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Description
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Learning Outcomes
1. Critique the literature into professional expertise and its application to their professional context.
2. Evaluate contemporary research, theory and concepts as a means to explore and critically reflect on practice in their domain.
3. Critically appraise the application of cognitive skills to the development and establishment of professional practice in their domain.
4. Critically consider the concept of expertise and appraise the development of expertise within personal professional sports practice.
5. Synthesise information and translate it for practitioner and academic audiences, and prepare for dissemination using appropriate means of delivery.
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| Workload | Full time hours per semester | | Type | Hours | Description |
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| Directed learning | 34 | Stimulus presentations and discussion, delivered online using blended learning formats, will be used to tease out possible contributing topics and test the student’s current levels of knowledge and experience with them. As their reading progresses, students may be directed towards relevant recent investigations in their own and parallel domains. | | Guided learning activities | 33 | Students will engage with online material via Loop including but not limited to webinars, online tasks, quizzes, and tutorials. | | Independent learning | 133 | Independent pursuit of relevant issues and ideas raised during the module. Participants will be expected to engage in reading and critical review of literature relevant to the module. | | Assignment Completion | 50 | Students will individually complete a written assignment. |
| Total Workload: 250 |
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| Assessment Breakdown |
| Type | Description | % of total | Assessment Date |
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| Assignment | Students will select and read a number of research papers relevant to an issue in their own area of practice. Drawing on this literature, they will identify insights with potential practical value, interpret them in light of their professional context, and translate them into a form that is accessible to a practitioner audience. In doing so, students are expected not only to communicate evidence clearly, but also to reflect critically on how that evidence might be used, adapted, or challenged within real-world practice. Indicative formats may include, but are not limited to, an infographic, blog, podcast, presentation, or other practitioner-facing resource. The assignment is intended to support the development of research-informed practitioners who can engage with evidence, mobilise it for others, and use it as a basis for ongoing reflection and improvement. | 40% | n/a | | Assignment | Students will develop a report exemplifying knowledge bases pertinent to expertise in their domain utilising, where appropriate, an interdisciplinary focus. The assessment format is flexible. Indicative assessment formats are below: (a) Written report – 8000 words; (b) Journal article – 3000–8000 words depending on target journal; (c) Portfolio submission (e.g., PowerPoint slides, visual data, AV data) with accompanying narrative (3000–5000 words). | 60% | n/a |
| Reassessment Requirement Type |
Resit arrangements are explained by the following categories;
RC1: A resit is available for both* components of the module.
RC2: No resit is available for a 100% coursework module.
RC3: No resit is available for the coursework component where there is a coursework and summative examination element.
* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment
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Pre-requisite |
None
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Co-requisite |
None |
| Compatibles |
None |
| Incompatibles |
None |
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All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml
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Indicative Content and Learning Activities
Expertise versus competence in performance domains
Students will critically review contemporary research focusing on expertise and expert performance in sport. Students will examine competency and expertise-focused approaches to the develop of elite performance and as a means to drive elaborative and adaptive thinking, judgment and growth. The study of expertise and expert performance in sport promotes an understanding of the factors that constrain human achievement and the extent to which these may be overcome by systematic engagement in practice and training. Various theoretical framework for studying expertise in sport are presented and appraised and their application to specific sport environments and domain are explored.
Determinants of expertise
Students will explore current understanding of the components that combine towards achieving expertise in sport from the perspective of practitioners and performers.
Knowledge base of sport practitioners
Against a growing professionalisation within sport, students will explore the conceptual knowledge necessary for practitioners working in sport, reflecting socio-political, pedagogical, critical thinking concerns at both a general and local level
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Indicative Reading List
Books:
- Paul Ward,Jan Maarten Schraagen,Julie Gore,Emilie M. Roth: 2020, The Oxford Handbook of Expertise, Oxford University Press, USA, 1298, 978-0-19-879587-2
Articles:
- Moran, A., Campbell, M., & Toner, J: 2019, Exploring the cognitive mechanisms of expertise in sport., Psychology of Sport and Exercise, 42,
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Other Resources
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