PER1103 Coaching Techniques & Pedagogy
Australian College of Physical Education (ACPE) 1
PER1103
Coaching Techniques & Pedagogy
AMENDED UNIT ASSESSMENT GUIDE
Semester 1, 2020
| Unit Coordinator, Lecturer & Tutor: (Face to Face and Online) |
Jay Ellis (jellis@acpe.edu.au) |
Due to the disruption caused by COVID 19 to the planned delivery of the
unit, it has been necessary to make reasonable adjustments to the
assessments.
Please ensure that you read and refer to this guide for all assessments
in PER1103 Coaching Techniques in Semester 1 2020.
PER1103 Coaching Techniques & Pedagogy
Australian College of Physical Education (ACPE) 2
Copyright
If you buy or use this publication you should understand clearly that it has been produced solely for
learning purposes. Except as provided by the Copyright Act 1968, no part of this publication may be
produced, stored in a retrieval system or transmitted in any form or by any means without the prior
written permission of the Australian College of Physical Education.
The Australian College of Physical Education is a registered provider under the Commonwealth Register
of Institutions and Courses for Overseas Students (CRICOS). Provider Code 01822J.
The Australian College of Physical Education
10 Parkview Drive, Sydney Olympic Park
NSW 2127 Australia
| Last Amended: | January 2020 |
Attendance
It is compulsory for students to attend both lectures and tutorials. Refer to the Attendance Policy for
details: http://www.acpe.edu.au/college-policies.
PER1103 Coaching Techniques & Pedagogy
Australian College of Physical Education (ACPE) 3
If you are unable to attend:
• Contact your lecturer or tutor in advance or ASAP via email providing a written explanation for
your absence
• Review the missed content prior to the next scheduled session.
Criteria for passing the unit
The unit coordinator has the discretion to decide on the conditions that students must meet to be eligible
pass the unit. For this unit, this includes that a student has:
• Submitted and made a genuine attempt all assessment tasks
• Obtained a sum total of at least a pass from the total assessment schedule
• Met attendance requirements as per attendance policy
Pre-Assessment Clarification
You are expected to use class time productively to complete set tasks and to actively seek clarification
during tutorial time. To ensure equity and fairness for all students the following guidelines will be put in
place prior to an assessment task being due:
1. A draft assessment task will not be reviewed by the tutor or other academic. Should students
want clarification on an assessment task, they should ask their tutor specific questions related
too the task during class.
2. In addition, students can email a slected sample of their work to the SLS prior to a fina submission
for assistance with academic skills. This must occur three of more working days prior to the due
date too allow for quality feedback.
Student Load
The following is an indication of how each student should allocate their time (108 hours) for this unit
during the semester.
• Lectures: 12 x 1hr
• SLS & Content Workshops: 12 x 3hrs
• Consultation: 12 x 1hrs
• Further study/reading/assessment preparation: 12 x 4hrs
PER1103 Coaching Techniques & Pedagogy
Australian College of Physical Education (ACPE) 4
Communicative Competence
Communicative competence (CC) helps to drive the standard of literacy at the college and is an integral
component of written work. CC is a student’s ability to communicate ideas through a written text. These
ideas must be communicated with little hindrance on understanding; in other words, the
reader/assessor/marker should be able to understand the main idea/s of your paper without any major
difficulty because of poor language choice, weak grammar and/or a lack of paragraphing etc.
These descriptors demonstrate what literacy features are considered before the content can be assessed.
If a student’s paper does not meet CC, this means that the majority of these literacy features have not
been used adequately and understanding and/or communication of simple ideas cannot be conveyed.
To qualify for a passing grade in assessment tasks, writing must meet the characteristics of the
communicative competence descriptors outlined below.
| Literacy Feature | Quality |
| Sentence structure | • Consistent use of correct sentence structure (for example: minimal run-on sentences and minimal sentence fragments) |
| Vocabulary | • Consistently appropriate word choices |
| Spelling | • Correct spelling of most common words • Correct spelling of specialist vocabulary |
| Punctuation | • Predominantly correct use of simple punctuation (full stop, capital letters, commas, question mark, quotations) |
| Grammar | • Consistent use of tense appropriate for the type of text required • Consistent use of subject-verb agreement and noun-pronoun agreement • Conform to conventions of written English sentence construction |
| Paragraphing | • Ideas are clustered logically • Paragraphs contain only one theme • There are a number of sentences that elaborate on the main theme |
Substantive communication for presentations
In order to qualify for passing grades for presentations students will need to meet the descriptors below:
| Literacy Feature | Quality |
| Structure | • Presents material clearly and communicates straightforward ideas • Ideas are grouped logically • Main ideas are elaborated on |
| Vocabulary | • Predominantly appropriate word choices to suit the purpose of the task and the audience |
| Spelling | • Predominantly correct spelling on visual aids |
| Grammar | • Consistent use of tense • Consistent use of subject-verb agreement and noun-pronoun agreement |
| Intelligibility | • Able to verbally convey a basic, coherent message |
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Australian College of Physical Education (ACPE) 5
Graduate Attributes
The successful completion of this unit will contribute to the following attributes:
| Developed in Unit |
AT1 | AT2 | AT3 | |
| Independent and Lifelong Learning A commitment to continued and independent learning, intellectual development, academic autonomy, critical analysis and creativity. |
√ | √ | √ | √ |
| Ethics An awareness of and sensitivity to ethics and ethical standards on interpersonal and social levels, and within a field of study and/or profession. |
√ | √ | √ | √ |
| Global Perspective An appreciation, respect, and valuing of cultural and intellectual diversity. |
√ | √ | ||
| Communication The ability to communicate effectively and appropriately in a range of contexts using literacy, numeracy, and information technology skills. |
√ | √ | √ | √ |
| Information Literacy The ability to assimilate and utilise information effectively in a range of contexts. |
√ | √ | √ | |
| Social Justice An acknowledgment of and respect for equality of opportunity, individual and civic responsibility and other cultures and times. |
√ | |||
| Discipline Knowledge and Skills A command of a significant body of discipline knowledge and relevant professional skills. |
√ | √ | √ | √ |
| Teamwork A capacity for and an understanding of leadership and teamwork. |
√ | √ |
PER1103 Coaching Techniques & Pedagogy
Australian College of Physical Education (ACPE) 6
Assessment Task 1: General Principles (Coaching) Certificate and
Coaching Analysis
| Type: | Sports Coaching – Formal Certification + Coaching Analysis |
Weight: | 30% |
| Due Date: | Week 5 | Due Time: | Sun 11:55pm |
| Time or word limit: | Online course + Session Plan template + 500 word analysis (students can use a provided template or their own) |
||
| Submission approach: |
As a word document via Turnitin on the LMS. | ||
| Academic Integrity: | A Turnitin match greater than 15% will be considered in breach of academic honesty. However, breaches in academic honesty can also occur below this match. |
||
| Additional Requirements: |
Nil |
Unit outcomes assessed:
1. Understand coaching styles and philosophies inn contemporary sport.
2. Explain different coaching philosophies.
3. Understand the holistic nature of communicating with athletes.
4. Demonstrate sound academic and information literacy skills.
Task Description:
Students are required to complete the General Principles (Coaching) course in the National Coaching
Accreditation Scheme (NCAS). This can be done via independent learning by accessing and successfully
completing the Australian Sports Commission’s General Principles (Coaching) course requirements online
at: https://learning.ausport.gov.au/auth/login/. Proof of completion must be provided to your tutor in
the form of the Certificate printed at the conclusion of the online task.
Secondly, and in combination with the General Principles (Coaching) course, students will undergo the
process of using the information learnt from the General Principles certificate to design a hypothetical
training session. It is expected that students design a training session template that correctly justifies the
sport, age and abilities of their athletes.
Finally, Students will be provided a link of a coach working with a group of athletes. They must analyse
the coaching styles used and provide a 500 word written analysis. It is important that students consider
what the coach in the video is trying to achieve and how best the message can be delivered to the
athletes. Students will be marked on ther ability to analyse the coaching styles and provide a detailed
analysis of the aligment between coaching technique and session objective.
PER1103 Coaching Techniques & Pedagogy
Australian College of Physical Education (ACPE) 7
Students will be assessed on:
It is important to understand the coaching process and plan the session around the new skills and ideas
shared in the General Principles (Coaching) course. Students will be assessed on the following:
1- General Principles (Coaching) course Certificate: 10% of final mark.
2- Session plan design on provided scenario (creation of individual template): 10% of final mark.
3- 500 word justification of coaching video: 10% of final mark.
Marking Rubric – Assessment Task 1: General Principles (Coaching) Certificate and Coaching Analysis
| Criteria | Section Grade |
| • General Principles (Coaching) Certificate (0-10 marks) Certificate of completion submitted to tutor |
F/ F+ P/ P+ C /C+ D /D+ HD 0 – 4 5 – 6.5 6.5 – 7.5 7.5 – 8.5 8.5 – 10 |
| • Coaching Session Template / Plan (0-10 marks) – Designed and completed all sections of a session plan. – Incorporated advanced elements throughout the session plan. – Provided insightful understanding to the “why” within the session. – Produced a session plan with appropriate “flow” between activities. – Displays comprehensive progression and regression. |
F/ F+ P/ P+ C /C+ D /D+ HD 0 – 4 5 – 6.5 6.5 – 7.5 7.5 – 8.5 8.5 – 10 |
| • 500 Word Coaching Analysis (0-10 marks) | |
| Are students able to provide a detailed analysis of the following: – Analysis of the Coaching delivery (organised, effective, clear and concise) – Effectiveness of both verbal & non-verbal communication – Caters for different learning styles ie visual, verbal, active, reflective, sensing, intuitive, sequential & global – Links are evident to course content area/s (ethics, coaching style, instructional methods, planning, communication, feedback, tactics, motivation and training principles) – Models enthusiasm & demonstrates the ability to modify when necessary – Engagement & connection level with participants – Contingency plans – Guides as opposed to directing participants – Role modelling, use of demonstration |
F/ F+ P/ P+ C /C+ D /D+ HD 0 – 4 5 – 6.5 6.5 – 7.5 7.5 – 8.5 8.5 – 10 |
PER1103 Coaching Techniques & Pedagogy
Australian College of Physical Education (ACPE) 8
Assessment Task 2: Coaching Philosophy Identification
| Type: | Academic Essay | Weight: | 40% |
| Due Date: | Sunday Week 7 | Due Time: | Sunday 11:55pm |
| Word Limit: | 2,000 Words | ||
| Submission approach: |
As a Word document via Turnitin on the LMS | ||
| Academic Integrity: |
A Turnitin match greater than 15% will be considered in breach of academic honesty. However, breaches in academic honesty can also occur below this match. |
||
| Additional Requirements: |
Nil |
Unit outcomes assessed:
1. Understand coaching styles and philosophies inn contemporary sport.
2. Explain different coaching philosophies.
4. Demonstrate sound academic and information literacy skills.
Task Description:
This assessment will require students to do some background research on the development of a coaching
philosophy. To aid students in this process you should identify with a coaching movie, any books written
by coaches and look at academic journals that focus on this topic.
Students will be assessed on:
This assessment task is designed to help you ‘find yourself’ as you start on your career path into sports
coaching. Regardless of what your end goals are, or where you end up in 1, 2 or 20 years, this will help
you discover things about yourself and how they will impact your career.
You will identify and define various coaching styles and philosophies displayed in all mediums outlined
above and investigate how other coach’s styles and philosophies differ to yours. Students will therefore
identify their own personal coaching style and philosophy and discuss the potential positive and negative
aspects of this philosophy and style in their current coaching in respect to reaching their future ultimate
coaching goals. Comparisons of your personal coaching philosophy to the coaching characteristics
observed in the movie, text and journal are to be made.
The Assessment Task should have a maximum of 10% direct quotes, use limited internet sources as
research, identify a minimum of 8-10 references, reference all images and diagrams and present the
finished document with double spacing, correct font and accurate referencing (both in-text and reference
list). The paper is to be no shorter than 1800 words and no longer than 2200 words.
This task is to be submitted through Turnitin so students may check for themselves that the content is of
a standard worthy of handing in to be marked by your tutor. Note well that late submissions will
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Australian College of Physical Education (ACPE) 9
automatically attract deductions in marks, resubmissions will not be allowed and 30% of the final mark
will be directly linked to literacy & referencing. The paper will be submitted through Turnitin on or before
the due date.
Note: Do not just write what you think the tutor wants to read. Just because a textbook might indicate a
certain style or philosophy is better, do not simply use that if it is not really you. You need to examine
yourself as a coach so that you can start to identify where you are currently as a coach, and what you
need to do to get to where you want to go, or what you might need to improve or change.
This paper will not be marked as a ‘correct’ answer compared to a textbook, but on how you write about
yourself and how you compare with identified coaches.
As a starting point for your academic paper, the questions below need to be addressed. Do not simply
respond to the questions directly with short answers. This task is to be written in an essay structure
where each question is addressed. It should be written in a narrative/reflection style whilst still remaining
academic in nature (check the ACPE style guide if you are unsure, or talk to your lecturer).
What is/are the coaching pathway(s) for your chosen sport from Junior to Elite level:
a. Steps involved in moving to the elite level in your sport
b. Qualifications and experience required
c. Are past results (track record) an integral part in promotion
Identify the point on this coaching pathway to where you aspire. In other words, what is your
current career goal in coaching?
What are your objectives as a coach? Do you want to win at all costs, do you want to win at all?
What do you want to achieve for your athletes, your program and yourself? Some objectives are
identified in the Successful Coaching text.
Identify the major coaching style you think you need to achieve your ultimate coaching goal. Do
any of the other styles also contribute to you achieving this goal? Will your coaching objectives
determine your style of coaching? Coaching styles are identified in both unit texts, and also
through information provided from the ASC.
What do you think is your current dominant style of coaching? Will you need to adapt or change
this current style to achieve your ultimate coaching goal?
Develop your first philosophy of coaching (it is your first philosophy because aspects of it will
change as you have different experiences in your career). To do this Chapters 1 and 2 of the
textbook ‘Successful Coaching’ by Rainer Martens and Chapter 4 of the textbook ‘Understanding
sports coaching’ by Cassidy et. al. (see your unit outline) will be very helpful.
How does your coaching style and philosophy compare to the style(s) and philosophy displayed
by the coaches in the featured movie, journal article and text ‘Secrets of Winning Coaches by
Becker & Hill (2010).
Remember to:
Define coaching styles
Identify coaching styles/philosophies in sport movie of your choice, text & journal articles
Discuss positives and negatives regarding styles/philosophy
Compare your current and future coaching goals to other coaches
Investigate coaching styles and their ability to enhance athletic development
PER1103 Coaching Techniques & Pedagogy
Australian College of Physical Education (ACPE) 10
Marking Rubric – Assessment Task 2: Coaching Philosophy Identification
| Criteria | Grade |
| • Extensive structure to all required components of the paper with logical and coherent progression • Extensive identification, comparison and justification of the required components of the paper demonstrating deep understanding and higher order thinking of the topic • Insightful integration of directly relevant information from appropriate sources • Zero to minimal literacy and referencing errors • Excellent presentation |
HD |
| • Comprehensive structure to all required components of the paper • Detailed identification, comparison and justification of the required components of the paper demonstrating deep understanding and critical thinking of the topic • Detailed integration of directly relevant information from appropriate sources • Minimal literacy and referencing errors • Comprehensive presentation |
D |
| • Effective structure to most required components of the paper • Effective identification and comparison with little justification of the required components of the paper demonstrating understanding of the topic • Minimal integration, but use of relevant information from appropriate sources • Minimal to several literacy and referencing errors • Well-founded presentation |
C |
| • Reasonable structure to most required components of the paper • Reasonable identification and comparison of the required components of the paper demonstrating superficial understanding of the topic • Sufficient use of relevant information from appropriate sources • Several to numerous literacy and referencing errors • Appropriate presentation |
P |
| • Basic structure to required components of the paper. Poor logical or coherent progression • Basic identification and comparison of the required components of the paper • Little to no use of information sources • Consistent literacy mistakes and poor referencing • Task not submitted / Identifies little or no significant relevant information, unsatisfactory presentation |
F |
PER1103 Coaching Techniques & Pedagogy
Australian College of Physical Education (ACPE) 11
Assessment Task 3: HUDL Spotscode “Tactical Analysis Presentation”
| Type: | Video Analysis Presentation | Weight: | 30% |
| Due Date: | Week 11 in tutorial (face to face) Week 11 Sunday (Online) |
Due Time: | Sunday 11:55pm |
| Word Limit: | N/A | ||
| Submission approach: |
HUDL Sportscode Folder (Face to Face students) HUDL Uplooad (Online Students) |
||
| Academic Integrity: |
A Turnitin match greater than 15% will be considered in breach of academic honesty. However, breaches in academic honesty can also occur below this match. |
||
| Further Requirements: |
Face to Face Students: Must submit a HUDL Sportscode package, code window & organiser Online Students: Will complete the assessment on “HUDL online”, must also upload a mind map (code window) to LMS. This document can either be a photo or PDF. |
Unit outcomes assessed:
1. Understand coaching styles and philosophies inn contemporary sport.
2. Explain different coaching philosophies.
3. Understand the holistic nature of communicating with athletes.
Task Description:
Students will participate in HUDL (Sports Code) training sessions to learn how to use the program
provided. Students will be provided with the knowledge to be eligible to gain Level 1 Certification in
Sports Code. This includes video basics, video acquisition, building a code window, reviewing and
editing video, using movie Organizer. The following link provides web-based learning material:
https://www.hudl.com/support/sportscode . Whereas, the following link provides Video based learning
material: https://www.youtube.com/user/HudlSupport/playlists
Sports Code / HUDL is an analysis program designed for the sports coach of today. Although highly
sophisticated, it is both relatively easy to use and a valuable tool for coaches.
Students will be assessed on:
Students will complete a practical task either at the College or via a remote login session demonstrating
practical application of knowledge gained throughout the semester. This practical task will require
students to demonstrate a knowledge of Sports Code by building a code window, coding some video
and preparing an analysis presentation to be presented using the movie organizer functions. Students
PER1103 Coaching Techniques & Pedagogy
Australian College of Physical Education (ACPE) 12
should be coding enough footage of a game to be able to find certain patterns of play they wish to
present (30-90 minutes is recommended). Once you have completed an analysis of the material you
are required to put a movie organizer together consisting of 1.5 – 2.5 minutes of footage (which will be
about 5-7 minutes of presentation) as you are required to present as a professional coach would to
their team in a “team review”.
Work Flow Process – Build Code Window, Code Footage, Analyse and Create Movie Organizer, Present
Movie Organizer as a Team Review.
The following items provide a list of knowledge and competencies covered in the Sports Code
tutorials:
Capture/Live workflow
– Demonstrate what equipment is needed for capture and what live capture looks like. Set up a
camera and capture live to show this.
– Why do we want to capture live? Game analysis v live analysis
The Code Window
Code buttons
– Lead and lag time
– Block de-activate all
– Block labels
– Notes
– Hot keys
Label buttons
– Block labels
– Label Groups
– Assign a hot key
– Hover mouse over label button for Label Group
Button linking
– Exclusive linking between a label and a code button
– Activation linking (don’t worry about activation before and after)
– De-Activation Linking
Advanced Code window design
– Examples from a range of sports
– Show how to include and image
Import video workflow
Teach students how to use New Movie Package and emphasize this is the only way to pull video into
Sports code when it is not captured live.
PER1103 Coaching Techniques & Pedagogy
Australian College of Physical Education (ACPE) 13
Coding (Pro level and basic intro)
– Walk students through different ways to code
– Code mode
– Full screen code mode
How to get instances to the Organizer
Walk students through different ways to move instances to the Organizer
– From the timeline
– From the Matrix
– Via flagging
How to use the Organizer and create a presentation
Walk students through how to use the organizer at a basic level
– Playing instances in the organiser
– Editing instances and movies in the organizer
– Make movie options in the organizer
– Changing row name and colour
– Adding instance notes
– Saving an organizer
– Databasing instances from organizer
PER1103 Coaching Techniques & Pedagogy
Australian College of Physical Education (ACPE) 14
Marking Rubric – Assessment Task 3: HUDL Sportscode “Tactical Analysis Presentation”
| Criteria | Section Grade |
| The Code Window (0-10 Marks) – Demonstrates an ability to create a code window in Sports Code – Demonstrates an ability to use code and title buttons, edit button settings – Demonstrates an ability to add graphics to code windows – Demonstrates an ability to use shortcuts to duplicate buttons or change button properties – Demonstrates an ability to use exclusive links – Provides a useable Code Window which is relevant to personal philosophy. |
F/ F+ P/ P+ C /C+ D /D+ HD 0 – 4 5 – 6.5 6.5 – 7.5 7.5 – 8.5 8.5 – 10 |
| Analysis Process (Timeline and Movie Organizer) (0-10 Marks) – Demonstrates an ability to use movie controls in the timeline – Demonstrates an ability to use the timeline to play instance movies in any desired order – Demonstrates an ability to create a Sports Code Movie Organizer – Demonstrates an ability to order clips within Movie Organizer – Demonstrates an ability to save or export clips to a variety of formats – Demonstrates an ability to use Code mode – Demonstrates an ability to edit instances in the timeline – Demonstrates an ability to synchronize & stack or overlay instance movies – Demonstrates an ability to complete a “Team Review” with a structured order. |
F/ F+ P/ P+ C /C+ D /D+ HD 0 – 4 5 – 6.5 6.5 – 7.5 7.5 – 8.5 8.5 – 10 |
| The Presentation (0-10 Marks) – Demonstrates an ability & understanding to present analysis material via Movie Organiser. – Provides a realistic team review by displaying appropriate coaching behaviours. – Presents with knowledge in their field and understands the value of key messages. |
F/ F+ P/ P+ C /C+ D /D+ HD 0 – 4 5 – 6.5 6.5 – 7.5 7.5 – 8.5 8.5 – 10 |
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