Sports Development

Module Code : SL0990A
Module Title  : Coaching Pedagogy 1

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 28/06/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : STEFAN KOEHN (S515571)

Brief Description
The overall purpose of this module is to build upon students growing skills in instruction, observation, analysis and feedback to athletes and others involved in physical activity. This will be achieved by explicitly addressing students knowledge of pedagogy and their ability to apply that knowledge in a suitable context. Content will complement students¿ studies of sport by exploring the different ways in which physical and mental skills associated with sport are taught, how this transfer of knowledge and experience is conceptualised, and how this is influenced by t

Aim
The aim of this Module is to provide the student with an introduction to the concept of pedagogy through a model-based approach to teaching and learning

Learning Outcomes
By the end of this module the student should be able to :
1. Explain ways in which the concept of pedagogy applies to a range of sport-related contexts
2. Analyse different pedagogical models
3. Analyse the three dimensions of pedagogy: coaches/coaching, learners/learning, knowledge/context
4. Apply the basic principles underpinning effective teaching and coaching to practical situations

Indicative Content

1. Coaching and learning
Students will first be asked to consider the definition and purpose of pedagogy. They will be asked to consider what is the purpose and definition of coaching, what it has to do with teaching and learning. This foundation will allow students to identify what similarities coaching has to other pedagogical roles, and how this may influence the coaches role, objectives, and behaviours towards their athletes.
2. What is knowledge?
Once students have indentified the pedagogical nature of coaching they will identify and evaluate what it is coaches teach. They will explore various types of knowledge and its social construction. They will discuss what is means to learn, including constructivist approaches to learning, active learning, active learners, multi-dimensional learning strategies and situated learning.
3. Teaching as a process
Building upon students foundation knowledge of the pedagogy and the learning process they will be asked to think about a variety of pedagogy models. They will need to evaluate the different elements of these models and will be asked to consider them in relation to their own personal experience as coaches and their growing knowledge of teaching and learning.
4. Overall
At all stages of this learning arc students will be required to engage in self-directed discussion of how taught materials relate to their own experiences of sport as coaches. They will also be required to apply this learning to a variety of practical activities and thereby form links between theory and real life while developing relevant applied coaching skills.

Statement on Teaching, Learning and Assessment
The aim of this module it to develop essential knowledge and experience of pedagogical skills related to the delivery and practice of sport and physical activity. Active participation in small group settings will be crucial for successful engagement with the material. Students will be required to plan and lead, as groups and individuals, practical coaching sessions, and be encouraged to discuss and evaluate each others performance and experiences. These sessions will be developed by the students via self-accessed knowledge and self- directed planning. Additionally, a significant proportion of lecturer contact time will be provided in the form of small group discussions where students will relate taught materials to their own experiences and evaluate how this can be used to further develop their pedagogical skills. This focus on self- directed learning and students own experiences will encourage the development of confident, enquiring, and independent thinking in these developing coaches, allowing them to apply their knowledge to real life situations and understand and evaluate the links between the two. The portfolio of directed activities will be used to allow students to draw their own links between their experiences as coaches and the material being taught, and to allow them to provide their own examples relevant to their sport/coaching domain. This will promote stronger links between students experiences and taught material and so encourage greater engagement in class time as well as ownership and identification with taught material. Additionally, practical reports will link directly to students engagement and evaluation of self-directed coaching exercises, encouraging the development of self-aware and self-analytical coaches. Inclusion of student group led practical sessions will also encourage co-operative, socially-intelligent, team players. Finally, the exam based assessment will create links between students practical knowledge and academic theory and empirical work, assessing the essential knowledge and understanding of the theories of teaching and instruction required by the students.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Supervised Practical Activity : 12 hours
Unsupervised Practical Activities : 20 hours
Assessment : 24 hours
Independent : 70 hours

Assessment

Portfolio 1 Weekly activities
Weighting             : 0%
Workload              : 4 hrs
Issue Week          : 1
Submission Week : 13
Return Week        : 16
Associated Learning Outcomes :
Assessment Tutor : STEFAN KOEHN (S515571)

2 Report 2 1200-words
Weighting             : 40%
Workload              : 8 hrs
Issue Week          : 1
Submission Week : 17
Return Week        : 22
Associated Learning Outcomes :
Assessment Tutor : STEFAN KOEHN (S515571)

Examination 3 2-hour exam
Weighting             : 60%
Workload              : 12 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : STEFAN KOEHN (S515571)
 
 
 


Additional Assessment Information
Unit 1 is continuous assessment and involves completing directed activities. These must be brought to the tutorial/practical each week. Students who satisfactorily complete 75% of the directed activities will be awarded an A20. Students failing to meet the 75% target will be awarded a CF3, or an NS0 if they fail to submit the unit. At the Subject Assessment Board those students who have achieved a numeric grade > or =8.5 will be awarded a pass. If a student has achieved a numeric grade of <8.5 but has passed unit 1(the Directed Activities) they will be awarded the grade as achieved, and may be eligible for re-assessment if sufficient academic credits have been accumulated. Those students who have a numeric grade of <8.5 but have NOT passed Unit 1 (the Directed Activities) will be awarded an LA0 for the module. Those students presenting to the Programme Assessment Board with an LA grade for a module, on the basis of a failed portfolio, will be ineligible for re- assessment.

Additional Tutors :

Supportive Reading




Specialist Resources
Access to sport environments (sport halls) and a variety of suitable sports equipment.

Teachability Issues for this module are :
Oral,Aural,Reading,Writing,Collaboration,Physical,Professional

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Self Evaluation,Planning,Interpersonal,Leadership,Professionalism

Module Code : SL0986A
Module Title  : Growth and Development

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 22/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations : Sean Carroll 


Module Tutor : (S513610)

Brief Description
This module is designed to introduce a range of sports science perspectives on growth and development across the lifespan and their impact on health and sport/exercise performance

Aim
The aim of this Module is to provide the student with an understanding of the physiological and psychological theory of development, as well as providing practice of application of models of growth.

Learning Outcomes
By the end of this module the student should be able to :
1. Discuss the physiological processes that contribute to normal growth
2. Discuss how the body systems change with growth
3. Discuss the processes which contribute to social development
4. Discuss the processes which contribute to moral development
5. Evaluate measures used by health and exercise professionals to monitor growth and development and interpret fitness/psychometric test results applied during childhood and beyond, debating their worth
6. Evaluate the application of physiological and psychological theories of growth and development in a sporting context.

Indicative Content

1. The Physiological Systems and Growth and Development
Factors required for normal growth; the role of nutrition, genetics, hormones, health; Changes in the cardiovascular, respiratory, musculoskeletal, neuroendocrine systems with growth in childhood; puberty; peak height velocity
2. Theories and perspectives on growth and development.
Humanistic, psychodynamic, social constructionist, experimental and psychobiological.
3. Cognitive, social and moral development

4. Development across the lifespan

5. Skills Acquisition
Learning skills related to cognitive and motor development; special populations
6. Charting growth and development and Fitness testing in child
Health measures and their worth; Fitness testing norms for childhood, validity of tests, worth of fitness testing
7. Charting cognitive development
Validity of tools
8. Physiological growth and development and training for sport
Application of knowledge in training programmes; biological versus chronological age; advantages/disadvantages of sports participation
9. Physiological growth and development and training for sport
Paediatric resistance training
10. Application of cognitive development theory to training
staging training programmes to match cognitive development, skills acquisition, motor development

Statement on Teaching, Learning and Assessment
Practicals form an integral part of the module so that the theory can be explored in a laboratory and field context. As a consequence of this model of delivery it is anticipated that 76% of this module will comprise enquiry-based learning. Students will work as groups to conduct measures at different stages of growth and development. They will then be expected to analyse data and critically evaluate the worth of these measurement tools and the validity of the data produced in writing an assessed report to accompany the practical activities. A poster presentation comprises the other unit of assessment for the module and it will challenge the students to consider their visual presentation skills as well as confidence in discussing knowledge in a viva situation.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Supervised Practical Activity : 12 hours
Assessment : 20 hours
Independent : 94 hours

Assessment

Portfolio 1 directed activities
Weighting             : 0%
Workload              : 0 hrs
Issue Week          : 19
Submission Week : 30
Return Week        : 33
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Shaun Phillips (S515748)

2 Presentation 2 Poster Defence
Weighting             : 30%
Workload              : 7 hrs
Issue Week          : 19
Submission Week : 25
Return Week        : 28
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Shaun Phillips (S515748)

Report 3 ractical assessment
Weighting             : 70%
Workload              : 13 hrs
Issue Week          : 19
Submission Week : 35
Return Week        : 38
Associated Learning Outcomes : 1,2,5,6
Assessment Tutor : Shaun Phillips (S515748)
 
 
 


Additional Assessment Information
Unit 1 is continuous assessment and involves completing directed activities. These must be brought to the tutorial/practical each week. Students who satisfactorily complete 75% of the directed activities will be awarded an A20. Students failing to meet the 75% target will be awarded a CF3, or an NS0 if they fail to submit the unit. At the Subject Assessment Board those students who have achieved a numeric grade > or =8.5 will be awarded a pass. If a student has achieved a numeric grade of <8.5 but has passed unit 1(the Directed Activities) they will be awarded the grade as achieved, and may be eligible for re-assessment if sufficient academic credits have been accumulated. Those students who have a numeric grade of <8.5 but have NOT passed Unit 1 (the Directed Activities) will be awarded an LA0 for the module. Those students presenting to the Programme Assessment Board with an LA grade for a module, on the basis of a failed portfolio, will be ineligible

Additional Tutors :
David Holland-Smith (D513457)
Luis Calmeiro (L514078)

Supportive Reading
Armstrong & van Mechelen 2008 Paediatric Exercise Science and Medicine Oxford
Weinberg & Gould 1999 Foundations in Sport and Exercise Psychology Human Kinetics
Safrit & Wood 1995 Introduction to measurement in physical education and exercise Mosby

Specialist Resources
Human Performance Laboratory

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Reading,Writing,Physical

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,ICT Skills,Planning,Interpersonal,Quantitative

Module Code : SL0989A
Module Title  : Managing Sports Development

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 22/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : ( )

Brief Description
The aim of this module is to provide the student with the knowledge and expertise to evaluate sports development planning and development. It prepares students for employment in the growing field of sports development.

Aim
The aim of this Module is to provide the student with : a methodological framework for the analysis of sports development processes and tools to evaluate strategic and implementation issues affecting sport development.

Learning Outcomes
By the end of this module the student should be able to :
1. Plan, and implement sports development projects.
2. Monitor evaluate and review sports development projects.
3. Critically analyse and reflect upon the sports planning and development process.

Indicative Content

1. Introduction to managing sport development
Outline of the courses content and overall rationale.
2. Conceptualising and developing sports development projects
Concepualising sports development projects.The process of planning, developing and implementating projects in sport development.
3. Health safety and managing risk
Systems for risk assessment and management.
4. Managing resources
Human Resources and means of accessing resources. Funding applications and managing people in the sports development context.
5. Working with partners
Working with partners and staging sports development events. Consultation and project development. Progression, pathways and development.
6. Marketing sports development

7. Managing sustainable projects
Long term planning and development in sport development.
8. Planning, monitoring and evaluation
Appraisal of planning and policy (processes and practice).
9. Case studies of Sports Develpoment

10. Organisational Theory.


Statement on Teaching, Learning and Assessment
This module aims to develop the links between theory and practice in sports development. Students are required to engage in planning, implementing and evaluating a sport event of their choice. This will involve group work, problem solving and participation in applying theoretical concepts to a practical project. The learning will take place through: reflection and experiential processes; tutorials; lectures and group work settings. Assessment will involve producing log books, diaries and recordings of the processes involved in sports development and project management. These will be supplemented by academic theory and research which are used to illuminate and evaluate case studies.Teaching and learning strategies focus on developing students skills in accordance with Abertay graduate attributes. These are assessed in the following way: confident thinkers (outcomes 1, 2, 3; units 1, 2, 3), determined creators (outcomes 1, 3; units 1, 2, 3, ), challenging complexity, driving change (outcomes 3; unit 1). Class time is divided between 1-hour large-group lectures and 1-hour small-group tutorials. Contact time devoted to inquiry- based learning is therefore approximately 50%.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Unsupervised Practical Activities : 20 hours
Assessment : 44 hours
Independent : 62 hours

Assessment

Portfolio 1 2000 words
Weighting             : 0%
Workload              : 20 hrs
Issue Week          : 1
Submission Week : 13
Return Week        : 17
Associated Learning Outcomes :
Assessment Tutor : ( )

2 Essay 2 Planning and Delivery
Weighting             : 40%
Workload              : 20 hrs
Issue Week          : 1
Submission Week : 12
Return Week        : 15
Associated Learning Outcomes :
Assessment Tutor : ( )

Case Study 3 Evaluation / Reflective E
Weighting             : 60%
Workload              : 4 hrs
Issue Week          : 1
Submission Week : 17
Return Week        : 21
Associated Learning Outcomes :
Assessment Tutor : ( )
 
 
 


Additional Assessment Information
Unit 1 is continuous assessment and involves completing directed activities. These must be brought to the tutorial/practical each week. Students who satisfactorily complete 75% of the directed activities will be awarded an A20. Students failing to meet the 75% target will be awarded a CF3, or an NS0 if they fail to submit the unit. At the Subject Assessment Board those students who have achieved a numeric grade > or =8.5 will be awarded a pass. If a student has achieved a numeric grade of <8.5 but has passed unit 1(the Directed Activities) they will be awarded the grade as achieved, and may be eligible for re-assessment if sufficient academic credits have been accumulated. Those students who have a numeric grade of <8.5 but have NOT passed Unit 1 (the Directed Activities) will be awarded an LA0 for the module Those students presenting to the Programme Assessment Board with an LA grade for a module, on the basis of a failed portfolio, will be ineligible.

Additional Tutors :

Supportive Reading
Bowdin, G, et al 2002 Events Management and Organisation Butterworth
Watt, D. 1992 Leisure, Tourism, Event Management and Organisation Longman
Shore, A. and Parry, B. 2001 Successful Event Management: A Practical Guide. Thomson

Specialist Resources


Teachability Issues for this module are :
Oral,Reading,Writing,Collaboration,Professional

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,Self Evaluation,Planning,Interpersonal,Leadership,Professionalism

Module Code : SL0991A
Module Title  : Motor Control & Skill Acquisition

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 28/06/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Luis Calmeiro (L514078)

Brief Description
This module provides students with a theoretical underpinning of the skill acquisition and motor control processes.

Aim
The aim of this Module is to provide the student with an understanding of key factors governing the acquisition and performance of human movement skills and the ability to discuss the application of these principles in the context of coaching, teaching and learning environments.

Learning Outcomes
By the end of this module the student should be able to :
1. explain the factors which influence the acquisition of human movement skills with reference to sport.
2. critically evaluate the model of the human performer as a processor of information.
3. compare the various conditions of practice aimed at enhancing the acquisition process and evaluate various methods of providing information to the performer.
4. exlain the influence of cognitive and motor development on the acquisition of movement skills.

Indicative Content

1. classification and measurement of motor skill
Alternative perspectives.
2. Models
Information processing model; Dynamic systems; central contributions to movement control; skill learning.
3. Conditions of Practice
providing information; practice organisation; feedback; learning environment; degree of transfer between a practice activity and the competitive environment.
4. Cognitive Limitations
Decision making; attention; memory, knowledge structures
5. Application to sport settings


Statement on Teaching, Learning and Assessment
The aim of this Module is to provide the student with an understanding of key factors governing the acquisition and performance of human movement skills and the ability to discuss the application of these principles in the context of coaching, teaching and learning environments. The module will be organised in lectures, tutorials and practical sessions. Lectures will provide the background knowledge of proposed contents. Contents will be further explored in the tutorials, which will encourage problem- solving, collaborative learning, and reflection. Practical activities will be used so students can learn by manipulating concepts in an active process. Finally, independent study will encourage self-determination and the development of independent learning, in which students will actively construct their own knowledge. Sessions will be conducted under a strong enquiry-based learning environment. Teaching and learning strategies focus on developing students skills in accordance with Abertay graduate attributes. Students will be required to reflect on own experience and application of concepts to their daily life. Assignments will assess width and depth. Knowledge and application of contents is formally tested. Class test will assess level of understanding commensurate with level of study. The essay will require students to identify a personally relevant topic and analyse it in depth. The reflective log will allow students to observe real life events and apply knowledge to explain phenomena. A portfolio of directed activities allows students to search for and construct own knowledge, solve problems, and reflect upon module contents. In addition, it will allow students to be fully prepared and engage confidently in tutorials and practical activities, by sharing knowledge and experiences and reflecting on them in a collaborative environment. Teaching and learning strategies focus on developing students skills in accordance with Abertay graduate attributes. These are addressed in the following way: confident thinkers (units 1,2,3,4), determined creators (units 2,3), challenging complexity, driving change (units 1,2,3,4).It is expected that 50% of the contact time in this module will be devoted to active enquiry-based learning activities.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 10 hours
Tutorial/Seminar : 9 hours
Supervised Practical Activity : 9 hours
Assessment : 27 hours
Independent : 95 hours

Assessment

Portfolio 1 Directed activities
Weighting             : 0%
Workload              : 0 hrs
Issue Week          : 17
Submission Week : 31
Return Week        : 34
Associated Learning Outcomes :
Assessment Tutor : Ann-Marie Knowles (A515775)


Essay 2 Review article
Weighting             : 50%
Workload              : 25 hrs
Issue Week          : 17
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes :
Assessment Tutor : Ann-Marie Knowles (A515775)
Examination 3 Exam
Weighting             : 50%
Workload              : 2 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : Ann-Marie Knowles (A515775)
 
 
 


Additional Assessment Information
Unit 1 is continuous assessment and involves completing directed activities for the tutorial/practical each week. Students who satisfactorily complete 75% of the directed activities will be awarded an A20. Students failing to meet the 75% target will be awarded a CF3, or an NS0 if they fail to submit the unit. At the Subject Assessment Board those students who have achieved a numeric grade > or =8.5 will be awarded a pass. If a student has achieved a numeric grade of <8.5 but has passed unit 1(the Directed Activities) they will be awarded the grade as achieved, and may be eligible for re-assessment if sufficient academic credits have been accumulated. Those students who have a numeric grade of <8.5 but have NOT passed Unit 1 (the Directed Activities) will be awarded an LA0 for the module. Those students presenting to the Programme Assessment Board with an LA grade for a module, on the basis of a failed portfolio, will be ineligible for re- assessment

Additional Tutors :
Helen McHardy (H511004)

Supportive Reading
A. Mark Williams and Nicola J Hodges 2004 Skill acquisition in sport : research, theory and practice Routledge
Richard A. Schmidt, Craig A. Wrisberg 2008 Motor learning and Performance: a situation-based learning approach. Human Kinetics
Richard A. Magill 2004 Motor learning and control : concepts and applications McGraw Hill

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Reading,Writing,Collaboration,Physical,Professional

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,Self Evaluation,Planning,Quantitative

Module Code : SL0999A
Module Title  : Research Methods

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2012/3
Last Updated : 22/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Ann-Marie Knowles (A515775)

Brief Description
This module builds on SL0701 and SL081 and is intended to enhance the student's ability to understand published research and design their own studies

Aim
The aim of this Module is to provide the student with :the ability to construct a detailed research proposal based on a wide ranging knowledeg of resaerch techniques

Learning Outcomes
By the end of this module the student should be able to :
1. Formulate a research question appropriate for an Honours project
2. Match data collection techniques to the resaerch question
3. Identify ethical issues asscoaited with their research and complete a risk assessment
4. Write a detailed research proposal
5. Use appropriate software and techniques to analyze quantitaive and qualitative data

Indicative Content

1. Formulating Research Questions
Issues of precison and scope
2. Matching Research Design to the Research Question
Various qualitative, quantitative and mixed - methods approaches
3. Analyzing Qualitative Data
Use and explore various techniques, both manual and automated
4. Evaluating the Literature
Applying knowledge of research design, methods and analysis to critically evaluate existing studies
5. Writing a Literature Review
Searching for and Organizing the literature, systematic reviews, meta analysis
6. Writing a Methodology
Structure, level of detail and language
7. Relationships, Regression and Repeated Measures
Analysing repeated measures data, partial correlations, and multiple regression
8. Ethics and Risk
Identifying and reporting ethical considerations, performing risk assessments
9. Writing a Research Proposal
Structure and content

Statement on Teaching, Learning and Assessment
This module aims at providing students with the ability to critically use published research and design their own study. The module will be organised in lectures, tutorials and practical sessions. Lectures will provide the background knowledge of proposed contents. Contents will be further explored in the tutorials, which will encourage problem- solving, collaborative learning, and reflection. Practical activities will be used so students can learn by manipulating concepts in an active process. Independent study will encourage self-determination and the development of independent learning, in which students will actively construct their own knowledge. Sessions will be conducted under a strong enquiry-based learning environment. In addition, sessions will be conducted so that students continuously make sound progress towards writing a dissertation proposal. Individual tutorials to support students throughout the proposal writing process will be available. Students build on researching skills and the use of research to challenge and advance knowledge. Knowledge and application of contents is formally tested. The various assessments are designed to encourage students to work towards the final dissertation proposal. Early assessed units will allow students to receive appropriate feedback and incorporate it in the final proposal. This activity challenges the students to manage their understanding of the contents and time constraints to match the evolution of their investigatory work. Students have to refine their research question and methodology to advance their project while recognising methodological limitations. Students have to consider health and safety and ethical issues whilst developing a topic worthy of investigation. Therefore, writing skills are emphasised. A portfolio of directed activities allows students to search for and construct own knowledge, solve problems, and reflect upon module contents while allowing them to be fully prepared and engage confidently in class activities. Teaching and learning strategies focus on developing students skills in accordance with Abertay graduate attributes. These assessed in the following way: confident thinkers (units 1,2,3,4,5), determined creators (units 1,2,3,4), flexible collaborators (units 1,2,3,4), challenging complexity, driving change (units 1,2,3,4,5). It is expected that 65% of the contact time in this module will be devoted to active enquiry-based learning activities.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 11 hours
Tutorial/Seminar : 22 hours
Assessment : 20 hours
Independent : 97 hours

Assessment

Portfolio 1 Directed activities
Weighting             : 0%
Workload              : 0 hrs
Issue Week          : 1
Submission Week : 31
Return Week        : 34
Associated Learning Outcomes :
Assessment Tutor : Ann-Marie Knowles (A515775)

2 Coursework 2 Introduction & Lit review
Weighting             : 30%
Workload              : 6 hrs
Issue Week          : 1
Submission Week : 10
Return Week        : 13
Associated Learning Outcomes :
Assessment Tutor : Ann-Marie Knowles (A515775)

Coursework 3 Methods section
Weighting             : 30%
Workload              : 6 hrs
Issue Week          : 1
Submission Week : 26
Return Week        : 29
Associated Learning Outcomes :
Assessment Tutor : Ann-Marie Knowles (A515775)
Coursework 4 Dissertation Proposal
Weighting             : 40%
Workload              : 8 hrs
Issue Week          : 1
Submission Week : 35
Return Week        : 38
Associated Learning Outcomes :
Assessment Tutor : Ann-Marie Knowles (A515775)
 
 
 


Additional Assessment Information
Unit 1 is continuous assessment and involves completing directed activities. for the tutorial/practical each week. Students who satisfactorily complete 75% of the directed activities will be awarded an A20. Students failing to meet the 75% target will be awarded a CF3, or an NS0 if they fail to submit the unit. At the Subject Assessment Board those students who have achieved a numeric grade > or =8.5 will be awarded a pass. If a student has achieved a numeric grade of <8.5 but has passed unit 1(the Directed Activities) they will be awarded the grade as achieved, and may be eligible for re-assessment if sufficient academic credits have been accumulated. Those students who have a numeric grade of <8.5 but have NOT passed Unit 1 (the Directed Activities) will be awarded an LA0 for the module. Those students presenting to the Programme Assessment Board with an LA grade for a module, on the basis of a failed portfolio, will be ineligible for re- assessment

Additional Tutors :

Supportive Reading
Thomas, J., Nelson, J. and Silverman, S. 2005 Research Methods in Physical Activity Human Kinetics, Champaign, IL
Gratton, C. and Jones, H. 2003 Research Methods for Sport Routledge, UK
Ntoumanis, N. 2001 A step by step guide to SPSS for Sport and Exercise Studies Rouledge, UK

Specialist Resources
Practicals will take place in computer labs

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,ICT Skills,Planning,Quantitative

Module Code : SL0987A
Module Title  : Sport Policy, Development and Practice

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 22/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : David Holland-Smith (D513457)

Brief Description
This module provides students with a critical overview of sports policy and development in the UK.

Aim
The aim of this module is to provide the student with an understanding of sports policy, and the underlying rationales for policy initiatives in sports development in the UK.

Learning Outcomes
By the end of this module the student should be able to :
1. Understand the policy making process and the political ideologies which shape sports policy.
2. Provide an overview of the development of sport in the UK, outlining the key rationales, values and benefits underpinning sport and physical activity.
3. Critically discuss the contribution of relevant sport agencies and government departments to the sports policy process.

Indicative Content

1. Introductions
Definitions of sports development.
2. UK Sport
Emergence of sports development; Historical perspectives; Overview of key rationales and values underpinning sport and physical activity.
3. Policy making process
Models of policy development, planning and implementation.
4. Key Sectors in UK Sport .
Structures and governance of sport in the UK context.
5. Ideologies underpinning sport
Political Ideologies and the emergence of the New Right and New Labour.
6. Rationales for sport policy initiatives
Health and wellbeing; Social welfare;Sports equality; Young people and education; Urban regeneration; Elite sport.
7. Funding for sport health and exercise
Sponsorship: National Lottery; DCMS; Scottish Executive.
8. Sociological Considerations
Background to sociological theory.
9. Social Inclusion and barriers to participation.


Statement on Teaching, Learning and Assessment
This module aims to provide a theoretical perspective on sports policy. The teaching is based around lectorials and group discussions. Students are expected to undertake personal study and complete directed activities related to the lectorial topic and contribute to discussions and debates. Some of the content will be delivered through formal presentations and lectures but this will be supplemented with small group activities. Students will be encouraged to relate the formal material and content to their own experience and context.The assessment will take the form of a poster presentation and a formal examination. The presentation topic will be broad in its scope and allow students to explore particular areas of interest. The presentation will be examined as a poster followed by an oral defence. The examination will cover a range of topics covered in the course and will encourage students to engage with a wide spectrum of issues. The rationale for these assessments is that it will encourage students to relate the academic and theoretical content to their own experiences and areas of specialism in more depth but also cover a broad range of appropriate areas related to sports development. Teaching and learning strategies focus on developing students skills in accordance with Abertay graduate attributes. These are assessed in the following way: confident thinkers (outcomes 1, 2, 3; units 1, 2, 3, ), determined creators (outcomes 1, 3; units 1, 2, 3, ), challenging complexity, driving change (outcomes 3; unit 1). Class time is divided between 1-hour large-group lectures and 1-hour small- group tutorials. Contact time devoted to inquiry-based learning is therefore approximately 50%.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Assessment : 24 hours
Independent : 102 hours

Assessment

Portfolio 1 2000 words
Weighting             : 0%
Workload              : 20 hrs
Issue Week          : 1
Submission Week : 13
Return Week        : 16
Associated Learning Outcomes :
Assessment Tutor : David Holland-Smith (D513457)

2 Presentation 2 2000 words
Weighting             : 50%
Workload              : 1 hrs
Issue Week          : 1
Submission Week : 7
Return Week        : 12
Associated Learning Outcomes :
Assessment Tutor : David Holland-Smith (D513457)

Examination 3 2 Hours
Weighting             : 50%
Workload              : 3 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : David Holland-Smith (D513457)
 
 
 


Additional Assessment Information
Unit 1 is continuous assessment and involves completing directed activities. These must be brought to the tutorial/practical each week. Students who satisfactorily complete 75% of the directed activities will be awarded an A20. Students failing to meet the 75% target will be awarded a CF3, or an NS0 if they fail to submit the unit. At the Subject Assessment Board those students who have achieved a numeric grade > or =8.5 will be awarded a pass. If a student has achieved a numeric grade of <8.5 but has passed unit 1(the Directed Activities) they will be awarded the grade as achieved, and may be eligible for re-assessment if sufficient academic credits have been accumulated. Those students who have a numeric grade of <8.5 but have NOT passed Unit 1 (the Directed Activities) will be awarded an LA0 for the module. Those students presenting to the Programme Assessment Board with an LA grade for a module, on the basis of a failed portfolio, will be ineligible for re- assessment

Additional Tutors :
Guest Speaker
Part-time Staff

Supportive Reading
Hylton, K., Bramham, P., Jackson, D. & Nesti, M. (Eds.) 2007 Sport Development : Policy, Process and Practice. Routledge
Houlihan, B. & White, A. 2002 The Politics of Sport Development : Development of Sport or Development through Sport Routledge
Houlihan, B. 2008 Sport and Society SAGE

Specialist Resources


Teachability Issues for this module are :
Oral,Reading,Writing,Professional

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,Planning,Professionalism

Module Code : SL0997A
Module Title  : The Coaching Process

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 28/06/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Ross Lorimer (R514505)

Brief Description
Its overall purpose is to build upon students growing skills in instruction and demonstration. This will be achieved by expanding students current knowledge, moving beyond a reductionist view of coaching simply as a systematic procedure or process and having students consider and discuss the influence of the social aspects of coaching such as leadership, relationships, and social environments. Content will complement students¿ studies of pedagogical processes by introducing the investigation of the interpersonal interaction.

Aim
The aim of this Module is to provide the student with a basis for the conceptual study of sports coaching and for the analysis of participation coaching practice

Learning Outcomes
By the end of this module the student should be able to :
1. Describe the constituent parts of the coaching process and demonstrate an awareness of the coaches role
2. Demonstrate knowledge of, and evaluate a range of models of the coaching process
3. Describe and appraise the criteria indicative of different types/levels of coaching
4. Comment critically on the impact of coaching practice on athlete development

Indicative Content

1. The role of the coach
Students will be asked to consider the role of the coach, what their purpose is, and what they are trying to achieve. They will consider the level of participation, demands placed on coaches by external bodies, and coaches own philosophies towards the instruction of athletes. This foundation will allow students to consider what the appropriate and suitable courses of action for coaches are, and how the coaches role and objectives may influence their interaction with the
2. The coaching process
Once students understand the coaches role they will be able begin to identify the key characteristics of the process of coaching and examine models defining coaching as a systematic process.
3. How coaches and athletes influence each other
Building upon students growing knowledge of the coaching process they will be asked to consider the social interaction between coaches and athletes; how coaches actually get athletes to do things, and whether athletes influence coaches just as much as coaches influence athletes. They will consider a variety of leadership and relationship models and discuss how these fit into the idea of coaching as a process.
4. The impact of coach-athlete interaction
Once students have a firm understanding of the theory of how coaches and athletes interact they will begin to explore some of the consequences of this. They will be asked to consider the impact on the social environment of training and performance; the cohesion of teams, individual and group efficacy, and the motivation of athletes to perform.
5. Managing the impact of coach-athlete interaction
Finally, once students have knowledge of how coaches and athletes interact and the consequences of these interactions they will be in a position to consider how this contact can be managed; how do coaches achieve desirable outcomes and limit undesirable ones? They will consider aspects of group dynamics, communication, and coach professionalism, as well as long-term development.
6. Overall
At all stages of this learning arc students will be required to engage in self-directed discussion of how taught materials relate to their own experiences of sport as coaches and athletes. They will be required to form links between theory and real life, and generate examples from their own experience and history as coaches and athletes.

Statement on Teaching, Learning and Assessment
The aim of this module it to develop essential coaching abilities and to promote the Division of Sport and Exercise Graduate Attributes that students will require in their professional graduate roles. Active participation in small group settings will be crucial for successful engagement. Students will be required to plan and lead, as groups and individuals, practical coaching sessions, and be encouraged to discuss and evaluate each others performance and experiences. These sessions will be developed by the students via self-accessed knowledge and self-directed planning. Additionally, a significant proportion of lecturer contact time will be provided in the form of small group discussions where students will relate taught materials to their own experiences and evaluate how this can be used to further develop their coaching abilities. This focus on self-directed learning and students own experiences will encourage the development of confident, enquiring, and independent thinking in these developing coaches, allowing them to apply their knowledge to real life situations and understand and evaluate the links between the two. The portfolio will draw links between students experiences and the material being taught, allowing them to provide their own relevant examples. This promotes greater engagement, ownership, and identification with taught material. Practical reports will link to students engagement in self-directed coaching exercises, encouraging the development of self-aware and analytical coaches. Inclusion of student group led practical sessions will also encourage co-operative, socially-intelligent, individuals. Finally, the essay based assessment will create links between students practical knowledge and academic theory and empirical work, assessing their ability to digest, summarise, and appraise knowledge, and evaluate its use. Teaching and learning strategies focus on developing students skills in accordance with Abertay graduate attributes. These are assessed in the following way: confident thinkers (outcomes 1, 2, 3, 4; units 1, 2, 3), determined creators (outcomes 2, 4; unit 1, 2), flexible collaborators (outcomes 3; unit 1, 2). Class time is divided between twelve 2-hour classes with a 1-hour large-group lecture and 1-hour small-group tutorials, and six 2- hour student-led practical activites. 66% of contact time will be active enquiry-based learning activities.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Supervised Practical Activity : 12 hours
Unsupervised Practical Activities : 10 hours
Assessment : 24 hours
Independent : 80 hours

Assessment

Portfolio 1 Weekly activities
Weighting             : 0%
Workload              : 4 hrs
Issue Week          : 18
Submission Week : 30
Return Week        : 33
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Ross Lorimer (R514505)

2 Report 2 1000-words
Weighting             : 30%
Workload              : 8 hrs
Issue Week          : 18
Submission Week : 24
Return Week        : 27
Associated Learning Outcomes : 1,3,4
Assessment Tutor : Ross Lorimer (R514505)

Essay 3 2000-words
Weighting             : 70%
Workload              : 12 hrs
Issue Week          : 18
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Ross Lorimer (R514505)
 
 
 


Additional Assessment Information
Students who satisfactorily complete 75% of the directed activities will be awarded an A20. Students failing to meet the 75% target will be awarded a CF3, or an NS0 if they fail to submit the unit. At the Subject Assessment Board those students who have achieved a numeric grade > or =8.5 will be awarded a pass. If a student has achieved a numeric grade of <8.5 but has passed unit 1(the Directed Activities) they will be awarded the grade as achieved, and may be eligible for re-assessment if sufficient academic credits have been accumulated. Those students who have a numeric grade of <8.5 but have NOT passed Unit 1 (the Directed Activities) will be awarded an LA0 for the module. Those students presenting to the Programme Assessment Board with an LA grade for a module, on the basis of a failed portfolio, will be ineligible for re- assessment

Additional Tutors :
Part-time Staff

Supportive Reading
Lyle, J. 1999. The Coaching Process. Routledge.
Jowett, S., & Lavallee, D. 2007. Social Psychology in Sport. Human Kinetics.


Specialist Resources
Access to sport environments (sport halls) and a variety of suitable sports equipment.

Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing,Collaboration,Physical,Professional

Key Transferable Skills for this module are :
Communication,Team Work,Research,Self Evaluation,Planning,Interpersonal,Leadership,Professionalism

Module Code : SL0998A
Module Title  : Work Based Learning 1

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2012/3
Last Updated : 28/06/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : ( )

Brief Description
The overall purpose of this module is to allow students to continue to enhance their employability by developing relevant skills and knowledge. This will be achieved by building on previous work experience and giving students the familiarity of working in their own chosen discipline. Content will focus on students evaluating their own strengths and weaknesses and indentifying a work placement that will allow them to continue to develop as sport and exercise practitioners.

Aim
The aim of this Module is to provide the student with with a structured and practical experience of their own particular area of the sports industry

Learning Outcomes
By the end of this module the student should be able to :
1. Identify and prioritise areas of own learning
2. Undertake a placement within a relevant and agreed organisation
3. Examine professional issues involved in the employee/employer relationship
4. Appreciate the need for sustained commitment to learning and adapting to a changing work environment through self reflection and assessment
5. Demonstrate the ability to operate effectively within the work place setting, using specific knowledge and skills

Indicative Content

1. The student, their discipline, their career
Students will first be required to reflect on their own subject area, the skills and knowledge they have acquired, and the direction and ultimate goals they have for their career. They will need to evaluate their own strengths and weaknesses, recognize their current level of development, and identify opportunities for potential development through an actual placement experience.
2. Work experience
Students will identify a range of placement issues such as confidentiality, health and safety, and realistic expectations. They will discuss the relevant UAD paperwork and procedures (risk assessment, disclosure etc). They will identify, plan, and organise a work placement relevant to their discipline and developmental. Students will manage their own time and plan around the individual demands of their selected courses.
3. Career development
Students will be required to effectively reflect upon their placement in regards to evaluating their expectations and actual experiences, discuss and act on how this can be incorporated into changes in their planning and action, and identify links with their future aspirations and career direction.

Statement on Teaching, Learning and Assessment
A period of work experience can significantly improve the employability of graduates, allowing students to develop additional skills and qualities that will impress recruiters. As well as allowing students to put the knowledge and skills they have gained at University into practice, a work placement allows students to continue to develop transferable skills such as teamwork, cultural awareness, leadership and communication. This allows students to continue to develop and display the Division of Sport and Exercise Graduate Attributes. Additionally discipline specific work placements provide students with the opportunity to meet potential employers or contacts and to find out what employment opportunities exist and what such work would actually involve. Through establishing a list of their own strengths and weaknesses, and developing their own learning outcomes, students can take more control of their own career, more firmly establishing the actions and directions they will need to take in their career path. Through actually application of their knowledge coupled with self-reflection through a regular logbook students will be able to draw their own links between their experiences of sport and exercise and the material they have previously been taught. Additionally, the essay based assessment will allow provide students with a suitable forum to evaluate how they have development through their work experience, the suitability of that pathway for them, and what changes in direction and actions they will need to take in future in regard to their own career. Teaching and learning strategies focus on developing students skills in accordance with Abertay graduate attributes. These are assessed in the following way: confident thinkers (outcomes 1, 3, 4; unit 1), determined creators (outcomes 1, 2, 4, 5; units 1), flexible collaborators (outcomes 2, 3, 4, 5; unit 1), challenging complexity, driving change (outcome 1, 2, 4, 5; unit 1). As the majority of this module takes place outwith class time (i.e. on work placement) contact time is through placement and work-based tutors. Inquiry-based learning is approximately 80% of class based activities. Also it should be noted that the central focus of this module is 100% inquiry-based learning through a 60-hour work placement.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Assessment : 24 hours
Independent : 114 hours

Assessment

Essay 1 Reflective essay and log
Weighting             : 100%
Workload              : 24 hrs
Issue Week          : 1
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes : 1,2,3,4,5
Assessment Tutor : ( )


 
 
 


Additional Assessment Information
Unit 1: This essay should be a reflective discussion concerning the students experience during their work placement and their personal development. It should consider students previous experience, and be based on an informal log that should be completed on a session by session basis. It should provide detailed reflective accounts that outline the process of critical reflection and the development of practice in the students chosen field.

Additional Tutors :
Part-time Staff

Supportive Reading
Eraut, M. 2002. Developing Professional Knowledge and Competence. Routledge.
Schon, D. 1987. Educating the Reflective Practitioner. Jossey-Bass.


Specialist Resources
None

Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing,Collaboration,Physical,Professional

Key Transferable Skills for this module are :
Communication,Enterprise,Team Work,Problem Solving,Self Evaluation,Planning,Interpersonal,Leadership,Professionalism

Module Code : SL1091A
Module Title  : Community Sports Development

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 22/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : David Holland-Smith (D513457)

Brief Description
To provide students with a critical understanding of sports policy, and the underlying rationales for community sports development in the UK.

Aim
The aim of this Module is to provide the student with : a critical understanding of sports policy, and the underlying rationales for community sports development in the UK.

Learning Outcomes
By the end of this module the student should be able to :
1. Critically discuss the policy making process and the political ideologies which shape and deliver community sports policy initiatives.
2. Reflect critically on the development of sport in the UK, providing an overview of the key rationales, values and benefits underpinning sport and physical activity within the community context.
3. Critically evaluate the relationship between sports policy and social policy.
4. Critically assess the contribution of relevant sport agencies and government departments to the community sports policy and development process.

Indicative Content

1. Historical perspectives.
The emergence of community sport development from 1960- 2007
2. Contemporary developments
The process of community sports development and its relationship with social , economic and sports development policy.
3. Political policy and Ideology
The New Right and New Labour.
4. Development Through sport / Development of sport
Tensions and conflict within sports development policy and practice.
5. Sports Policy and Social Policy
The relationship between social policy and sports policy
6. Models of community development
Cultural democracy; democracy in culture; welfare; social control and radicalism.
7. Inequality and social inclusion

8. Barriers to participation

9. Health and Well-being.

10. Sport and social control


Statement on Teaching, Learning and Assessment
Statement on Teaching, Learning and Assessment This module will be delivered by lectures and tutorials. Lectures will provide important general material related to the subject area and tutorials will facilitate discussion and dissemination of knowledge between students.Practice based assessments will assess breadth and depth of student understanding and knowledge as well as encourage the exploration of key concepts and ideas in greater detail. In course work assignments students will make reference to models, principles, theories and empirical data. Students are expected to demonstrate confidence, critical thinking in relation to the application of theory in community sports development. Coursework will assess students ability to critically evaluate complex issues. Teaching and learning strategies focus on developing students skills in accordance with Abertay graduate attributes. These are assessed in the following way: confident thinkers (outcomes 1, 2, 3, 4; units 1, 2,), determined creators (outcomes 1, 4; units 1, 2, ), challenging complexity, driving change (outcomes 3,4; unit 1,2). Class time is divided between 1-hour large-group lectures and 1-hour small-group tutorials. Contact time devoted to inquiry-based learning is therefore approximately 50%.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Assessment : 24 hours
Independent : 102 hours

Assessment

Essay 1 2500 words
Weighting             : 50%
Workload              : 12 hrs
Issue Week          : 19
Submission Week : 25
Return Week        : 28
Associated Learning Outcomes :
Assessment Tutor : David Holland-Smith (D513457)

2 Examination 2 2 hours
Weighting             : 50%
Workload              : 12 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : David Holland-Smith (D513457)

 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Veal, A.J. 2002 Leisure and Tourism Policy and Planning. Cabi Publishing:UK.
Hyton,K. et al. 2001 Sports Development: Policy, P[rocess and Practice. Routledge: UK.
Houlihan, B. and White, A. 2002 The Politics of Sports Development Routledge: UK.

Specialist Resources


Teachability Issues for this module are :
Oral,Reading,Writing,Professional

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,Interpersonal,Professionalism

Module Code : SL1099A
Module Title  : Sport Project

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 10
SCQF Credits : 45
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2012/3
Last Updated : 28/06/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : David Holland-Smith (D513457)

Brief Description
This module allows the student to undertake an independent research project. The dissertation title must reflect the award title of the student.

Aim
The aim of this Module is to provide the student with the experience of designing and carrying out a research project in an area of the sport, health or physical activity

Learning Outcomes
By the end of this module the student should be able to :
1. an ability to identify a specific research problem sport, health or physical activity, and to develop an appropriate research design, methods of data collection and analysis;
2. an ability to undertake relevant background research and produce an academic literature review for the study;
3. an ability to effectively plan and implement the research study in the chosen topic within sport, health or physical activity;
4. an ability to analyse and interpret the research findings of the study undertaken;
5. an ability to communicate findings of the study undertaken.

Indicative Content

1. Research project topics
Students select their research project topics with staff. Each student is allocated a supervisory tutor within the Division.
2. Supervisory sessions
Supervisory sessions will cover the identification of a research question; necessary elements of research design; the approach needed to prepare for and complete the research project; a range of appropriate research methods; appropriate statistical analyses; the structure of the research report; the interpretation of the research results; possible or probable conclusions; and the writing of the report.

Statement on Teaching, Learning and Assessment
Students identify a topic both of interest and appropriate for research. There will small number of large groups sessions to outline structure and allow for additional support sessions such as statistics analysis, working with long documents. Through the use of individual supervision sessions the student is supported in the development of their understanding of and application of theoretical, conceptual and methodological options. This is assessed by the submission of a dissertation and presentation. The presentation allows the student to demonstrate detailed knowledge and ability to evaluate current research on their chosen topic. A small portfolio assesses their ongoing engagement, overall management and planning of the research process throughout the year. The assessments develop the following graduate attributes GA1 (1,3,4,5); GA2 (1,3,4); GA4 (1,3,4,5).

Teaching and Learning Workloads :

Total : 450 hours
Tutorial/Seminar : 20 hours
Assessment : 240 hours
Independent : 190 hours

Assessment

Portfolio 1 Ongoing engagement
Weighting             : 15%
Workload              : 10 hrs
Issue Week          : 1
Submission Week : 30
Return Week        : 33
Associated Learning Outcomes :
Assessment Tutor : David Holland-Smith (D513457)

2 Project 2 12,000 word
Weighting             : 85%
Workload              : 230 hrs
Issue Week          : 1
Submission Week : 30
Return Week        : 33
Associated Learning Outcomes :
Assessment Tutor : David Holland-Smith (D513457)

 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Mike McNamee 2005 Philosophy and the sciences of exercise, health, and sport : critical perspectives on research metho Routledge
Craig Williams, Chris Wragg 2004 Data analysis and research for sport and exercise science Routledge


Specialist Resources


Teachability Issues for this module are :
Oral

Key Transferable Skills for this module are :
Communication

Module Code : SL1090A
Module Title  : Strategic Management of Sports Development

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 22/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : ( )

Brief Description
This module provides the student with the opportunity to develop their professional skills in relation to the strategic management of sports development.

Aim
The aim of this module is to provide the student with: knowledge and understanding of strategic management and the skills required in contemporary sports development contexts.

Learning Outcomes
By the end of this module the student should be able to :
1. Critically evaluate the issues related to the process of planning sports development initiatives in a range of different contexts.
2. Critically evaluate the nature of policy development, interpretation and implementation in different sports development contexts.
3. Critically evaluate the process of collaboration and partnership working across different sectors connected to sports development.
4. Monitor, evaluate and reflect critically on sports development initiatives.

Indicative Content

1. The sports development process
Evaluation of the sports development process in differnt sports development contexts.
2. The policy making process
The development, interpretation and implementation of policy.
3. Strategic planning
The relationship between sports policy and other areas of social and economic policy.
4. Professional Skills
Collaboration and facilitation in sports planning and development
5. Community Planning Process
Working in and with communities in sports development
6. Managing Conflict
Recreational and land use conflicts; policy and resource issues; managing social and community conflict.
7. Funding and resources
Managing resources (human); applications for funding projects.
8. Project managemant
Case studies
9. Monitoring, Evaluation and Planning


Statement on Teaching, Learning and Assessment
Statement on Teaching, Learning and Assessment This module will be delivered by lectures and tutorials. Lectures will provide important general material related to the subject area and tutorials will facilitate discussion and dissemination of knowledge between students.Practice based assessments will assess breadth and depth of student understanding and knowledge as well as encourage the exploration of key concepts and ideas in greater detail. Course work will make reference to models, principles, theories and empirical data. Students are expected to demonstrate confidence, critical thinking in relation to the application of theory in sports development. Coursework will assess students ability to critically evaluate complex issues. Teaching and learning strategies focus on developing students skills in accordance with Abertay graduate attributes. These are assessed in the following way: confident thinkers (outcomes 1, 2, 3, 4; units 1, 2,), determined creators (outcomes 1, 4; units 1, 2, ), challenging complexity, driving change (outcomes 3,4; unit 1,2). Class time is divided between 1-hour large-group lectures and 1-hour small-group tutorials. Contact time devoted to inquiry-based learning is therefore approximately 50%.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Assessment : 30 hours
Independent : 96 hours

Assessment

Case Study 1 5000 WORDS
Weighting             : 100%
Workload              : 30 hrs
Issue Week          : 19
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes :
Assessment Tutor : ( )


 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Challandurai, P. 2001 Managing Organisations: For Sport and Physical Activity. Holcomb Hathaway
Lussier, N.R, and Kimball, C.D. 2004 Applied Sport Management Skills. Human Kinetics
Beech, J. and Chadwick, S. 2004 The Business of Sports Development. Prentice Hall

Specialist Resources


Teachability Issues for this module are :
Oral,Reading,Writing,Professional

Key Transferable Skills for this module are :
Communication,Problem Solving,Planning,Professionalism

Module Code : SL1098A
Module Title  : Work Based Learning 2

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2012/3
Last Updated : 28/06/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : ( )

Brief Description
Work based learning supports both professional and personal development. It provides the opportunity for students to expand their knowledge and understanding of their subject and its applications within a real-life setting. It increases competence and awareness of both subject-based and transferable skills thus enhancing employability. Its purpose is to build upon previous work experience gained in SL0998a, allowing students to examine important aspects of their future career and prospective work environments.

Aim
The aim of this Module is to provide the student with further experiences of the pressures, constraints, and opportunities within the context of the sport and exercise workplace.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate increased awareness and evaluation of the scope, structure, and operation of the host organisation from a career perspective
2. Further develop generic and specialist knowledge, understanding, skills, and competencies
3. Develop the ability to conduct a systematic investigation into a selected aspect of their work and to acquire and practice basic skills of enquiry in a work context

Indicative Content

1. Work placement
An appropriate programme of work and guidance, which adresses the module aims and stimulates reflection, will be negotiated between the student and an external placement
2. Understanding the work context and organisational issues
The student will examine confidentiality, health and safety, legal and ethical requirements, and the roles, professional relationships, and required procedures of their placement
3. Reflection and investigation
The student will be expected to reflect on their career path and evaluate the work context and investigate a specific aspect of their placement experience

Statement on Teaching, Learning and Assessment
A period of work experience can significantly improve the employability of graduates, allowing students to develop additional skills and qualities that will impress recruiters. As well as allowing students to put the knowledge and skills they have gained at University into practice, a work placement allows students to continue to develop the Division of Sport and Exercise Graduate Attributes. This includes transferable skills such as teamwork, cultural awareness, leadership and communication. Additionally discipline specific work placements provide students with the opportunity to meet potential employers or contacts and to find out what employment opportunities exist and what such work would actually involve. Through evaluating their own career needs and negotiating their own placement students will learn essential career management and employability skills. Students will take more control of their own career, more firmly establishing the actions and directions they will need to take in their career path. Through actually application of their knowledge coupled with self-reflection, students will undertake and in-depth investigation of a focused aspect of their placement providing students with a suitable forum to evaluate their job role and its effectiveness, and what changes in direction and actions this role will need to take in future in regard to their own career. Teaching and learning strategies focus on developing students skills in accordance with Abertay graduate attributes. These are assessed in the following way: confident thinkers (outcomes 1, 2, 3; unit 1), determined creators (outcome 3; unit 1), flexible collaborators (outcomes 1, 2; unit 1), challenging complexity, driving change (outcome 3; unit 1). As the majority of this module takes place outwith class time (i.e. on work placement) contact time is mostly through placement and work-based tutors. Inquiry-based learning is approximately 80% of class based activities. Also it should be noted that the central focus of this module is 100% inquiry-based learning through the work placement.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 4 hours
Unsupervised Practical Activities : 24 hours
Assessment : 24 hours
Independent : 98 hours

Assessment

Project 1 3500-words
Weighting             : 100%
Workload              : 24 hrs
Issue Week          : 1
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes : 1,2,3
Assessment Tutor : ( )


 
 
 


Additional Assessment Information


Additional Tutors :
Part-time Staff

Supportive Reading
Johns, C. 2000. Becoming a Reflective practitioner. Blackwell.
Adair, J. 1999. Time Management and Personal Development. Thorogood.
Eraut, M. 2002. Developing Professional Knowledge and Competence. Routledge.

Specialist Resources


Teachability Issues for this module are :
Oral,Aural,Reading,Writing,Collaboration,Physical,Professional

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,Self Evaluation,Planning,Interpersonal,Leadership,Professionalism

Module Code : SL1092A
Module Title  : Coaching Pedagogy 2

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 28/06/12 By

Pre-requisites : SL0990A 
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Ross Lorimer (R514505)

Brief Description
The overall purpose of this module is to build upon students prior learning in Coaching Pedagogy 1 SL0990. This will be achieved by continuing to address students knowledge of pedagogy and by expanding their ability to critically evaluate that knowledge and its application to a suitable context. Content will complement students studies by exploring the different ways in which physical and mental skills associated with sport are taught, how this transfer of knowledge and experience is conceptualised, and how this is influenced by teaching and learning.

Aim
The aims of this module are for the student to critically examine information that informs their understanding of effective coaching and understand the links between effective teaching/coaching and the pedagogical dimensions of learning and context.

Learning Outcomes
By the end of this module the student should be able to :
1. Critically evaluate the theory that informs effective teaching and coaching.
2. Evaluate the nature of pedagogy in the coaching context.
3. Provide both a theortical rationale and practical guidelines for developing a coaching environment or a sport setting that has positive effects on performers.
4. Critically examine the different approaches available in studying the dynamics involved between coaches, athletes, and parents.

Indicative Content

1. The coach
The relationship between coaching and teaching. Pedagogical strategy. Conceptualising and evaluating quality and effectiveness of coaching.
2. The athlete
Behaviourist and cognitive orientations. Developmentalism. Athlete identity.
3. Teaching content
Discourses of coaching. Content knowledge and knowledge frameworks.
4. The context
Ethical issues. Power balance. Significant others. Conflict.

Statement on Teaching, Learning and Assessment
This module builds upon the knowledge and experience developed in SL0990a and introduces new elements of pedagogical theory. Its aim is to develop essential knowledge and experience of pedagogical skills related to the delivery and practice of sport and physical activity while and to promoting the Division of Sport and Exercise Graduate Attributes in students. A significant proportion of lecturer contact time will be provided in the form of small group discussions where students will relate taught materials to their own experiences and evaluate how this can be used to further develop their pedagogical skills. This focus on self-directed learning and students own experiences will encourage the development of confident, enquiring, and independent thinking in these developing coaches, allowing them to apply their knowledge to real life situations and understand and evaluate the links between the two. Students will be encourage to draw their own links between their experiences as coaches and the material being taught, and to provide their own examples relevant to their sport/coaching domain. This will promote stronger links between students experiences and taught material and so encourage greater engagement in class time as well as ownership and identification with taught material. Unit 1 will focus on practical guidelines for promoting effective coaching environments and will link directly to students engagement and evaluation of their own coaching, encouraging the development of self-aware and self-analytical coaches. Unit 2 will be focus on creating links between students practical knowledge and academic theory and empirical work. It will assess their ability to digest, summarise, and appraise knowledge and information and evaluate its use and application to real world settings. Teaching and learning strategies focus on developing students skills in accordance with Abertay graduate attributes. These are assessed in the following way: confident thinkers (outcomes 1, 2, 3, 4; units 1, 2), determined creators (outcomes 1, 3; units 1, 2), challenging complexity, driving change (outcomes 1, 3, 4; units 1, 2). Class time is divided between twelve 2-hour classes with a 1-hour large-group lecture and 1- hour small-group tutorial. Contact time devoted to inquiry-based learning is therefore approximately 50%.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Unsupervised Practical Activities : 12 hours
Assessment : 24 hours
Independent : 90 hours

Assessment

Report 1 1500-words
Weighting             : 40%
Workload              : 10 hrs
Issue Week          : 1
Submission Week : 17
Return Week        : 22
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Ross Lorimer (R514505)

2 Seen Examination 2
Weighting             : 60%
Workload              : 14 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Ross Lorimer (R514505)

 
 
 


Additional Assessment Information
Unit 1: This reports will focus on evaluating coaching/pedagogical theory and providing practical guidelines for promoting an effective coaching/pedagogical environment. Unit 2: This will presented in a suitable academic style addressing key issues covered in this module. Students who do not attend classes will struggle to receive an adequate pass mark. This is a demanding piece of work, marks will be awarded primarily for concepts, appraisal and critical thinking – students must plan and prepare adequately.

Additional Tutors :
Part-time Staff

Supportive Reading
Cassidy, T., Jones, R., & Potrac, P. 2004. Understanding sports coaching. Routledge.



Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Reading,Writing,Collaboration,Professional

Key Transferable Skills for this module are :
Communication,Team Work,Research,Self Evaluation,Planning,Interpersonal,Leadership,Professionalism

Module Code : SL1088A
Module Title  : Health Promotion

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 22/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : ()

Brief Description
This module will examine the main models of health promotion.

Aim
The aim of this Module is to provide the student with: to enable the student to develop a critical appreciation of the principles, theory and practice of Health Promotion.

Learning Outcomes
By the end of this module the student should be able to :
1. Be congnisant of health promotion theory and how this informs practice.
2. Critically comment upon the role of Health Promotion in promoting health.
3. Appraise Health Promotion methods and interventions.

Indicative Content

1. Historical perspective
Evolution of HP, Ottawa Charter, WHO (Health for all) European Community (European Charter).
2. The Concepts of Health & illness and Health promotion (HP).
Influence and interaction of determinants and dimensions of health on HP
3. HP policy and practice
Current policy and practice in HP.
4. Multidiciplinary nature of HP
Medicine, education, social sciences, philosophy.
5. Principles and models of HP.
Underlying philosophy and considerations of potential role of HP.

Statement on Teaching, Learning and Assessment
Teaching and learning strategies focus on developing students skills in accordance with Abertay graduate attributes. These are assessed in the following way: confident thinkers (units 1,2), determine creators (units 1,2), flexible collaborators (unit 1), challenging complexity, driving change (units 1,2). It is expected that 60% of the contact time in this module will be devoted to active enquiry-based learning activities.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 24 hours
Assessment : 30 hours
Independent : 84 hours

Assessment

Examination 1 3 hours
Weighting             : 100%
Workload              : 30 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 18
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Yvette Wharton (Y510992)


 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Macdowall, W., Bonell, C., M. Davies, M 2006 Health promotion practice Maidenhead : Open University.
Tones, K., Green, Jackie, 2004 Health promotion : planning and strategies London, Sage
Laverack, G., 2004 Health promotion practice : power and empowerment London, Sage

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Reading

Key Transferable Skills for this module are :
Communication,Research,Planning,Interpersonal

Module Code : SL1097A
Module Title  : Performer Improvement and Development

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 28/06/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : ()

Brief Description
Coaches are responsible for developing performers and to do this effectively they must also develop themselves using all available sources of knowledge.

Aim
The aims of this module are for the student to explore the value of understanding coaching practice and coach education across a range of countries and the impact of these systems on the development of expert performers and coaches

Learning Outcomes
By the end of this module the student should be able to :
1. Critically appraise the development of expertise in both performers and coaches
2. Critically evaluate the concepts and rationale of talent identification within sport
3. Evaluate the inter-relationship between sport, politics and national identity, the alienating characteristics of modern sport for elite athletes and comparative methods of coach education

Indicative Content

1. Concepts of Talent Identification
Nature vs nurture; the importance of family; the importance of practice
2. Expertise
Construction of expert knowledge; characteristics of expert performers; characteristics of expert coaches; transitions; long term development of athletes and coaches; coaches input to the LTAD process
3. Coach Education and Development Programmes
Models of good practice eg Australia, Canada; Unorthodox models eg USA, China; Coach as learner; coach as mentor; implications for coaching practice

Statement on Teaching, Learning and Assessment


Teaching and Learning Workloads :

Total : 150 hours
Lecture : 10 hours
Tutorial/Seminar : 18 hours
Assessment : 75 hours
Independent : 47 hours

Assessment

Presentation 1 45 minute
Weighting             : 50%
Workload              : 35 hrs
Issue Week          : 1
Submission Week : 7
Return Week        : 12
Associated Learning Outcomes :
Assessment Tutor : David Holland-Smith (D513457)

2 Case Study 2 2,500 words
Weighting             : 50%
Workload              : 40 hrs
Issue Week          : 1
Submission Week : 17
Return Week        : 22
Associated Learning Outcomes :
Assessment Tutor : David Holland-Smith (D513457)

 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Starkes & Ericsson 2003 Expert Performance in Sport Human Kinetics
Robert M. Malina 1999 Talent identification and selection in sport
Stafford 2005 Coaching for long-term development Coachwise

Specialist Resources


Teachability Issues for this module are :
Oral,Reading,Writing,Collaboration,Professional

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,Planning,Interpersonal,Leadership,Professionalism

Module Code : SL1080A
Module Title  : Student Negotiated Learning

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1 or 2     Academic Session : 2012/3
Last Updated : 22/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Adam Hunter (A515769)

Brief Description
This module offers an opportunity to pursue a topic of interest, different from any other work either submitted or proposed, relevant to the student's specialist route. The student will negotiate specific learning outcomes and agree the precise nature of the final submission.

Aim
The aim of this Module is to provide the student with: the opportunity to make an in depth study an area of interest, managing their own learning and setting agreed objectives

Learning Outcomes
By the end of this module the student should be able to :
1. Identify an appropriate area of study and carry out necessary investigation to complete agreed method/s of assessment
2. Negotiate individual aims and learning outcomes
3. Undertake a comprehensive review of the relavant literature

Indicative Content

1. General
Content will depend on the individual project

Statement on Teaching, Learning and Assessment
This module is designed for students who have a particular interest they wish to develop. As the student designs his/her own objectives in consultation with staff it requires clear focus and discipline on their part. The student will be allocated a supervisor at the start of the semester, who will offer support and direction but the work undertaken by the student will be self directed. Initial meetings with the supervisor will be to develop learning objectives and planning of work schedule. The student will be responsible for directing, planning, overall management of time, organisation of their learning and carrying out their work. The nature of the module lends itself to enquiry based learning, as the focus is very much on the student directing their own learning within the area of interest they choose to develop. Graduate attributes that this module develops are: Confident thinkers, Determined creators, and Challenging complexity, driving change.

Teaching and Learning Workloads :

Total : 150 hours
Tutorial/Seminar : 6 hours
Assessment : 24 hours
Independent : 120 hours

Assessment

Coursework 1 As agreed
Weighting             : 100%
Workload              : 24 hrs
Issue Week          : 1
Submission Week : 18
Return Week        : 22
Associated Learning Outcomes :
Assessment Tutor : ( )


 
 
 


Additional Assessment Information
Please note that 2nd semester dates will be week 18 (issue) and week 34 for submission. The nature of the final assessment will be determined by the learning objectives set by the student in consultation with their supervisor. Some examples of appropriate assessments would include, lab report, case study, literature review.

Additional Tutors :

Supportive Reading




Specialist Resources


Teachability Issues for this module are :
Oral,Reading,Writing,Other

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,ICT Skills,Planning