Critical self reflection; NON CONTACT BOXING TUTOR

Written Assignment

Assessment Requirements
With examples from the NGB award you have taken this year; your practical coaching experience through Edusport Solent (Volunteering), and with reference to coaching literature, critically evaluate your coaching performance. You will identify some key areas for improvement and a suitable strategy by which improvements can be facilitated. Read the assessment criteria below for full details of what must be included in the work.

Other Instructions
• You must have at least attempted, if not passed you chosen NGB Award.
• You must have completed at least three volunteering coaching sessions with Edusport Solent, (Sport Solent Office)
• Students may wish to consider the following coaching topics when critically reflecting on their coaching performance (as a guide only)
o Professionalism
o Sport specific knowledge
o Planning skills
o Teaching and learning skills
• Assignments must be word processed in font size 12, font style Trebuchet MS and 1.5 line spaced
• A wide variety of references are essential which must use the Harvard referencing style
• Do not reference lecturers or lecture notes, find the original quote(s)
• Write in a formal, yet subjective style. That is, justify your comments with examples and reference to coaching literature. For example:

instead of saying “I have good communication skills” say “Numerous authors, including Lyle (2002) , Cassidy et al. (2004), and Martens (2004), have drawn attention to the importance of communication skills for a coach. Feedback from the peer coaching sessions and the NGB tutor have suggested that my communication is in the main pitched at an appropriate volume, tone and speed, however it has been suggested that I do need to make sure that I am enthusiastic in the way I converse with athletes that keep making the same mistake. The importance of being patient and enthusiastic is confirmed by Thomas (2008, p73) where he state “patience and enthusiasm are both vital ingredients for helping slow learners to master a new skill”.

Assessment Criteria
See next page

Scientific Underpinning Knowledge of Developing Sports Coaches (40%)
B1/B2/B3 C1/C2/C3 D1/D2/D3 F1/F2 F3/F4
Very good knowledge of coach development, with appropriate analysis being clearly identified, and appropriately interpreted. Acceptable interpretation and analysis of key areas of coach development.
May be some minor omissions or errors. Superficial interpretation and analysis of coach development, but some key findings have been identified. Limited analysis and inaccurate interpretation of coach development. Information is disorganised and/or inappropriate. Weak interpretation and analysis of coach development. No valid findings are presented.
Suitability for Application of knowledge for Coaching (40%)
B1/B2/B3 C1/C2/C3 D1/D2/D3 F1/F2 F3/F4
Very good conclusions have been developed, with clear and detailed technical recommendations for the development of coaching. Good conclusions have been developed, with some clear and detailed technical recommendations for the development of coaching. Weak but appropriate conclusions have been developed, with some clear and detailed recommendations for the development of coaching, with some minor omissions. Inappropriate conclusions have been stated, with unclear
recommendations offered for the development of coaching. Inappropriate technical information is offered which could be harmful for the development of coaching.
Creativity & evidence of independent learning (10%)
B1/B2/B3 C1/C2/C3 D1/D2/D3 F1/F2 F3/F4
Generally a creative piece of work with some evidence of independent learning, giving some depth and meaning to the subject Good evidence of independent learning. Some aspects are creative and innovative Limited evidence of creativity & independent learning with some areas taken directly from source Extremely limited evidence of any creativity or independent learning with a majority of exercises taken from source. No evidence of any creativity nor independent learning
Quality of report: presentation and spelling; grammar, punctuation & layout. (10%)
B1/B2/B3 C1/C2/C3 D1/D2/D3 F1/F2 F3/F4
Very clear layout and structure. Very good continuity and writing style. Very minor errors of grammar or in the referencing Good layout, structure and continuity. Good writing style with minor errors of spelling and grammar. Good standard of referencing. Appropriate layout & structure. Acceptable writing style, grammar & referencing, although may contain some major errors. Layout and structure is partly inappropriate and disorganised. Limited academic writing style and referencing with poor grammar. Inappropriate layout and structure. Poor writing style and grammar. No referencing


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