This module aims to further develop the student's foundational coaching knowledge (introduced in coaching science/education 1) and will focus on a variety of skills such as their self awareness and understanding of their own values, particularly as they relate to the context in which they coach. This module will therefore seek to develop the student's philosophy as a coach.

1. Demonstrate an understanding of coaching education frameworks.

2. Apply relevant knowledge to the role of the coach in the athlete developmentprocess.

3. Select and utilise a range of coaching styles to develop athlete centred coaching.

4. Reflect on the intrinsic and extrinsic motivational factors underpinning athlete behaviour.

This module prepares students to gather and communicate evidence-based sport coaching and teaching resources and then to evaluate their own coaching and teaching performance. The module examines the principles of learner/athlete-centred coaching and teaching and expands on traditional conceptualisations of pedagogy encouraging students to view both coaching and teaching as professions with a primary goal of holistic education. The module examines traditionally accepted pedagogic approaches and challenges many of the key assumptions associated with sport, coaching and exercise instruction.

1. Debate and challenge traditionally held beliefs regarding sport, coaching, physical education and exercise instruction.
2. Demonstrate an understanding of the broad concept of sport and exercise pedagogy.
3. Recognise the role of pedagogic practice in physical activity in the context of human development.
4. Understand the fundamental principles that underpin the pedagogic process.
5. Be aware of the fundamental similarities and differences between teaching, coaching and other pedagogic practices.
6. Critically discuss theories related to learning and teaching.

Students will continue to learn and expand on their coaching techniques and process. This will occur in a specific sport and in the related areas of pedagogy, exercise prescription and physical conditioning / training.

Students will be required to complete a net sport and select one other sport from three offered during the semester. In addition to the sports specific content, common elements of pedagogy (reflective practice, ethics in coaching and the development of 'expert' coaches) and applied physical conditioning will be included.

1. Demonstrate proficiency and describethe rules, skills, principles, and tactics of a selected sport

2. Demonstrate an enhanced awareness of the coaching process

3. Reflect on theirpractice, recognise, and employtheir own improvements for coachingperformance

4. Plan a training year, to help maximise performance

5. Acquire a National Governing Body Coaching Award in a self selected sport

The aim of this module is to introduce students to the basics of coaching and to prepare students for their first placement. Students will be introduced to the philosophy and role of the coach, criteria for effective coaching, communication, group organisation and management, demonstrations, safety and ethics in sport.

1. Select and utilise appropriate teaching and learning and assessmentstrategies.

2. Plan and prepare micro coaching sessions to be delivered in a variety of primary school settings.

3. Demonstrate a knowledge of the coaching process and the theory underpinning it.

4. Develop and apply effective and appropriate reflective practice strategies.

This module will introduce students to the specific coaching considerations when dealing with children and youth populations. The aims of the module include to develop an understanding for the enhancement of locomotor skills and manipulative skills in the context of youth coaching, understanding coaching behaviour and youth achievement goal theory and to consider the safety and ethical requirements when working with these population groups. The module will seek to relate the importance of fundamental fitness before sport specific training. This module will also introduce students to aquatics.

1. Explain Fundamental Movement Skills (FMS) in the context of locomotor, non-locomotor and manipulative skillsthat are central to most games and sports.

2. Plan screening and assessment procedures to assess proficiency in movement skills and aquatics that reflect child and youth growth and development.

3. Effectively employ an analysis to assess the role of the coach in the various developmental stages of child and youth athletes.

4. Plan and prepare a long term athlete development (LTAD) programme for a chosen sport.

In year 2 students will undertake their first work placement module. This placement will last for the duration of an academic semester and will take place in a school setting. The module is designed to provide the student with the opportunity to practically apply knowledge and skills acquired in their undergraduate studies to date.

The aim of the placement is: (i) to introduce the learner to a structured employment setting in a relevant work sector, and (ii) to foster a practical understanding of the application of coaching science.

The placement experience will be supported by a ATU supervisor in conjunction with a workplace mentor.

1. Apply relevant coaching knowledge and skills to a school setting.

2. Adopt effective provision planning, teamwork, problem solving and communication skillsand work effectively within the placement organisation.

3. Evaluate the achievement of personal and professional learning goals set prior to placement, both during and at the end of the placement experience.

4. Evaluate and reflect on learning, skills and knowledge gained in the work context,and their implications for future personal and professional development.

This module has been designed to provide students with a detailed examination of the relationship between nutrition, physical activity, health and disease in humans. In particular, the influence of diet and physical activity on cardiovascular disease, diabetes, cancer and obesity will be considered along with counselling and goal-setting for diet, nutrition and exercise.

1. Explain the role of physical activity and nutrition in the prevention and treatment of disease and have a sound understanding of key research that underpins this relationship.
2. Explain, with an evidence-based argument, the dietary factors necessary to elicit an improvement in risk factors associated with a variety of diseases.
3. Provide a detailed explanation of the different nutritional and physical activity requirements for healthy living in humans, according to life stage, sex and health status.
4. Provide a detailed evidence-based description of the influence of genetic and environmental factors on the effectiveness of physical activity and nutritional interventions for healthy living.
5. Demonstrate autonomous use of specialist knowledge databases to develop novel approaches to challenges associated with physical activity and nutrition strategies for healthy living.
6. Evaluate the likely effectiveness of contemporary physical activity and nutrition recommendations to affect workplace or community health promotion interventions.

This module aims to introduce students to the area of sport and exercise psychology and examines a selected range of psychological factors that influence the coaching process. It specifically addresses issues such as coaching / leadership styles, paediatric sports psychology, competitive performance and mental aspects as they relate to exercise, health and injury. This module is intended to provide a theoretical underpinning of Sport and Exercise Psychology and will draw upon contemporary research in considering impact on successful coaching and performance.

1. Understand key psychological theories and models from the area of sport and exercise psychology.
2. Appraise and challenge current knowledge relating to the role of sport psychology in the coaching context.
3. Analyse and interpret sport psychology literature in order to construct informed and well-supported arguments.
4. Describe a range of theoretical perspectives which attempt to explain behaviour.

To introduce students to the area of inclusiveness and adapted physical activity for people within special populations. The students will gain an understanding of the comprehensive psychological/physiological factors affecting the participation of special populations in exercise programmes.

1. Describe the different physiological and psychological responses and adaptations to exercise programmes of special populations.

2. Explore and explain the challenges and benefits of sport and physical activity for a special population . This may include disabilities, pregnant individuals, elderly, obese population.

3. Define and describe different disability types; psychologically, intellectually and physically. Including theneed for modified exercise programmes for special populations.

4. Design and deliver acoaching session for a special population, including an evaluation of the programme (feedback)and personal performance.

5. Analysethe implications that social attitudes have towards people within special populations participating in sport and physical activity.

This module takes theoretical knowledge and sets it in the context of identification of health and exercise goals, followed by the planning, monitoring, evaluation and delivery of appropriate exercise.

1. Design safe and effective individual gym programmes and group fitness classes

2. Deliversafe and effective individual gym programmes and group fitness classes

3. Explain the components of health and fitness and their measurement

4. Explain how different types of exercise can improve cardiorespiratory fitness, strength, power and flexibility

5. Appreciate differences in the individual response to exercise and training and how these may be monitored

6. Describethe differences required inprogramming for special populations

7. Explain the risks inherent in exercise

8. Describe the legal requirements of standards of practice, ethics, and customer service

Placement 2 focuses on enhancing the students' understanding of physical activity for disability and inclusivity. This placement will run over an 8-week period. As part of the module students will be involved in the planning and running of a physical activity/exercise session for children with disabilities, aged between 11-16.

The children will be from the local community with and will come in one evening a week. Students will be in pairs/threes and working with a child of disability, providing physical activity exercises for them to complete. This placement will include the wider community and provide parents with a physical activity session for their child to attend.

1. Provide childrenwith special needs the opportunity to play and interact socially with peers.

2. Discuss strengths and weaknesses of current assessment tools and procedures used to measure the physical and motor abilities of individuals with developmental disabilities. Demonstrate an understanding of which assessment tools are appropriate for which types of children with disabilities.

3. Discuss issues related to attitudes of sport coaches, teachers and students without disabilities towards inclusion; understand safety issues as they relateto inclusive physical education.

4. Employ effective time management, preparation, communication, conflict resolution andteamwork skills.

5. Reflect upon and analyse the learning experiences attained during the placement experience.

In its most simple form, ethics is the study of what makes a particular action in a particular situation the right thing to do. In the world of sport, there are unique challenges to the practice of ethics. This module will explore the current ethical issues in sport.

1. Describe the current ethical issues in sport.

2. Discuss the ethical framework and decision making process.

3. Debate current ethical issues in sport informed by evidence from the scientific literature.

4. Reflect on their own views on current ethical issues in sport.

This module will provide students with the knowledge and understanding of long-term athlete development, including talent identification, selection and development in sport. Biological, social, and psychological factors of success will be considered. Students will explore early and late specialisation, and diversification within a variety of sports.

1. Describe and critically evaluate the different talent development pathways

2. Explore and definethe biological, social, and psychological factors that may impact talent development, identification, and selection

3. Describe and discuss the early and late specialisation within sport

4. Development and justifya coaching framework to show effective ways of promoting interest, participation or performance in sport

5. Discuss sources of evidence in relation to current and future athlete development priorities

This module is to provide students with the facilities to learn the theory and apply to practice of performance analysis within sporting contexts.

Students will be provided with the opportunity to learn and develop computer-based skills required to analyse performance. They will learn this through notational and computer-based analysis skills.

1. Describe and evaluatehow theories and concepts in performance analysis and coaching are applied to enhance sporting performance

2. Critically assess and explain the relative importance of video analysis, notational systems and information technologies to the development of performance in a variety of sporting environments.

3. Demonstrate performanceanalysis of technical and movement skills based on key performance indicators and relevant literature,that will produce the most meaningful and insightful performance data across a range of sports

4. Demonstrate the ability to set-up video recording equipment to record a sports team or individual athlete during a match/training session

5. Operate and explain the use of digital technology, video recorded and manual methods of analysing sporting performance

6. Develop an appropriate feedback intervention for a sports team or individual athlete and critically evaluate the impact of the intervention

This module provides an exploration of the fundamental concepts and practices that underpin research in sport coaching, including experimental design, critical thought, the validation of data, quantitative and qualitative data analysis and presentation.

1. Use advanced literature-searching techniques and databases to find subject-specific information, reference appropriately and use relevantstatisticalsoftware (learning skills; IT).

2. Critique relevant research methodology in the sport coaching field.

3. Write an ethics proposal for experimental work with human subjects.
4. Select appropriate statistical tests to analyse a variety of experimental designs.
5. Demonstrate advanced presentational skills, including using reference-handling software, linking images in text documents, and compiling contents pages and indexes (communication; IT).

This module will provide students with an opportunity to develop leadership and instructorship skills and understanding in a focussed number of adventure activities. Practical training in the outdoors will be supplemented with reflective analysis of personal goals to enhance the effectiveness of this module and to continue to build a habit of reflective learning. This module includes theoretical input for one hour a week to enhance understanding of the leading in the outdoors.

1. Discuss the principles and practice of outdoor adventure leadership.

2. Instruct and organise afocussed range of adventure sports.

3. Make judgements regarding the location of activities, the risks involved and the abilities of themselves and others.

4. Analyse their own learning through reflective practice and use the strategies of goal setting to enhance progress.

This module will introduce the student to the fundamentals of sport marketing, including the business skills they may require to set up their own business such as online branding and social media profile, marketing principles, digital marketing. Students will also be introduced to the theories and practical applications of sports marketing.

1. Design a business plan for a sport-related business.

2. Critically evaluate sport marketing theories and current trends.

3. Analyse and assess strategies for the development, launching and positioning of new sports products/business ideas.

4. Develop and implement a digital marketing plan.

This module provides the theoretical underpinnings and the practical application of training programmes for clinical, normal and athletic populations.

1. Critically appraise factors that make up an ‘athletic’ or ‘normal’ profile.

2. Evaluate training / health needsin the construction of an exercise programme for individuals from different populations.

3. Design a progressive programme for an individual with a stated aim/goal, based upon valid interpretation of assessment results.

4. Integrate knowledge of factors such as progression and periodisation when developing training programmes.

5. Interpret results from a variety of physical and physiological assessments

6. Deliver a longitudinal personal training programme to a client

7. Conduct pre-exercise screening and testing on a client

8. Conduct motivational interviewing and goal setting with a client

Placement 3 will be the 3rd placement that BSc (Hons) Sports Coaching students complete as part of their studies. This will be a full-time placement completed in semester 1 year 4 over a 12-week period. The students will complete a placement in an area of their choice. During this period, students will also be expected to collect data for their Final Year Project (FYP). This module builds on the expertise that students acquired in Placement 1 and 2 and enables them to select a placement in their chosen coaching environment/industry.

1. Demonstrate insight and make plans for continuous professional development in collaboration withpeers and mentors to advance learning in sport coaching.

2. Critically evaluate relevant scientific evidence, communicate and apply findings to practice.

3. Apply effective project management, teamwork, conflict resolution, problem solving and communication skillsand work effectively within the placement organisation.

4. Organise, establish and document data, process and communication on a sport coaching placementinto written reports and oral presentations toacceptable professional standards.

5. Critically evaluate and reflect on learning, skills and knowledge gained in the work/community context,and their implications for future personal and professional development.

This module will provide students with the theorical framework and practically applied labs for monitoring and testing of athletes, both in the field and labs.

1. Explain the theory behind testing and monitoring of athletes

2. Devise and constructa database to collect and analysedata, including training load data

3. Present and interpret data to a non-expert (e.g. coach/athlete)

4. Critically evaluate practical field and lab-based sessions

5. Formulate and design strategies for optimising performance.

6. Critically describeand analyseintegration of performance monitoring into sport to enhance sporting performance

An introduction to the study of sport in society with an examination of the development of sport management in Ireland and around the world. This module examines a range of issues and challenges which are both of contemporary relevance and critical importance to the sports manager. Students will develop the skills for identifying, researching, and evaluating the implications of these issues for the current and future provision and development of sport and exercise.

1. Critically discuss the unique principles, features and functions of sport management and their application in the Irish setting.
2. Explainthe development and structure of sport in Ireland and its management.
3. Identify and define the key aspects of management theory and organisational culture.
4. Explore the required competencies for career opportunities in sport management including the development, particular tasks, and career path of those opportunities.
5. Critically discuss contemporary issues and developing trends and research in sports management.
6. Assessthe application of appropriate approaches to policy and strategy appraisal in different sporting contexts.
7. Critically evaluate the implications of different approaches to policy for the management of sports activities.

Group dynamics is important to understand how teams work together and the influence of others as well as leadership. This module takes students through the theory of group dynamics in sport and exercise settings, with a focus on audience effects, groups, and leadership and on how these processes may impact on the performance of athletes, coaches, trainers and managers. This module also further develops the students' knowledge of athlete welfare and enhances their understanding of the role of the coach in that process as well as the welfare of the coach themselves.

1. Evaluate the relevant theoretical approaches and contemporary literature relating to group dynamicsof sport and exercise.

2. Evaluate interventions to enhance group functioning in sport and exercise settings.

3. Critiquethe role of leadership in sport and exercise settings.

4. Implement and evaluate goal setting practices and communication strategies in team sports.

5. Critically evaluate the factors that may impact on coach and athlete welfare.

This module enables learners to explore current issues in sports coaching as well as developments in coaching practice and techniques. The issues selected will be chosen each year to ensure the topics remain pertinent. The module aims to provide students with a critical awareness of applied contemporary issues. The module will focus on underpinning principles of key coaching topics and developments in coaching practice. Students will be encouraged to make constructive, evidence-based, practical recommendations following debate.

1. Critically evaluate a range of contemporary issues in research and practice insports coaching.

2. Explain thetheoretical perspectives related to a selection of contemporary sport coaching practices.

3. Justify arguments in debating the implications of contemporary issues from an applied perspective.
4. Effectively communicate reasoned argument on a range of contemporary issues through verbal means.
5. Analyse and interpret the applied sport coachingliterature using an evidence based approach.

The study of a specific topic in sports coaching, involving original research. The choice of topic is by negotiation between the student and an appropriate member of teaching staff acting as supervisor. The project should, where possible, be original research, and include some elements of design and planning of some form of data collection, analysis of findings and development of new hypotheses. Data collection may be laboratory experimentation, questionnaires, social or behaviour observation.

1. Apply appropriate theoretical and practical methods to the analysis and solution of problems in sports coaching.

2. Conduct appropriate researchand undertake design and development of a problem in sport coaching and critically place the problem and its solution within the context of the body of knowledge of the selected topic area.

3. Generate new hypotheses for the selected topic area based on relevant research and own results.
4. Plan, organise, direct and control tasks and resources so as to accomplish project goals effectively within the allotted time.
5. Maintain accurate, accessible records of data collection, decisions made and their rationale in a reflective workbook and utilise suitable software packages for data manipulation and the preparation of typewritten documents.
6. Evaluate the experimental approach adopted and recognise its strengths and limitationsand compare and integrate the project findings with findings from previous work reported in the literature or elsewhere.

7. Prepare a structured, coherent project submission and engage in critical discussion of the conduct of the project and the significance of its findings.