Assessment in coach education: A disjointed piece of the curriculum puzzle?

Noel Dempsey*, Reece Chapman, Colum Cronin

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

1 Citation (Scopus)

Abstract

Assessment is part of a complex and negotiated process of curriculum design and delivery. This chapter demonstrates how curriculum content and pedagogical processes should, but do not always, align with assessment. From this position, assessment should not be viewed in isolation. Rather, this chapter argues that assessment in coach education should be a coherent part of an authentic learning experience that helps coaches in their context. Developing such coherent curricula is difficult; however, as within any education system there will be competing interests and differing perspectives amongst policy makers, course designers, and educators. Therefore, researchers, policy makers, or course designers need to consider and share how they and other stakeholders view learning. Doing so explicitly may help reconcile assessment with content and pedagogical processes. In sum, this chapter helps readers navigate and appreciate assessment as part of a broader and often conflicting system of curriculum design.
Original languageEnglish
Title of host publicationSport Coach Education, Development, and Assessment
Subtitle of host publicationInternational Perspectives
EditorsLiam McCarthy
Place of PublicationNew York, USA
PublisherTaylor & Francis
Chapter4
Pages49-61
Number of pages13
Edition1
ISBN (Electronic)9781040023235, 9781003472438
ISBN (Print)9781032751122
DOIs
Publication statusPublished - 19 Aug 2024

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