Psychology within the Coaching Process 2
The Foundation Degree in Community Sports Coaching
CSC206 Psychology within the Coaching Process 2
2012-2013
Semester One Level Two
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Psychology within the Coaching Process 2
Module title:
Psychology within the Coaching Process 2
Module code:
CSC 206
Credits:
15
Tutor responsible:
Jamie Sims
Module Description: This module builds on and develops the module Psychology within the Coaching Process I to further the student’s knowledge and understanding of psychological processes in coaching. The focus of this module will, however, move away from motivation and team dynamics towards issues of stress, anxiety and competitive pressure. The module will focus on how the coach can develop techniques to alleviate these stressors both in adult and child performers.
Indicative Module Curriculum: The module will explore and examine the psycho-social processes that conspire to determine and influence the enjoyment of sporting competition. The module will describe the means through which sports competitions are perceived, the antecedents and consequences of anxiety and mood, factors influencing concentration and coping styles. In addition to these areas the module will seek to identify and evaluate strategies for enhancing psychological functioning in competitive sport. In addition to this, and in keeping with the philosophical nature of Foundation Degrees as being vocationally oriented, this module will enable students to develop small scale research skills within the area of mental skills training as well as continue to develop presentation skills.
Learning Outcomes: At the conclusion of this module students should be able to: 1. Outline and critically evaluate a range of competing definitions of stress, anxiety and coping. 2. Explain potential sources and consequences of stress, anxiety and coping. 3. Describe and critically evaluate appropriate theoretical perspectives. 4. Communicate in a written format using IT skills where appropriate.
Assessment: 
A 10 minute presentation to a peer group (30%)

A 1,500 report (40%)
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A one-hour unseen examination (30%)
Hand in Date for the 1500 word summary: The assessment for this module is due in on Tuesday 27th November (Week 12). This is worth 40% of the final mark. Please remember that the assignment must be submitted by 10:00 am.
Reassessment: Reassessment will be a 10 minute presentation (30%) and a 2500 word report (70%), dates to be advised by the board of examiners as published on SONAR.
Assessment Criteria: Assessment criteria for the presentation The ability to:
Select, utilise and explain appropriate theory and research Use IT and communication skills to present their work in a professional manner Critically evaluate the material surveyed Demonstrate an awareness of how the issue presented has implications for coaching practice
Assessment criteria for the 1,500 word report The ability to:
Utilise, explain and evaluate appropriate theory and research Apply theoretical and research perspectives to a coaching context Use appropriate language and punctuation Constructively appraise performance Use IT skills appropriately
Assessment criteria for the exam The ability to:
Define and explain appropriate theoretical perspectives Outline relevant theories and their application to coaching practice
The presentation (30%) and the report (40%) both necessitate the development of a mental skills training based research question. This will be done by formulating a clear, specific and achievable aim that has been informed by a rationale underpinned by a review of relevant literature. The research project itself will compose of the students undertaking a series of tests on other athletes/participants or competitors and reflecting/commenting on the findings/effectiveness of specific techniques. Qualitative data will be used to inform findings alongside the quantitative results of physical tests. In short, students will be expected to test the efficiency of a
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psychological coaching technique. Grounding in single-case experimental design will be embedded within these assessments.
Formative Assessment: An optional formative examination for the one-hour unseen examination will take place in Week 12. Brief feedback will be given from this formative assessment. In addition to this, the follow up workshops will allow students to augment learning through applying and reflecting on issues of stress, anxiety and competitive pressure, and the mental skills training that can be used to enhance performance within a competitive environment. Assignment Hand-In Procedures Students are required to submit one hardcopy of their work via the hand in boxes in New Hall (top floor in the photocopy room along the Sport and Exercise Sciences corridor) Make sure you complete the blue MACS form in full, including: 1. Student number/Programme of Study/Level of study 2. Module Title and SDM code (these are on the hand-in box) 3. Title of Assignment 4. The module leader – Dr Andrea Scott 5. Your Turnitin ID 6. Date of submission 7. Dyslexia stickers (if appropriate) attached to the first page of your essay 8. You should put work in a plastic folder 9. You should not staple work or seal the plastic wallet with sticky tape Students are also required to upload a copy of their work via Turnitin (the link to this is provided on the Moodle page. Uploading of your work via Turnitin must be completed before the assignment deadline. If for any reason Moodle or Turnitin are unavailable (i.e. if Portia/Moodle is experiencing problems) you must upload it to Turnitin as soon as possible thereafter. Details of system problems/downtimes will be communicated on the Portia homepage via the traffic light system. Turnitin Turnitin is a web-based plagiarism-prevention service which checks assignments for unoriginal content. The results can be used to help students learn how to avoid plagiarism as it provides better and faster feedback to improve their writing or to identify similarities to existing sources. Turnitin encourages best practice in using and referencing other people’s written material.
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Once uploaded into Turnitin, an Originality Report will be generated, highlighting unoriginal content. This is useful for you to check that you have referenced everything correctly. Please note that you are not aiming for a 0% score as Turnitin will recognise all unoriginal text including quotes, templates and text which you have referenced correctly Generation of the Originality Report usually takes between 5 and 10 minutes but can take longer at busy times If you choose to edit and resubmit an assignment (before the due date), the Originality Report will be available the following day. Your lecturer will only see the most recent submission.
Transferable Skills In this module you will be developing your ability to communicate and present to a peer group. In addition to this, problem solving and working within groups will be developed. Both the presentation and the summary will enable students to complete a small scale research report. You will be expected to manage your own learning and demonstrate appropriate ICT skills through the assessment.
Timetabled sessions The timetabled sessions for this are Tuesdays 09:00-12:00 in University House 11.
Learning and Teaching Strategies for the Module This is a Level 5 (Year 2) module. This module primarily consists of a combination of theoretical delivery, and then the use of workshops to develop further learning and utilise mental skills training techniques on members of the peer group. The teaching and learning methods used will consist of the following:
Key Lectures Seminars Demonstration Peer assessment Practical implementation Group exercises Problem Based Learning Formative examination
In addition, students will be expected to engage in self directed learning. Submissions of draft outlines of essays by email are not recommended (it is better to arrange tutorials for advice), and if done so must be accompanied by specific questions or concerns that the student would like to be addressed.
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The module is supported by a number of resources that will be available on the relevant Moodle page. This will include presentations and handouts. In addition to this there will be recommendations on how to complete the summative assignment.
Lecture outline: Week 1:
Introduction to the module and explanation of assessment
Week 2:
Stress, anxiety and competitive pressure
Week 3:
The antecedents and consequences of anxiety and mood Coaching philosophy and communication
Week 4:
Introduction to mental skills training
Week 5:
Goal setting Imagery
Week 6:
Relaxation & energization Self-talk
Week 7:
Motivation and stress management How to approach the research project Single-case experimental design
Week 8:
Reading week This week must be used to undertake the research project that underpins the presentation and report
Week 9:
Directed study This week must be used to undertake the research project that underpins the presentation and report Tutorials available
Week 10:
Presentations
Week 11:
Presentations
Week 12:
Formative examination Submission date for 1,500 word report
Week 13:
Independent study Tutorials available
Week 14:
Examination week
Week 15:
Examination week
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The use of the Module Handbook This module can play an important part in enabling you to achieve the outcomes of your programme as a whole. Community coaching philosophy should reflect the basic requirements of participants enjoying themselves and ensuring that they receive a positive experience that will encourage future participation as well as developing performance. This module will enable you to develop the technical knowledge necessary to encourage a positive coaching philosophy, as well as develop a sound experiential and reflective knowledge base on the subject due to having undertaken research and having practically applied some of the mental skills training to different subjects. The module handbook is a general guide that outlines the requirements and assessment criteria of the module as well as offering a resource list that will help the students to develop their research abilities.
Sports Kit You should wear your University kit to each session. This should be clean and presentable.
Student Support For information on student support, extensions, and mitigating circumstance please see the programme handbook
Staff Contact Points: Jamie Sims Room 315 New Hall Telephone: 01243 816000 Email: j.sims@chi.ac.uk
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Resources Core Text Hardy, L., Jones, J.G. & Gould, D. (1996). Understanding Psychological Preparation for Sport: Theory and Practice of Elite Performers. Chichester: Wiley. Generic Coaching . Crisfield, P., Cabral, P., and Carpenter, F. (1996) The Successful Coach: Guidelines for Coaching Practice. Leeds: Coachwise, Sports Coach UK. Cross, N. and Lyle, J. (2003). The Coaching Process. Edinburgh: Butterworth – Heinemann. Galvin, B. & Ledger, P. (1999) A Guide to Planning Coaching Programmes. Leeds: Coachwise. Sports Coach UK. Gordon, D. (2009) Coaching Science. Exeter: Learning Matters. Lyle, J. (2002) Sports Coaching Concepts. Leeds: Coachwise. Martens, R. (2004) Successful Coaching. Leeds: Human Kinetics. McMorris, T. and Hale, T. (2006) Coaching Science: Theory into Practice. Chichester: John Wiley and Sons. Miles, A. (2004) Coaching Practice. Leeds: Sports Coach UK Pyke, F. S. (2001) Better Coaching: Advanced Coach’s Manual. Ausport, Australia. Sports Psychology Burton, D. and Raedeke, T., D. (2008). Sport Psychology for Coaches. USA: Human Kinetics. Cox, R.H. (1998).4th ed Sports Psychology: Concepts and Applications. Boston: McGraw Hill. Crisfield, P. and Maynard, I. (2006) Improving Concentration. Leeds: SportsCoachUK. Horn, T.S. (1992) Advances in Sport Psychology. Human Kinetics Kremer, J. and Moran, A, P. (2008) Pure Sport: Practical Sport Psychology. Hove, Routledge.
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Martens, R. (1991) Coaches Guide to Sport Psychology. Champaign IL: Human Kinetics. Thatcher J., Thatcher, R., Day, M,. Portas, M. and Hood, S. (2009) Sport and Exercise Science. Exeter: Learning Matters. Research Methods Gratton, C. and Jones, I. (2004) Research Methods for Sports Studies. London: Routledge. McNeill, P. (1985) Research Methods. London: Tavistock. Self Reflection Moon, J. (1999) Reflection in Learning & Professional Development Theory and Practice London: Kogan Page Limited. Moon, J. (2004) A Handbook of Reflective and Experiential Learning Theory and Practice London: RoutledgeFalmer. Moon, J. (2005) Reflection in Learning and Professional Development. Abingdon: Routledge.
Module Summary Content: The opportunity for students to develop their theoretical knowledge of the psychological process of stress, anxiety and competitive pressure, and the mental skills training that can be used to alleviate this. Process: The content will be developed through a combination of academic study and practical application coupled with individual tutorials. Benefits: You will acquire the skills used by Sports Coaches to reduce anxiety and goal set in order to competently manage cognitive and behavioural interventions.
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UNIVERSITY OF CHICHESTER Marking Scale for Coursework GENERIC UNDERGRADUATE MARKING CRITERIA The term ‘answer’ when used below relates to the work that was submitted in answer to the assessment task(s) set: it may refer in practice to a performance, an essay or any other form of assessment.
%Grade Fail 0% Fail 1-9% Minimal Quality Fail 10-19% Very Poor Quality Fail 20-34% Poor Quality
Characteristics of % grade band Non-Submission or work of no value. Contains little of relevance to the objectives of the assessment task. Fails to answer and address the set topic. No practical, academic or intellectual application.
Contains limited relevance to the objectives of the assessment task. May address the topic but not the assignment brief. May be scanty and brief. Work is descriptive and anecdotal. Minimal or no argument. May be entirely reliant on the work of others, with no practical and /or academic application to demonstrate understanding of the material. Inconsistency of relevance to the objectives of the assessment task. Addresses topic but not always the assignment brief. May be significantly short of required length/ time. Descriptive or anecdotal work with scanty or no argument. Reliant on the work of others and does not use this to develop own arguments. No critical discussion or theoretical engagement. Little practical and intellectual application. Fail P/P May be some deviation from objectives of the assessment task. May not consistently address set question 40-49% or assignment brief. May be short of required length/time. Descriptive or anecdotal with little or no Weak Quality critical discussion and theoretical engagement. Unconvincing or minimal line of argument. Mostly reliant on the work of others, displaying little understanding or ability to apply the material. 3rd Satisfactorily addresses most objectives of the assessment task completed to acceptable tolerance, limits 40-49% of time/length. Work is descriptive with minimal critical discussion and limited theoretical engagement. Acceptable Too much reliance on the work of others rather than developing own understanding and application of the Quality material. 2 (ii) Competently addresses objectives of the assessment task, but may contain minor errors or omissions at 50-59% the lower end, where treatment of issues may be superficial. Completed to required time/length, etc. Sound Some limited critical discussion, but argument is unconvincing, particularly at the lower end where the Quality, work is more descriptive. More reliance on work of others rather than developing own arguments. competent Limited theoretical and conceptual analysis. with some limitations 2 (i) Clearly addresses the objectives of the assessment task, especially those elements requiring critical 60-69% analysis. At the higher end the work will not contain errors or omissions. Generally clear line of critical High Quality, and evaluative argument, with ability to develop own ideas from the work of others. Ability to engage in skilled work theoretical and conceptual analysis. 1st Authoritatively addresses the objectives of the assessment task, especially those components requiring 70-79% critical analysis, synthesis and evaluation. A clear and consistent line of critical and evaluative argument, Excellent displaying the ability to develop one’s own insightful ideas from the work of others. Excellent Quality engagement in theoretical and conceptual analysis. 1st Innovatively addresses objectives of the assessment task, especially those components requiring 80-89% sophistication of critical analysis, synthesis and evaluation. A clear and consistent line of highly critical Outstanding and evaluative argument, displaying the ability to develop one’s innovative ideas from the work of others. Quality) Creative flair in theoretical and conceptual analysis. 1st Professionally addresses the objectives of the assessment task, especially those components requiring 90-100% originality of critical analysis, synthesis and evaluation. Consistent line of profound critical and Exceptional evaluative argument, displaying the ability to develop original ideas from an innovative synthesis of the or work of others. Creative flair in advanced theoretical and conceptual analysis. Distinguished Quality
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PLAGIARISM AND ACADEMIC MALPRACTICE Academic malpractice is cheating, which is defined as “to trick, defraud, deceive” (OED). Academic malpractice can take a number of forms including: Academic Malpractice relating to a student’s own work: Collusion
Impersonation Commissioning Duplication
Data Falsification Plagiarism Syndication
Where a student works in a fraudulent manner with another (or others) being assessed independently (either wholly or in part) in the same module Where somebody undertakes an examination or assessment posing as another person Getting another person(s) to complete work, which is subsequently submitted as the student’s own work The replication of elements(s) of material in more than one assessment within the same institution or elsewhere, simultaneously or at some other time Where data have been invented, altered, copied or obtained by unfair means To “take and use another person’s thoughts, writings, inventions as one’s own” (OED) The submission of substantially similar piece(s) of work by two or more students, either in the same institution or in a number of institutions, either at the same time, or at different times
Academic Malpractice relating to the work of other students: Aiding & Abetting
Where a student assists another student in any form of dishonest academic malpractice
It is always important to make it clear when you are using work of another. It is never permitted to copy unacknowledged passages from sources or to represent the ideas of another as if they were your own, to do so is to run the risk of a charge of PLAGIARISM. You should ensure that:
All passages taken word for word from any source, whether primary or secondary appear within quotation marks
The sources of such a quotation are clearly identified
Where a quotation from primary material has been taken from secondary work, without the student having consulted primary material, acknowledgement is made to both the primary and secondary source of the quotation
Any work, part or all, of which has been paraphrased is clearly identified
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