Coaching Education, M.S.
The master’s degree in coaching education prepares candidates to holistically develop a variety of audiences including athletes, performing artists, military service members and first responders. There are two-degree concentrations: Athletic Coaching and Mental Performance Coaching. Experiences in both concentrations are guided by research, theory and best practices.
The athletic coaching concentration prepares athletic coaches in alignment with the National Standards for Sport Coaches (NSSC) where physical, psychological and social pillars of development shape athlete experiences for sport and life. Program outcomes foster the development of competent coaches who are able to lead interactively by problem solving, valuing and critical thinking. Knowledgebase
The mental performance coaching concentration prepares students with a knowledgebase for enhancing optimal performance, personal growth and wellbeing through the development of mental and emotional skills, attitudes, perspectives and strategies. Coursework prepares students to sit for the Association of Applied Sport Psychology’s Certified Mental Performance Consultant (CMPC) certification exam. It does not provide opportunities for meeting all of the 400 CMPC-supervised hours necessary to take the exam.
Learning Outcomes
- Students will apply counseling and consultation theory to athlete development and performance
- Apply principles of coursework to practice plans and weekly reflections
- To critically examine the challenges and barriers faced by diverse groups within the sports and performance industries in order to evaluate strategies and initiatives aimed at promoting DEI in sports that are aligned with theoretical and conceptual frameworks regarding the effects of diversity on athletic performance and behavior.
- Illustrate how to model, teach and reinforce ethical behavior with program participants.
- Appraise theories, models, and constructs from various sub-disciplines in psychology that inform practice (e.g., achievement goal theory, attribution theory, catastrophe model, cue utilization model, debilitative/facilitative anxiety principles, IZOF model, multidimensional anxiety model, reversal theory, learned helplessness, self-determination theory, self-efficacy theory, social cognitive theory, other theories of motivation
- Acquire an understanding of the behavioral principles, theories, methods, and experimental literature concerning psychomotor behavior factors relevant to the acquisition, performance, and retention of motor skills in order to analyze, synthesize, and evaluate concepts of various topics and approaches in the study of motor learning.
- Review research on the effectiveness of different mental skills and interventions for various demographics, settings, and physical skills and apply to a personally relevant target audience.
- Recognize the impact that mental illness has on physical performance in order to critically evaluate and demonstrate competency in understanding current research related to psychopathology in athletes
- Demonstrate an ability to develop comprehensive year-round strength and conditioning program that incorporates aspects of aerobic, anaerobic, plyometric, speed, and agility training in a year-round program; Understand and apply the terminology and concepts used in human anatomy and strength and conditioning; Demonstrate an ability to identify specific muscles and muscle groups and prescribe exercises to promote adaptation of these muscles; Understand and explain the physiological benefits associated with strength and conditioning; Understand and explain the relationship volume, intensity, and how to apply them using periodization principles
- Plan- Create annual, seasonal, and practice plans that incorporate developmentally appropriate progressions for instructing sport-specific skills based on best practices in motor development, biomechanics, motor learning, mental training skills, physical training and nutrition.
- Illustrate how to model, teach and reinforce ethical behavior with program participants.
- Demonstrate abilities to utilize interpersonal and communication skills to build positive relationships with all stakeholders and explain how to cultivate their leadership skills in demonstrating professionalism with all stakeholders and how to use leadership and management principles to help all stakeholders adopt the program vision, core values, and mission as well as encourage appropriate involvement.
- Demonstrate an understanding and implementation of developmentally appropriate principles associated with athlete selection, and long-term athlete development with the intent to develop athletic potential, enhance physical literacy, and encourage lifelong physical activity in a safe environment.
- Appraise theories, models, and constructs from various sub-disciplines in psychology that inform practice (e.g., achievement goal theory, attribution theory, catastrophe model, cue utilization model, debilitative/facilitative anxiety principles, IZOF model, multidimensional anxiety model, reversal theory, learned helplessness, self-determination theory, self-efficacy theory, social cognitive theory, other theories of motivation
- Understand and explain the relationship volume, intensity, and how to apply them using periodization principles; Demonstrate an ability to develop comprehensive year-round strength and conditioning program that incorporates aspects of aerobic, anaerobic, plyometric, speed, and agility training in a year-round program
- Reflect upon other’s and your own coaching practices and revise practices based on observations of coaches and self-reflections, and problem-solving strategies using informed and developing knowledge base about effective coaching
Degree Requirements (30 hours)
Successful completion of 30 graduate hours as follows:
Coaching Core (18 hours)
| Course | Title | Credits |
|---|---|---|
| PEDU 647 | Coaching Ethics, Law and Compliance | 3 |
| PEDU 650 | Theoretical Foundations of Athletic and Mental Performance Coaching | 3 |
| PEDU 710 | Measurement and Research in Physical Education | 3 |
| PEDU 730 | Psychosocial Aspects of Athletic Performance and Injury Rehabilitation | 3 |
| PEDU 731 | Motor Skill Learning | 3 |
| PEDU 745 | Principles and Applications for Long-Term Athletic Development | 3 |
| Total Credit Hours | 18 | |
Concentration (6 hours)
| Course | Title | Credits |
|---|---|---|
| Select one of the following concentrations: | ||
| Athletic Coaching Concentration | 6 | |
| Coaching Administration and Management | ||
| Growth and Development Principles for Athlete Selection and Coaching | ||
| Mental Performance Coaching Concentration | 6 | |
| Counseling Student Athletes | ||
| Psychopathology among Athletes and Performers | ||
Track-Specific Practicums (6 hours)
| Course | Title | Credits |
|---|---|---|
| PEDU 748 | The Art and Science of Coaching Applications | 3 |
| PEDU 749 | Practicum for Coaching Athletes and Performers | 3 |
| Total Credit Hours | 6 | |
Comprehensive Assessment
Successful completion of a master’s comprehensive assessment in the form of a portfolio to be evaluated by the student’s program of study committee