Modules

Module title: Aquiring Complex Skills in Sport [10 Credit Module]
SCQF level: 11:
SCQF credit value: 10.00
ECTS credit value: 5
Module code: SES11121
Module leader: Tony Westbury
School School of Applied Sciences
Subject area group: Sport Exercise and Health Science
Prerequisites

There is no prerequisite for this module
2018/9, Trimester 2, Blended,
Occurrence: 001
Primary mode of delivery: Blended
Location of delivery: SIGHTHILL
Partner:
Member of staff responsible for delivering module: Tony Westbury
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
Skill acquisition is the study of our ability to acquire and develop movement skills. This module will provide you with a contemporary theoretical framework for understanding how performers progress from novice performers early in learning with low levels of skill, to expert performers who have mastered their skills.

There are linked sub-modules; in the first, aligned to LO1 we will revise and critique contemporary theories of skill acquisition and examine how each informs coaching practice – particularly with adult and already highly skilled performers.

In the second, aligned to LO2 we will examine how the practice environment can be manipulated to make skill acquisition more efficient and effective. Through theory based sessions and reflections on existing practice we will examine how evidence based practice can be used to design better training sessions.

In the third, aligned to learning LO3 & 4. We will examine the specific skills acquisition challenges facing coaches working with performers with an already mature skill set. Examining the provision of feedback, implicit learning, and the role attention and decision heuristics. This content will be used to develop a short research project which will form the summative assessment for the module.


Formative Assessment:
Formative feedback is provided throughout the module, with tutors informally engaging with questions and answer sessions with the students and providing commentary on case studies and coaching scenarios. There is an opportunity for students to engage with formative feedback in the week 5 where a learning contract for the project is developed and presented.

Summative Assessment:
The module is assessed through a report on a skills acquisition project portfolio. In week 7 students will do a 15 minute presentation of their project outline. This will cover the main research question established and an outline of the methodology. The portfolio has a word limit of 3000 words and is designed to be a longitudinal record of the student developing a skills acquisition research question, designing a methodology for collecting data and running a small pilot study.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Face To Face Lecture 12
Online Guided independent study 6
Independent Learning Guided independent study 82
Total Study Hours100
Expected Total Study Hours for Module100


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Oral Presentation 20 1,2 & 3 7 HOURS= 0.15, WORDS= 0
Portfolio 80 1,2,3 & 4 14 HOURS= 0, WORDS= 3000
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100

Description of module content:

In this module students will examine how complex motor skills are acquired and movements controlled. Class time will consist of a combination of lectures, individual exercises, group discussions, and formative assignment practice. Over the course of the module you will experience scientific research relating to the following topics:
The characteristics of skill and how skilled movements are controlled. Theories of movement control; information processing models and dynamical systems.
Theories of learning and the learning/coaching process. Because of the coaching focus in the module there will be an emphasis on the instruction process, examining
the neural basic of observational learning and modeling. Concentration and attention structuring the practice environment, and contextual interference. Without feedback learning is at best inefficient, therefore issues around the frequency, timing and organization of feedback will be covered. Along with the role of physical guidance.
Applied topics around expert- novice differences and the ability to execute skills under extreme pressure will be examined.

Learning Outcomes for module:

Upon completion of this module you will be able to
LO1: Review and Critique theories of skill acquisition and explain how they can inform practice.
LO2: Demonstrate how aspects of learning environment can be effectively manipulated
LO3: Identify learning challenges for the coach and performer and design interventions to resolve them.
LO4: Design and evaluate a study to test the predictions of theory to the applied coaching context.

Indicative References and Reading List - URL:

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