PES6252 Theory and Practice of Sports Coaching

How PES6252 is assessed

The course outline lists these two tasks and gives each fifty per cent, so the table totals one hundred. A separate assessment sheet opens both of them up into criteria: inside the presentation half, forty is the presentation and ten an individual three hundred word reflection; inside the writing half the split is twenty for content, twenty for discussion and creativity and ten for format. A blended learning and participation bonus of ten per cent carries the qualifier if any and sits outside the hundred. Both briefs state that marks will be deducted if the work is not submitted to Turnitin in Moodle. The two documents also disagree on three details, covered below. Nothing in the course materials states a hurdle, a minimum component mark, an attendance threshold or a late penalty, so confirm the current weights, deadlines and any pass conditions on the course Moodle page.

Current PES6252 dates

Dates are as published in the published class timetable, the course assessment sheet and the submission points on the course site for this offering. Confirm exact deadlines and submission settings in the live LMS.

What PES6252 covers

Eleven chapters follow the published course content, from what the field means by effective coaching and how young athletes should experience sport, through learning theory and the instructional models, into the systematic observation instruments that both assessment tasks are built on, and out to season planning and team management.

Its published synopsis describes a course about coaching in both theory and practice, working through the ideas and techniques that sit under coaching done well and putting them to work with individual athletes and with squads, across the principles of coaching, training and management, the pedagogy, the planning, how skill is learned, and the psychology.

Teaching runs as lectures for theory and applied practical workshops for technique. Both assessment tasks reward one underlying skill: turning an impression about a coach into a record a second person could reproduce and argue with.

The theory the course opens with

Chapters one to four fix the vocabulary everything later stands on.

Effectiveness is defined as a relation rather than a property of the coach, linking three forms of coaching knowledge to athlete outcomes inside a named coaching context, with consistency across seasons separating expertise from a good year. Positive sport experience for young athletes turns that definition on children, where the context is chosen by adults rather than given by the sport.

Four families of learning theory then supply four incompatible accounts of what learning is, which work together as a differential diagnosis, and eight instructional models package those commitments into plans a coach can actually run.

The observation block, which both assessment tasks rest on

Chapters five to ten are the method, and they carry the largest single criterion in the group presentation.

Systematic observation is defined by four requirements, not described: a trained observer, written categories, three distinct acts of observing, recording and analysing, and agreement between independent coders. Four published instruments then differ in what they take the unit of coaching to be, the utterance, the phase of practice, the athlete attempt or the mistake, and each buys precision by discarding something.

The published evidence is read twice throughout, once for what it measured and once for what a careless citation would add, and the chapter on observer error names the five ways a record goes wrong while still looking sound.

Turn a coaching impression into a claim an instrument can test

Key terms

Systematic Observation

A method in which a trained person follows written guidelines to observe, record and analyse interactions, such that another person viewing the same events would agree with the recorded data. Agreement between observers is the condition that makes the data mean anything.

Instruction Triad

The division of coaching instruction into pre, concurrent and post instruction according to its timing relative to the athlete attempt. The distinction matters because timing changes how the information can be used.

Duration Recording

A recording method that times how long a behaviour lasts rather than how often it happens. It suits states with a length, such as silence, monitoring or athlete activity time.

Observer Drift

The gradual change in how an observer applies the coding rules across a long collection period. It is invisible to the person drifting, which is why agreement has to be re measured partway through rather than only at the start.

Observer Reactivity

The change in a coach or athlete behaviour caused by knowing that a camera or an observer is present. It typically fades with habituation, so sessions recorded before data collection begins are usually discarded.

PES6252 FAQ

How to prepare for the assessments

Pick one coach in one sport whose sessions you can actually watch, and carry them through every chapter rather than reading the chapters and then looking for coaches.

Code twenty minutes of one session with a named instrument in week three, before anything is due, because the first attempt always exposes a category set that is neither exhaustive nor mutually exclusive, and finding that out early costs an evening instead of a grade. Then write the sentence you want your presentation to end with, and check that the instrument you chose actually stores every noun in it.

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