PSYC4722: Semester 1, 2022

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Units PSYC4722 Semester 1 2022 [Online]

Unit outline_

PSYC4722: Fundamentals of Coaching Practice

Semester 1, 2022 [Online] - Camperdown/Darlington, Sydney

Overview

This unit teaches the fundamentals of coaching, and lays the foundations for sound contemporary practice. It outlines the emergence of contemporary coaching from its roots in the Human Potential Movement, sports coaching, management consulting, clinical and counseling psychology, through to the establishment of the positive psychology movement. Drawing on established approaches students will be trained in the core micro skills of coaching. Core issues relating to mental illness and mental health and ethical professional coaching practice are addressed. Each seminar has a lecture component and an experiential learning component. The experiential learning component requires students to evaluate each topic in relation to their own personal life/work experience and to participate in group discussion. Practical experience of self-coaching and co-coaching are central aspects of this unit. This unit will be taught in block intensive mode over five days.

Unit details and rules

Academic unit	Psychology Academic Operations
Credit points	6
Prerequisites ?	None
Corequisites ?	PSYC4721
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Michael Cavanagh, michael.cavanagh@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Reflective Report 1 See Canvas for details.	30%	Week 08 Due date: 11 Apr 2022 at 23:59 Closing date: 09 May 2022	See Canvas for details.
Outcomes assessed:
Online task	Tutorial Quiz See Canvas for details.	20%	Week 12	See Canvas for details.
Outcomes assessed:
Assignment	Reflective Report 2 See Canvas for details.	50%	Week 12 Due date: 20 May 2022 at 23:59 Closing date: 17 Jun 2022	See Canvas for details.
Outcomes assessed:

Assessment summary

Tutorial Quiz: If you do not attempt the Tutorial Quiz, you may apply for Special Consideration, from which the only outcome is a replacement assessment. If you do not attempt the Tutorial Quiz and are not awarded Special Consideration, you will just receive 0 for the Tutorial Quiz.
Reflective Report 1: If you do not attempt Reflective Report 1 by the closing date, you may apply for Special Consideration, from which the only outcome is a replacement assessment. If you do not attempt Reflective Report 1 by the closing date and are not awarded Special Consideration, you will just receive 0 for Reflective Report 1.
Relfective Report 2: If you do not attempt Reflective Report 2, you will need to apply for Special Consideration, from which the only outcome is a replacement exam. If you do not attempt Reflective Report 2 and are not awarded Special Consisderation, you will receive an Absent Fail (AF) grade for this unit, as Reflective Report 2 is a compulsory assessment.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 02	Day 1: Introduction to Fundamentals; Reflective and scientist practitioner models in coaching; Coaching micro-skills; Solution-focused coaching; Coaching skills practice	Block teaching (7 hr)
Week 02	Day 2: What does it take to be a great coach?; Core coaching competency models; The coaching relationship; Establishing coaching agreements and contracting; Coaching skills practice.	Block teaching (7 hr)
Week 06	Day 3: Coaching assignment debrief; Mental Health & Psychopathology; Coaching skills practice;	Block teaching (7 hr)
Week 09	Day 4: Mental Health & Psychopathology; Referrals and self-care; Coaching skills practice.	Block teaching (7 hr)
Week 11	Day 5: Coaching assignment debrief; Ethical issues in coaching; Supervision; Developmental planning.	Block teaching (7 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. demonstrate competence in core coaching skills
LO2. demonstrate understanding of ethical and professional practice
LO3. demonstrate understanding of the need for supervision and self-care
LO4. conduct client assessments using interview and self-report techniques
LO5. design and enact a professional practice development plan
LO6. demonstrate understanding of the core issues in workplace, executive and personal/life coaching
LO7. identify core issues in relation to mental health and coaching
LO8. apply the taught theories and techniques to a wide range of coaching client issues.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Increased practice opportunities will be added in response to student feedback.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

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