The role of the coach at every level in today’s society is becoming increasingly complex and competitive.
The historical approach indicates two paths to the coaching profession: becoming a physical education instructor, or apprenticeship training. In the latter, aspiring young coaches seek out expert coaches to learn the ropes. These young coaches rely on the mentorship of the head coach to gain valuable insight into the field.
In contrast, the coaches who emerge from the physical education field are qualified in pedagogy, sport science, and growth and development, but lack the real-world coaching experience to fulfill the school or community-based coaching needs of today.
Xavier’s CEAD program is unique from other coaching education programs; it takes an in-depth approach to coaching education and addresses the true purpose of coaching: athlete development. This is accomplished by applying the Integrated Coaching and Sport Education (I-CaSE) model developed by Ron Quinn, the director of the coaching education program. The program is also designed in accordance with the National Association for Sport and Physical Education (NASPE), as well as the National Council for the Accreditation of Coaching Education (NCACE) program’s National Standards for Sport Coaches (NSSC). The NCACE is the accrediting body for coaching education programs at college and universities, community-based sport, and scholastic sport. The standards set by the NCACE cover:
- Philosophy and Ethics
- Safety and Injury Prevention
- Physical Conditioning
- Growth and Development
- Teaching and Communication
- Sport Skills and Tactics
- Organization and Administration
Cohort Course Sequence
The Coaching Education and Athlete Development program is a two-year online cohort program. Cohorts begin twice a year in January and late June, completing in December and May respectively in the second year. While most engagements are online, there are two residency or face-to-face experiences on Xavier University’s campus or at another approved facility during the two-year program. These residency experiences will range from two to five days.
The program offers a unique cohort model in which students progress through the two-year course sequence together. Participants have the opportunity to interact with other students in the cohort to take advantage of diverse perspectives and build a solid network of professional colleagues. This experience could pay dividends for years to come.
Also, with the cohort model, all students take the same series of courses throughout the program.
|Course Information||Course Number||Credit Hours|
|Psycho-social Aspects of Coaching This course is an introduction to the historical, sociological, cultural, and psychological aspects of sport and coaching in society. It also explores how it relates to individuals, groups, and organizations.||CEAD 570||3|
|Coaching Ethics and PhilosophyThis course provides an examination of ethics, morality, and philosophy as it relates to modern sport. Discussions revolve around the myths and paradoxes of sport, identifying and resolving ethical dilemmas, and what it means to be a morally responsible sportsperson. Specific focus addresses the application of the Integrated Coaching and Sport Education Model (I-CASE) developed by Ronald Quinn to school and community based sport.||CEAD 610||3|
|Sport Leadership and Team Building This course provides an examination of leadership in sport, and critically examines of the role of competition and character development. Discussions revolve around the complexity of leadership development in sport for all participants, how character development should occur in sport, and how organizational structure and communication influence all three areas.||CEAD 620||3|
|Sports Safety, Risk Management and Injury Prevention This course explores the basic steps for successful practice and team management of participants and athletes. This includes risk assessment, and handling life-threatening emergencies, injuries, and medical concerns; teaching about healthy lifestyles, disease transmission, and safety and injury prevention, as well as CPR, First Aid and AED use.||CEAD 640||3|
|The Science of PerformanceThis course provides an exercise science foundation to coaching that includes energy systems, muscle physiology, and how the body adapts to the physical and psychological demands placed upon it. Sport-specific training and conditioning programs also are also addressed as they relate to developmentally appropriate sport training. Additionally, the effects of performance-enhancing substances and drugs on athlete performance and health are discussed.||CEAD 625||3|
|Residency I – Professional Development(Summer, 4 weeks; 1 week in residence)This residency course is a one-week intensive study on current professional, societal, or social concerns. This course may held on Xavier’s campus or at an off-campus complex such as an Olympic training center, sport complex, or the National Coaching Educators Conference.||CEAD 680||3|
|Sport Pedagogy and Coaching Analysis This course examines various coaching methods and takes a qualitative analysis of coaching behaviors and athlete movement. The result is a more reflective coach regarding his or her own coaching behaviors, as well as his or her ability to teach, analyze, and correct sport-specific movement techniques and skills.||CEAD 630||3|
|Long-term Athlete Development I: Youth and Novice Athletes This course creates the foundation to understanding LTAD and addresses the motor development, motor learning, nutritional needs, information processing, and physical, social, emotional, and psychological characteristics and abilities of children from ages 3-19. The discussion and course content is within the context of youth sport programming and developmentally appropriate sport training.||CEAD 650||3|
|Long-term Athlete Development II: Elite and Senior Athletes This course continues the LTAD process discussion, but in the context of sport training and programming for elite and senior athletes, by addressing the needs of those ranging from ages 20-90. Research shows that individuals are capable of maintaining a high level of fitness and physical competence well into later life. Therefore, LTAD II not only addresses coaching the elite athlete, but also individuals who wish to continue their competitive careers.||CEAD 660||3|
|Research in Coaching This course is designed to expose the coach to the research process, synthesizing the literature to support coaching practices and to solve real-world coaching problems through the scientific method. This concludes a line of inquiry identified by the student early in the program and culminates with the presentation of student research.||CEAD 670||3|
|Residency II – Program & Student AssessmentThis final residency occurs during graduation week in early May on Xavier’s campus and consists of a two- or three-day workshop that includes a comprehensive exam, presentation of research projects, and program assessment.||CEAD 681||3|
My experience in the [CEAD] program has been very rewarding. The subject matter is completely relevant and applicable to all coaching professions, and it emphasizes our continued growth as students, coaches, and people. The dialogue that is fostered among the students through our Discussion Boards has led to many insightful conversations, and has created an opportunity for outside learning and development. I feel that this has and will continue to enhance my reflection practices as a coach, and enhance my understanding of coaching as a profession and as an educational endeavor.