Bachelor of Sport Coaching

Purpose

This qualification sees to produce qualifying learners who are competent sport coaches equipped with a well-rounded, broad education able to apply the knowledge base, theory and methodology of sport coaching. The qualification will enable qualifying learners to demonstrate initiative and responsibility in an academic, ethical and professional context.

The qualifying learner will be a competent coach who is trained to address the diverse needs of sport participation in South Africa and globally; has a thorough understanding of the six primary coaching functions as adapted from the International Sport Coaching Framework (ISCF), and has the attributes needed to deliver sport coaching in multi-skill, multi-sport and sport-specific environments and contexts.

Rationale

The Bachelor of Sport Coaching has been developed to contribute to the development of centres of coaching excellence in South Africa and the professionalisation of sport coaching. Coaches help to develop people, with sport as a valuable tool. The wellbeing of individuals, social issues in the community, and the pride of the nation can all be promoted through sport and physical activity. Sport coaches, their skills, understanding and knowledge are pivotal to this process. From the promotion of mass sport participation to the development of performance, well-educated and experienced sport coaches are key to the process. This qualification may also give qualifying learners access to the Postgraduate Certificate in Education and the Coach designation conferred and accredited by the South African Sport Confederation and Olympic Committee (SASCOC). In the South African context, graduates of this qualification, employed as teachers and/or professional coaches will contribute immensely to the development of sport, from grass root levels to elite sport.

This qualification caters for different sporting codes and learners are encouraged to relate the qualification content to their specific sports coaching domain. Through this qualification, learners will develop skills relevant to other careers in sport related fields, as well as those valued by employers.

A learning pathway for learners studying towards this qualification exists as it may allow for vertical articulation to relevant National Qualifications Framework (NQF) Level 8 qualifications.

Recognition of Prior Learning (RPL)

Where applicants do not meet the minimum admission requirements, RPL may be used to grant access to the programme. RPL will be applied according to the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment policy. This will relate to both access to the qualification as well as for credit recognition or exemption towards achieving the qualification.

The institution will ensure that quality assurance processes that address the specificities of the RPL process (including applications, assessment, and reporting and management systems) are implemented; and that administrative and support systems, both prior and subsequent to RPL assessment, are in place.

Entry Requirements

The minimum entry requirements are

• National Senior Certificate (NSC) granting access to Bachelor's Degree studies.

Or

• National Certificate (Vocational) NC(V)) at Level 4 granting access to Bachelor's Degree studies.

This qualification consists of compulsory modules at National Qualifications Framework (NQF) Levels 5, 6 and 7 totalling 360 Credits.

Compulsory Modules at Level 5: 96 Credits

• Coaching Environment, 8 Credits.
• Practice of Coaching, 8 Credits.
• Anatomy, 16 Credits.
• Motor Control and Development, 16 Credits.
• Physiology, 16 Credits.
• Social Sciences of Sport, 16 Credits.
• Business Functions, 16 Credits.

Compulsory Modules at Level 6: 120 Credits

• Motor Control and Skill Acquisition, 8 Credits.
• General Management, 16 Credits.
• Coaching Science 1, 16 Credits.
• Biomechanics, 16 Credits.
• Sport Nutrition, 16 Credits.
• Exercise Physiology, 16 Credits.
• Sport Vision, 8 Credits.
• Talent Identification, 8 Credits.
• Sport Injuries, 16 Credits.

Compulsory Modules at Level 7: 144 Credits

• Sport Analysis, 8 Credits.
• Sport Law and Ethics, 8 Credits.
• Small Business Management, 16 Credits.
• Entrepreneurship, 16 Credits.
• Coaching Science 2, 16 Credits.
• Coaching Pedagogy, 16 Credits.
• Sport Programme Design, 16 Credits.
• Research Methodology of Sport Coaching, 16 Credits.
• Practical, 32 Credits.

1. Demonstrate integrated knowledge related to the fields of study that inform sport coaching and apply this knowledge to the athlete/coaching arena.
2. Apply, reflect on and integrate the principles and theories of psycho-socio sciences and coaching pedagogy, enabling graduates to be able to respond to a broad societal context in which to practise.
3. Take decisions and act ethically and professionally in sport coaching contexts.
4. Apply pedagogical principles and reflective practice to sport coaching.
5. Apply current and relevant theories, principles, paradigms, strategies and functions of management and administration in diverse general and sport coaching contexts.
6. Use and apply basic principles of ethical research in sport coaching, which includes using current technology to capture, analyse, interpret, apply and disseminate research findings to improve or remediate performance on a local, national and international basis.

Associated Assessment Criteria for Exit Level Outcome 1

• Provide a comprehensive explanation of the main knowledge areas that inform sport coaching: Coaching Science; Sport Science; Psycho-social sciences; Sport management.
• Apply above knowledge to the context of sport coaching, specifically with regard to the sub-areas:

> Sport coaching pedagogy, Sport coaching in context, Sport coaching excellence.

> Anatomy, Motor Control, Physiology, Exercise physiology, Biomechanics.

> Social sciences of sport.

> Business functions, General and small business management, entrepreneurship.

Associated Assessment Criteria for Exit Level Outcome 2

• Apply ranges of relevant theories to sport coaching that ensures holistic athlete development, teaching the coach to cope with the special needs of the emerging South African environment, complying with best practice whilst understanding the function of government and government related organisations.
• Address sporting needs for all ages, cultures genders, social class, beliefs and abilities and disabilities.
• Gain the required knowledge of and ability to reflect on psychology and sociology in the sport coaching context.
• Explore concepts relating to coaching pedagogy in order to be able to apply key teaching principles in practice.

Associated Assessment Criteria for Exit Level Outcome 3

• Apply an understanding of philosophical principles, theories and concepts of ethics.
• Demonstrate an integral understanding of ethical functioning as a coach.
• Have a broad understanding of professional boundaries and professional scope of practice.
• Demonstrate ethical coaching methods, principles, concepts, communication skills; and planning of philosophies for coaching.

Associated Assessment Criteria for Exit Level Outcome 4

• Critically self-reflect and self- evaluate as a coach.
• Select appropriate coaching philosophies.
• Understand and apply different demand driven coaching methods, learning progressions and appropriate feedback.
• Understand a sport participation plan; risk management programs, coach and athlete development strategies; health promotion; and strategies for coaching individual and team sports on all participation levels.
• Have a systematic understanding of diverse pedagogical strategies in coaching; perform critical self-reflection, and the understanding of athletes' identities and the impact thereof on coaching pedagogy.

Associated Assessment Criteria for Exit Level Outcome 5

• Understand and evaluate the importance of the eight management functions.
• Understand the external environment of sport business.
• Apply managerial ethics and social responsibility in sport.
• Develop a sustainable sport organisational structure.
• Create and apply financial planning.
• Manage operations of a sport business practice.

Associated Assessment Criteria for Exit Level Outcome 6

• Search for and apply relevant literature and/or theory.
• Choose ethical research designs to address research enquiries.
• Analyse and interpret empirical data (qualitative and quantitative) and present research findings.
• Use research to conduct informed, objective, evidence-based problem solving.

Integrated Assessment

The assessment strategy provides for Formative and Summative Assessment opportunities and continuous evaluation depending on the module. Generally, for most modules Formative Assessment will consist of at least two written tests. Formative Assessment may further include practical tests, assignments, tutorials, case studies, presentations, evaluations, development and coaching plans, monthly reports, supervisor reports, recordkeeping charts and a research portfolio in the case of the Research methodology module. Module specific Formative Assessment will include biomechanical analysis reports, video analysis demonstrations and statistical analysis presentation, presentations of session and coaching plans self-reflection activities, demonstration of coaching techniques, maintenance of a training logbook as part of the portfolio of evidence, test reports, coaching sessions, and injury prevention programmes.

All modules, except for the Practical will be summatively assessed by written examinations. The Practical will be assessed through the portfolio of evidence that will include log sheets. Practical assessments and integrated learning will be applied to a variety of course modules by means of presentations, demonstrations and written reports. Learners will be expected to be able to demonstrate skills acquired. The most notable integration of learning will be present in the Coaching science 1, Sport law and ethics, Coaching pedagogy, Sport programme design, Practical and Coaching science 2 modules. Integrated learning will be assessed by means of training logbooks, programme development, record keeping, portfolio of evidence, supervisor reports, and group and self-reflection activities. Biomechanics and Sport analysis will also make use of video-, statistical- and biomechanical analysis and reports.

Assessment of experiential learning

Summative and Formative Assessment by students (self-reflection) lecturers and designated individuals (qualified sport coaches/managers and sport scientists):

Formative Assessment

• Monthly reports
• Supervisor reports
• Appropriate record keeping

Summative Assessment

Present a portfolio of evidence on exposure to sport coaching and management as well as accredited coaching qualifications received from Sport Federations. The portfolio will include logbooks, which will be maintained by learners and signed off monthly by the designated supervisor and respective lecturers. The qualification director consolidates the final assessment.