XNB174 Principles of Coaching and Instructional Practice

Unit Outline: Semester 1 2024, Kelvin Grove, Internal

Overview

This introductory unit provides foundation skills and knowledge in coaching, instructing, and skill acquisition that can be used when designing and delivering learning environments for individuals and groups. The capability to design and implement learning opportunities using appropriate verbal information and activity design concepts is a key competency in the sport and exercise science domains. Discipline studies in subsequent units aim to expand further your knowledge and understanding of skill acquisition principles and how those principles can be applied in real-world settings.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Describe the fundamental principles of learning design as they relate to coaching and instructional practice
2. Apply inclusive communication and group organisation skills
3. Apply learning design principles to design a game-based learning activity that is engaging and appropriate for the skill level of participants
4. Implement a game-based learning activity using the constraints-led approach to address a specific skill-related learning intention

Content

Learning Approaches

In this unit, you will learn by engaging in a theory-to-practice approach involving learning experiences that are a mixture of online content and tasks, face-to-face delivery of content, and practical activities designed to demonstrate applying the principles of coaching and skill acquisition. Many activities will involve a physical component where you will actively participate in various motor tasks. It is therefore important to wear appropriate footwear and clothing, bring a water bottle, and wear sun protection. You will design and deliver coaching sessions to help understand how to apply the principles of coaching and skill acquisition in a practical setting. 

Feedback on Learning and Assessment

You will be provided verbal feedback from tutors throughout the semester. The general intention of the feedback is to provide advice and guidance on how to use the principles from this unit to inform the design and implementation of learning environments in the domains of sport and exercise science. 

Assessment

Overview

The formative learning activities in this unit are aimed at teaching you a number of the important concepts used in coaching and skill acquisition, and providing you with advice and guidance on how to apply those concepts to design and implement suitable learning environments for individuals and groups. The summative assessment items are designed to measure the extent to which you know and understand the coaching and skill acquisition principles covered within this unit, and your capability to apply those principles in a practical task.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Quiz

This assessment task is designed to measure the extent to which you know and understand the coaching and skill acquisition principles covered within this unit through four short quizzes.

Assessment: Problem solving task

You will be provided with real-world case studies and develop solutions to common problems to demonstrate your knowledge and understanding of coaching principles.

Assessment: Peer Coaching

The ability to coach movement patterns is critical for all exercise professionals. Simulating a real-world environment, you will work as a coaching team to design and deliver a brief training session. This assessment task is designed to measure the extent to which you know and understand the coaching and skill acquisition principles covered within this unit, and your capability to apply those principles in a practical coaching task.

Academic Integrity

Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.

Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.

Resources

Resource Materials

Safety and protective equipment

• Sports/exercise attire for practical sessions.
• Sun protection.

Other

• Required readings (available online).
• Recommended readings and text books.
• Other online resources (e.g., magazine and newspaper articles, industry newsletters, video clips).

Risk Assessment Statement

There are no additional risks associated with this unit above and beyond the risks associated with participation in sport and physical activity.

Course Learning Outcomes

XN50 Bachelor of Sport and Exercise Science

1. Design and deliver exercise assessments and programs to meet the specific needs of contemporary sport, exercise and health contexts.
   Relates to: Quiz, Peer Coaching
2. Apply problem-solving, critical thinking, and analytical reasoning to implement, analyse and evaluate evidence-based interventions for diverse clients and stakeholders.
   Relates to: Quiz, Problem solving task
3. Communicate and collaborate to transfer complex knowledge to clients and health professionals in a culturally safe manner.
   Relates to: Peer Coaching
4. Apply knowledge and skills within the professional, legislative, and ethical standards of practice.
   Relates to: Peer Coaching

XN51 Bachelor of Clinical Exercise Physiology

1. Design and deliver exercise assessments and programs to meet the specific needs of individuals and populations across the full health spectrum.
   Relates to: Quiz, Peer Coaching
2. Apply problem-solving, critical thinking and analytical reasoning to implement, analyse and evaluate evidence-based interventions for diverse clients and stakeholders.
   Relates to: Quiz, Problem solving task
3. Communicate and collaborate to transfer complex knowledge to clients and health professionals in a culturally safe manner.
   Relates to: Peer Coaching
4. Apply knowledge, skills, and clinical reasoning within the professional, legislative, and ethical standards of practice.
   Relates to: Peer Coaching

XN52 Bachelor of Clinical Exercise Physiology (Honours)

1. Design and deliver exercise assessments and programs to meet the specific needs of individuals and populations across the full health spectrum.
   Relates to: Quiz, Peer Coaching
2. Apply problem-solving, critical thinking and analytical reasoning to implement, analyse and evaluate evidence-based interventions for diverse clients and stakeholders.
   Relates to: Quiz, Problem solving task
3. Communicate and collaborate to transfer complex knowledge to clients and health professionals in a culturally safe manner.
   Relates to: Peer Coaching
4. Apply knowledge, skills, and clinical reasoning within the professional, legislative, and ethical standards of practice.
   Relates to: Peer Coaching