Sports Coaching

Outcomes

At the successful conclusion of this designated program graduates should be able to:

  • demonstrate competencies which involve the application of a significant range of fundamental principles and complex techniques across a wide and often unpredictable variety of coaching situations
  • demonstrate skills that enable them to impart their knowledge of their sport to athletes, through the development of accurate techniques and teaching methods
  • provide an ideal learning environment
  • communicate to others in indoor and outdoor settings with confidence, relevant knowledge, skills and behaviours both in written and oral forms and through demonstration
  • demonstrate a familiarity with some of the technological resources produced to support the implementation of specific strategies in coaching athletes and teams
  • develop an integrated model with the right mix of training activities, techniques and sport science support to optimise performance and learning
  • analyse their coaching and implement relevant changes to enhance learning and performance
  • demonstrate the capacity to develop, implement and critically evaluate programs or interventions
  • collaborate with others in professional practice, with the capacity to be a team leader as well as an effective team member
  • bring about a positive outcome to complex coaching situations
  • demonstrate a commitment to the role of coach as a responsible and ethical practitioner
  • acknowledge responsibility for personal values and their effect upon professional practice
  • engage with and understand the nexus between practice, theory and research
  • analyse and evaluate a variety of practices that are designed to improve performance or achieve health benefits and the credibility of its sources, and place it in context.

Master of Education (Sports Coaching)

To qualify for the award of Master of Education (Sports Coaching), candidates are required to complete a total of 48 credit points, including:

  • a minimum of 5 units (30 credit points) from this specialisation; comprising:
    - a minimum of 4 units of study (24 credit points) of core units; and
    - a minimum of 1 unit of study (6 credit points) of elective units to be chosen from the table below; plus
  • a minimum of 1 unit of study (6 credit points) of capstone units; and
  • a maximum of 2 units of study (12 credit points) of postgraduate Education units which can be chosen from any designation within the Master of Education program.

Graduate Diploma in Educational Studies (Sports Coaching)

To qualify for the award of Graduate Diploma in Educational Studies (Sports Coaching) candidates are required to complete a total of 36 credit points, including:

  • a minimum of 5 units of study (30 credit points) from this designation, comprising
    a minimum of 4 units (24 credit points) of core units; and
    a minimum of 1 unit (6 credit points) of elective units from the table below; plus
  • a maximum of 1 unit of study (6 credit points) of postgraduate Education units from any specialisation within the Master of Education program.

Graduate Certificate in Educational Studies (Sports Coaching)

To qualify for the award of Graduate Certificate in Educational Studies (Sports Coaching) candidates are required to complete a total of 24 credit points, including

  • a minimum of 3 units of study (18 credit points) of core units; and
  • maximum of 1 unit of study (6 credit points) of elective units from the table below.

Course convenor

Associate Professor Donna O'Connor
Phone 02 9351 6343
Room 447, Education Building, A35
Email

Units of study table

Unit of study Credit points A: Assumed knowledge P: Prerequisites C: Corequisites N: Prohibition Session

Sports Coaching

Core Units

EDPN5013
Coaching Pedagogy
6      Intensive April
Semester 1
EDPN5015
Sport and Technology
6      Semester 2
EDPN6014
Contemporary Issues in Coaching
6      Semester 1
EDPN6015
Elite Athlete Development
6      Semester 2

Elective units

EDPA5011
Organisational Culture and Change
6      Semester 1
Semester 2
EDPA6015
Management and Leadership
6      Semester 1
Semester 2
EDPA6016
Organisations as Learning Communities
6      Semester 1
EDPE5001
Learning, Knowing and Thinking
6      Semester 1
EDPE5011
Motivation for Learning
6      Semester 1
EDPE6013
Learning and Teaching Thinking Skills
6      Semester 2
EDPZ5010
Individual Profession Learning Portfolio
6   
Note: Department permission required for enrolment

Semester 1
Semester 2
EDPZ6010
Prof Learning Leadership Portfolio
6   
Note: Department permission required for enrolment

Semester 1
Semester 2
EDPK5003
Developing a Research Project
6      Semester 1
Semester 2

Capstone units

EDPZ6730
Special Project 1
6    P 24 credit points of units
Semester 1
Semester 2
EDPZ6724
Dissertation Part 1
6   
Note: Department permission required for enrolment

Semester 1
Semester 2
EDPZ6725
Dissertation Part 2
6    P EDPZ6724
Semester 1
Semester 2
EDPZ6720
Dissertation
12   
Note: Department permission required for enrolment

Semester 1
Semester 2

Units of study descriptions

Sports Coaching

Core Units

EDPN5013 Coaching Pedagogy

Credit points: 6 Teacher/Coordinator: Associate Professor Donna O'Connor Session: Intensive April,Semester 1 Classes: Semester 1April IntensiveBlock Mode: 1x4hr class week 1 and 2 days (11 and 12 April 8 am-6 pm ; Onlinedistance delivery fully online. Assessment: meeting evaluation (20%); coach-athlete role play (30%); coaching practice report (30%); and learning journal (20%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Online
This unit will outline a number of concepts to enhance a coach¿s effectiveness and provide a smooth transition from elite player to elite coach. Content includes organisational skills, coaching strategies, enhancing athlete skill learning, learning styles, communication skills (one-on-one, group, conflict) and reflective practice. Mastery of the above skills will contribute to the development of the excellence that the Australian athlete and coach are seeking.
EDPN5015 Sport and Technology

Credit points: 6 Teacher/Coordinator: Dr Wayne Cotton Session: Semester 2 Classes: Semester 2Block Mode: Online plus 2 classes (1 in early and another in late semester); Onlinedistance delivery fully online Assessment: application of technology (25%); competency based tasks (55%); and learning journal blog (20%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Block mode
This unit will examine the use of technology in sport and introduce students to some of the most applicable coaching tools and technologies. Many new technologies can do what in the past could not be achieved, can show you what the human eye cannot see, and in many cases provide support for coaches' intuition. Many of these tools/software programs can be incorporated into everyday training and coaching, as well as provide valuable information in preparation for athlete development and performance. Most technologies discussed will be portable or laptop based systems. Examples include game analysis, skill analysis and programming software as well as the use of technology to enhance remote coaching. Industry standard applications and software will also be explored.
EDPN6014 Contemporary Issues in Coaching

Credit points: 6 Teacher/Coordinator: Associate Professor Donna O'Connor Session: Semester 1 Classes: Semester 1 Block Mode: 4hr x 6 weeks; Onlinedistance delivery fully online. Assessment: debate (25%); team based learning tasks (50%); learning journal (25%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Block mode
This unit discusses contemporary issues pertinent to today's coach. Topics include leadership development, group dynamics, the various roles and responsibilities of the current head coach and assistant coach, athlete centred coaching and pertinent sports psychology issues. It is suggested that it is leadership quality that separates the truly effective coaches from the rest. It is their ability to sell their unique coaching system to their athletes, to develop a team culture that builds on relationships, and their ability to impact on training intensity that affects success the most - not just the mastery of the 'X's' and 'O's' of their sport. Relevant issues will be explored throughout this unit.
EDPN6015 Elite Athlete Development

Credit points: 6 Teacher/Coordinator: Associate Professor Donna O'Connor Session: Semester 2 Classes: block mode, 4 hrx 6 weeks Assessment: 4xgroup case studies (4x15%) ; and project (40%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Block mode
This unit is designed to investigate the techniques and procedures involved in athlete development. Specifically this focuses on identifying talent and appropriate recruitment systems, discussing what makes an athlete successful, and providing for a smooth transition from junior to senior ranks.

Elective units

EDPA5011 Organisational Culture and Change

Credit points: 6 Teacher/Coordinator: Dr George Odhiambo Session: Semester 1,Semester 2 Classes: 1x2hr seminar/week; Assessment: 1x2000wd essay (40%) and 1x3000wd essay (60%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Institutions throughout most parts of the world are confronted by a period of rapid and dramatic change. The external demands placed upon them to change and improve are considerable. The key elements of leadership, vision and mission and their relationships to the development of a unique organisational culture are essential ingredients for organisational effectiveness, excellence and continuous improvement. This core unit focuses upon the internal and external forces that influence the culture of a variety of organisations and uses the competing theories and alternative approaches to management development in the core unit EDPA5001 to build upon the basic concepts.
EDPA6015 Management and Leadership

Credit points: 6 Teacher/Coordinator: Dr George Odhiambo Session: Semester 1,Semester 2 Classes: 1x2hr seminar/week Assessment: 1x1500wd essay (40%) and 1x3500wd critical review of literature (60%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Leadership is the key to a successful organisation. This core unit focuses upon the importance of leadership and what it involves in a variety of organisational settings. In bringing about change in an organisation a leader must be able to share with others a vision for the future of that organisation and implement strategies that enable the organisation to meet future challenges. Special attention is given to leadership styles, gender issues and the place of ethics and emotions in leadership.
EDPA6016 Organisations as Learning Communities

Credit points: 6 Teacher/Coordinator: Dr George Odhiambo Session: Semester 1 Classes: 1xhr seminar/week and 1hr on-line/week Assessment: 1x2000wd review (35%) and 1x3000wd essay (65%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
In a rapidly changing world the necessity for an organisation to improve performance in order to keep pace and even be in the forefront of changes is an imperative for long-term survival. This unit explores the concepts of the learning organisation, organisational learning and communities of practice and professional learning communities. Emphasis is placed upon the importance of dialogue in organisational learning. The use of scenario analysis, scenario planning and learning histories as means of supporting organisational learning is studied. Please note that intensive delivery is only available to Scots College Cohort.
EDPE5001 Learning, Knowing and Thinking

Credit points: 6 Teacher/Coordinator: Associate Professor Richard Walker Session: Semester 1 Classes: 1x2hr seminar/week Assessment: 1x3000wd seminar paper (50%) and 1x3000wd integrative review essay (50%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
A core unit of study which examines ways in which current understanding of cognitive processes related to learning, knowing and thinking may contribute to the design of learning experiences in varied settings. Consideration will be given to constructivist and generative approaches to learning and to schema theory approaches to facilitating knowledge development and problem-solving skills. Emphasis will be placed on the teaching of learning strategies, the development of metacognitive skills and the integration of domain knowledge and strategic knowledge. Issues of transfer of learning, patterns of student interaction in learning, creativity and the facilitation of self-regulation in the learner will be examined.
EDPE5011 Motivation for Learning

Credit points: 6 Teacher/Coordinator: Associate Professor Richard Walker Session: Semester 1 Classes: 1x2hr seminar/week Assessment: 1x3000wd seminar paper (50%) and 1x3000wd integrative review (50%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
The major focus of this core unit centres on recent psychological study of motivational processes in the learner and on ways in which learning environments may be seen to foster student motivation for learning and thereby facilitate the attainment of desired learning objectives. The unit will consider the balance between intrinsic and extrinsic sources of motivation, teacher expectations and learner motivation, self-concept and self-system processes in learning and issues of success and failure and anxiety in learning settings. Emphasis will be placed on goal setting and feedback in establishing a facilitative learning environment, student interaction in cooperative learning and the development of motivational components of self-regulation in the learner.
EDPE6013 Learning and Teaching Thinking Skills

Credit points: 6 Teacher/Coordinator: Dr Annishka Oksa Session: Semester 2 Classes: 1x2hr seminar/week Assessment: 1x2000wd seminar paper (30%) and 1xseminar presentation (20%) and 1x3000wd final paper (50%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
This core unit of study centres on examination and evaluation of a number of approaches to the development of higher order cognitive skills. Consideration will be given to the structuring of knowledge to facilitate explanation, problem-solving and creativity and to the use of internalised self-regulatory control strategies in fostering cognitive outcomes. Ways in which thinking and cognition can be supported and extended in educational contexts will be examined in some detail. Particular attention will be given to factors that influence thinking, the role of tools and technologies in facilitating thinking, and perspectives on thinking and cognition generated by contemporary research in cognitive science.
EDPZ5010 Individual Profession Learning Portfolio

Credit points: 6 Teacher/Coordinator: Dr Minkang Kim Session: Semester 1,Semester 2 Classes: independent work; 3 x 2 hr meetings across the semester Assessment: 6000 wd professional learning portfolio (100%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Department permission required for enrolment
This unit provides you with the opportunity to develop a portfolio, where you can document and critically examine how you supported the learning of other participants in your formal or informal setting. Students are expected to implement an initiative to improve participants' learning in a formal or informal setting. Students are expected to have successfully completed other units of study before enrolling in this unit. University staff may undertake this unit by completing the development program for Research Higher Degree Supervision. No concurrent enrolment with EDPZ6010 unless special permission has been granted by the Faculty.
EDPZ6010 Prof Learning Leadership Portfolio

Credit points: 6 Teacher/Coordinator: Dr Minkang Kim Session: Semester 1,Semester 2 Classes: independent work; 3 x 2 hr meetings across the semester Assessment: 6000 wd professional leadership portfolio (100%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Department permission required for enrolment
This unit is designed to enable educators, with the support of a mentor, to document and engage in critical reflection on professional workplace learning, differing from its companion unit EDPZ5010, due to the focus on leadership and your professional role in working with colleagues' professional development. This unit provides you with the opportunity to develop a professional portfolio where you can document and critically examine how you have led others to improve the work in your formal or informal setting. Students are expected to have successfully completed other units of study before enrolling in this unit. No concurrent enrolment with EDPZ5010 unless special permission has been granted by the Faculty.
EDPK5003 Developing a Research Project

Credit points: 6 Teacher/Coordinator: Dr Rachel Wilson Session: Semester 1,Semester 2 Classes: 3x4.5 hr Saturday workshops, plus online lectures and activities Assessment: online exercises (40%) and class presentation (20%) and research proposal (40%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Block mode
This core unit is seen as the foundation unit in research methods and it provides an overview of the research process, with a focus on critical evaluation of research reports and the design of research projects. It covers a wide range of basic research techniques and introduces other research methods that are the focus of more in-depth study in other search methods units. Research design issues and various methods of data collection examined. Students explore the use of quantitative and qualitative approaches; various research strategies; observation, documents, questionnaires and assessments. The assessment in this unit is developed around students' own research interests and by the end of the unit students will have developed their own research proposal document.

Capstone units

EDPZ6730 Special Project 1

Credit points: 6 Teacher/Coordinator: Dr David Hirsh Session: Semester 1,Semester 2 Classes: several sessions with supervisor Prerequisites: 24 credit points of units Assessment: 1x6000wd report (100%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Supervision
Special Project is a capstone unit, semester length independent investigation of a personally chosen topic in an educational context, the result of which is a 'product' of approximately 6,000 words such as a written report, review, account of the development of a resource, analysis of action or critique of research. All 'products' should be demonstrably informed by relevant theory and research. The satisfactory completion of this unit provides an alternative to the regular face-to-face classroom unit of study for candidates enrolled in a graduate coursework award.
EDPZ6724 Dissertation Part 1

Credit points: 6 Teacher/Coordinator: Dr David Hirsh Session: Semester 1,Semester 2 Classes: several meetings/discussions with supervisor Assessment: satisfactory progress during semester; students then must enrol in EDPZ6725 Dissertation Part 2 the following semester. Campus: Camperdown/Darlington, Sydney Mode of delivery: Supervision
Note: Department permission required for enrolment
The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Methods unit of study prior to undertaking the Dissertation, which will support the proposal development. This unit is part one of the Dissertation which runs over two semesters; therefore, students must also enroll in EDPZ6725 Dissertation Part 2 in the following semester.
EDPZ6725 Dissertation Part 2

Credit points: 6 Teacher/Coordinator: Dr David Hirsh Session: Semester 1,Semester 2 Classes: several meetings/discussions with supervisor Prerequisites: EDPZ6724 Assessment: 1x12000wd report (100%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Supervision
The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Methods unit of study prior to undertaking the Dissertation, which will support the proposal development. This unit is part two of the Dissertation which runs over two semester; therefore, students must have also enrolled in EDPZ6724 Dissertation Part 1 in the previous semester.
EDPZ6720 Dissertation

Credit points: 12 Teacher/Coordinator: Dr David Hirsh Session: Semester 1,Semester 2 Classes: several meetings/discussions with supervisor. Assessment: 1x12000wd report (100%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Supervision
Note: Department permission required for enrolment
The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Method unit of study prior to undertaking the Dissertation, which will support the proposal development.