msc in sport coaching and performance degree programme … · spgsc-paper d (iv)-201113 3 degree...

SPGSC-Paper D (iv)-201113

1

MSc in Sport Coaching and Performance

Degree Programme Tables


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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)


3



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



4



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


F/T = full time study

P/T = part time study (over 2 years)


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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.


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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


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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


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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: [email protected]

Course

secretary

Tel: TBC

Email:

mailto:[email protected]


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Course Title

Diagnostic Analysis of Coaching Practice

Course Outline





Home subject area


None

Course website


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



Prohibited

Combinations

None Other

requirements

None

Additional

Costs




10

Pre-

requisites

None

Displayed in

Visiting

Students

Prospectus?

No



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


Task 1: Observation & analysis task (Equivalent to 1500 words 40%)

Task 2: Coaching portfolio (Equivalent to 2500 words 60%)




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).


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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


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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


Course

secretary

Tel: TBC

Email:


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Course Title

Performance Development & Expertise

Course Outline





Home subject area


None

Course website


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.



Prohibited None Other None


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Combinations requirements

Additional

Costs



Pre-

requisites

None

Displayed in

Visiting

Students

Prospectus?

No



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.


Task 1: 45 min group seminar presentation (Equivalent to 2,000 words 50%)

Task 2: 2,000 word case study (50%)




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


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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


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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


Course

secretary

Tel: TBC

Email:


17

Course Title

Coach Development & Mentoring

Course Outline





Home subject area


None

Course website


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.




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Prohibited

Combinations

None Other

requirements

None

Additional

Costs



Pre-

requisites

None

Displayed in

Visiting

Students

Prospectus?

No



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


Task 1: Case Study 2,000 words (50%)

Task 2: Critical Review 2,000 words (50%)




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


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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


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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

Pattern




Keywords Mentoring; Coach learning and development; Coach education; Situated learning;

Communities of practice

Contacts

Course

organiser

Dr Amanda Martindale

Tel: 0131 650 9794


Course

secretary

Tel: TBC

Email:



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Course Title

Professional Issues

Course Outline





Home subject area

Education Other subject area

None

Course website


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


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range of complex contexts.



Prohibited

Combinations

None Other

requirements

None

Additional

Costs



Pre-

requisites

None

Displayed in

Visiting

Students

Prospectus?

No


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


Task (100%) – Written assignment (4000 words)

Extended Critical Review



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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,


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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

Pattern




Keywords Professional Judgement, Ethics, development, professional learning

Contacts

http://www.routledge.com/books/search/author/tim_hopper/

http://www.routledge.com/books/details/9780415507219/

http://www.routledge.com/books/details/9780415507219/


25

Course

organiser

Dr Mike Jess

Tel: 0131 651 6002


Course

secretary

Tel: TBC

Email:


26


27

Course Title

Research Methods (REDU11063)

Course Outline





Home subject area

Education Other subject area

None

Course website


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.



Prohibited

Combinations

None Other

requirements

None

Additional

Costs



Pre-

requisites

None


28

Displayed in

Visiting

Students

Prospectus?

No


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


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)



29

None


Academic

description

Not entered

Syllabus

Transferable

skills

Reading list


Study

Pattern

Not entered

Keywords research, methods, digital, online, education

Contacts

Course

organiser

Dr Jen Ross

Tel: (0131 6)51 6133


Course

secretary

Tel: TBC

Email:


30

Course Title

Sport Coaching Dissertation

Course Outline





Home subject area


None

Course website


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.


Pre-requisites Completion of PG Diploma Co-requisites None

Prohibited None Other None


31

Combinations requirements

Additional

Costs

None


Pre-

requisites

None

Displayed in

Visiting

Students

Prospectus?

No


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


Dissertation (15,000 words) A Dissertation Handbook is available for guidance


None


Academic

description

Not entered

Syllabus Indicative content: Research Process Much is dependent upon participant choice of context and discussion with dissertation supervisor


32

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

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


Course

secretary

Tel: TBC

Email:


msc in sport coaching and performance degree programme … · spgsc-paper d (iv)-201113 3 degree...

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