Learning Outcomes Assessed:
LO3: Critically reflect on your potential as a coach drawing on theoretical models and feedback.
LO4: Develop personal development strategies which are underpinned by critical self-reflection.
Assignment brief:
You will prepare a 15-minute presentation based on a potential to become a coach by undertaking the following activities:
• Complete the coaching self-assessment tool
• Identify 2 key areas of development
• Present a personal development plan focussed on your identified skills from the self-assessment tool using a coaching model of your choice.
Secondary Research Requirement at Level HE6 – It is expected that the Reference List will contain between fifteen to twenty sources. As a MINIMUM the Reference List should include three refereed academic journals and four academic books.
Additional Submission Instructions:
You are required to submit a soft copy via “Turn-it-in UK” on the module Moodle page. The software will allow you to check your work against other material on the internet. It will also compare your work against other students work. You will be able to upload drafts of your written work into turn-it-in as many times as you wish before the deadline.

You will not be able to overwrite the final submission after the deadline. You can only submit a single file.
Specific Assessment Criteria: (See Page 3 for General Assessment Criteria) Excellent (70%+): Students will provide an in-depth understanding of their own self-development as a coach using a PDP based on a selected coaching model
demonstrating excellent critical reasoning skills. Focused and justified recommendations will be made as to how problems/weaknesses identified in either the role or approach may be overcome and improved. Extensive research
demonstrating use of a wide range of current secondary research sources will be evident. Academic style and referencing will be excellent. Very Good (60–69%): Students will provide a comprehensive appraisal of their own
self-development as a coach using a PDP based on a selected coaching model of demonstrating critical reasoning skills. Justified recommendations will be made as to how problems/weaknesses identified in either the approach or role may be overcome and improved. Research demonstrating use of a wide range of current secondary research sources will be evident. Academic style and referencing will be very good. Good (50–59%): Students will provide a good appraisal of their own self- development as a coach using a PDP based on a selected coaching model of
demonstrating critical reasoning skills. Justified recommendations will be made as to how problems/weaknesses identified in either the approach or role may be overcome and improved. Research demonstrating use of a wide range of current secondary research sources will be evident. Academic style and referencing will be good.
Satisfactory (40-49%): Students will provide a satisfactory appraisal of their own self-development as a coach using a PDP based on a selected coaching model, demonstrating critical reasoning skills. Considered recommendations will be made as to how problems/weaknesses identified in the role or approach may be overcome and improved. Research demonstrating use of a range of current secondary research sources will be evident. Academic style and referencing will be fair. Unsatisfactory (1-39%): Students who do not meet the requirements of a pass grade (40% or above) will not successfully complete the assessment activity. There are deficiencies or omissions in the level of discussion and scope of the literature relating to the study of Learning & Development. There is incomplete presentation, inaccurate citing and referencing showing limited research and study skills. The written style lacks fluency and comprehension. There is a poor grasp of the theoretical and conceptual frameworks and models. The work shows little or no analysis of the key issues, concepts and frameworks relating to International HRM.
There is poor integration of these areas in relation to the question set.