in­-class work.

Several classes will adopt a 'flipped' delivery style. Details on how this teaching mode works will be outlined in the first class. A 'white paper' explaining Flipped teaching and learning is also available on the class Moodle page)

Lecture notes will be up-loaded to the SDCOA203 Moodle page.

Panopto recordings of lectures will also be uploaded to the SDCOA203 page.

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Students who successfully complete the paper should be able to:
    1. Identify and examine selected learning theories and their relevance and implications for coaching and instructing diverse populations in sport and recreation settings.
    2. Demonstrate a working knowledge of the impact of a range of individual, social, and cultural factors on learning, performance and learning environments.
    3. Critically analyze a range of coaching models and methods.
    4. Plan, implement and evaluate a coaching and instruction programme in a chosen coaching or instruction context.
    Linked to the following assessments:
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Assessment

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There are three assessments designed to act as evidence of your learning in this paper. You are advised to note these carefully and enter these into your diary immediately so you can plan well ahead for their timely completion and submission.
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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Coaching effectiveness: A case study analysis
12 Apr 2019
11:30 PM
30
  • Online: Submit through Moodle
2. Plan, conduct and evaluate an inclusive coaching session: Part A & B
21 May 2019
11:30 PM
40
  • In Class: In Workshop
  • Online: Submit through Moodle
3. Portfolio of reflective tasks
6 Jun 2019
11:30 PM
30
  • Online: EPortfolio System
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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Readings are accessible from the Library reading list for SDCOA203 (Talis Aspire). They can be accessed from the following link:

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Online Support

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Support materials, assignment submission are all in the SDCOA203 Moodle page. Where appropriate lecture and tutorial materials will be added to this space.

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Workload

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This paper is worth 15 points which equates to 150 hours across the semester. There are approximately 48 hours of contact time (1 x 1 hour lecture, 1 x 1hr flipped lecture & 1 x 2 hour workshop). There will be approximately 37 hours of non-contact related learning (including on-line participation) and 65 hours allocated to assessment.

If students are prevented from attending classes for any reason, and expect to be absent for more than four days, they should advise their lecturer as soon as is possible. If students know in advance that they will be absent from a lecture, or if they unavoidably miss a class, the paper coordinator or lecturer should be advised.

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Linkages to Other Papers

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This paper has links to SDCOA201, SDCOA202, SDCOA304 (SPLS310) and builds on SDCOA102 (SPLS107) and SDCOA101.
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Prerequisite(s)

Prerequisites: A minimum of 60 points at 100 level

Corequisite(s)

Equivalent(s)

Restriction(s)

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