Module Code: H6COPSY
Long Title Coaching psychology
Title Coaching psychology
Module Level: LEVEL 6
EQF Level: 5
EHEA Level: Short Cycle
Credits: 5
Module Coordinator: David Mothersill
Module Author: Andrea Del Campo Dugova
Departments: School of Business
Specifications of the qualifications and experience required of staff

Lecturer with PhD in Psychology or related cognate discipline
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Articulate what coaching psychology is as it relates to individual and group performance.
LO2 Explain the potential impact of coaching on an individual in different contexts, e.g., life, work.
LO3 Demonstrate a critical awareness of goal-setting and motivation and the impact that ` coaching can have on these aspects and on emotional intelligence.
LO4 Explore and critique different coaching psychology models in terms of their effectiveness on performance enhancement in a variety of settings.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is required before enrolment on this module. While the prior learning is expressed as named NCI module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Entry requirements  
 

Module Content & Assessment

Indicative Content
Introduction to coaching psychology
• How coaching psychology is defined • The differences between coaching psychology and other forms of interventions • How individuals use coaching psychology
Goal-setting
• The definitions and techniques of goal-setting • The challenges and barriers of goal setting • The process of goal-setting • Theories of anxiety and arousal • The link between goal-setting and motivation
Emotional intelligence
• The definition and characteristics of emotional intelligence • The role of emotional intelligence in personal and professional success • The impact of coaching on emotional intelligence
Self-Talk
• Self-talk and relevant theories • Evaluating evidence of its importance
Stress
• Measurement of stress • Coaching approach to stress management
The coaching process
• Definition of the coaching process and it’s value • Why and when the coaching process does not work
Coaching tools
• A range of models will be introduced and examined such as GROW, ACHIEVE, and SPACE • The importance of creativity, questioning, and ethics will be examined
Assessment Breakdown%
Coursework100.00%

Assessments

Full Time

Coursework
Assessment Type: Continuous Assessment % of total: 100
Assessment Date: n/a Outcome addressed: 1,2,3,4
Non-Marked: No
Assessment Description:
This will involve one part worth 100% which may take the following form: • In groups, students design and submit a case-study which highlights a performance issue for an individual and generate a performance plan based on the case and solution including an evaluation of actual performance. This issue can be based in a sports, educational, personal or organisational context. Students will submit a short written report (750-1000 words) and present in their groups on the case and solution generated; linking into relevant theories and research. All members need to participate and evidence of the presentation needs to be generated (10-15 minutes).
No End of Module Assessment
No Workplace Assessment
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.
Reassessment Description
If a student fails the module overall, they will be required to complete a repeat assessment essay that covers learning outcomes 1-4. The essay will, for example, ask them to choose a coaching psychology technique and discuss its usefulness in coaching with reference to relevant theory and research.

NCIRL reserves the right to alter the nature and timings of assessment

 

Module Workload

Module Target Workload Hours 0 Hours
Workload: Full Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Lecture Classroom and demonstrations 24 Per Semester 2.00
Independent Learning Time Independent learning 101 Per Semester 8.42
Total Weekly Contact Hours 2.00
 

Module Resources

Recommended Book Resources
  • O’Riordan, S., Palmer, S.. (2021), Introduction to Coaching Psychology, 1st Ed. Routledge.
  • Law, H.. (2013), Coaching Psychology: A Practitioner’s guide., Wiley & Sons.
  • Moore, M., Tschannen-Moran, B., & Jackson, E.. (2016), Coaching psychology manual, 2nd Ed. Wolters Kluwer Health/Lippincott, Williams & Wilkins.
  • Palmer, S., & Whybrow, A.. (2019), Handbook of Coaching Psychology: A guide for practitioners, 2nd Ed. Routledge.
Supplementary Book Resources
  • Fournies, F. F.. (1999), Coaching for Improved Work Performance, McGraw-Hill.
  • Passmore, J., Peterson, D., & Freire, T.. (2012), Handbook of the Psychology of Coaching and Mentoring., Wiley Blackwell.
  • Peltier, B.. (2010), The psychology of executive coaching: theory and application., Routledge.
Recommended Article/Paper Resources
  • The Coaching Psychologist.
  • International Journal of Coaching Psychology.
  • International Coaching Psychology Review.
Other Resources
Discussion Note: