Sport and Exercise - leading to named routes

Module Code : SL0702A
Module Title  : Contexts in Sport 1

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

Level : 7
SCQF Credits : 30
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2011/2
Last Updated : 26/07/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations : Galloway, Dr. Sean 


Module Tutor : Andrea Cameron (A510528)

Brief Description
This modules primary aim is to contextualize the theoretical knowledge students have acquired and demonstrate its practical application. This module will teach students how to plan and lead an activity session effectively. It will also provide students with knowledge and experience of the sport and exercise industry.

Aim
The aim of this module is to integrate theoretical knowledge with the practice environment. It also aims to provide students with knowledge,skills and experience of the context in which sports theory is applied via work-placements, practical activities and visiting speakers.

Learning Outcomes
By the end of this module the student should be able to :
1. Develop frameworks, based on observation, discussion and participation in sport and exercise activities to begin to reflect on the efficacy of personal and group practices
2. Demonstrate awareness of group and individual skills associated with working with people
3. Consider the theoretical elements associated with social, psychological and physical demands of sport/exercise, and be aware of the appropriate application of these elements.
4. Understand and experience the demands associated with different professions within the sports industry and begin to reflect on how this enables the student's own personal development

Indicative Content

1. Contextualize theoretical knowledge
Students will learn how to apply theoretical knowledge in the practice context via group-led sport and exercise activities, as well as considering the theory- practice links evident from placement.
2. Sport/Exercise Content
Consideration of application of skills from other modules: Motor learning, biomechanics, physiology, sports policy and how they impact on the practice environment and the decision-making processes
3. Career Advice
This module will provide career advice and the ability to utilise presentation skills to develop personal attributes relevant for employment in the sport and exercise industry.
4. Planning for coaching / leadership
planning and preparing sessions - delivering sessions. - evaluating coaching practice. - preparation. - timescales.
5. Leadership and Group Management and Organization
Students will develop an understanding of the key characteristics of leadership and how they develop their own personal abilities. Factors for successful group management will be presented such as planning and organization.
6. Leading sports and Activities Effectively
Planning and preparing sessions - delivering sessions, evaluating the ability to lead or teach activity sessions, practice, preparation and timescales again related to the effective delivery of activity sessions
7. Working with Special groups
Working with children in a sport/exercise context
8. Work Experience
Students will get the chance to experience what it is like to work in environments that will contextualize their possible degree choice.

Statement on Teaching, Learning and Assessment
The nature of practical and tutorial sessions, as well as work placement experiences mean that students are required to spend at least 74% of the module engaged in active enquiry. Group practical assessments, and Active Schools placements, with reflective assignments to accompany these, encourage students to consider the efficacy of group processes in delivering knowledge and skills. PDP allows students to consider personal strength and weaknesses, how to adapt to change and how to develop individual assets. External speakers help students recognise how practitioners may operate as part of an interdisciplinary team. Practical sessions allow for students' present practices to be constructively challenged/considered and built upon in relation to current thinking whilst observing principles of health and safety. The practical sessions also encourage students to work as effective groups and reflect on these processes. Work experience caters for specific creative application of sport and exercise theory, when constructing their own session plans and the students are expected to consider this within the Case Study assignment.

Teaching and Learning Workloads :

Total : 300 hours
Lecture : 18 hours
Tutorial/Seminar : 16 hours
Supervised Practical Activity : 30 hours
Unsupervised Practical Activities : 24 hours
Assessment : 40 hours
Independent : 172 hours

Assessment

Portfolio 1 Directed Activities
Weighting             : 0%
Workload              : 0 hrs
Issue Week          : 1
Submission Week : 30
Return Week        : 33
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Andrea Cameron (A510528)

2 Practical 2 Assessed Practical Sessi
Weighting             : 50%
Workload              : 20 hrs
Issue Week          : 1
Submission Week : 12
Return Week        : 19
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Andrea Cameron (A510528)

Reflective Log 3 Personal Development Plan
Weighting             : 25%
Workload              : 10 hrs
Issue Week          : 1
Submission Week : 17
Return Week        : 21
Associated Learning Outcomes : 1,2,4
Assessment Tutor : Andrea Cameron (A510528)
Case Study 4 Reflections on placement
Weighting             : 25%
Workload              : 10 hrs
Issue Week          : 1
Submission Week : 35
Return Week        : 38
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Andrea Cameron (A510528)
 
 
 


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 :
GAVIN DEVEREUX (G515254)
GEORGE JENNINGS (G515252)
John Jakeman (J515074)
Ross Lorimer (R514505)
Guest Speaker

Supportive Reading
Martens, R. 1997 Successful Coaching Human Kinetics : Leeds
McMorris, T 2006 Coaching Science: theory into practice Wliey & Son :Chichester
Cottrell, S 2003 Skills for Success Macmillan, Basingstoke

Specialist Resources
Sports specific facilities/equipment

Teachability Issues for this module are :
Oral,Visual,Diagrammatic,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 : SL0704A
Module Title  : Introduction to the Science of Sport and Exercise 1

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

Level : 7
SCQF Credits : 30
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2011/2
Last Updated : 26/07/11 By

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


Module Tutor : Helen McHardy (H511004)

Brief Description
This module introduces the student to the study of anatomy, physiology, biomechanics and psychology which form the basis of the study of sport science.

Aim
The aim of this Module is to provide the student with: an introductory knowledge of the structure and function of the body systems that underpin the capacity for work.

Learning Outcomes
By the end of this module the student should be able to :
1. Describe the anatomy of the body and the relationship between agonist, antagonist, synergist and fixator muscle groups with reference to human movement.
2. Describe homeostasis in the human body using selected examples and use this knowledge to demonstrate, at a basic level, control of physiological systems at rest and during exercise.
3. Know the main fuels used by the body and describe, at a basic level, how these are utilised by the body at rest and in different states of feeding and activity.
4. Demonstrate knowledge of basic sports biomechanical theory; linear, angular and projectile motion, energy and Newtonian mechanics.
5. Apply the theoretical aspects of biomechanics to the practical setting; understand various measurement procedures and describe simple performances both quantitatively and qualitatively.
6. Understand the key psychological theories relating to sport performance and demostrate an appreciation of the ways in which sport psychologists can apply appropriate theories in sporting contexts.

Indicative Content

1. Anatomy and Kinesiology
Structure and function of bones, joints, tendons, ligaments and fascia. Major muscle groups. Muscle relationships: prime movers, antagonists, synergists and fixators.
2. Homeostasis
Homeostasis defined. Membrane transport, intercellular communication and examples of homeostatic control.
3. Cardiorespiratory system
Circulatory and respiratory systems; heart rate, stroke volume, cardiac output, blood pressures, cardiac cycle, ventilation, blood gasses, distribution of blood flow, VO2, VCO2, RER. Nervous system and muscle contraction.
4. Neuromuscular system
Nervous system, motor units, muscle contraction, length/tension and force/velocity relationships, gradation of contraction.
5. Bioenergetics and metabolism
Use of carbohydrates and fats as fuels to provide energy at rest and during exercise.
6. Biomechanics 1
Sports biomechanics in sporting performance; forces and the movement of mass, Newton's laws of motion, projectile motion, impulse and momentum.
7. Biomechanics 2
Centre of mass and balance, axes of rotation, levers, moment of inertia, angular momentum and torque, potential and kinetic energy.
8. Psychology
The roles of sport, health and exercise psychologists. Overview of psychology. Cognition. Developmental, social and biological perspectives. How these areas of psychology relate to sport, health and exercise.
9. Learning, motivation, efficacy and self confidence
Learning theory, feedback, skill acquisition, memory and cognition, intrinsic and extrinsic motivation.
10. Well-being and attitudes to sport and exercise
Beneficial effects of sport and exercise on well- being, depression, mood change. Addictive and unhealthy behaviours.

Statement on Teaching, Learning and Assessment
This module aims at providing the scientific basis of physiological, biomechanical and psychological human functioning to better understand sport behaviour. Module content will be delivered in a series of lectures and practical sessions followed by tutorials. Students are required to spend the majority of the time in practicals and tutorials engaged in active enquiry which will encourage problem-solving, collaborative learning, and reflection. Sessions will be conducted under a strong enquiry-based learning environment; therefore, learners are encouraged to take responsibility for their own learning. Students are introduced to scientific concepts through the practical sessions which will allow the study of the integration of physiological, biomechanical and psychological parameters whilst undertaking physical work. Students will be required to produce a project proposal which must combine at least two of the main areas (physiology, biomechanics, psychology) as a unit of assessment. This work encourages students to choose an interdisciplinary experimental question and a methodology to test this whilst establishing effective group processes to design the experimental protocol. Such an assessment encourages a multidisciplinarity approach and integration of knowledge across areas of sport sciences. 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 assessed in the following way: confident thinkers (units 1,2,3,4,5), determine creators (units 1,3,5), flexible collaborators (units 2,3,5), challenging complexity, driving change (units 5). It is expected that 75% of the contact time in this module will be devoted to active enquiry-based learning activities.

Teaching and Learning Workloads :

Total : 300 hours
Lecture : 23 hours
Tutorial/Seminar : 23 hours
Supervised Practical Activity : 24 hours
Assessment : 24 hours
Independent : 206 hours

Assessment

Portfolio 1 Directed Activities
Weighting             : 0%
Workload              : 0 hrs
Issue Week          : 1
Submission Week : 29
Return Week        : 34
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Helen McHardy (H511004)

2 Coursework 2 methodology
Weighting             : 25%
Workload              : 6 hrs
Issue Week          : 1
Submission Week : 12
Return Week        : 18
Associated Learning Outcomes : 2,3,6
Assessment Tutor : Helen McHardy (H511004)

Coursework 3 research proposal
Weighting             : 30%
Workload              : 8 hrs
Issue Week          : 1
Submission Week : 35
Return Week        : 38
Associated Learning Outcomes : 2,3,4,5,6
Assessment Tutor : Helen McHardy (H511004)
Examination 4 MCQ via webCT
Weighting             : 45%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Ross Lorimer (R514505)
 
 
 


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 :
Carla McCabe (C515419)
GAVIN DEVEREUX (G515254)
JOHN BABRAJ (J515032)
Ross Lorimer (R514505)

Supportive Reading
Powers and Howley 2001 Exercise Physiology: theory and application to fitness and performance McGraw Hill, New York
Hall, S 2004 Basic Biomechanics McGraw Hill, New York
Gould, D & Weinberg, R 2007 Foundations of sport and exercise psychology Champaing, IL: Human Kinetics

Specialist Resources
Computer rooms. 1008

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

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

Module Code : SL0703A
Module Title  : Introduction to the social science of sport and exercise 1

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

Level : 7
SCQF Credits : 30
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2011/2
Last Updated : 26/07/11 By

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


Module Tutor : Ross Lorimer (R514505)

Brief Description
The purpose of this module is to introduce students for the first time to the idea of social science and to provide the foundation knowledge of the domains and paradigms of each on which students can build in proceeding years of their study of sport and exercise. It aspires to provide students with an insight into how sport is embedded in society and the interdependence of the two. Content will complement students own experiences and awareness of sport and exercise by exploring topical and relevant social issues that influence and are influenced by society and sport.

Aim
The aim of this module is to provide the student with an interdisciplinary foundation in social science for the study of the social context of sport and physical activity and to encourage the student to reflect upon their own knowledge and experience of sport activities and developments.

Learning Outcomes
By the end of this module the student should be able to :
1. Apply key sociological theories and concepts to sport and exercise activities.
2. Demonstrate an understanding of the historical background to contemporary patterns of sport and leisure activity.
3. Demonstrate an understanding of philosophical and ethical perspectives.
4. Demonstrate an understanding of the nature of, and interrelationship between the structure of sport, health and physical activity across different sectors and contexts.
5. Identify key features of contemporary sport, health and physical activity.

Indicative Content

1. History of sport and society
Students will first be asked to consider the history of sport and exercise and how it has changed as societies evolved. They will consider a variety of historical cultures (e.g., Greek, Roman) and the variations between these cultures, their sports, and choices in physical activity. This will be followed by a closer look at modern western society through its development up to the present day and the changing social conditions that have influenced sport and exercise.
2. Social sciences
Having established the impact of society, students ideas will be given more structure by developing and discussing their knowledge of the framework of social sciences. They will be given an introduction to some of the most dominant paradigms such as sociology, social psychology, and philosophy. The aims, methods, theories, and perspectives of each will be discussed and students will be encouraged to view and discuss their own experiences via each paradigm.
3. Social sciences and health
Once students have a firm grasp of the science behind social examination they will begin to be introduced to two main areas of interest, health and sport. Students will need to consider what health and healthy behaviour actually mean. They will need to think about a variety of health models and discuss how these fit into the idea of health, behaviour, and society. Additionally they will be asked to deliberate what health means for different areas of the population.
4. Social sciences and sport
The second area of interest will require students to consider a variety of social issues and how they influence and are in turn influenced by sport; this may include issues of inequality in terms of gender, race, and socioeconomic status, violence, religion and moral development. Additionally, students will need to use their own growing knowledge of sport and society to discuss how economics, politics, media representation, and policy agencies impact on sport.

Statement on Teaching, Learning and Assessment
The main aim of this module it to introduce students to the concept of the interdependence of society, sport, and physical activity. In order to engage students, they will need to be able to link their own experiences of sport and exercise to social issues. Active participation in small group settings will be crucial for successful engagement with this material. While students will receive a large amount of information in a lecture format, each topic will be followed by a tutorial that will be provided in the form of small group discussions where students will relate taught materials to their own experiences and evaluate the mechanisms by which social influence impacted own their participation in sport and physical activity. This focus on self- directed learning and students own experiences will encourage the development of confident, enquiring, and independent thinkers, allowing students 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 of sport and exercise and the material being taught, and to allow them to provide and discuss their own examples. 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. Discussion of these week-by- week activities in tutorial sessions will also encourage co-operative, socially- intelligent, students capable of debate and discussion. The essay based assessments will create links between students¿ own experiences and knowledge and academic theory and empirical work. It will assess their ability to digest, summarise, and appraise knowledge and information and evaluate its use. This will be complemented by the class-test assessment will assess students understanding of the topic, and their abilities to indentify key issues and discuss them in relation their knowledge.

Teaching and Learning Workloads :

Total : 300 hours
Lecture : 24 hours
Tutorial/Seminar : 24 hours
Unsupervised Practical Activities : 24 hours
Assessment : 24 hours
Independent : 204 hours

Assessment

Portfolio 1 Directed Activities
Weighting             : 0%
Workload              : 8 hrs
Issue Week          : 1
Submission Week : 30
Return Week        : 33
Associated Learning Outcomes : 1,2,3,4,5
Assessment Tutor : Ross Lorimer (R514505)

2 Examination 2 Exam
Weighting             : 50%
Workload              : 2 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes : 1,2,3,4,5
Assessment Tutor : Ross Lorimer (R514505)

Essay 3 1000 words
Weighting             : 20%
Workload              : 7 hrs
Issue Week          : 1
Submission Week : 24
Return Week        : 27
Associated Learning Outcomes : 1,4,5
Assessment Tutor : Ross Lorimer (R514505)
Essay 4 1500 words
Weighting             : 30%
Workload              : 7 hrs
Issue Week          : 1
Submission Week : 35
Return Week        : 38
Associated Learning Outcomes : 1,4,5
Assessment Tutor : Ross Lorimer (R514505)
 
 
 


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 :
GEORGE JENNINGS (G515252)
Part-time Staff

Supportive Reading
Coakley, J. 2009. Sport in society. Issues and controversies. McGraw-Hill.



Specialist Resources
None

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

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

Module Code : SL0701A
Module Title  : Investigation in Sport and Exercise

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

Level : 7
SCQF Credits : 30
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2011/2
Last Updated : 26/07/11 By

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


Module Tutor : Helen McHardy (H511004)

Brief Description
The module will allow students to develop a range of critical thinking and academic skills appropriate to study at HE level. Commonly used methods of enquiry in the area of Sport and Exercise are introduced.

Aim
The aim of this Module is to provide the student with: a range of critical thinking and academic skills that will allow them to begin the journey to becoming independent learners.

Learning Outcomes
By the end of this module the student should be able to :
1. Exhibit an ability to analyse, evaluate, debate and communicate knowledge from competing intellectual perspectives.
2. Demonstrate organisation, self-management and scholarship skills by using information technology to access relevant sources.
3. Understand and demonstrate the requiremtns of academic writing in relation to the structure and expression required for different types of output.
4. Show evidence of collaboration and discursive review of published work withing a group.
5. Understand simple research designs and develop strategies for problem solving in Sport and Exercise contexts
6. Understand the acdemic demands of studying in Higher Education

Indicative Content

1. ICT
The university desktop, file management, Abertay webmail. Basic use of Microsft Office and WebCT.
2. Presentation of Data
Summarising and organising numerical data, choosing and drawing appropriate graphs. Using relevant IT software as a presentational tool
3. Research in Sport and Exercise
What is research, qualitative and quantitative approaches, introduction to research design
4. Potential 'Timeless' debates
Debates chosen from Programme specific lists and led by internal and external experts on: eg, Existence of god; privacy and civil society; private property; money as source of 'evil'; nature/nurture; free speech; pornography; capital punishment; prostitution; animal experimentation; euthanasia; abortion; affirmative action; just war; trade union power; good life/good political community; human nature; monarchy; value of democracy; meaning of equality; etc.
5. Potential 'timely' debates
Debates chosen from Programme specific lists led by internal and external experts on: eg, Academic freedom; drug legalisation; drug use in sport; immigration; free health care; war on terror; progressive taxation; race and gender discrimination; Olympic Games/Human Rights; politics/sport; global warming; internet censorship; nuclear power; education league tables; nuclear weapons; GM agriculture; cloning; fair trade; value of contemporary culture; etc
6. Thinking seminars
Follow-up discursive discipline specific seminar sessions led by teaching staff on topics covered in formal debates. Students tutored to identify types of arguments presented, evaluate perspectives and to reflect on their own reasoning processes and value assumptions.
7. WebCT discussion fora
Students will be required to write short 300 word indicative 'Thinking Summaries' of the arguments presented in each debate. These summaries will be peer reviewed by group work partners before an exemplar is constructed and posted on the moderated WEB CT discussion forum. Summative 1000 word 'Thinking Reports' will also be deposited in this forum in order to stimulate further debate.
8. Searching the literature and using the internet
Perform basic searches using appropriate databases. Discriminating between sources and the value of peer review. Definitions of plagiarism and how to avoid it.
9. Harvard referencing
Using the Harvard system. An appreciation of other commonly used referencing systems.
10. Statistical analysis
An introduction to the use of statistical analysis.

Statement on Teaching, Learning and Assessment
This module is delivered with a combination of seminars, lectures, tutorials and practicals. Students will receive important general knowledge relating to academic skills and core methods of research in lecture sessions and be expected to contribute and participate in discussions within tutorial sessions. The module will also feature innovative modes of delivery (issue centred debates, Thinking seminars, WEB CT discussion fora) and assessment (partner peer review, Thinking Summaries, Thinking Reports). 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 1,2,3,4,5), determine creators (units 1,2,3,4,5), flexible collaborators (units 2), challenging complexity, driving change (units 3). It is expected that 62% of the contact time in this module will be devoted to active enquiry-based learning activities. The module is designed to promote strong links between teaching and research and develops enquiring, reflective and confident thinkers.

Teaching and Learning Workloads :

Total : 300 hours
Lecture : 24 hours
Tutorial/Seminar : 48 hours
Supervised Practical Activity : 12 hours
Assessment : 24 hours
Independent : 192 hours

Assessment

Portfolio 1 directed activities
Weighting             : 0%
Workload              : 0 hrs
Issue Week          : 1
Submission Week : 29
Return Week        : 34
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Helen McHardy (H511004)

2 Groupwork 2 3 x 300 word summaries
Weighting             : 20%
Workload              : 6 hrs
Issue Week          : 1
Submission Week : 12
Return Week        : 18
Associated Learning Outcomes : 1,4
Assessment Tutor : Wallace McNeish (W511010)

Report 3 1000 words
Weighting             : 30%
Workload              : 6 hrs
Issue Week          : 1
Submission Week : 12
Return Week        : 18
Associated Learning Outcomes : 1,4
Assessment Tutor : Wallace McNeish (W511010)
Coursework 4 annotated bibliography
Weighting             : 20%
Workload              : 6 hrs
Issue Week          : 1
Submission Week : 12
Return Week        : 18
Associated Learning Outcomes : 3,6
Assessment Tutor : Helen McHardy (H511004)
Coursework 5 essay 1500words
Weighting             : 30%
Workload              : 6 hrs
Issue Week          : 1
Submission Week : 29
Return Week        : 32
Associated Learning Outcomes : 4,5,6
Assessment Tutor : (H511004)
 
 
 


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 :
GAVIN DEVEREUX (G515254)
GEORGE JENNINGS (G515252)
JOHN BABRAJ (J515032)
John Jakeman (J515074)
Wallace McNeish (W511010)

Supportive Reading
Ryall, E. 2010 Critical Thinking for Sports Students Learning Matters: Exeter
Smith, M. F. 2010 Research Methods in Sport Learning Matters: Exeter


Specialist Resources
Room 1516/1517 is essential for lectures. Practical sessions will be in computer labs with overhead projection facilities.

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

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

Module Code : SL0802A
Module Title  : Contexts in Sport 2

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

Level : 8
SCQF Credits : 30
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2011/2
Last Updated : 26/07/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations : Galloway, Dr. Sean 


Module Tutor : Andrea Cameron (A510528)

Brief Description
The module reinforces and builds on the introductory skills taught at level 7 and should therefore provide the students via placement, visiting speakers and practical experiences with a vision of the real world context of the Sport and Exercise industry. This module is designed to enable students to apply and integrate theory learned on their course, as well as requiring the student to engage in personal development planning, so that he/she can make an informed decision about their future career aspirations.

Aim
The aim of this module is to integrate theoretical knowledge with the practice environment of leading sport and activity sessions. It also aims to provide students with knowledge, skills and experience, via work placements and visiting speakers, of the real world context of the Sport and Exercise industry. These experiences should also enable the student to choose an appropriate career path in the sports and exercise industry.

Learning Outcomes
By the end of this module the student should be able to :
1. Use appropriate frameworks, based on observation, reflection, discussion and participation in sport/exercise activities to evaluate and develop personal practice
2. Demonstrate increased awareness of group and individual skills associated with managing people.
3. Appraise the theoretical elements associated with social, psychological and physical demands of sport/exercise activities, and be aware of appropriate application of these elements.
4. Understand and experience the demands associated with different professions within the sport and exercise industry and reflect on these in evaluating personal learning and development.

Indicative Content

1. Contextualize theoretical knowledge
Students will learn how to apply theoretical knowledge in the practical contexts via group case study activities and placement experiences.
2. Sport/Exercise Content
Revision/application of previously learned skills from other modules: Psychology, biomechanics, physiology, social policy and how they impact on the practise environment.Reflection on theory-practice links will occur in tutorials
3. Career Advice
This module will provide career advice and opportunity to develop presentation skills and personal attributes, via practical presentations, that could help the student gain employment in the sport and exercise industry.
4. Leadership and Group Management and Organization
Students will develop an understanding of the key characteristics of leadership and how to develop personal abilities. Factors for successfully managing groups will be appraised, such as planning and organization.
5. Leading sports and Activities Effectively
planning and preparing sessions - delivering sessions, evaluating the ability to lead or teach focussed activity sessions to specific client groups, practice, preparation and timescales again related to the effective delivery of activity sessions.
6. Working with Special groups
Working with children, the elderly and disabled people in a sport/exercise context.
7. Work Experience
Students will get the chance to experience what it is like to work in environments that will contextualize their possible degree choice.
8. Personal Development Planning
appraising strengths and weaknesses, objective setting, and reflecting on progress as well as identifying resources to enable personal progress.

Statement on Teaching, Learning and Assessment
The nature of practical and tutorial sessions, as well as work placement experiences mean that students are required to spend at least 74% of the module engaged in active enquiry. Group practical assessments, and Active Schools placements, with reflective assignments to accompany these, encourage students to consider the efficacy of group processes in delivering knowledge and skills. PDP allows students to consider personal strength and weaknesses, how to adapt to change and how to develop individual attributes. External speakers help students recognise how practitioners may operate as part of an interdisciplinary team. Practical sessions allow for students' present practices to be constructively challenged/considered and built upon in relation to current thinking whilst observing principles of health and safety. These sessions allow the student to develop confidence in their thinking and to be creative in how they choose to address the given case study. Work experience caters for specific creative application of sport and exercise theory, and the students are expected to consider this within the Logbook assignment.

Teaching and Learning Workloads :

Total : 300 hours
Lecture : 16 hours
Tutorial/Seminar : 12 hours
Supervised Practical Activity : 30 hours
Unsupervised Practical Activities : 30 hours
Assessment : 40 hours
Independent : 172 hours

Assessment

Portfolio 1 Directed Activities
Weighting             : 0%
Workload              : 0 hrs
Issue Week          : 1
Submission Week : 30
Return Week        : 33
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Andrea Cameron (A510528)

2 Practical 2 Case Study presentations
Weighting             : 50%
Workload              : 20 hrs
Issue Week          : 1
Submission Week : 12
Return Week        : 19
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Andrea Cameron (A510528)

Reflective Log 3 Personal Development Plan
Weighting             : 25%
Workload              : 10 hrs
Issue Week          : 1
Submission Week : 17
Return Week        : 21
Associated Learning Outcomes : 1,2,4
Assessment Tutor : Andrea Cameron (A510528)
Reflective Log 4 Logbook of placement
Weighting             : 25%
Workload              : 10 hrs
Issue Week          : 1
Submission Week : 35
Return Week        : 38
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Andrea Cameron (A510528)
 
 
 


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 :
PART-TIME STAFF (PARTTIME)
Ross Lorimer (R514505)
SPEAKER GUEST (GUEST)
PARTTIME
GUEST

Supportive Reading
Martens, R. 1997 Successful Coaching Human Kinetics : Leeds
McMorris, T 2006 Coaching Science: theory into practice Wiley & Sons, Chichester
Cottrell, S 2003 Skills for Success Macmillan, Basingstoke

Specialist Resources
Sports specific facilities/equipment

Teachability Issues for this module are :
Oral,Visual,Diagrammatic,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 : SL0801A
Module Title  : Introduction to Research Methods

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

Level : 8
SCQF Credits : 30
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2011/2
Last Updated : 26/07/11 By

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


Module Tutor : GEORGE JENNINGS (G515252)

Brief Description
This module will allow students to familiarise themselves with, and employ, a range of commonly used methods of enquiry in Sport and Exercise

Aim
The aim of this Module is to provide the student with :an introduction to qualitative and quantitative resarch methods commonly used in Sport and Exercise

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate and understanding of a range of qualitative and quantitative methods employed in Sport and Exercise research
2. Collect and analyse qualitative data using a number of different methods
3. Use SPSS to analyse quantitative data using appropriate statistical techniques
4. Understand and apply the principles of research design to simple problems in Sport and Exercise
5. Understand the ethical issues associated with research in the area of Sport and Exercise

Indicative Content

1. Qualitative and Quantitative Research
Understand a range of different research paradigms
2. Types of Quantitative data
Interval, ratio, ordinal and nominal - the parametric/non-parametric divide
3. Designing and Implementing Questionnaires
Basic guidelines, order and type of questions
4. Interviewing
Structured, semi-structured, focus groups
5. Grounded Theory, Ethnography and Participant Observation
Variety of approaches, application to Sport and ExerciseEmergence versus hypothesis testing, understanding the process
6. Analyzing Qualitative Data
The basics of analyzing qualitative data, content analysis, identification of themes and coding
7. Ethical Issues in Research
Codes of conduct, ethical frameworks, using checklists
8. Statistical Relationships
Parametric and non-parametric approaches
9. Testing Difference
Parametric and non-parametric approaches, 2 groups, n groups, One way ANOVA
10. Validity, Reliability and objectivity
Methods for quantifying, implications for research

Statement on Teaching, Learning and Assessment
This module aims at familiarising students with, and employ, a range of commonly used methods of enquiry in Sport and Exercise. 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. Sessions will be conducted under a strong enquiry-based learning environment. Students build on researching skills and the use of research to challenge and advance knowledge (e.g., existing sport and exercise practices). Knowledge and application of contents is formally tested. Class test will assess level of understanding commensurate with level of study. Assessed supervised project work involves students having to consider health and safety and ethical issues whilst developing a topic worthy of investigation. Assessed group project work encourages the students to establish an area of investigation, which could be cross-disciplinary, and an appropriate methodology. This activity also challenges the students to manage their group processes to refine their research question, methodology and to collect reliable and valid data. Students will develop the ability to illustrate and interpret the data while recognising methodological limitations. In addition, assessed group project work and oral presentations challenge students to consider and effectively utilise group and individual strengths as work evolves. Communication and oral presentation skills are thus emphasised. 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 collaboratively . 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 and 4), determine creators (units 1,2,3,4), flexible collaborators (units 1,2,3,4), challenging complexity, driving change (units 1,2,3,4). It is expected that 67% of the contact time in this module will be devoted to active enquiry-based activities.

Teaching and Learning Workloads :

Total : 300 hours
Lecture : 21 hours
Tutorial/Seminar : 20 hours
Supervised Practical Activity : 20 hours
Assessment : 32 hours
Independent : 207 hours

Assessment

Portfolio 1 Directed activities
Weighting             : 0%
Workload              : 0 hrs
Issue Week          : 1
Submission Week : 30
Return Week        : 33
Associated Learning Outcomes :
Assessment Tutor : GEORGE JENNINGS (G515252)

2 Presentation 2 Oral Presentation
Weighting             : 15%
Workload              : 8 hrs
Issue Week          : 1
Submission Week : 7
Return Week        : 10
Associated Learning Outcomes :
Assessment Tutor : GEORGE JENNINGS (G515252)

Coursework 3 Essay
Weighting             : 35%
Workload              : 22 hrs
Issue Week          : 1
Submission Week : 32
Return Week        : 36
Associated Learning Outcomes :
Assessment Tutor : GEORGE JENNINGS (G515252)
Examination 4 RM and Stats
Weighting             : 50%
Workload              : 2 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 40
Associated Learning Outcomes :
Assessment Tutor : GEORGE JENNINGS (G515252)
 
 
 


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 :
David Holland-Smith (D513457)
John Jakeman (J515074)
Ross Lorimer (R514505)

Supportive Reading
Thomas, J., Nelson, J. and Silverman, S. 2005 Research Methods in Physical Activity Human Kinetics, Champaign, IL
Field, A. 2008 Discovering statistics using SPSS Sage
Gratton, C. and Jones, H. 2003 Research Methods for Sport Routledge, UK

Specialist Resources
Practical sessions will be in computer labs

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

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

Module Code : SL0804A
Module Title  : Introduction to the Science of Sport and Exercise 2

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

Level : 8
SCQF Credits : 30
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2011/2
Last Updated : 26/07/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations : Dodds, Dr. Caroline 


Module Tutor : JOHN BABRAJ (J515032)

Brief Description
This module is designed to build on physiology, psychology and biomechanics knowledge within a sport science context, and for the students to understand how integration of this theory relates to sports performance and health.

Aim
The aim of this Module is to provide the student with a detailed understanding of the physiological, psychological and biomechanical effects of exercise and training on the body and how this links to performance and health, and also to give the student experimental skills in relation to application of science

Learning Outcomes
By the end of this module the student should be able to :
1. Describe the acute effects of exercise/training on the cardiovascular, respiratory, metabolic,neuromuscular and endocrine systems and explain the integrated operation of these systems in exercise
2. Discuss and apply laboratory means of measuring exercise responses eg.metabolism, which occur within selected physiological systems and be able to discuss the results in a sport/exercise context.
3. Demonstrate an understanding of the main psychological theories/ perspectives that explain the processes that underpin sports performance, exercise and health behaviours and how they can be applied
4. Describe how the biomechanics of movement influence sport and exercise performance.
5. Discuss and apply laboratory means of measuring the biomechanics of movement; apply formulae relating to the biomechanics of movement and be able to discuss the results in a sport/exercise context
6. Construct, implement and evaluate a laboratory experiment which requires application of knowledge and skills pertinent to at least 2 of the 3 sports science disciplines

Indicative Content

1. lactate metabolism and exercise
what is meant by the terms lactate threshold and onset of blood lactate accumulation. What does lactate do in the body. How can these be measured in a laboratory situation.
2. Cardiovascular system during exercise
Oxygen uptake and delivery: problems and solutions. What is VO2max and is it of any use knowing this.
3. glucose metabolism and exercise
What is glucose and how is it used by the body. What happens during exercise and how does the body fuel exercise
4. metabolic fatigue
Why does fatigue occur and what are the factors that effect fatigue
5. Social growth and development in sport, health and exercise.
Group dynamics, moral and social development, attitudes and values, and personality.
6. Health and unhealthy behaviours
Stress, arousal and anxiety. Psychological theory, explanation and interventions.
7. Performance enhancement.
Skill acquisition - Psychological theory, explanations and interventions.
8. Biomechanics
Revisit and build on the theory of Angular Kinetics/ Newton's Law of Motion/Linear and Angular Kinematics/Hydrodynamics - lift, drag, flow, magnus effect etc/Basic modeling techniques
9. Biomechanics
Qualitative analysis methods; Quantitative analysis methods, EMG, Dynamography, 2-D and 3-D filming, Pressure devices
10. integrative responses/assessment
Physiological responses to heat production in exercise; Biomechanics-Application of theory in practice; Psychology-Performance enhancement; Planning/conducting/analysing an experiment.

Statement on Teaching, Learning and Assessment
The nature of practical sessions, investigatory project and tutorial work and the absence of lectures mean that students are required to spend at least 83% of the time for this module engaged in active enquiry. Assessed laboratory work mean students have to work together effectively to safely apply methodologies and interpret data collected, which is then translated to individual laboratory reports. Group project work challenges effective collaboration of the students to be creative in defining an interdisciplinary area to investigate;to create/apply/adapt a methodology;to gather/illustrate/interpret data and reflect on experimental limitations. Experimental work is assessed both practically and via a written laboratory book and is designed to increase the student's confidence in the sport science arena, students will also be expected to contextualise findings to current thinking and to consider limitations of experimental work. The students are also expected as part of portfolio-work to reflect on the efficacy of creative and group processes, as well as personal learning which may have occurred.

Teaching and Learning Workloads :

Total : 300 hours
Lecture : 4 hours
Tutorial/Seminar : 26 hours
Supervised Practical Activity : 50 hours
Assessment : 36 hours
Independent : 184 hours

Assessment

Practical 4 Lab Report
Weighting             : 30%
Workload              : 11 hrs
Issue Week          : 1
Submission Week : 29
Return Week        : 33
Associated Learning Outcomes :
Assessment Tutor : JOHN BABRAJ (J515032)

2 Practical 2 Lab Report
Weighting             : 20%
Workload              : 7 hrs
Issue Week          : 1
Submission Week : 11
Return Week        : 17
Associated Learning Outcomes :
Assessment Tutor : Carla McCabe (C515419)

Practical 3 Lab Report
Weighting             : 25%
Workload              : 7 hrs
Issue Week          : 7
Submission Week : 22
Return Week        : 26
Associated Learning Outcomes :
Assessment Tutor : Ross Lorimer (R514505)
Essay 5 Integrated assignment
Weighting             : 25%
Workload              : 11 hrs
Issue Week          : 1
Submission Week : 35
Return Week        : 38
Associated Learning Outcomes :
Assessment Tutor : JOHN BABRAJ (J515032)
Portfolio 1 Directed Activities
Weighting             : 0%
Workload              : 0 hrs
Issue Week          : 1
Submission Week : 29
Return Week        : 30
Associated Learning Outcomes :
Assessment Tutor : (J515032)
 
 
 


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 :
Carla McCabe (C515419)
GAVIN DEVEREUX (G515254)
Helen McHardy (H511004)
Luis Calmeiro (L514078)
Ross Lorimer (R514505)

Supportive Reading
Nigel Taylor 2000 Physiological Bases of Human Performance During Work and Exercise Elsevier
Weinberg & Gould 2007 Foundations in Sport and Exercise Psychology Human Kinetics
Hall, S. 2004 Basic Biomechanics McGraw Hill, New York

Specialist Resources
Physiology Laboratories; Sports Performance Laboratory; Sports Injury Clinic

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

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

Module Code : SL0803A
Module Title  : Introduction to the social science of sport and exercise 2.

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

Level : 8
SCQF Credits : 30
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2011/2
Last Updated : 26/07/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations : Brewer, Mr Robert 


Module Tutor : David Holland-Smith (D513457)

Brief Description
This module examines why sport, health and physical activity have developed in their particular form.

Aim
The aim of this Module is to provide the student with : knowledge and understanding of the social context of sport and physical activity.

Learning Outcomes
By the end of this module the student should be able to :
1. Understand the role of sport and physical activity in society.
2. Comprehend the structure of global sport, health and physical activity.
3. Understand the ethical frameworks of sport and physical activity.
4. Critically examine the development of modern sport, locate it in a contemporary global context, identify and analyse practices, tensions and challenges found in contemporary sport.

Indicative Content

1. Political Impact of Sport and Physical Activity
Sport and physical activity agenda. The form and impact of commercialisation. Sport , society and alienation.
2. Determinants and Moderators of Participation in Sport
Special populations in sport, health and physical activity. Gender, class, ethnicity, culture and age.
3. Exploitation of Sport and Physical Activity
Sport and wider society. Sport as a form of social control.Sport and social, moral and personal development. Sport and elite athlete development.
4. Key Structures in Sport Health and Physical Activity
Structures in contemporary global sport. IOC; WHO; European Council for Sport: Global National Bodieseg FIFA; examplews of good practice from other countries.
5. Sport and Economy
Commercialisation; globalisation. Sport and economic development.
6. Sport and Ideology
Conservatism, Liberalism, Social-refomism, facism and communism. Ideological thought on the social organisation of sport, equality, justice and freedom.
7. Etics and Sport
Normative and descriptive ethics and Codes of conduct. Moral and ethical issues in sport and society.
8. Pedagogical Issues
Leadership, feedback, reinforcement, learning, development and reflection. The learning context and the motivational climate.

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. 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.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, 5; units 1, 2, 3, 4), determined creators (outcomes 1, 4; units 1, 2, 3, 4), challenging complexity, driving change (outcomes 4, 5; 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 : 300 hours
Lecture : 24 hours
Tutorial/Seminar : 24 hours
Assessment : 25 hours
Independent : 227 hours

Assessment

Portfolio 1 Directed Activity
Weighting             : 0%
Workload              : 8 hrs
Issue Week          : 1
Submission Week : 30
Return Week        : 33
Associated Learning Outcomes :
Assessment Tutor : David Holland-Smith (D513457)

2 Case Study 2 1000 words
Weighting             : 30%
Workload              : 8 hrs
Issue Week          : 1
Submission Week : 24
Return Week        : 27
Associated Learning Outcomes :
Assessment Tutor : David Holland-Smith (D513457)

Essay 3 1000 words
Weighting             : 30%
Workload              : 8 hrs
Issue Week          : 17
Submission Week : 35
Return Week        : 38
Associated Learning Outcomes :
Assessment Tutor : David Holland-Smith (D513457)
Seen Examination 4 1 hour
Weighting             : 40%
Workload              : 1 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 38
Associated Learning Outcomes :
Assessment Tutor : (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 :

Supportive Reading
Jowett, J and Lavalee, D. 2007 Social Psychology in Sport Human Kinetics
Coackley,J. 2007 Sports in Society: Issues and Controversies. McGraw-Hill
Yannakis, A and Melnick 2001 Contemporary Issues in Sociology of Sport Human Kinetics

Specialist Resources


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

Key Transferable Skills for this module are :
Communication,Research,Self Evaluation,Planning,Professionalism

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 : 2011/2
Last Updated : 27/07/11 By

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


Module Tutor : Luis Calmeiro (L514078)

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 anlyze 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 : 30
Return Week        : 33
Associated Learning Outcomes : 1,3,5
Assessment Tutor : Luis Calmeiro (L514078)

2 Coursework 2 Introduction & Lit review
Weighting             : 20%
Workload              : 6 hrs
Issue Week          : 1
Submission Week : 10
Return Week        : 13
Associated Learning Outcomes : 1
Assessment Tutor : Luis Calmeiro (L514078)

Coursework 3 Methods section
Weighting             : 20%
Workload              : 6 hrs
Issue Week          : 1
Submission Week : 24
Return Week        : 27
Associated Learning Outcomes : 2,3
Assessment Tutor : Luis Calmeiro (L514078)
Coursework 4 Dissertation Proposal
Weighting             : 35%
Workload              : 6 hrs
Issue Week          : 1
Submission Week : 32
Return Week        : 35
Associated Learning Outcomes : 1,3,5
Assessment Tutor : Luis Calmeiro (L514078)
Class Test 5 Class test
Weighting             : 25%
Workload              : 2 hrs
Issue Week          : 1
Submission Week : 29
Return Week        : 32
Associated Learning Outcomes : 2,3,5
Assessment Tutor : (L514078)
 
 
 


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
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 guideto 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 : 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 : 2011/2
Last Updated : 27/07/11 By

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


Module Tutor : Ross Lorimer (R514505)

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; units 1, 2), determined creators (outcomes 1, 2, 4, 5; units 1, 2), flexible collaborators (outcomes 2, 3, 4, 5; unit 1, 2), challenging complexity, driving change (outcome 1, 2, 4, 5; units 1, 2). 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

Report 1 1000 word report
Weighting             : 20%
Workload              : 4 hrs
Issue Week          : 1
Submission Week : 8
Return Week        : 11
Associated Learning Outcomes : 1,3,4
Assessment Tutor : Ross Lorimer (R514505)

2 Reflective Log 2 Completion of logbook
Weighting             : 80%
Workload              : 20 hrs
Issue Week          : 1
Submission Week : 35
Return Week        : 40
Associated Learning Outcomes : 1,2,3,4,5
Assessment Tutor : Ross Lorimer (R514505)

 
 
 


Additional Assessment Information
Unit 1: Students will undertake a SWOT analysis and indentify suitable learning outcomes for their work placement. This is an important stage as these learning outcomes will form the basis of the reflective log and final essay. Unit 2: This log 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. Unit 3: 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, initial SWOT analysis and learning outcomes, and link these to relevant theories and empirical evidence.

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 : SL0996A
Module Title  : Applied Sports Psychology

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 : 2011/2
Last Updated : 12/05/11 By

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


Module Tutor : Luis Calmeiro (L514078)

Brief Description
This module builds upon the theoretical and knowledge of sports psychology and introduces aspects of applied sports psychology in the sport and performance context.

Aim
The aim of this Module is to provide the student with : an understanding and critical analysis of the role of psychological principles in sport from an applied perspective within the sport and performance context.

Learning Outcomes
By the end of this module the student should be able to :
1. Describe and critically appraise sports psychological literature related to performance enhancement.
2. Apply psychological principles in the sports context through analysis of relevan case-studies.
3. Describe and reflect contemporary professional and ethical issues related to applied sports psychology.
4. Integrate and apply psychological interventions to particular sport performance-related scenarios.

Indicative Content

1. Sports psychology context and practice
Role/s of the sports psychologists; contexts and different perspectives on the work of a sports psychologist.
2. Making contact and working with athletes
Estabishing professional networks, referrals, working and building relationships with athletes. The importance of the professional working alliance.
3. The needs analysis process
Empowerment; ownwership and motiovation
4. Planning and developing interventions

5. Models of intervention

6. Psychological skills training
Goal setting, visualisation, relaxation, imagery positive self talk.
7. Reflecting on professional practice
Monitoring, evaluation, relection on profession practice.
8. Ethical and legal issues.


Statement on Teaching, Learning and Assessment
This module aims at providing students with the ability to critically analyse of the role of psychological principles in sport from an applied perspective within the sport and performance context. The ultimate outcome will consist on students’ ability to construct a detailed psychological skills intervention programme to help a particular athlete or team deal with performance difficulties. 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. Practical experience of common psychological skills techniques will be emphasised. Also, observation of videos will be used to demonstrate the role of the sport psychologist, and analysis of case studies will develop students’ ability to critically identify, evaluate and integrate knowledge in context. Teaching and learning strategies focus on developing students’ skills in accordance with Abertay graduate attributes. Students build on researching and application skills. Knowledge and application of contents is formally tested. Assessment will test both depth and width of knowledge. Class test will cover a wide range of topics and assess level of understanding commensurate with level of study. A case-study will assess depth of knowledge by requesting students to develop a psychological skills training programme for a given scenario. This assessment strategy requires students to identify problem and a suitable methodology. This activity also challenges the students to manage their understanding of the contents and time constraints to match the evolution of their investigatory work. 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 Workloads :

Total : 150 hours
Lecture : 11 hours
Tutorial/Seminar : 10 hours
Supervised Practical Activity : 10 hours
Assessment : 24 hours
Independent : 95 hours

Assessment

Portfolio 1 Directed activities
Weighting             : 0%
Workload              : 0 hrs
Issue Week          : 18
Submission Week : 30
Return Week        : 33
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Luis Calmeiro (L514078)

2 Examination 2 Exam
Weighting             : 50%
Workload              : 2 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Luis Calmeiro (L514078)

Case Study 3 Case study
Weighting             : 50%
Workload              : 22 hrs
Issue Week          : 18
Submission Week : 35
Return Week        : 38
Associated Learning Outcomes : 1,3,4
Assessment Tutor : Luis Calmeiro (L514078)
 
 
 


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
Andersen, M.B. 2000 Doing Sports Psychology Champaign, IL, Hunam Kinetics
Williams, J 1996 Applied Sport Psychology: Personal Growth to Peak Performance. Mayflower.
Hardy, L., Jones, G. and Gould,D. 1996 Understanding Psychological Preparation for Sport London, Wiley

Specialist Resources


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

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

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 : 2011/2
Last Updated : 12/05/11 By

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


Module Tutor : Ross Lorimer (R514505)

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 : 1,2,3,4
Assessment Tutor : Ross Lorimer (R514505)

2 Report 2 1200-words
Weighting             : 40%
Workload              : 8 hrs
Issue Week          : 1
Submission Week : 17
Return Week        : 22
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Ross Lorimer (R514505)

Examination 3 2-hour exam
Weighting             : 60%
Workload              : 12 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 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 :
Part-time Staff

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 : SL0983A
Module Title  : Exercise Programming and Periodisation

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 : 2011/2
Last Updated : 27/07/11 By

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


Module Tutor : John Jakeman (J515074)

Brief Description
This module is designed to give an overview of periodisation strategies and the development of long term training programmes. Consideration will be given to the specific demands of different sports and the requirements of specific performers in a range of sports

Aim
The aim of this Module is to provide the student with both the theory and practice of preparing training programmes, taking account of the athlete's training goals.

Learning Outcomes
By the end of this module the student should be able to :
1. Describe the purpose of a training programme and discuss the principles of training.
2. Understand the theory of periodisation and be able to use a number of periodisation strategies.
3. Be able to delineate the demands of various sports and prepare a needs analysis for particular performers.
4. Based on a needs analysis identify an appropriate training structure for particular performers to achieve particular goals.
5. Produce an outline of a year long training programme for performers in a range of sports.

Indicative Content

1. Principles of periodisation
Review the current periodisation models, and judge their effectiveness
2. Periodised cycles
Examining the different periodised cycles within a strength and conditioning setting
3. Principles of Training
Consider different training principles, and how they relate to athletic practice
4. Needs analysis
What is a needs analysis, why is it important, and when is it done? Completing a needs analysis for different individuals
5. Preparation and implementation of a periodised programme
Designing a periodised training programme for a range of athletic disciplines
6. Tapering
Discussing the need to taper a training programme, and current, evidence based tapering protocols

Statement on Teaching, Learning and Assessment
The module will be delivered by a series of tutorials which will involve formal delivery of material, in combination with practical development of periodised programmes. Directed activities will be given out each week to underpin learning, and will also form the basis of group discussion. In most cases the directed activity will require you to research a specific aspect of a sport or training programme. The formal assessment for the module is in two parts. The first is a poster presentation of a needs analysis for a specific performer which you will be given whilst the second is the submission completion of a written exam. 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 1,2,3), determine creators (units 1,2,3), challenging complexity, driving change (units 1,2,3). 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
Tutorial/Seminar : 24 hours
Supervised Practical Activity : 8 hours
Assessment : 24 hours
Independent : 94 hours

Assessment

Portfolio 1 Directed activities
Weighting             : 0%
Workload              : 1 hrs
Issue Week          : 1
Submission Week : 12
Return Week        : 14
Associated Learning Outcomes : 1,2,3,4,5
Assessment Tutor : John Jakeman (J515074)

2 Presentation 2 Needs Analysis
Weighting             : 50%
Workload              : 9 hrs
Issue Week          : 4
Submission Week : 7
Return Week        : 16
Associated Learning Outcomes : 1,2,3,4,5
Assessment Tutor : John Jakeman (J515074)

Examination 3 Written exam
Weighting             : 50%
Workload              : 14 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes : 1,2
Assessment Tutor : John Jakeman (J515074)
 
 
 


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
Bompa, T 1999 Periodisation : Theory and Methodology of Training Human Kinetics
Baechle and Earle 2008 Essentials of strength and Conditioning Human Kinetics


Specialist Resources


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

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

Module Code : SL0985A
Module Title  : Fitness Assessment and Exercise Programming

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 : 2011/2
Last Updated : 27/07/11 By

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


Module Tutor : Helen McHardy (H511004)

Brief Description
This is a module which addresses the scientific basis of fitness testing; choice of fitness test and the compilation of a relevant training programme from the results gathered.

Aim
The aim of this Module is to provide the student with the ability to comment critically on the use of testing protocols for physiological assessment and to use the results to compile relevant training programmes in a health related fitness context.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate a critical understanding of the theoretical and scientific bases of testing and training.
2. Demonstrate a critical understanding of the main components of fitness.
3. Critically appraise a range of assessments of fitness.
4. Demonstrate a critical understanding of the principles of exercise programming.

Indicative Content

1. Pre-test considerations
Risk assessment and screening.
2. Components of fitness
Cardiorespiratory capacity, anaerobic power, strength, muscular endurance, body composition and flexibility.
3. Testing protocols
Laboratory and field testing commmonly used in health related settings. Choices of tests for particular clients.
4. Interpretation of data
How to collect and calculate results from tests. How to interpret the results with reference to 'norm' tables. Validity and reliability of tests and results.
5. Clients aims
Identifying clients aims and reaching realistic, mutually agreed goals.
6. Training programmes
From test reults; identifying components of fitness that are to be emphasised in a training programme.
7. Compiling programmes
Taking each component of fitness and generating a programme for the client.

Statement on Teaching, Learning and Assessment
The module will be delivered by a series of lectorials, seminars and practicals which will involve some formal delivery of material but which will rely heavily on self directed research activity. 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 1,3), determine creators (units 1,2,3), flexible collaborators (units 1,2), challenging complexity, driving change (units 1,3). It is expected that 80% of the contact time in this module will be devoted to active enquiry-based learning activities. Directed activities will be given out each week and these will form the basis for group discussion. In most cases the directed activity will require you to research a specific aspect of fitness testing or programming. The formal assessment for the module is in three parts. Unit 1 is continuous assessment and involves completing directed activities each week. These must be brought to the lectorial each week and submitted to the tutor for inspection. Students who satisfactorily complete 75% of the directed activities will receive full marks for this assessment. Students failing to meet the 75% target will receive LA0 for this element.The second is an extended laboratory report based on data you will collect during lab sessions whilst the third is the submission of an essay.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 24 hours
Supervised Practical Activity : 12 hours
Unsupervised Practical Activities : 12 hours
Assessment : 24 hours
Independent : 66 hours

Assessment

Portfolio 1 directed activities
Weighting             : 0%
Workload              : 0 hrs
Issue Week          : 1
Submission Week : 13
Return Week        : 21
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Helen McHardy (H511004)

2 Report 2 lab report
Weighting             : 40%
Workload              : 12 hrs
Issue Week          : 1
Submission Week : 12
Return Week        : 18
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Helen McHardy (H511004)

Essay 3 2000 words
Weighting             : 60%
Workload              : 12 hrs
Issue Week          : 1
Submission Week : 17
Return Week        : 22
Associated Learning Outcomes : 1,2,4
Assessment Tutor : Helen McHardy (H511004)
 
 
 


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 :
Andrea Cameron (A510528)

Supportive Reading
BASES 2007 Sport and Exercise Physiology Testing. Volumes 1 and 2 Routledge
Skinner, J. S 2005 Exercise Testing and Exercise Prescription for Special Cases Lippincott WIlliams and Wilkins
Swain, D and Leutholtz, B. 2002 Exercise Prescription: A Case Study Approach to the ACSM Guidelines. Human Kinetics

Specialist Resources
Human Performance Centre. 1008

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

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,Planning,Interpersonal,Quantitative,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 : 2011/2
Last Updated : 27/07/11 By

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


Module Tutor : Andrea Cameron (A510528)

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 (under supervision) on a range of client groups, in the community, 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          : 18
Submission Week : 30
Return Week        : 33
Associated Learning Outcomes : 1,2,3,4,5
Assessment Tutor : Andrea Cameron (A510528)

2 Presentation 2 Poster Defence
Weighting             : 30%
Workload              : 7 hrs
Issue Week          : 18
Submission Week : 24
Return Week        : 27
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Andrea Cameron (A510528)

Report 3 ractical assessment
Weighting             : 70%
Workload              : 13 hrs
Issue Week          : 18
Submission Week : 35
Return Week        : 38
Associated Learning Outcomes : 1,2,3,5
Assessment Tutor : Andrea Cameron (A510528)
 
 
 


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

Supportive Reading
McArdle, Katch & Katch 2000 Exercise Physiology Lea & Febiger
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 : SL0995A
Module Title  : Lifestyle Behaviour Change

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 : 2011/2
Last Updated : 27/07/11 By

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


Module Tutor : Yvette Wharton (Y510992)

Brief Description
The module is designed to enhance personal communication skills and critically examine intervention strategies that are used to elicit lifestyle changes.

Aim
The aim of this Module is to provide the student with: theoretical knowledge, practical skills and begin developing the expertise necessary to enable the student to evaluate lifestyles, identify and apply appropriate modification techniques in physical activity and health.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate appropriate professional and communication skills in a lifestyle consultation with reference to physical activity and health.
2. Identify and evaluate the components of physical activity and health behaviour.
3. Plan and implement strategies for promoting adoption and maintenance of physical activity and health behaviour change.

Indicative Content

1. Communication theory and skills
Effective communication, Self awareness, Interview skills, Listening skills
2. Management skills
Practicalities of management, administration and organisation of client
3. Behaviour Change
Identify Influences on behaviour. Understanding and assessing behaviour, Individual behaviour and motivation, Determinants and factors that impact on behaviour and motivation.
4. Time management
Aspects of time management. Changing time management. Effective planning.
5. Goal Setting
Identifying Goals. Developing Practical & Realistic goals. Short & long term goals. Achieving goals.
6. Behaviour Change Models
Models of behaviour change. Social cognitive theory, relapse prevention model, ecological theories of behaviour, stages of readiness. Moderators & mediators of change. Behaviour change process.
7. Promoting Adherence
Self efficacy. Social Support. Behaviour change skills, Factors that affect adherence. Overcoming barriers.

Statement on Teaching, Learning and Assessment
Key themes and topics are introduced through lectures and are further developed in tutorials. Workshops are used to develop communication and interpersonal skills. These are subsequently assessed in a practical assessment that mimics a real life situation. The third unit of assessment enables the student to apply theory in the write up of a lifestyle change strategy based on the practical assessment. In the first half of the module there is a strong emphasis on the students developing ability to reflect on their own personal practice and identifying areas for development. This serves to develop aspects of the Abertay graduate attributes especially that of Challenging complexity, driving change

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Supervised Practical Activity : 12 hours
Assessment : 24 hours
Independent : 90 hours

Assessment

Portfolio 1 Summary notes
Weighting             : 0%
Workload              : 0 hrs
Issue Week          : 18
Submission Week : 29
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : Yvette Wharton (Y510992)

2 Practical 2 15 min Interview
Weighting             : 30%
Workload              : 6 hrs
Issue Week          : 18
Submission Week : 24
Return Week        : 27
Associated Learning Outcomes :
Assessment Tutor : Yvette Wharton (Y510992)

Case Study 3 2500
Weighting             : 70%
Workload              : 18 hrs
Issue Week          : 18
Submission Week : 34
Return Week        : 38
Associated Learning Outcomes :
Assessment Tutor : Yvette Wharton (Y510992)
 
 
 


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
Biddle, S.J.H., Mutrie, N., 2007 Psychology of Physical Activity: Determinants, Well-Being and Interventions London, Routledge
Gavin, J., 2004 Lifestyle Fitness Coaching Champaign, Ill.; Human Kinetics.
Marcus, B.H. 2009 Motivating People to Be Physically Active Champaign, Ill.; Human Kinetics.

Specialist Resources


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

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

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 : 2011/2
Last Updated : 27/07/11 By

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


Module Tutor : GEORGE JENNINGS (G515252)

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 : 8
Return Week        : 11
Associated Learning Outcomes :
Assessment Tutor : GEORGE JENNINGS (G515252)

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 : GEORGE JENNINGS (G515252)

Case Study 3 Evaluation / Reflective E
Weighting             : 60%
Workload              : 4 hrs
Issue Week          : 1
Submission Week : 18
Return Week        : 23
Associated Learning Outcomes :
Assessment Tutor : GEORGE JENNINGS (G515252)
 
 
 


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
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 : 2011/2
Last Updated : 12/05/11 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 : 30
Return Week        : 35
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Luis Calmeiro (L514078)

2 Reflective Log 2 Reflective log
Weighting             : 20%
Workload              : 5 hrs
Issue Week          : 17
Submission Week : 30
Return Week        : 35
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Luis Calmeiro (L514078)

Essay 3 Review article
Weighting             : 40%
Workload              : 20 hrs
Issue Week          : 17
Submission Week : 34
Return Week        : 39
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Luis Calmeiro (L514078)
Examination 4 Exam
Weighting             : 40%
Workload              : 2 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Luis Calmeiro (L514078)
 
 
 


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 :
David Holland-Smith (D513457)
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 : SL0993A
Module Title  : Nutrition for Health

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 : 2011/2
Last Updated : 27/07/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations : Dr. Caroline Dodds 


Module Tutor : JOHN BABRAJ (J515032)

Brief Description
This module provides the students with a focused knowledge of human nutrition and its relation to and effect on health

Aim
To provide the student with an understanding of the importance of nutrition in combating illness and disease, and maintaining good health. Interaction with clients, gathering of relevant information and the forming of nutritional and behavioural recommendations will also be investigated.

Learning Outcomes
By the end of this module the student should be able to :
1. Understand the importance of nutrition in relation to the prevention of illness / disease, and the maintenance of health.
2. Interact professionally with a client, conduct relevant physical and nutritional assessments.
3. Become familiar with dietary assessment software, applying dietary / calorific equations, and dealing with real nutritional data.
4. Complete a full dietary analysis, make recommendations based on this analysis, and provide a client specific dietary intervention

Indicative Content

1. Introduction, Historical Perspective
overview of the module and how it will run. An introduction to the basic components of nutrition
2. Nutrition and Health
Examining the effects of nutrition in different diseases, such as type 2 diabetes, arthritis etc
3. healthy diet and energy balance
What is meant by a healthy diet, why is it important, what is energy balance and how do you maintain it
4. Nutritional Requirements
Analysing macronutrient, micronutrient and fluid requirements from birth to old age, across both genders
5. Dietary Analysis
Methods used to analyse dietary intake, calorific equations, quantifying data and relating data to normative values
6. disordered eating
what are the health consequences of altered eating habits and how do they manifest themselves
7. health promotion
what is health promotion in nutritional terms and does it work
8. case study
what is a case study and how do you carry it out

Statement on Teaching, Learning and Assessment
Lectures will provide the theoretic basis to allow the students to be confident thinkers within the module area. In the practical sessions the students will gain applied experience in conducting dietary analysis using appropriate software. Understanding of the theoretical material will be assessed via the delivery of an independently researched oral presentation. Both the appreciation of the theory and its practical application will be tested by undertaking a case study on individuals from 2 populations selected by the student. Units of assessment are intended to address the following graduate attributes: unit2 – confident thinkers, challenging complexity; unit3 – confident thinkers, determined creators; in line with the module learning objectives.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Supervised Practical Activity : 4 hours
Assessment : 28 hours
Independent : 94 hours

Assessment

Portfolio 1 Directed Activities
Weighting             : 0%
Workload              : 8 hrs
Issue Week          : 1
Submission Week : 13
Return Week        : 16
Associated Learning Outcomes :
Assessment Tutor : JOHN BABRAJ (J515032)

2 Presentation 2 Oral
Weighting             : 30%
Workload              : 6 hrs
Issue Week          : 1
Submission Week : 7
Return Week        : 11
Associated Learning Outcomes :
Assessment Tutor : JOHN BABRAJ (J515032)

Case Study 3 3000 words
Weighting             : 70%
Workload              : 14 hrs
Issue Week          : 1
Submission Week : 16
Return Week        : 20
Associated Learning Outcomes :
Assessment Tutor : JOHN BABRAJ (J515032)
 
 
 


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
Catherine Geissler 2010 Human Nutrition Elsevier
Barasi ME 2003 Human Nutrition: A health perspective Hodder Arnold
Shills, M.E. et al. 2006 Modern Nutrition in Health and Disease Lippincott, Williams and Wilkins

Specialist Resources
Access to computers with dietary software installed

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

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

Module Code : SL0982A
Module Title  : Performance Analysis 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 : 2011/2
Last Updated : 12/05/11 By

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


Module Tutor : Carla McCabe (C515419)

Brief Description
The module is designed to build upon the principles of biomechanics and introduce the concept of performance analysis within a sporting context.

Aim
The aim of this module is to provide the students with the knowledge to apply biomechanical and notational analysis of sporting performances and to integrate intervention strategies into the coaching process that will optimise performance.

Learning Outcomes
By the end of this module the student should be able to :
1. Understand the rules of performance analysis within a performance setting.
2. Apply basic biomechanical principles to the analysis of individual performance.
3. Use and understand basic performance analysis software.
4. Apply the basic biomechanical principles to the analysis of individual performance, using the appropriate software.
5. Use appropriate structures to perform basic notational analysis of individual performance within a team setting, using appropriate software.
6. Demonstrate an understanding of the limitations associated with performance analysis.

Indicative Content

1. Performance analysis considerations
Planning; observation against a model; assessment.
2. Notational/ match analysis
Concepts of notational analysis including tactical and technical evaluations; introduction to notational technologies.
3. Feedback
Implications associated with feedback and coaching.
4. Limitations of performance/notational analysis


Statement on Teaching, Learning and Assessment
The aim of this module is to provide the students with the knowledge and competence to conduct a performance analysis session over a range of sports, particularly team events, and to develop intervention strategies within the coaching process. The core material for this module will be delivered through lectures and content further explored within tutorial sessions. Active participation in small group settings will be crucial for successful engagement with the theoretical material. Practical activities will compliment and support lecture and tutorial material which will focus on the acquisition of key practical skills required for the sports analyst. Students are also encouraged to engage in independent study, in particular reading the key texts, in order to further their knowledge base. There are three components of assessment for this module. Students will submit a project assessment which will assess their application of practical knowledge, academic theory and empirical work within a real performance analysis environment. A practical case-study will link directly to students’ engagement and evaluation of applied sports performances, encouraging the development of self-aware and self-analytical individuals. The portfolio of directed activities will be used to allow students to draw their own links between sport performance and performance analysis, allowing them to provide their own examples relevant to their sport/activity. 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.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Supervised Practical Activity : 12 hours
Unsupervised Practical Activities : 12 hours
Assessment : 36 hours
Independent : 66 hours

Assessment

Portfolio 1 Directed Activities
Weighting             : 0%
Workload              : 0 hrs
Issue Week          : 1
Submission Week : 12
Return Week        : 16
Associated Learning Outcomes :
Assessment Tutor : Grant Small (G513280)

2 Project 2 2000 words
Weighting             : 60%
Workload              : 18 hrs
Issue Week          : 04
Submission Week : 17
Return Week        : 20
Associated Learning Outcomes :
Assessment Tutor : Grant Small (G513280)

Case Study 3 1500 words
Weighting             : 40%
Workload              : 18 hrs
Issue Week          : 4
Submission Week : 10
Return Week        : 13
Associated Learning Outcomes :
Assessment Tutor : Grant Small (G513280)
 
 
 


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
Hughes, M. & Franks, I. 2004 Notational Analysis of Sport Routeledge
Carling, C., Reilly, T. & Williams, A.M. 2009 Performance Assessment for Field Sports Routeledge
McMorris, T. & Hale, T. 2006 Coaching Science: Theory into Practice John Wiley & Sons

Specialist Resources


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

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

Module Code : SL0992A
Module Title  : Physiology of Disease

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 : 2011/2
Last Updated : 27/07/11 By

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


Module Tutor : Helen McHardy (H511004)

Brief Description
This module will cover the physiology and pathophysiology of a range of diseases and conditions which affect the human body.

Aim
The aim of this Module is to provide the student with: knowledge of a selection of conditions that affect the human body and how these conditions impact upon lifestyle and lifespan.

Learning Outcomes
By the end of this module the student should be able to :
1. demonstrate a critical understanding of selected human diseases at system level.
2. demonstrate a critical understanding of the consequences of these conditions in the human body.
3. appraise how selected human diseases impact upon lifestyle.

Indicative Content

1. Lifestyle diseases
Diseases such as diabetes and cardiovascular conditions.
2. Neurological diseases.
Causes and consequences of diseases such as Parkinson's disease, Huntington's disease and Multiple Sclerosis
3. endocrine disorders
disorders of endocrine glands
4. Pulmonary diseases.
Obstructive and restrictive pulmonary disorders such as asthma, emphysema and chronic bronchitis.
5. metabolic disorders.
may include disorders such as McArdles Disease.
6. bone disorders

7. Pharmacological interventions.
Basic understanding of the most frequently used pharmacological interventions for the diseases/disorders discussed.
8. Consequences of these conditions.
The impact these conditions have on lifestyle and/or lifespan.

Statement on Teaching, Learning and Assessment
The module will be delivered by a series of lectorials and seminars which will involve some formal delivery of material but which will rely heavily on a self directed research approach. 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 1,2,3), determine creators (units 1,2), flexible collaborators (unit 1,), challenging complexity, driving change (units 1,2,3). It is expected that 62% of the contact time in this module will be devoted to active enquiry-based learning activities. Directed activities will be given out each week and these will form the basis for group discussion. In most cases the directed activity will require you to research in specific areas in preparation for the next weeks lectorial session. The formal assessment for the module is in two parts. The first is an essay whilst the second is a formal examination.

Teaching and Learning Workloads :

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

Assessment

Portfolio 1 directed activities
Weighting             : 0%
Workload              : 0 hrs
Issue Week          : 17
Submission Week : 28
Return Week        : 32
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Helen McHardy (H511004)

2 Essay 2 1800 words
Weighting             : 40%
Workload              : 10 hrs
Issue Week          : 17
Submission Week : 35
Return Week        : 38
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Helen McHardy (H511004)

Examination 3 2.5 hours
Weighting             : 60%
Workload              : 14 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 36
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Helen McHardy (H511004)
 
 
 


Additional Assessment Information
Unit 1 is continuous assessment and involves completing directed activities each week. These must be brought to the lectorial each week and submitted to the tutor for inspection. This module contains a compulsory portfolio element, for which there are only 3 possible grades.You must be awarded an A20 for the portfolio in order to pass the module. A grade of CF3 will be awarded if the portfolio is submitted but fails to meet the assessment criteria; this grade will result in your final module grade being capped at an MF. An NS0 grade is awarded if the portfolio element is not submitted and will also result in your final module grade being capped at an MF.

Additional Tutors :
JOHN BABRAJ (J515032)

Supportive Reading
Hansen, M 1997 Pathophysiology: Foundations of Disease and Clinical Intervention Saunders
McPhee, Lingappa, Ganong and Lange 2000 Pathophysiology of Disease: an Introduction to Clinical Medicine. McGraw Hill


Specialist Resources


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

Key Transferable Skills for this module are :
Communication,Research

Module Code : SL0984A
Module Title  : Practical Strength and Conditioning 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 2     Academic Session : 2011/2
Last Updated : 27/07/11 By

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


Module Tutor : John Jakeman (J515074)

Brief Description
This module is intended to introduce students to methods of training employed within a strength and conditioning context. You will learn some of the major underpinning physiological components of human performance, and scientifically justified methods for training to achieve specific goals. You will also gain an understanding of the acute and chronic effects of particular forms of training and the relationship between particular exercises and the sporting context. This will be coupled with a development of practical experience of strength and conditioning.

Aim
The aim of this Module is to provide the student with a basic knowledge of strength and conditioning procedures

Learning Outcomes
By the end of this module the student should be able to :
1. Understand the scientific underpinnings of human force production
2. Demonstrate knowledge of a wide range of means and methods of training
3. Identify the S&C requirements of various sports and design short term programmes dealing with specific elememts of these
4. Demonstrate the Olympic and Power lifts and key assistance exercises
5. Demonstrate various forms of endurance exercises

Indicative Content

1. Mechanics of Training
Muscle, bone and connective tissue physiology, mechanics of force production
2. Needs analysis and periodisation
How to structure and develop training programmes
3. Functional movement screening
The importance of ensuring an athlete is safe to exercise, and identifying weaknesses
4. Principles of training
Methods of training to elicit desired responses
5. Working with specific groups
Training strategies for working with individuals from a range of disciplines
6. Adaptations to exercise
Chronic and acute adaptations to training
7. Athlete testing
Methods of assessing performance and progress of athletes. Ording testing batteries
8. Olympic weightlifting
Key technical elements and teaching points associtaed with the Olympic lifts

Statement on Teaching, Learning and Assessment
The material in this module will be delivered by means of workshops and practical sessions. There will be a requirement for you to develop your own training sessions,demonstrate the activities and evaluate them in light of scientific principles. The weekly directed activities will require you to either solve particular problems in strength and conditioning or demonstrate knowledge of particular scientific principles. The assessment strategy will have three distinct parts: the directed activities will guide your learning throughout the module and will be assessed on a pass fail basis. There will one written exam, which will include a multiple choice, and a short answer section which will test breadth of knowledge, and your ability to apply theory to specific problems. Finally there will be a practical assessment in which your knowledge of the teaching points and techical performance of a variety of exercises will be testsed. Teaching and learning strategies focus on developing students skills in accordance with Abertay graduate attributes. These are assessed in the following way: confident thinkers, determine creators (units 1,3,), 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
Tutorial/Seminar : 24 hours
Supervised Practical Activity : 12 hours
Unsupervised Practical Activities : 12 hours
Assessment : 24 hours
Independent : 78 hours

Assessment

Portfolio 1 Directed activites
Weighting             : 0%
Workload              : 1 hrs
Issue Week          : 17
Submission Week : 29
Return Week        : 34
Associated Learning Outcomes : 1,2,3
Assessment Tutor : John Jakeman (J515074)

2 Examination 2 MQC and short answer exam
Weighting             : 50%
Workload              : 12 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes : 1,2,3,4,5
Assessment Tutor : John Jakeman (J515074)

Practical Test 3 Technique and teaching
Weighting             : 50%
Workload              : 11 hrs
Issue Week          : 17
Submission Week : 24
Return Week        : 24
Associated Learning Outcomes : 3
Assessment Tutor : John Jakeman (J515074)
 
 
 


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
Zatsiorsky, V. and Kraemer, W. 2006 Science and Practice of Strength Training Human Kinetics, Champaign, IL
Baechle, T. (Ed) 2004 Essentials of Strength and Conditioning Training Human Kinetics, Champaign, IL
Stone, Stone and Sands 2007 Principles and Practice of Resistance Training Human Kinetics, Champaign, IL

Specialist Resources
Room G11, the Gym

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

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

Module Code : SL0994A
Module Title  : Public Health and Physical Activity

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 : 2011/2
Last Updated : 27/07/11 By

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


Module Tutor : Yvette Wharton (Y510992)

Brief Description
This module examines the health benefits of physical activity and its potential function in disease prevention, treatment and its role in promoting and maintaing public health.

Aim
The aim of this Module is to provide the student with: an appreciation and understanding of the role of physical activity in improving public health and preventing and controlling lifestyle diseases.

Learning Outcomes
By the end of this module the student should be able to :
1. Critically examine the relationship between physical activity and health.
2. Provide an overview of the current UK health status in relation to diseases and conditions associated with physical inactivity.
3. Evaluate the current research literature pertaining to the use of physical activity as a treatment for hypokinetic diseases and the potential impact on public health.

Indicative Content

1. Relationship between physical activity and health.
Physical Activity and Disease Mortality & Morbidity. Historical perspective to present day.
2. Epidemiology of physical activity
Concepts and Methods in Physical Activity Epidemiology Epidemiologic Measures
3. Variations in health status
Influence of age, gender, social status, education.
4. Determinants of participation in physical activity
Barriers to Physical Activity
5. Physical activity recommendations
Physical activity recommendations
6. Place and emphasis of physical activity in health policy
Identified role of physical activity in policies to promote health. Developing role, adoption and promotion of physical activity as a tool to promote health of the nation.
7. Role of physical activity in promoting physical and mental
Physical and mental health benfits of regular participation in physical activity

Statement on Teaching, Learning and Assessment
Teaching will comprise of lectures and directed tutorials. Lectures will introduce key concepts and theory whilst the directed activities and tutorials, will focus on developing deeper understanding and analysis of these. Initial tutorials will be comprised of directed reading. Tutorials in the last quarter of the semester will focus on key issues that require the student to identify readings/evidence to demonstrate deeper understanding. The requirement for the student to access and interpret research will encourage enquiry based learning which is in line with the University teaching and learning strategy. In addition this will also specifically develop elements of the graduate attributes, especially those related to the attribute, Confident thinkers. This will be particularly in relation to developing deeper knowledge of the subject area and identifying current trends in Physical Activity and Health research.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 8 hours
Tutorial/Seminar : 16 hours
Assessment : 24 hours
Independent : 102 hours

Assessment

Portfolio 1 Summary notes
Weighting             : 0%
Workload              : 0 hrs
Issue Week          : 1
Submission Week : 12
Return Week        : 19
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Yvette Wharton (Y510992)

2 Essay 2 1800
Weighting             : 30%
Workload              : 8 hrs
Issue Week          : 1
Submission Week : 8
Return Week        : 12
Associated Learning Outcomes :
Assessment Tutor : Yvette Wharton (Y510992)

Examination 3 2 hours
Weighting             : 70%
Workload              : 16 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 20
Associated Learning Outcomes :
Assessment Tutor : Yvette Wharton (Y510992)
 
 
 


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
Bouchard, C., Blair, S.N 2007 Physical Activity and Health Human Kinetics
Sharkey, B.J., Gaskill, S.E., 2007 Fitness and Health 6th Edition, Human Kinetics
Dishman, R.K., Washburn, R.A., Heath, G.W., 2004 Physical Activity Epidemiology Human Kinetics

Specialist Resources


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

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

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 : 2011/2
Last Updated : 26/07/11 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 : 2011/2
Last Updated : 12/05/11 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 1500-words
Weighting             : 30%
Workload              : 8 hrs
Issue Week          : 18
Submission Week : 35
Return Week        : 38
Associated Learning Outcomes : 1,3,4
Assessment Tutor : Ross Lorimer (R514505)

Essay 3 3000-words
Weighting             : 70%
Workload              : 12 hrs
Issue Week          : 18
Submission Week : 35
Return Week        : 40
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Ross Lorimer (R514505)
 
 
 


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 :
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 : 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 : 2011/2
Last Updated : 27/07/11 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 : 29
Return Week        : 32
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 : 29
Return Week        : 34
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 : 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 : 2011/2
Last Updated : 27/07/11 By

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


Module Tutor : Ross Lorimer (R514505)

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; units 1, 2), determined creators (outcome 3; units 1, 2), flexible collaborators (outcomes 1, 2; unit 2), challenging complexity, driving change (outcome 3; units 1, 2). 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

Essay 1 1500-words
Weighting             : 20%
Workload              : 4 hrs
Issue Week          : 1
Submission Week : 17
Return Week        : 20
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Ross Lorimer (R514505)

2 Project 2 3500-words
Weighting             : 80%
Workload              : 20 hrs
Issue Week          : 1
Submission Week : 35
Return Week        : 40
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Ross Lorimer (R514505)

 
 
 


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 : SL1094A
Module Title  : Nutrition for Sports Performance

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 50%
Additional Divisions : Health and Food Sciences     Weighting : 50%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2011/2
Last Updated : 27/07/11 By

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


Module Tutor : JOHN BABRAJ (J515032)

Brief Description
This module provides the students with an in depth knowledge of human nutrition and how it relates to aspects of sport performance

Aim
The aim of this Module is to provide the student with : an appreciation of the importance of nutrition in modulating sport performance, as well as knowledge of nutritional tools available to improve sport performance. An understanding of illegal sports supplements will also be developed.

Learning Outcomes
By the end of this module the student should be able to :
1. Understand the importance of optimal nutrition in improving sports performance
2. Appreciate the use of nutritional practices as a rare method of gaining a legal advantage in sport, particularly at high level.
3. Critically evaluate, using current literature the efficacy of legal sports supplements in sport.
4. Critically evaluate, via use of scientific literature and data collection / analysis, the efficacy of sports supplements in enhancing sports performance

Indicative Content

1. Introduction, carbohydrate metabolism
Overview of the module. Role of carbohydrate in sports performance. Maximising stored carbohydrate levels and the role of carbohydrate intake post exercise
2. Fat and Performance
Discussing the importance of fat as fuel sources in sports of different intensities / durations
3. The Protein Debate
Do athletes need large protein intakes? What does the evidence say?
4. fluid balance and performnce
What is the optimal fluid intake before and during exercise to optimise performance. How much fluid and when to take it during exercise recovery
5. illegal hormone use
what is WADA. The role of androgenic hormones, EPO, growth hormone and IGF-1 in sports performance. Current testing regimes and are they appropriate
7. Legal sports supplements: Gaining a (Legal) advantage
Identifying key sports supplements (creatine, caffeine, carnitine, BCAA, vitamin D) and examining their efficacy through research.

Statement on Teaching, Learning and Assessment
Lectures will provide the theoretical underpinning of each topic area, with tutorial providing the opportunity for discussion and further development of the issues raised. Understanding and application of the theory, as well as the ability to provide a structured argument based on learning during the module, will be assessed through the lab report and essay.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Supervised Practical Activity : 2 hours
Assessment : 30 hours
Independent : 94 hours

Assessment

Report 2 Project report
Weighting             : 70%
Workload              : 18 hrs
Issue Week          : 18
Submission Week : 35
Return Week        : 38
Associated Learning Outcomes :
Assessment Tutor : JOHN BABRAJ (J515032)

2 Essay 1 illegal supplements
Weighting             : 30%
Workload              : 12 hrs
Issue Week          : 18
Submission Week : 26
Return Week        : 30
Associated Learning Outcomes :
Assessment Tutor : JOHN BABRAJ (J515032)

 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Burke, L. & Deakin, V. 2002 Clinical Sports Nutrition McGraw Hill
Maughan, R.J. & Burke, L.M. 2002 Handbook of Sports Medicine and Science: Sports Nutrition Blackwell
Bahrke, M.S. & Yesalis, C.E. 2002 Performance-Enhancing Sunstances in Sport and Exercise. Human Kinetics, Champaign, IL

Specialist Resources


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

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

Module Code : SL1089A
Module Title  : Barriers to Physical Activity

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 : 2011/2
Last Updated : 27/07/11 By

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


Module Tutor : Yvette Wharton (Y510992)

Brief Description
This module is designed to enable the student to examine the relative influence of personal, social and physical environment correlates on physical activity participation.

Aim
The aim of this Module is to provide the student with: the ability to critically examine and evaluate barriers that prevent physical activity and understand the complex interaction of these.

Learning Outcomes
By the end of this module the student should be able to :
1. Identify barriers to exercise of different population groups.
2. Critically examine the opportunities for greater equity and inclusion in physical activity and health.
3. Be cognisant of the factors that need to be considered in intervention strategies to promote long term physical activity.

Indicative Content

1. Correlates of physical activity
Barriers to physical activity
2. Mediators and Moderators
Personal factors that encourage and promote participation in physical activity.
3. Social and Physical mediators
Impact of social and health status .
4. Impact of the built environment on physical activity.
Examination of the impact of design of buildings, towns influences activity.
5. Activity promoting communites
Workplace, school, and communities strategies to promote activity.
6. Initatives and Strategies employed to increase activity.
Interaction of policy, media, and practical initiatives employed to encourage participation.

Statement on Teaching, Learning and Assessment
The module will use a directed tutorial format. There will be a strong emphasis on enquiry based learning (60%). Following initial direction with regard to lead themes and questions the students will be expected to identify and analysis up to date research and comment on these in tutorial discussion. The nature of the coursework assessment will develop the following graduate attributes Confident thinkers and Determined creators

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 10 hours
Tutorial/Seminar : 20 hours
Assessment : 30 hours
Independent : 90 hours

Assessment

Portfolio 1 5000 words
Weighting             : 100%
Workload              : 30 hrs
Issue Week          : 1
Submission Week : 17
Return Week        : 21
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Yvette Wharton (Y510992)


 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Dishman, R.K., Washburn, R.A., Heath, G.W 2004 Physical Activity Epidemiology Human Kinetics



Specialist Resources


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

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

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 : 2011/2
Last Updated : 12/05/11 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
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
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 : 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 : 2011/2
Last Updated : 27/07/11 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          : 18
Submission Week : 24
Return Week        : 29
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 : SL1096A
Module Title  : Contemporary Issues in Physical Activity

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 : 2011/2
Last Updated : 27/07/11 By

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


Module Tutor : Yvette Wharton (Y510992)

Brief Description
This module gives the student the opportunity to investigate and evaluate contemporary issues in physical activity.

Aim
The aim of this Module is to provide the student with:the ability to critically examine the way in which contemporary issues in physical activity influences conceptions of the `body', `physical activity' and `health'.

Learning Outcomes
By the end of this module the student should be able to :
1. Undertake discussion and critical reflection to evaluate current research.
2. Reach informed conclusions about contemporary discourses in physical activity.
3. Critically examine the way in which contemporary policies and practices of physical activity influences conceptions of the `body', `physical activity' and `health'.
4. Appraise the differences in the effects of physical activity on participation across age, gender, and ethnic groups.

Indicative Content

1. Factors that influence physical activity opportunities
Examined from the perspectives of race, gender, sexuality and age.
2. Meanings of physical activity.
How these are produced distributed and consumed.
3. Differing perspectives on gender
Considerations and understandings of gender based realities.
4. Dimensions of inclusion
Related to sexuality, gender, race and ethnicity.
5. Exploration of attitudes, beliefs and values
Exploration of attitudes, beliefs and values regarding physical activity of different populations.

Statement on Teaching, Learning and Assessment
The module will use a tutorial format. Directed reading will be given each week and will concentrate on a particular issue or question. There will be a strong emphasis on enquiry based learning (60%). Following initial direction with regard to lead themes and questions the students will be expected to identify and analysis up to date research. This will be then used to develop discussion in the tutorials. The structure of the module and nature of the assessment will develop the following graduate attributes; GA1(2)&(3) and GA2 (2)

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 10 hours
Tutorial/Seminar : 20 hours
Assessment : 30 hours
Independent : 90 hours

Assessment

Essay 1 4500
Weighting             : 100%
Workload              : 30 hrs
Issue Week          : 17
Submission Week : 34
Return Week        : 38
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Yvette Wharton (Y510992)


 
 
 


Additional Assessment Information
Students will identify their own essay topic, (must be approved by module tutor). The topic chosen must reflect a topic related to those discussed in tutorials. Students will have individual meetings with the module tutor to discuss a essay plan.

Additional Tutors :

Supportive Reading
Ward, D.S., Saunders, R.P., Pate, R.R., 2007 Physical Activity Interventions in Children and Adolescents Human Kinetics
Thomas, H., 2007 The Body and Everyday Life London, Routledge
Precilla, Y., Choi, L., 2000 Femininty and the Physically Active Women London, Routledge

Specialist Resources


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

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

Module Code : SL1086A
Module Title  : Exercise for Special Populations

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 : 2011/2
Last Updated : 27/07/11 By

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


Module Tutor : Helen McHardy (H511004)

Brief Description
This is a module which examines the role of physical activity in improving/stabilising fitness in some special populations such as: elderly, chronically ill and disabled.

Aim
The aim of this Module is to provide the student with : the ability to recognise that special populations need specialised exercise programmes and the risks/benefits associated with exercise for these groups.

Learning Outcomes
By the end of this module the student should be able to :
1. Analyse the physical activity needs of a variety of special populations.
2. Critically analyse the physical and psychological risks/benefits associated with activity or non-activity for these groups.
3. Analyse the adaptations to 'normal' physical activity programmes that must be made.

Indicative Content

1. Special Populations 1
The effects of exercise on the health and well-being of special populations such as: elderly, children
2. Special Populations 2
The effects of exercise on the health and well-being of special populations such as: chronically ill and disabled.
3. Role of exercise
Examination of the role that exercise plays in the prevention and/or treatment of conditions associated with special populations.
4. Barriers to Exercise.
Examination of the physical, psychological, social and any other barriers to participation in exercise programmes.
5. Risk/benefit.
Examination of the risks and/or benefits associated with ongoing non-activity or adoption of an exercise programme.
6. Programmes.
How exercise/activity programmes for these populations must be adapted for the client.
7. Psychological perspectives.
In depth examination of the psychological aspects of inclusion in an activity programme.

Statement on Teaching, Learning and Assessment


Teaching and Learning Workloads :

Total : 150 hours
Tutorial/Seminar : 24 hours
Assessment : 30 hours
Independent : 96 hours

Assessment

Examination 1 exam
Weighting             : 50%
Workload              : 15 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 35
Associated Learning Outcomes : 1,2,3
Assessment Tutor : ( )

2 Presentation 2 20min oral presentation
Weighting             : 50%
Workload              : 15 hrs
Issue Week          : 17
Submission Week : 35
Return Week        : 40
Associated Learning Outcomes : 1,2,3
Assessment Tutor : ( )

 
 
 


Additional Assessment Information


Additional Tutors :
David Holland-Smith (D513457)
JOHN BABRAJ (J515032)

Supportive Reading
ACSM 2000 Guidelines for Fitness Testing and Prescription Lippincott, Williams and Wilkins
Shephard, RJ 1997 Ageing, Physical Activity and Health Human Kinetics
Buckley, J 1999 Exercise on Prescription McGraw Hill

Specialist Resources


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

Key Transferable Skills for this module are :
Communication,Research,Self Evaluation,Planning,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 : 2011/2
Last Updated : 27/07/11 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 : SL1093A
Module Title  : Managing the Coaching Process

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 : 2011/2
Last Updated : 12/05/11 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 The Coaching Process SL0997. This will be achieved by building upon students awareness of the demands of professional coaching and the coaching role. This will be achieved by moving beyond a reductionist view of coaching simply as a face-to- face pedagogical process. It will allow students to consider and discuss an expanded conceptualisation of the coach as a facilitator and manager of the coaching process.

Aim
The aim of this Module is to provide the student with a knowledge and understanding of the key concepts in organisational theory in relation to managing sport and to critically analyse the organisational and management processes relevant to understanding the changing nature of sport and coaching.

Learning Outcomes
By the end of this module the student should be able to :
1. Critically reflect upon the role of support services in coaching
2. Evaluate the scientific principles behind the coaching process
3. Create a structure for managing applied sports science support within the coaching process
4. Critically reflect upon theory and practice with regards to sports science support
5. Crtically evaluate models of support systems

Indicative Content

1. The coach as a professional
The students will first consider the role of a professional coach. Expanding upon the idea of a coach simply as a sport teacher they will consider addtional roles such as adminstrator, personal manager, teacher, recruiter, public relations, strategist, and role model. They will evaluate these roles and discuss their use and potential conflicts in contemporary professional coaching.
2. The coach as an adminstrator
The students will focus on the role of the coach 'off the field'. They will examine possible responsibilities such as equipment and fiscal management, planning and contest management, and legal aspects of professional coaching.
3. The coach as a manager
The students will then examine the role of the coach in directing support staff. The will consider the nature of both general support and scientific support. Students will need to consider and evaluate the uses of these individuals and potential conflicts and difficulties arising when managing a diverse group of highly trained experts.
4. Management processes


Statement on Teaching, Learning and Assessment
This module builds upon the knowledge and experience developed in SL0997a and introduces new elements of coaching theory. Its aim is to develop essential knowledge and understanding of the coaching process and the coaching role while and continuing to promote the development of the Division of Sport and Exercise Graduate Attributes within 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 own coaching. 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. Assessment will focus students own coaching context, and the assossiated governing body support system, as well as evaluation of their own coaching, encouraging the development of self-aware and critical coaches. 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, 5; unit 1), determined creators (outcomes 1, 2, 3, 4, 5; unit 1), flexible collaborators (outcomes 1, 3, 4, 5; unit 1), challenging complexity, driving change (outcome 3; unit 1). 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
Assessment : 24 hours
Independent : 102 hours

Assessment

Project 1 5000-words
Weighting             : 100%
Workload              : 24 hrs
Issue Week          : 18
Submission Week : 35
Return Week        : 40
Associated Learning Outcomes : 1,2,3,4,5
Assessment Tutor : Ross Lorimer (R514505)


 
 
 


Additional Assessment Information
Students will be required to evaluate the management and scientic support structures of a sports organisation. The will need to evaluate the current context and infrastructure and provide recommendations for improvement. 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
Lyle, J. 2006. Sports Coaching Concepts. Routledge.
Jones, R. 2006. The Sport Coach as Educator Routledge.
Jones, B. 1988. Guide to Effective Coaching. McGraw-Hill.

Specialist Resources


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

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

Module Code : SL1085A
Module Title  : Performance Analysis 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 : 2011/2
Last Updated : 12/05/11 By

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


Module Tutor : Carla McCabe (C515419)

Brief Description
The module will build upon the students’ knowledge of performance analysis by introducing additional concepts and methods used by the professional sports analyst.

Aim
The aim of this module is to provide the students with the knowledge and competence to conduct a detailed qualitative and quantitative performance analysis of an individual sporting skill.

Learning Outcomes
By the end of this module the student should be able to :
1. Understand the rules of biomechanical analysis within a performance setting.
2. Apply basic biomechanical principles to the analysis of individual performance.
3. Use and understand basic biomechanical analysis software.
4. Apply the basic biomechanical principles to the analysis of individual performance, using the appropriate software.
5. Use appropriate structures to perform basic biomechanical analysis of individual performance within a individual setting, using appropriate software.
6. Demonstrate an understanding of the limitations associated with biomechanical / performance analysis.

Indicative Content

1. Prerequisites for performance analysis.
Plan; observe; assess.
2. Technical modelling.
Identification of critical factors relating to optimal performance of an individual sporting skill.
3. Qualitative vs. Quantitative Analysis.
Exploration of both types of analysis, including limitations.
4. Feedback.
Implications associated with feedback and coaching.
5. Reliability Issues.
How the analysis of sporting performance can be effected by external reliablity issues

Statement on Teaching, Learning and Assessment
The aim of this module is to provide the students with the knowledge and competence to conduct a performance analysis session over a range of individual sports and to develop intervention strategies within the coaching process. 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 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, students are encouraged to engage in independent study, in particular reading the key texts, in order to further their knowledge base. Teaching and learning strategies focus on developing students skills in accordance with Abertay graduate attributes. There are two components of assessment for this module. Students will submit a project based assessment which will assess their application of practical knowledge, academic theory and empirical work within a real performance analysis environment. A practical case-study will link directly to students engagement and evaluation of applied sports performances, encouraging the development of self-aware and self-analytical individuals.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Supervised Practical Activity : 12 hours
Unsupervised Practical Activities : 12 hours
Assessment : 36 hours
Independent : 66 hours

Assessment

Portfolio 1 Directed Activities
Weighting             : 0%
Workload              : 0 hrs
Issue Week          : 1
Submission Week : 12
Return Week        : 16
Associated Learning Outcomes :
Assessment Tutor : Grant Small (G513280)

2 Project 2 2000 words
Weighting             : 60%
Workload              : 18 hrs
Issue Week          : 4
Submission Week : 17
Return Week        : 20
Associated Learning Outcomes :
Assessment Tutor : Grant Small (G513280)

Case Study 3 2000 words
Weighting             : 40%
Workload              : 18 hrs
Issue Week          : 4
Submission Week : 10
Return Week        : 13
Associated Learning Outcomes :
Assessment Tutor : Grant Small (G513280)
 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Hughes, M. & Franks, I. 2004 Notational Analysis of Sport (2nd Ed). Routledge.
Hay, J. 1993 The Biomechanics of Sports Techniques (4th Ed). Prentice Hall.
Knudson, D.V. and Morrison, C.S. 2002 Qualitative analysis of Human Movement (2nd Ed). Champaign, IL: Human Kinetics.

Specialist Resources


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

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

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 : 2011/2
Last Updated : 12/05/11 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 : SL1087A
Module Title  : Practical Strength and Conditioning 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 : 2011/2
Last Updated : 27/07/11 By

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


Module Tutor : John Jakeman (J515074)

Brief Description
This module builds on SL0984. Students will explore more advanced training methods and theory, developing long term training programmes for a range of sports

Aim
The aim of this Module is to provide the student with the ability to identify the physical requirements of various sports, identify strengths and weaknesses of individual performers and prescribe long term training programmes

Learning Outcomes
By the end of this module the student should be able to :
1. Understand the scientific underpinnings of long term training
2. Understand a range of periodisation strategies and their application to various sports
3. Identify the S&C requirements of performers in a variety of sports and prepare long term programmes to meet these demands
4. Demonstrate and devise advanced speed, agility and plyometric drills
5. Demonstrate variations of the main Olympic and power lifts as well as other more novel training means

Indicative Content

1. Interpretation and dissemination of information
How to interpret scientific data and articles, and be able to disseminate findings to a range of populations (coaches, athletes etc.)
2. Recovery during and after exercise
Understanding the mechanisms involved in fatigue, and recovery during and after exercise
3. Assessment of Strength and Power
Isssues in strength assessment, specific lab based and field based protocols, designing testing batteries
4. Speed agility and plyometric exercise
Mechanical underpinnings, typical means and methods, designing drills
5. Performance Analysis
Identifying main physiological and biomechanical requirements of various sports and designing appropriate conditioning interventions
6. Ethics in strength and conditioning
Developing an understanding of the ethical issues involved in strength and conditioning
7. The structure of strength and conditioning
Understanding the structure of strength and conditioning, how to apply for positions, and accreditation routes
8. Practical applications
Methods of dealing with a range of practical scenarios in strength and conditioning

Statement on Teaching, Learning and Assessment
The material will be delivered via tutorials and practicals. Teaching and learning strategies focus on developing student skills in accordance with Abertay graduate attributes. These are assessed in the following ways: determined creators, flexible collaborators (unit 1), confident thinkers, challenging complexity, driving change (unit 2). 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 : 24 hours
Supervised Practical Activity : 10 hours
Unsupervised Practical Activities : 14 hours
Assessment : 24 hours
Independent : 78 hours

Assessment

Practical Test 1 Technique Demonstration
Weighting             : 40%
Workload              : 4 hrs
Issue Week          : 1
Submission Week : 7
Return Week        : 13
Associated Learning Outcomes : 5
Assessment Tutor : John Jakeman (J515074)

2 Case Study 2 3000 words
Weighting             : 60%
Workload              : 20 hrs
Issue Week          : 1
Submission Week : 17
Return Week        : 21
Associated Learning Outcomes : 1,2,3,4,5
Assessment Tutor : John Jakeman (J515074)

 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Baechle, T 2004 Essentials of Strength and Conditioning Human Kinetics, Champaign, IL
Bompa, T 1999 Periodisation Human Kinetics, Champaign, IL
Zatsiorsky, V. and Kraemer, W 2006 Science and Practice of Strength Training Human Kinetics, Champaign, IL

Specialist Resources
Human Performance Laboratory, Gym

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

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

Module Code : SL1095A
Module Title  : Scientific support for Elite Performance

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 : 2011/2
Last Updated : 27/07/11 By

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


Module Tutor : Luis Calmeiro (L514078)

Brief Description
This module is designed to build on science theory so that the student can explore the influence of sports science support on sports performance.

Aim
The aim of this Module is to provide the student with information which would allow them to critically appraise the worth of specific elements of sports science support to the athlete.

Learning Outcomes
By the end of this module the student should be able to :
1. critically appraise the value of different members of the sports science team to the athlete
2. consider professional and ethical issues that members of the sport science team will need to apply when dealing with the athlete
3. apply current research thinking in the field of sport science support in writing a review of how members of the sports science team can help an athlete resolve performance-related problems

Indicative Content

1. The Sports Physiologist
The role of the sports physiologist
2. The Sports Biomechanist
The role of the sports biomechanist
3. The Sports Nutritionist
The role of the sports nutritionist
4. The Sports Psychologist
The role of the sports psychologist
5. The strength and conditioning specialist
the role of the strength and conditioning specialist
6. The sports physiotherapist
The role of the sports physiotherapist
7. The coach as a team manager
working together - the partnership between sport science support, the athlete, the coach and other members of the athlete's support team
8. Professional Issues and Ethical Issues
Professional issues when working with elite athletes; Ethical issues when working with elite athletes

Statement on Teaching, Learning and Assessment
The aim of this module is to provide the student with the knowledge to underpin performance coaching and to act as a preparation for contribution to sport systems in the UK. This module will consist of 2-hour lectorials lead by guest lecturers with recognised expertise in specific sport support areas. The purpose of these sessions is to provide the student with information concerning needs assessment analysis, and development, implementation and monitoring of interventions to improve elite performance. Guests will focus on how they work with teams, individuals, or coaches to enhance sport performance. Consisting with Abertay's policy for the development of graduate attributes, the lectorials will consist of a mixture of delivery of information, problem- solving, collaborative work and analysis of case studies. The assessment strategy includes one presentation and one essay. The presentation will allow students to develop a case-study scenario in which a needs analysis process is conducted. The second assignment builds on the strengths and weaknesses identified and requires the student to consider the areas of scientific support to develop a coherent intervention.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), determined creators (units 1,2), challenging complexity, driving change (unit 2). 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 : 11 hours
Tutorial/Seminar : 10 hours
Assessment : 24 hours
Independent : 105 hours

Assessment

Presentation 1 Oral presentation
Weighting             : 30%
Workload              : 7 hrs
Issue Week          : 1
Submission Week : 7
Return Week        : 10
Associated Learning Outcomes : 2,3
Assessment Tutor : Luis Calmeiro (L514078)

2 Case Study 2 case-study
Weighting             : 70%
Workload              : 17 hrs
Issue Week          : 1
Submission Week : 17
Return Week        : 22
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Luis Calmeiro (L514078)

 
 
 


Additional Assessment Information


Additional Tutors :
Guest Speaker

Supportive Reading
Lyle, J. 2002 Sport Coaching Concepts Routledge
Cross, N. & Lyle, J. 1999 The Coaching Process Heinemann Butterworth


Specialist Resources


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

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

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 : 2011/2
Last Updated : 27/07/11 By

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


Module Tutor : GEORGE JENNINGS (G515252)

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          : 1
Submission Week : 35
Return Week        : 40
Associated Learning Outcomes :
Assessment Tutor : GEORGE JENNINGS (G515252)


 
 
 


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 : 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 : 2011/2
Last Updated : 27/07/11 By

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


Module Tutor : Yvette Wharton (Y510992)

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 : 17
Return Week        : 21
Associated Learning Outcomes : 1,2,3
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