ESHE 389: Coaching Fieldwork in ESHE
Credit Hours: (3)
Prerequisite: ESHE 388: Coaching the Athlete
This course is taken in conjunction with ESHE 388: Coaching the Athlete (typically either as a co-requisite or the following semester) as the capstone experience for students completing the Youth Physical Activity and Coaching Specialist (YPACS) option within the Physical and Health Education Program. This fieldwork practicum provides students with an opportunity to develop an appreciation for the duties and responsibilites of an athletic coach. Students are expected to document experiences and reflect of their relevance to professional association standards identified by the American Coaching Effectiveness Program and the Virginia High School League.
Course is Pass/Fail.
Detailed Description of Content of Course
Students will be assigned to a local youth sport coach to serve as a volunteer assitant coach for the season. Students will be directed by the head coach for daily/weekly practices, game preparation, and game day operations. Settings could include local public or private schools and local parks and recreation agencies.
Detailed Description of Conduct of Course
Course information will be presented through the applied "real-world" experience of
assisting in a youth sport setting. This expereince may include, but is not limited
to:
- Daily practice routines
- Weekly practice plans
- Game day preparation
- Pre-game warm-up and position assignment
- Post-game feedback
Goals and Objectives of the Course
Upon completion of this course, students will be able to demonstrate effective coaching and teaching sport skills learned in previous coursework such as:
ESHE 388: Coaching the Athlete and ESHE 371: Teaching Skills in Physical Education.
These skills include but are not lmited to:
- Designing effective practice routines (i.e., warm-up, skill practice, team scrimmage,
cool down, etc.)
- Developing a skill progression through the Game Stages Model that promotes the
learning of sports skills first in isolation and then in increasingly more
complex small-sided team sizes
- Creating equipment and travel budgets
- Applying the Three-Stage Motor Learning Model (1. Cognitive Stage, 2. Associative
Stage, and 3. Autonomous Stage).
- This model promotes the learning of motor/sports skills in a progressive
manner as the student/athlete practices in front of the teacher/coach receiving specific,
individualized, positive feedback concerning motor/sport performance.
Assessment Measures
May include, but not be limited to, interviews with on-site supervising coaches, weekly log enteries, and a summative paper-&-pencil evaluation by on-site supervising coach. Course is Pass/Fail.
Other Course Information
None
Review and Approval
April 20, 2018