XNB174 Principles of Coaching and Instructional Practice

Unit Outline: Semester 1 2026, 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 further expand 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 culturally responsive and inclusive communication and group organisation skills
3. Apply learning design principles to design a 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

This unit is structured using a blended approach, combining interactive workshops with digitally enhanced, self-directed online learning. Workshops/tutorials will offer opportunities to discuss, apply, and reinforce your understanding of key concepts through practical coaching activities, motor skill tasks, and group-based learning experiences. Many activities will involve a physical component where you will actively participate in various motor tasks (see resource materials). Self-directed learning will allow you to explore online unit materials at your own pace, enabling you to consolidate your knowledge in preparation for collaborative activities and assessment tasks. You will also design and deliver coaching sessions to develop your ability to apply coaching and skill acquisition principles in practical settings. To enhance your first-year experience, you are encouraged to develop peer networks that support a collaborative approach to learning. Digital technologies will be integrated throughout the unit to support skill development and engagement, ensuring you are well-prepared for both formative and summative assessments. You will be guided in your development through online academic literacy tutorials such as the Study Smart module (or alternative SSG support etc.) and scaffolded learning activities will support your progress throughout the unit.

Feedback on Learning and Assessment

You will be provided verbal feedback from tutors and peers 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: Applied Concepts in Coaching and Instructing

You will be provided with real-world case studies and develop solutions to common problems to demonstrate your knowledge and understanding of coaching principles. This task is conducted during class time and requires you to submit a single document that demonstrates your understanding of the learning design principles and how they can be applied.

The use of generative artificial intelligence (AI) tools is NOT authorised during this assessment. Unauthorised use may be treated as a breach of the Academic Integrity Policy and appropriate penalties imposed.

Assessment: Peer Coaching

The ability to coach movement patterns is critical for all exercise professionals. Simulating a real-world environment where you will act as a coach/instructor, you will design and deliver a brief training session to achieve a specific learning intention. 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.

The use of generative artificial intelligence (AI) tools is NOT authorised during this assessment. Unauthorised use may be treated as a breach of the Academic Integrity Policy and appropriate penalties imposed.

Academic Integrity

Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.

The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.

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.

Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.

Resources

Resource Materials

Safety and protective equipment

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

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: 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: Applied Concepts in Coaching and Instructing
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: 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: Applied Concepts in Coaching and Instructing
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: 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: Applied Concepts in Coaching and Instructing
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

XN55 Bachelor of Sport and Exercise Science (Honours)

1. Design and deliver advanced exercise assessments and programs to meet the specific needs of contemporary sport, exercise and health contexts.
   Relates to: Applied Concepts in Coaching and Instructing, Peer Coaching
2. Critically apply problem-solving, innovative thinking, and analytical reasoning to develop, implement and evaluate evidence-based interventions for diverse clients and stakeholders.
   Relates to: Peer Coaching
3. Communicate and collaborate effectively using a range of written, oral and digital formats to transfer complex knowledge to clients and sport and exercise professionals in an inclusive and culturally responsive manner.
   Relates to: Peer Coaching
4. Uphold the professional, legislative, and ethical standards of sport and exercise science expected of learner practitioners.
   Relates to: Applied Concepts in Coaching and Instructing