PER3202
Inclusive Coaching UNIT ASSESSMENT GUIDE
Copyright
If you buy or use this publication you should understand clearly that it has been produced solely for learning purposes. Except as provided by the Copyright Act 1968, no part of this publication may be produced, stored in a retrieval system or transmitted in any form or by any means without the prior written permission of the Australian College of Physical Education.
The Australian College of Physical Education is a registered provider under the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS). Provider Code 01822J.
The Australian College of Physical Education 10 Parkview Drive, Sydney Olympic Park NSW 2127 Australia
| Last Amended: | 2021 |
Academic Integrity
Academic integrity is a core value of ACPE. The College is committed to academic integrity, honesty, and high standards of ethical behaviour. Students have the basic academic right to receive due credit for work submitted for assessment.
Integral to this concept is the notion that it is clearly unfair for students to submit work for assessment that dishonestly represents the work of others as their own. Such activity represents a breach of academic honesty and is referred to as academic dishonesty.
Breaches of academic integrity arise when the student has presented another person’s ideas, findings, or written work as his or her own by copying or reproducing them without due acknowledgment of the source and with intent to deceive the assessor. This includes collusion, contract cheating, and any dishonest behaviour with the intent to gain an academic advantage (e.g.white text). For specific details refer to the ACPE Academic Integrity Policy available through the ACPE website: https://www.acpe.edu.au/college-policies
Attendance
It is compulsory for students to attend both lectures and tutorials. Refer to the Attendance Policy for details: http://www.acpe.edu.au/college-policies.
If you are unable to attend:
- Contact your lecturer or tutor in advance or ASAP via email providing a written explanation for your absence
- Review the missed content prior to the next scheduled session.
Criteria for passing the unit
The unit coordinator has the discretion to decide on the conditions that students must meet to be eligible pass the unit. For this unit, this includes that a student has:
- submitted and made a genuine attempt all assessment tasks
- obtained a sum total of at least a pass from the total assessment schedule
- met attendance requirements as per Attendance Policy.
Pre-Assessment Clarification
You are expected to use class time productively to complete set tasks and to actively seek clarification during tutorial time. To ensure equity and fairness for all students the following guidelines will be put in place prior to an assessment task being due:
- A draft assessment task will not be reviewed by the tutor or other academic. Should students want clarification on an assessment task, they should ask their tutor specific questions related to the task during class.
- In addition, students can email a selected sample of their work to the SLS prior to a final submission for assistance with academic skills. This must occur three or more working days prior to the due date to allow for quality feedback.
Student Load
The estimated study time required for a unit may vary, depending on the number and type of assessment items you must complete, whether you are understanding the content and whether you require additional revision time. Students should expect, on average to spend 120 hours of study per unit.
The following is an indication of how much time you should allocate for this unit during the semester.
| Weekly lecture/ tutorial workshops | 12 weeks x 3hrs |
| Additional Personal Study Hours including further study/reading/research/assessment preparation | 12 weeks x 7-8 hrs |
| Additional personal study for formal examinations may be required in this unit |
Changes to the Unit as a Result of Student Feedback and Review
The College values student feedback to improve the quality of its courses. The feedback provided helps us improve teaching methods and units of study. Student feedback results form part of the unit review and inform unit content and design, learning guides, teaching methods, assessment processes and teaching materials.
You are asked to provide feedback that is related to the teaching of this unit at the end of the semester using the Unit and Teacher Evaluation questionnaire.
As a result of student feedback and unit review, the following changes and improvements to this unit have recently been made:
- Coaching sessions were previously mainstreamed sports focused – now a wide range of olympic sports considered
- More audio-visual material to support students in consolidating content understanding and developing deeper understanding of concepts.
The successful completion of this unit will contribute to the following attributes:
| Developed in Unit | AT1 | AT2 | AT3 | AT4 | |
| Critical Thinking & Lifelong Learning A commitment to continued and independent learning, intellectual development, critical analysis and inquiry, integrative thinking, and creativity. | √ | √ | √ | ||
| Ethics & Ethical Practice An awareness of, and sensitivity to, ethics and ethical standards on interpersonal and social levels, and within a field of study and/or profession. To demonstrate integrity on social, cultural, and environmental issues. | √ | √ | √ | √ | |
| Cultural Competence The ability to actively, ethically, and respectfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures. | √ | √ | √ | ||
| Communication The ability to communicate effectively and appropriately in a range of contexts using literacy, numeracy, and information technology skills. | √ | √ | √ | ||
| Multi Modal Literacy The ability to assimilate, analyse and utilise information effectively in a range of contexts, genres and text types. | √ | √ | |||
| Social Justice An acknowledgment of and respect for equality of opportunity, individual and civic responsibility, indigenous and other cultures and times, and an appreciation of cultural diversity. | √ | √ | √ | ||
| Discipline Knowledge and Skills A command of a significant body of discipline knowledge and relevant professional skills and the ability to integrate and rigorously apply knowledge | √ | √ | √ | ||
| Collaboration & Leadership A capacity for and an understanding of the importance of collaboration and leadership, within teams, in professional and community settings. | √ | √ |
Assessment Task 1: Discussion Panel
| Type: | Group Discussion | Weight: | 15% |
| Due Date: | Week 4 | Due Time: | F2F (Tutorial Time) OL (Via Zoom) |
| Time or word limit: | 500 words | ||
| Submission approach: | F2F – In Class OL – Via Zoom in Week 4 | ||
| Academic Integrity: | A Turnitin match greater than 15% will be considered in breach of academic honesty. However, breaches in academic honesty can also occur below this match. | ||
| Additional Requirements: | Nil |
Unit outcomes assessed:
- Identify and analyse the environmental and biophysical factors that contribute to athletic participation, in a variety of target populations
- Assess the characteristics and discriminations that result in differences in how to approach training and how athletes adapt in various subgroups
- Integrate generic coaching principles and sports science responses based on specific subgroup characteristics for greater inclusion
- Articulate and analyse common medical and safety implications that occur in each of the population subgroups.
Task Description:
In small groups of 3-4, students will be required to participate (non-participation will be awarded zero) in a panel discussion and critical analysis of aspects of the literature and research associated with the physiological aspects and coaching of masters or female athletes (see procedure below).
Students will be assessed on:
The panel discussion and critical analysis is not a debate but an open discussion forum between the students on the panel informed and supported by the research literature. The 20-25minute discussion begins with each member allocated 60 seconds to articulate their thoughts concisely. Research notes are permitted for students to reference during the discussion but reading directly from them is discouraged – dependence on notes will be monitored.
Each student group will be required to narrow their discussion and analysis of research focussing on the listed below physiological and health aspects of either older masters athletes or female athletes (group allocation in class) together with the associated coaching and training issues.
Masters athletes:
Normal Human Aging
Changing physiology (muscular, cardiovascular, pulmonary, physical functional capacity and body composition) and the impact upon their physical work capacity
Implications, issues and key messages for coaches
Female athletes:
Female athlete triad; Disordered eating; Bone mineral health, menstrual irregularities Implications, issues and key messages for coaches
Marking Rubric
| Superior participation which offers extended abstract, together with specific reflection & research on either of the diverse populations and their specific issues listed below Masters athletes: Normal Human Aging Changing physiology (muscular, cardiovascular, pulmonary, physical functional capacity and body composition) and the impact upon their physical work capacity Implications and issues for coaches. Female athletes: Female athlete triad; Disordered eating; Bone mineral health, menstrual irregularities Implications, issues and key messages for coaches Does not rely on notes. Engages audience with eye contact.Clarity of thought & logical argument which assists audience to understand point.Research analysis includes peer reviewed journals cited together with author.Each group member is to submit copies of the front page of 6 journal articles to be cited during the discussion together with student name to the tutor prior to the commencement of the discussion. 3 Research articles are to be different for each member of the group.Participation with reference to other participant’s points of view. | HD |
| Participation, which offers specific clear reflection & research on either of the diverse populations below Masters athletes: Normal Human Aging Changing physiology (muscular, cardiovascular, pulmonary, physical functional capacity and body composition) and the impact upon their physical work capacity Implications and issues for coaches. Female athletes: Female athlete triad; Disordered eating; Bone mineral health; menstrual irregularities. Implications, issues and key messages for coaches Does not rely entirely on notes. Engages audience with eye contact.Clarity of thought & logical argument which assists audience to understand point.Research includes peer reviewed journals cited together with author.Copies of the front page of any 6 journal articles cited together with student name submitted to the tutor prior to the commencement of discussion.Participation with reference to other participant’s points of view. | D |
| Participation, which offers specific clear reflection & research on either of the diverse populations below |
| Masters athletes: Normal Human Aging Changing physiology (muscular, cardiovascular, pulmonary, physical functional capacity and body composition) and the impact upon their physical work capacity Implications and issues for coaches. Female athletes: Female athlete triad; Disordered eating; Bone mineral health, menstrual irregularities Implications, issues and key messages for coaches Clearly expands upon the original point of view of the other participant.Generally referring to notes however regularly engages audience with eye contact.Copies of the front page of any 5 journal articles cited together with student name submitted to the tutor prior to the commencement of discussion.Participation with reference to other participant’s points of view. | C |
| Participation, which offers specific clear reflection & research on either of the diverse populations below Masters athletes: Normal Human Aging Changing physiology (muscular, cardiovascular, pulmonary, physical functional capacity and body composition) and the impact upon their physical work capacity Implications and issues for coaches. Female athletes: Female athlete triad; Disordered eating; Bone mineral health, menstrual irregularities Implications, issues and key messages for coaches Clearly expands upon the original point of view of the other participant.Single point of view / some reading from script although occasionally engages audience with eye contactParticipation with reference to other participant’s points of view.Copies of the front page of any 4 journals cited together with student name submitted to the tutor prior to the commencement of discussion. | P |
| Minimal participation, which offers minimal reflection & research on either of the topics below Masters athletes: Normal Human Aging Changing physiology (muscular, cardiovascular, pulmonary, physical functional capacity and body composition) and the impact upon their physical work capacity Implications and issues for coaches. Female athletes: Female athlete triad; Disordered eating; Bone mineral health, menstrual irregularities Implications, issues and key messages for coaches Does not expand clearly upon the original point of view of the other participants.Generally reading from script and does not engage audience with eye contactDoes not refer to other participant’s points of view.Copies of the front page of any 3 journal articles cited together with student name are not submitted to the tutor prior to the commencement of discussion. | F |
Assessment Task 2: Classification and Coaching Report
| Type: | Report | Weight: | 25% |
| Due Date: | Week 7 | Due Time: | Sunday 11:55pm |
| Time or word limit: | 500 words | ||
| Submission approach: | A Word Document submitted to TurnItIn via LMS | ||
| Academic Integrity: | A Turnitin match greater than 15% will be considered in breach of academic honesty. However, breaches in academic honesty can also occur below this match. | ||
| Additional Requirements: | Nil |
Unit outcomes assessed:
- Assess the characteristics and discriminations that result in differences in how to approach training and how athletes adapt in various subgroups;
- Integrate generic coaching principles and sports science responses based on specific subgroup characteristics for greater inclusion; and,
- Articulate and analyse common medical and safety implications that occur in each of the population subgroups.
Task Description:
Students will be required to research a sport that an Australian athlete competed in during the Rio 2016 Paralympic Games. Students will submit a classification and coaching report of 1,000 words focussing on an athlete who participated in the allocated sport.
Students will be assessed on:
Use the following headings to complete the specific Paralympic athlete classification, background information and coaching report.
- Classification and Background Athlete Name:
Sport:
Discipline:
Disability:
Classification:
Biography (6-8 lines):
Events competed in Rio Paralympic Games:
Rio Results:
- Coaching report
Scenario: Assume you are the Head Coach of an athlete at the Rio Paralympic Games. Find as much information as you can on his/her personal best times/distance/weight etc. and world record marks and other pertinent information. Research a video clip online and watch your athlete compete in at least one event during the games and complete the following report.
- You are in attendance at the event at the Rio Paralympic Games just before your athlete is about to compete. What is your final piece of coaching advice before the athlete heads to the marshalling area?
- Use the researched online video clip as the event
- After the event, your athlete comes off the track or field, past the media and straight over to you. Taking into consideration the results, what happened during the event, and how the athlete performed, what are you going to say?
- What are your observations of the event? (for example, information about the other competitors, variations in technique, analysis of performances from different countries, any world record times or personal best performances, influence of classification on the competition).
- What influence does technology and equipment have on the classification and athletic performances of the event you observed?
- Based on the information you have found and observed during the Rio Paralympic Games, describe three pieces of advice you would give your athlete to focus on in their preparation for the Tokyo 2020 Paralympic Games?
Marking Rubric
| Classification and coaching report includes very detailed specific information associated with the Paralympic athlete under each of the following headings: Athlete name, Sport, Discipline, Disability, Classification, Biography (6-8 lines), Events competed in London Paralympic Games and London resultsClassification and coaching report includes very effective, informed, specifically detailed coaching advice to the Paralympic athlete prior to competitionVery effective & detailed post competition communication with athlete based specifically on results, what happened during the event & athlete performanceThree very detailed, specific & insightful pieces of advice given to the athlete to focus on in preparation for the Rio 2016 Paralympic GamesIdeas are expressed clearly and concisely with cohesive flow.Uses appropriate academic writing and vocabulary with an absence of grammatical errors. Correct APA style. Length is 1000 words (excluding references & no quotes). | HD |
| Classification and coaching report includes detailed specific information associated with the Paralympic athlete under each of the following headings: Athlete name, Sport, Discipline, Disability, Classification, Biography (6-8 lines), Events competed in London Paralympic Games and London resultsClassification and coaching report includes effective, informed, specifically detailed coaching advice to your Paralympic athlete prior to competitionEffective & detailed post competition communication with athlete based specifically on results, what happened during the event & athlete performanceThree detailed, specific & insightful pieces of advice given to the athlete to focus on in preparation for the Rio 2016 Paralympic GamesIdeas are expressed clearly and concisely with cohesive flow.Uses appropriate academic writing and vocabulary with minimal grammatical errors. Correct APA style. Length is 1000 words (excluding references & no quotes | D |
| Classification and coaching report includes detailed specific information associated with the Paralympic athlete under each of the following headings: Athlete name, Sport, Discipline, Disability, Classification, Biography (6-8 lines), Events competed in London Paralympic Games and London resultsClassification and coaching report includes effective, informed, specifically detailed coaching advice to the Paralympic athlete prior to competitionEffective & detailed post competition communication with athlete based specifically on results, what happened during the event & athlete performanceThree detailed and specific pieces of advice given to the athlete to focus on in preparation for the Rio 2016 Paralympic GamesIdeas are expressed clearly and concisely with cohesive flowUses appropriate academic writing and vocabulary with few grammatical errors. Correct APA style. Length is 1000 words (excluding references & no quotes) | C |
| Classification and coaching report includes information associated with the Paralympic athlete under each of the following headings: Athlete name, Sport, Discipline, Disability, Classification, Biography (6-8 lines), Events competed in London Paralympic Games and London ResultsClassification and coaching report includes informed, detailed coaching advice to the Paralympic athlete prior to competitionPost competition communication with athlete based specifically on results, what happened during the event & athlete performanceThree detailed & specific pieces of advice given to the athlete to focus on in preparation for the Rio 2016 Paralympic GamesIdeas are expressed clearly and concisely with cohesive flowUses appropriate academic writing and vocabulary with some grammatical errors. Correct APA style. Length is 1000 words (excluding references & no quotes) | P |
| Classification and coaching report does not include information associated with a paralympic athlete under all of the following headings: Athlete name, Sport, Discipline, Disability, Classification, Biography (6-8 lines), Events competed in London Paralympic Games and London ResultsClassification and coaching report does not include effective, informed, specifically detailed coaching advice to the Paralympic athlete prior to competitionLack of effective & detailed post competition communication with athlete based specifically on results, what happened during the event & athlete performanceLess than three detailed & specific pieces of advice given to the athlete to focus on in preparation for the Rio 2016 Paralympic GamesAcademic writing unclear with spelling and grammatical errors pervasive. Lack of clarity, cohesion & conciseness.Incorrect APA referencing. Length is less than 1000 words excluding referencesAll headings are not included in the report | F |
Assessment Task 3: Conference Poster & Symposium Presentation
| Type: | Symposium Presentation | Weight: | 30% |
| Due Date: | Week 10 | Due Time: | Sunday 11:55pm |
| Time or word limit: | 1,000 words | ||
| Submission approach: | A document submission on Turnitin via LMS. | ||
| Academic Integrity: | A Turnitin match greater than 15% will be considered in breach of academic honesty. However, breaches in academic honesty can also occur below this match. | ||
| Additional Requirements: | Nil |
Unit outcomes assessed:
- Identify and analyse the environmental and biophysical factors that contribute to athletic participation, in a variety of target populations
- Assess the characteristics and discriminations that result in differences in how to approach training and how athletes adapt in various subgroups
- Integrate generic coaching principles and sports science responses based on specific subgroup characteristics for greater inclusion
- Articulate and analyse common medical and safety implications that occur in each of the population subgroups.
Task Description:
This task will require students to be divided equally between the three groups (indigenous, culturally and linguistically diverse (CALD) and lesbian, gay, bi-sexual, transgender and/or intersex (LGBTI) individuals) in the second portion of the semester. Students are to research this topic and prepare individual conference-style posters and conduct a group symposium on their topic in order to enhance the knowledge of their peers on this topic. There will be three integrated components to this assessment task.
Students will be assessed on:
- Poster – The students must research and include in their poster’s information on the following:
- The profile of the population type they are researching
- Barriers faced by the population type
- Coaching considerations for the population type
- Athlete pathways for the population type
Posters must be created as a conference style informative poster. Information and examples will be provided on the unit webpage. Examples will also be provided in tutorials early in the semester. Students are to have their completed poster ready for display at the start of the class designated for the presentation session. All sources must be appropriately referenced on the poster (not on the back – they must be visible).
- Information Template – Students are required to complete this sheet and answer the questions provided within the class time which will form the basis of an extended response exam question. See template provided
- Symposium – “formal meeting for the discussion of a particular subject and during which individuals may make
presentations”.
During the symposium session, students are responsible for conducting a discussion of the most significant results of their research, and summarising at the end so observers will be able to understand the significance of each topic from a coaching point of view. Students will not be assessed on their presentation skills. Rather, the presentation should be driven by the observers in order for them to complete their information template.
Poster Presentation and Symposium Format
In week 10, posters from all students will be displayed at the same time in the tutorial; students get 20 minutes to read all the posters. Each group of students who have researched the same topic will then present a 15-minute symposium of their topic to the other students as a further information gathering exercise.
The template sheet provided will require students to identify key points and answer several questions about the other two topics they did not research. This template will effectively act as an in-class scaffold for the extended response exam question.
Students will be graded through a combination of the following aspects based on attached criteria:
- An individual mark will be applied to the individual poster reflecting the quality of the content contained and effectiveness of the presentation to convey this information (15%).
- Marks will be allocated for the completion of the student information template (value of content) and the overall conduct of the symposium (15%).
Marking Rubric – Poster Presentation and Symposium Format (CAS interpretation for poster displays)
| High Distinction | CAS 18, 19, 20; Excellent presentation & all content criteria included. For visual material: a striking overall appearance, coherence between different parts, excellent choice of images, graphics & text well integrated. For text: a fluent story, excellent choice of language, very good balance of technical terms and explanation, very clear explanation, where appropriate, with no obvious errors. Overall, signs of initiative and creative ability. |
| Distinction | CAS 16, 17; Generally very good graphics and content included; poster well made, with pleasing overall look. For text, an appropriate story, clearly told with no significant errors. Separate blocks of text clearly linked. |
| Credit | CAS 13, 14, 15; Basically sound with graphics good in parts though lacking coherence; some conflict in styles of separate parts. Workmanship moderate. For text, story with one or two of the following defects: disjointed or tending to be too long or too short, off the point or with a few inaccuracies, or not very well phrased. |
| Pass | CAS 10, 11, 12; Minimum acceptable effort has gone into the poster. Worthwhile information presented but clearly with little effort being put into its presentation. Text showing two or three of the following defects: too long, too short, not well expressed, difficult to understand without input of more technical knowledge, technically inaccurate in places. |
| Fail; Borderline | CAS 8; 9 Overall poor presentation giving appearance of hurried assembly, with little coherence in story, obvious omissions or inaccuracies of reasoning. |
| Fail; Comprehensive | CAS 1-7; Individual levels not defined but posters with little more than a title and a few sheets of A4 showing copies of web pages will fall into this category. |
| Fail | CAS 0; Failed to appear or submit any work |
Student Information Template
| What are the 3-5 main points about this population that you are able to determine from the poster and symposium sessions with regards to: | |
| The profile of the population type? | Barriers faced by the population type? |
| Coaching considerations for the population type? | Athlete pathways for the population type? |
| Based on the information you have gathered, prioritise what you think are the three main barriers this population faces and indicate the strategies used to overcome these barriers. | |
| Provide an explanation and reasons for why you have decided upon this order. | |
Assessment Task 4: Coaching Portfolio
| Type: | Portfolio | Weight: | 30% |
| Due Date: | Week 12 | Due Time: | Sunday 11:55pm |
| Time or word limit: | 1,000 words | ||
| Submission approach: | A Word document submission on Turnitin via LMS. | ||
| Academic Integrity: | A Turnitin match greater than 15% will be considered in breach of academic honesty. However, breaches in academic honesty can also occur below this match. | ||
| Additional Requirements: | Nil |
Unit outcomes assessed:
- Identify and analyse the environmental and biophysical factors that contribute to athletic participation, in a variety of target populations
- Assess the characteristics and discriminations that result in differences in how to approach training and how athletes adapt in various subgroups
- Integrate generic coaching principles and sports science responses based on specific subgroup characteristics for greater inclusion
- Articulate and analyse common medical and safety implications that occur in each of the population subgroups.
Task Description:
In pairs (Face to face students only), students are required to prepare a coaching portfolio, providing a comprehensive manifesto of their involvement in inclusive coaching practical experiences:
- Attend an inclusive community program scheduled on various dates in September/October
- Prepare a coaching portfolio documenting their preparation, delivery and critical reflection of both coaching placements.
Both practical activities will provide an opportunity for students to apply what they have learnt throughout the semester across a range of athletic subgroups.
During class in week 1, students will be asked to divide into pairs. Each pair will be able to choose from the following options:
| Inclusive Community Programs |
| Football United http://footballunited.org.au/ |
| Midnight Basketball https://www.midnightbasketball.org.au/ |
| Rugby Youth Foundation https://www.facebook.com/rugbyyouthfoundation |
| http://www.cityofsydney.nsw.gov.au/community/community-support/people-with- disability/disability-inclusive-sports-and-recreation |
Each pair is required to identify a group leader to liaise with the lecturer/tutor regarding the planning and preparation for the coaching placements. Group leaders will then take responsibility for contacting relevant leaders of their allocated Community Program. Each pair will be required to complete the following tasks:
- Inclusive Community Placements (20% of total mark) In the lead up to their allocated community coaching session:
- Liaise with the relevant Community Program staff and volunteers, develop an understanding of any relevant development initiatives and preparing to deliver the sport collaboratively;
- Design a 90-minute session plan, focusing on the allocated sport and considering the target population;
- Consult with lecturer and discuss draft session plan,
- Consider the feedback supplied by lecturer in the lead up to the day.
- Conduct a site visit to the program at least one week prior to the coaching session to meet with local program
staff, assess venue, equipment available, participant’s ages and abilities.
For the community coaching session, pairs will be required to:
- Attend the scheduled coaching session for their team;
- Conduct the planned session to their target group;
- Set up and pack up equipment;
- Modify each session to suit the needs of the group and
- Evaluate the delivery of each session
During coaching placements students will be required to:
- Maximize the participation in the planned activities, modifying them as required;
- Work collaboratively with program staff, coaches and volunteers;
- Wear College uniform and conduct themselves professionally;
- Demonstrate enthusiasm and motivate participants to get involved; and,
- Interact with participants and staff.
- Coaching Portfolio (10% of total mark)
Groups are required to submit a portfolio in the following format: Section 1 – Planning:
- Groups are expected to prepare a comprehensive session plan, including documentation of planned activities, providing a range of options for participants with different abilities; strategies/modifications to engage all participants in the documented activities; dialogue and resource material from the state sporting organization; and, logistical requirements, including equipment needs, roles and responsibilities of group members prior to the day and during each session.
- Section 1 is to be completed in pairs (submit individual reports).
- There is no word limit for section 1. Section 2 – On the Day:
- On the day students are expected to document: any modifications made to session plans based on children’s needs; and, appraisals of each session – what worked and what didn’t and why, the group’s performance in working collaboratively to deliver each session and any feedback received from the children, teachers and/or teacher’s aides.
- Section 2 is to be completed in pairs (submit individual reports).
- There is no word limit for section 2.
Section 3 – Critical Reflection:
- Students are then expected to prepare a critical reflection, providing a personal assessment on the planning process and the implementation of sessions. Critical reflections must provide assessments of both sections 1 and 2 of the portfolio, as well as a personal reflection, analysing your personal contribution to the initiative.
- Section 3 is to be completed and submitted individually.
- There is a 1,000-word limit for section 3.
Marking Rubric
| Mark | Criteria |
| HD | Comprehensive session plan including equipment, session aims & objectives, coaching methods & strategies/modifications to engage all participants in the documented activities;Comprehensive description of involvement, & implementation of the sessionSophisticated critical reflection incorporating analysis of your personal contribution to the initiative together with a detailed explanation and justification of modifications to planned activities made in response to student needs |
| D | Detailed session plan including equipment, session aims and objectives, coaching methods and strategies/ modifications to engage all participants in the documented activities;Detailed description of involvement, and implementation of the sessionDetailed critical reflection incorporating analysis of your personal contribution to the initiative together with a detailed explanation and justification of modifications to planned activities made in response to student needs |
| C | Clearly outlined description of the nature of the planned session including varying levels of detail concerning equipment, session aims and objectives, coaching methods and strategies/ modifications to engage all participants in the documented activities;Detailed description of involvement, and implementation of the sessionSome critical reflection on your personal contribution to the initiative together with a detailed explanation and justification of modifications to planned activities made in response to student needs |
| P | Soundly outlined description of the nature of the planned session including varying levels of detail concerning equipment, session aims and objectives, coaching methods and strategies/ modifications to engage all participants in the documented activities;Sound description of involvement, and implementation of the sessionSome critical reflection on your personal contribution to the initiative together with a detailed explanation and justification of modifications to planned activities made in response to student needs |
| F | Poor description of the nature of the planned session with inadequate levels of detail concerning equipment, session aims and objectives, coaching methods and strategies/ modifications to engage all participants in the documented activities;Inadequate description of involvement, and implementation of the sessionLimited and inadequate critical reflection on your personal contribution to the initiative and little explanation and justification of modifications to planned activities made in response to student needs. · |
Get expert help for PER3202 Inclusive Coaching UNIT ASSESSMENT and many more. 24X7 help, plag free solution. Order online now!
