SPORT COACHING MANAGEMENT

SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3N222449
Module Leader Linda Shearer
School Glasgow School for Business and Society
Subject Tourism and Events
Trimester
  • A (September start)

Pre-Requisite Knowledge

None

Summary of Content

This module will introduce students to theoretical principles and applied contexts of the management of sports coaching. In recognising the growth and popularity of sports coaching programmes, students will reflect critically on the evaluation and impact of coaching programmes within a management framework. The key agencies involved in managing coaching programmes and their roles will be explored and case studies from the UK and around the world will be examined. The module will also examine underpinning determinants of sport coaching as a profession and students will develop skills within the practical delivery of coaching methodologies to different client groups. Following this approach, students are then prepared to study critical issues in sport and sport volunteering in the fourth year.

Syllabus

Introduction to the management of sports coaching Theoretical and social models of coaching Public provision of coaching programmes Private enterprise and commercial programmes Performance management Coaching across different populations Coach education programmes and their impact Organisations and national governing bodies Coaching science and practical delivery Case studies International perspectives on coaching programme structures

Learning Outcomes

On successful completion of this module, the student should be able to:o Critically analyse theories and models underpinning sport coaching programmes.o Demonstrate a critical understanding of the factors which influence and shape the growth of sports coaching programmes.o Show an understanding of sports coaching management from a range of perspectiveso Evaluate the impact and sustainability of sport coaching programmes

Teaching / Learning Strategy

Key theoretical material relating to sports coaching and management principles will be introduced through a formal lecture programme. Students will first be introduced to the key theoretical and social frameworks that underpin sports coaching provision, they will then look at the influence of key sports coaching factors before finally examining the management and implementation of coaching programmes via case-studies. The lecture series will be supported by a programme of workshops which will allow students to enhance and deepen their learning while applying theory to practice. Within seminar activity students will work in small groups to evaluate and comment upon current practice and scenarios will be used in order to enhance learning. Students will be given dedicated time where they can seek support from module staff in relation to the case-study assessment. Where appropriate, guest speakers from established coaching agencies will be utilised to allow students to gain an understanding of sport coaching programmes in practice and field trips are integrated into this approach. The assessment strategy is structured so that students will critically evaluate theoretical and academic approaches to sport coaching management and also compile an evaluation of an industry-setting coaching programme. PRME Throughout this module students will be introduced to the impact of coaching in practice which meet the requirements of a diverse range of consumer groups. Themes dealing with societal complexities, diversity, equality and social sustainability within sport will be of importance. In addition to this, students will be encouraged to evaluate ethical and environmental determinants in developing their understanding of sports coaching management in practice Internationalisation of the Curriculum The growth and contribution of the sport coaching process to the global economy is increasingly recognised, whether this be via the established sport governing bodies or emerging nations and economies. Throughout this module students will be exposed to various international examples and case studies relating to coaching as well as the need to develop culturally sensitive programmes and legacies which meet the demands and requirements of different populations. GSBS will continue to use the advancement of GCU Learn as a blended learning tool through its teaching and learning as well as through engagement with students. GSBS will ensure that all modules are GCU Learn enabled and with the support of the Learning Technologists at the cutting edge of development of online materials. Academic staff and the Learning Technologists will continue to work together to develop and operate all modules on GCULearn to ensure student support and information sharing. Students are provided with formative and summative feedback via a variety of mechanisms. Feedback on coursework is provided within 3 working weeks of submission.

Indicative Reading

-567 Books and articles: ASEP (2011): Coaching Youth Soccer . Champaign: Human Kinetics Beech, J. & Chadwick, S. (2004): The business of Sport Management . Essex: Pearson Byers, T. & Slack, T. & Parent, M. (2012): Key concepts in Sport Management. London: Sage Cassidy, T., Jones, R. & Potrac, P. (2008): Understanding sports coaching . London: Routledge Collins, M.F. & Kay, T. (2004). Sport and Social Exclusion . Oxon: Routledge Collins T. (2013). Sport in Capitalist Society . London: Routledge. Hargreaves J. and Anderson E. (2013) (eds.) Handbook of Sport, Gender and Sexuality . London: Routledge. Horne, J. (2005). Sport In Consumer Culture . Basingstoke: Palgrave Macmillan. Hylton, K. & Bramham, P (2008). Sports Development . Oxon: Routledge ICCE. (2013): International Sports Coaching Framework. Jarvie, G. (2012). Sport, Culture and Society : An Introduction. London: Jones, R., Gilbert,W.,Dennison,J.(eds) (2012): Introduction to sports coaching : London: Routledge Lyle, J. (2002): Sports coaching concepts . London: Routledge Martens, R. (2012): Successful Coaching. Champaign: Human Kinetics Robinson, E. (2010): Foundations of sports coaching . London: Routledge Ryall. E. (2010). Critical thinking for sports students . Exeter: Learning matters

Transferrable Skills

-567 By the end of this mdule, students should have gained competence in the following key areas Communication and presentation skills Interactive and group skills Ethics and awarenes Ability to self-appriase and reflect on practive Critical analysis Regards for others

Module Structure

Activity Total Hours
Assessment (FT) 40.00
Seminars (FT) 10.00
Independent Learning (FT) 122.00
Tutorials (FT) 6.00
Lectures (FT) 22.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 n/a 50.00 35% Discursive essay, 2000 wordsWeek 8
Coursework 2 n/a 50.00 35% Evaluation report on a coaching programme evaluation (case-study). 1500 words Week 12.