Nevşehir Hacı Bektaş Veli University Course Catalogue
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| Year/Semester of Study | 4 / Spring Semester | ||||
| Level of Course | 1st Cycle Degree Programme | ||||
| Type of Course | Compulsory | ||||
| Department | COACHING EDUCATION DEPARTMENT (PROPOSED) | ||||
| Pre-requisities and Co-requisites | None | ||||
| Mode of Delivery | Face to Face | ||||
| Teaching Period | 14 Weeks | ||||
| Name of Lecturer | ERHAN IŞIKDEMİR (erhanisikdemir@nevsehir.edu.tr) | ||||
| Name of Lecturer(s) | |||||
| Language of Instruction | Turkish | ||||
| Work Placement(s) | Available | ||||
| Objectives of the Course | |||||
| In the observation section of this course, it is aimed to develop the intern student's ability to observe in the following areas of infrastructure, guided by observation forms. | |||||
| Learning Outcomes | PO | MME | |
| The students who succeeded in this course: | |||
| LO-1 | Can provide specialization in a specific sport through coaching practice. |
PO-1 They have knowledge of concepts and principles related to Sports Sciences, Coaching, Conditioning, and Performance Analysis in Sports. PO-4 They have the knowledge to monitor, interpret, evaluate, analyze, and apply publications and current studies conducted on different age groups. PO-10 They consider the opinions of colleagues from different sports disciplines regarding coaching practices. PO-14 Based on their own knowledge, the coach assesses the overall condition of individuals in different age groups by identifying their sports discipline, health and lifestyle profile, deficiencies, body structure and function, and level of sports participation. Accordingly, they determine evaluation and application priorities and plan training programs, taking individual differences into account. PO-15 They systematically implement a performance-focused regular training program by adapting it to daily life and the specific sports discipline. PO-31 They have a critical perspective in the planning, execution, and application of scientific research related to the coaching profession. |
Performance Project Term Paper Practice Exam |
| LO-2 | Can observe and implement different training volumes. |
PO-1 They have knowledge of concepts and principles related to Sports Sciences, Coaching, Conditioning, and Performance Analysis in Sports. PO-2 They have knowledge of the service delivery processes and procedures in the fields of Coaching, Conditioning, and Performance Analysis in Sports. PO-21 They effectively use equipment, other tools, and educational technologies related to the chosen sports discipline for their intended purpose. PO-25 They develop their professional knowledge and skills in a lifelong learning process by participating in national and international in-service training, courses, workshops, seminars, meetings, and conferences organized by institutions and organizations related to Sports Sciences, Coaching, Conditioning, and Performance Analysis in Sports. PO-29 They adopt an ethical and legal framework for the collection, recording, and reporting of necessary data in the evaluation and development of the training program. PO-31 They have a critical perspective in the planning, execution, and application of scientific research related to the coaching profession. |
Performance Project Term Paper Practice Exam |
| LO-3 | Carries out and implements training planning. |
PO-1 They have knowledge of concepts and principles related to Sports Sciences, Coaching, Conditioning, and Performance Analysis in Sports. PO-2 They have knowledge of the service delivery processes and procedures in the fields of Coaching, Conditioning, and Performance Analysis in Sports. PO-7 As a coach, they contribute to the development of sports infrastructure and acquire the necessary knowledge for training amateur, professional, and national athletes at national and international levels. PO-9 They develop recommendations for identifying and preventing problems that may arise from sport-specific or general environmental conditions within a sport discipline. PO-13 They plan for talent selection, guidance, and development in coaching, as well as modeling, developing, and monitoring in sports. PO-17 They work in sustainable relationships and communication by collaborating with colleagues and different disciplines. PO-29 They adopt an ethical and legal framework for the collection, recording, and reporting of necessary data in the evaluation and development of the training program. PO-31 They have a critical perspective in the planning, execution, and application of scientific research related to the coaching profession. |
Performance Project Term Paper Practice Exam |
| LO-4 | Can conduct different applications and evaluations. |
PO-1 They have knowledge of concepts and principles related to Sports Sciences, Coaching, Conditioning, and Performance Analysis in Sports. PO-2 They have knowledge of the service delivery processes and procedures in the fields of Coaching, Conditioning, and Performance Analysis in Sports. PO-3 They can list short-term and long-term goals for different age groups to achieve the highest possible levels. In line with these goals, they can create training plans for both short and long terms and adapt them according to changing conditions. PO-10 They consider the opinions of colleagues from different sports disciplines regarding coaching practices. PO-14 Based on their own knowledge, the coach assesses the overall condition of individuals in different age groups by identifying their sports discipline, health and lifestyle profile, deficiencies, body structure and function, and level of sports participation. Accordingly, they determine evaluation and application priorities and plan training programs, taking individual differences into account. PO-23 They conduct current studies on individuals at different levels and groups. PO-31 They have a critical perspective in the planning, execution, and application of scientific research related to the coaching profession. |
Performance Project Term Paper Practice Exam |
| PO: Programme Outcomes MME:Method of measurement & Evaluation |
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| Course Contents | ||
| This course is divided into two main sections: observation and application. The observation section involves monitoring the training practices of a grassroots coach working at a sports club. In the application section, students have the opportunity to assist a coach in the grassroots organization of the same club or another club, or to actively coach an individual or a team in a school team setting. | ||
| Weekly Course Content | ||
| Week | Subject | Learning Activities and Teaching Methods |
| 1 | Introduction to Coaching Practice and Responsibilities | Lecture Method, Case Study Method, Brainstorming. |
| 2 | Observational Techniques in Training Sessions | Lecture Method, Case Study Method, Brainstorming. |
| 3 | Planning Effective Training Sessions | Lecture Method, Case Study Method, Brainstorming. |
| 4 | Implementation of Training Programs | Lecture Method, Case Study Method, Brainstorming. |
| 5 | Coaching Ethics and Professionalism | Lecture Method, Case Study Method, Brainstorming. |
| 6 | Communication Skills for Coaches | Lecture Method, Case Study Method, Brainstorming. |
| 7 | Feedback Mechanisms in Coaching | Lecture Method, Case Study Method, Brainstorming. |
| 8 | mid-term exam | |
| 9 | Evaluation of Training Practices | Lecture Method, Case Study Method, Brainstorming. |
| 10 | Analysis of Coach-Athlete Relationships | Lecture Method, Case Study Method, Brainstorming. |
| 11 | Strategies for Team Building | Lecture Method, Case Study Method, Brainstorming. |
| 12 | Individualized Coaching Techniques | Lecture Method, Case Study Method, Brainstorming. |
| 13 | Adapting Training for Different Skill Levels | Lecture Method, Case Study Method, Brainstorming. |
| 14 | Review of Case Studies in Coaching | Lecture Method, Case Study Method, Brainstorming. |
| 15 | Preparation for Final Presentations | Lecture Method, Case Study Method, Brainstorming. |
| 16 | final exam | |
| Recommend Course Book / Supplementary Book/Reading | ||
| Required Course instruments and materials | ||
| Assessment Methods | |||
| Type of Assessment | Week | Hours | Weight(%) |
| mid-term exam | 8 | 1 | 40 |
| Other assessment methods | |||
| 1.Oral Examination | |||
| 2.Quiz | |||
| 3.Laboratory exam | |||
| 4.Presentation | |||
| 5.Report | |||
| 6.Workshop | |||
| 7.Performance Project | |||
| 8.Term Paper | |||
| 9.Project | |||
| final exam | 16 | 1 | 60 |
| Student Work Load | |||
| Type of Work | Weekly Hours | Number of Weeks | Work Load |
| Weekly Course Hours (Theoretical+Practice) | 4 | 14 | 56 |
| Outside Class | |||
| a) Reading | 2 | 14 | 28 |
| b) Search in internet/Library | 2 | 14 | 28 |
| c) Performance Project | 2 | 2 | 4 |
| d) Prepare a workshop/Presentation/Report | 0 | ||
| e) Term paper/Project | 0 | ||
| Oral Examination | 0 | ||
| Quiz | 0 | ||
| Laboratory exam | 0 | ||
| Own study for mid-term exam | 2 | 8 | 16 |
| mid-term exam | 2 | 2 | 4 |
| Own study for final exam | 2 | 14 | 28 |
| final exam | 1 | 1 | 1 |
| 0 | |||
| 0 | |||
| Total work load; | 165 | ||