Course Objectives

Through this course, students will be stimulated to develop their practical-theoretical understanding and their ability to reflect, and to cultivate personal approaches to training in an actual coaching environment.

Coaching practice is a basic aspect of the programme. Emphasis is on helping the student become more aware of how he or she reasons and acts in a coaching role. Therefore observation, analysis and critical reflection on relevant topics, the student’s role as coach and practice in an independent coaching role are important elements of the programme. The programme should increase the competence of the coach, resulting in more efficiently planned training and an improved competitive situation for the coach’s volleyball players.

Course Description

The programme is divided into 4 modules. Each module involves two workshops, a practice period and report writing. The following topics will be covered:

Module 1: Pedagogy and learning

• Characteristics of volleyball, and practical aspects of the game
• Theoretical approaches to learning and coaching principles
• Communication: coach - player, coach - organisation
• The coaching role: tasks, responsibilities, role-definition, power
• Skills development: individual and relational
• Coaching as a leadership and teaching strategy
• Developing the coaching role: self-awareness for personal improvement
• Coaching methodology (in practice)
• Development of individual practice theory

Module 2: Volleyball knowledge

• What characterises an achievement environment in volleyball?
• Technique – tactics
• Understanding of the game and play
• Team and organisational development
• Tools of analysis
• Match analysis
• Match preparation

Module 3: Sport psychology

• Mental training
• Tension regulation and performance
• Motivation and mastering
• Learning environment
• Goal-setting processes

Module 4: Sport physiology and training theory

• Physiological demands of volleyball
• Strength and flexibility training
• Endurance training
• Reaction, speed and coordination training
• Mobility training
• Prevention and treatment of injuries
• Periodisation: year plans and training plans

Learning Methods

The teaching is divided into 8 obligatory workshops. Concurrent with the workshops, students will participate in and carry out practical training. They will complete four take-home assignments related to the syllabus and their own practice as trainers. The assignments should include a problem which the students have worked on during their practical training. The assignment work involving the discussion of a problem will form the basis for the students’ presentations during the workshops.

The course is designed so that practice and theory are integrated into a whole. Students will experience teaching and learning methods which will include lectures on theory, practical pedagogical teaching, case-work, trainer practice, individual-study, assignment-writing, student presentations, and Internet-based supervision.

Between each workshop students will carry out their practice as trainers. In the process, the students’ clubs and teams will implement the content of each module. Obligatory assignments will be related to the syllabus, students’ practice as trainers and observation practice. These assignments will form the basis for student presentations and will also be used for working on cases at the workshops.

One of the course’s aims is to exploit the resources of the student group in the teaching situation. Students will make presentations as well as act as opponents for the presentations of other students.

Telemark University College uses Classfronter, an Internet-based learning platform, which provides contact between teachers and students. It is a condition of the course that all students actively use Classfronter. A brief introduction to the use of Classfronter will be given at the first workshop.

Assessment Methods

The requirements for approved completion of the course are:

• A minimum of 80% active participation in the workshops. Approved/not approved.
• Completion of practical training. Approved/not approved.
• Four 45-minute presentations based on approved assignments about/from the student’s practice as a trainer. The assignments should be based on theory/subject literature/syllabus, should be produced by the student her/himself and should demonstrate the student’s independence.
• Each presentation must receive a passing mark and counts for 25% of the final grade.

Minor adjustments may occur during the academic year, subject to the decision of the Dean