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Coaching Minor

Division of Professional Studies

Graphic of NCACE Logo

The coaching minor program at Bridgewater College seeks to prepare competent and quality coaches, in line with the National Standards for Sport Coaches, who will become reflective and transformational leaders in their sport and communities.

The coaching minor program focuses on combining the science and practice of coaching to help students develop the knowledge and skills to effectively coach as well as understand why certain coaching practices are important to implement. Core to our training of coaches is the development of the whole person as our future coaches are encouraged to develop an athlete-centered philosophy, promote life skill development, and see coaching as teaching student-athletes physical as well as mental skills.

Our curriculum incorporates a learner-centered approach using a variety of instructional strategies to meet students’ varied learning styles and experiences and help students develop the knowledge and skills to be an effective coach. The program also incorporates several practical learning experiences (e.g., case studies, coach observations, micro-teaching) culminating in a coaching practicum where the students apply what they have learned as well as reflect on their own coach development.

To attest to the quality of the program, the coaching minor program has been accredited by the National Committee for Accreditation of Coaching Education (NCACE), making it the first undergraduate program at a private, four-year liberal arts college to be accredited.

Advising template for Coaching Minor

The coaching minor consists of 24 credit hours. The following courses are required:

Introduction to the coaching profession. Examination of areas such as developing an athlete-centered philosophy teaching positive values and facilitating social and emotional growth through sport physical training basics the role of nutrition in athletic performance accurate information about drugs and supplements effective communication skills and motivational techniques organizing practices and creating practice plans and generating program and coach evaluations.

Unit(s): 3

Fundamentals of administering first aid in all its aspects with attention to the prevention and treatment of athletic injuries. Emphasis on general safety procedures surrounding activities of school college and community environments. Estimated Extra Cost 2015 Interterm 125

Unit(s): 3

Practical experience in evaluation of physical fitness and its application to the implementation of safe and effective exercise training programs.

Unit(s): 3

Examination of human movement from the perspectives of motor learning motor development and motor control. The basic psychological learning principles and theories apply to the acquisition of motor skills and factors which may influence skill learning are identified as is physical growth and development as related to motor performance across the lifespan.

Unit(s): 3

Examination of standards and policies in the organization supervision and administration of health exercise science and athletics on all school levels and in all phases of the program.

Unit(s): 3

Introduction to the role psychology plays in physical education and sport settings. Exploration of how psychological factors (e.g. personality achievement motivation anxiety) can influence participation in physical activity and motor performance how the structure of sport and physical education programs influence psychological development and how teaching mental skills (e.g. arousal regulation goal setting visualization) may enhance motor performance in physical education and sport. Prerequisites
Taught in the style of a seminar a small group of students learn thinking skills through discussion debate peer review and brainstorming. Context varies from section to section. Incoming students rank topic preferences and then are assigned to a section. Focuses specifically on two key areas of personal development (1) intellectual growth is stimulated through systematic critical questioning and (2) a sense of community involvement and responsibility is developed through classroom group work collaborative learning and a class community engagement project. The course also contains success skill exercises and college orientation information including an introduction to the portfolio program. General education 2014 master core skills

Unit(s): 3
An introduction to the academic community of Bridgewater College to the liberal arts and to the skills of critical thinking and reflective writing specifically designed for transfer students. Transfer students will explore the unique challenges of integrating into a liberal arts educational environment and will begin the process of documenting their experiences and growth in the four dimensions of personal development intellectual growth and discovery citizenship and community responsibility ethical and spiritual growth and emotional maturation and physical health. general education 2014 master core skills

Unit(s): 3
ENG 110 Writing intensive

Unit(s): 3

The course introduces students to the fundamentals of teaching sport skills how to organize and run effective practices and basic strength and conditioning principles to effectively train student-athletes. Organizational methods technological considerations and administrative concerns are also included. Students will also learn the techniques and tactics from basic fundamentals to detailed strategies of a sport as well as gain practical experience with a sport coach. Prerequisite ES 240

Unit(s): 3

Practicum experience within the field of coaching. Students will complete 100 hours of competency-based work in a coaching environment as well as reflect on their experiences as it relates to the knowledge and skill competencies of the National Standards for Sport Coaches. Prerequisites ES 380 and junior standing or permission of instructor

Unit(s): 2

ES activity course




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Dr. Lori Gano-Overway, Associate Professor
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