Level 4 Modules - Askham Bryan College...college on the Microsoft Office programmes Word, Excel and...

Level 4 Modules

Foundation Degree Sport (Coaching and Fitness)

Annex 6D

Validated Programme Module Specification Template

Module Title Academic and Professional Development

Module Code

Date of Approval/Review May 2015

School Social Sciences, Business and Law

Module Descriptor This module aims to develop and enhance the key academic skills and competences which enable students to study on higher education programmes. In addition, the technical IT skills required to complement the production of a range of professional documents, including reports, presentations and spreadsheets are developed within this module.

Module Leader Deirdre Rooney, Higher Education

Module Tutors Karen Kendall, ICT lecturer James Thwaite, AVOL Section

External Examiners To be confirmed

Module Occurrence

Year Location Period Minimum Students

Maximum Students

2015 Askham Bryan College 2015/16 5 30

Module Values

Level Credit Learning Hours

4 20 200

Programme(s) module used by Module Type

Foundation Degree Sports (Coaching and Fitness) Foundation Degree Sports (Adventure and Outdoor Education)

Core Core

Available as Open/Distance Learning? delete as appropriate:

Open: NO

Distance Learning: NO

Roll on/Roll off? N/A

Delivery Mode Standard delivery

AIMS:

Module Aims

This module aims to develop and enhance the key academic skills and competences which enable students to study on higher education programmes. In addition, the technical IT skills required to complement the production of a range of professional documents, including reports, presentations and spreadsheets are developed within this module.

Indicative Content

Study Skills

Communication skills: Academic writing styles; presentation of information; oral communication skills

Research skills

Referencing and library skills

Literature searches and reviews

Online databases

Metacognitive skills: understanding and engaging with feedback; reflecting on learning; becoming an active participant in learning

ICT Basic Word Processing

Production of professional documents

Page set up, margins, breaks, letter layouts, block layout, widows/orphans

Editing and formatting

Create and manipulate tables

Insert & manipulate images

Headers/footers, page numbers

Line spacing

Proof reading including spell check

Bullets and numbering

Copy & paste, find & replace functions

Using word counts File Management

Saving different file types and different locations

Create folders and save files into folders

Move/copy files between folders Use of Internet

Emailing and attachments

Understanding anti-plagiarism software

Upload assignment work to Turnitin

Use of the College’s Virtual Learning Environment, Moodle

Presentations

Use of Powerpoint and Prezi

Create professional presentations using master slides and appropriate slide layout

Format background/font

Insert, manipulate and compress images

Understand design principles

Select appropriate print options

Use of speaker notes Spreadsheets

Use and replication of functions and formulas to include Sum, Min, Max, Average, CountA, Median, Mode, stdev

Page set up options to include printing options and header/footer

Formatting and editing

Creating professional figures and tables

Relative cell references

LEARNING OUTCOMES:

Knowledge and Understanding 1. Explain and use key concepts related to

study skills and IT practices

Cognitive and Intellectual Skills 1. Identify and apply appropriate learning

techniques

Practical and Professional Skills 1. Evaluate academic writing techniques

Key Transferable Skills

1. Communicate effectively in an appropriate manner to support successful study

2. Demonstrate appropriate use of relevant software to produce a range of documents

LEARNING AND TEACHING:

Learning Strategy The module will be taught using formal and interactive lectures, seminars and tutorials. ICT sessions take the form of hands on sessions in ICT suites backed up by students’ directed study material. Students will have access to the College’s Virtual Learning Environment throughout their studies. This will contain information specific to their course including course handbooks, schemes of work, module study guides etc. In addition module tutors will post module specific resources based upon taught sessions to support students in their learning.

Selected subject-specific data sets will be used where appropriate with different course groups to enhance understanding.

Delivery Pattern (total number of hours per module)

Lecture: 25 Tutorial/Seminar:

Science Laboratory: IT Laboratory: 25

Studio: Open/Distance Learning:

Practice: Self-directed Learning: 150

ASSESSMENT:

Assessment Pattern

Assessment 1 (50%): Continuous assessment, Weeks 4, 8, 14 and 24 Assessment 2 (50%): Exams in Weeks 16 and 25

Assessment Strategy Assessment 1 will be a continuous assessment throughout the academic year via a series of short defined tasks allowing development of the range of academic and underpinning technological skills required for HE study. This will assess KU1, KT1, KT2 and CI1 and PP1.

Assessment 2 will comprise of two one hour examinations to assess students’ technical IT abilities. This will assess KU1 and KU2.

Assessment Criteria Assessment 1 : (a) 500word evaluative statement (on effective

note-taking techniques) (b) An annotated bibliography (c) Reflective statement (based on received

feedback) (d) Short presentation (based on basic data

analysis) Assessment 2:

(a) Presentation and email (b) Word-processing and spreadsheets

Assignment Submission Assignments must be submitted via:

(a) Turnitin, and (b) Paper-based submission

Is Resubmission possible? No

Assessment Regulations Standard regulations apply

Compensatable Yes

REQUISITES:

Pre-Requisites None

Co-Requisites None

Other Requirements None

Additional Comments None

INDICATIVE RESOURCES:

Purchase

Essential

Cottrell, S. 2013. The Study Skills Handbook. 4th ed. Basingstoke: Palgrave McMillan

Cottrell, S. 2011. Critical Thinking Skills: developing effective analysis and argument. 2nd ed. Basingstoke: Palgrave McMillan

Pears, R. and Shield, G. 2013. Cite them Right: the Essential Referencing Guide. 9th ed. Palgrave Macmillan

Recommended

Bedford, D. and Wilson, E. 2013. Study Skills for Foundation Degrees. 2nd ed.London: Fulton

Cottrell, S. 2007. The Exam Skills Handbook. Basingstoke: Palgrave McMillan

Drew, S. and Bingham, R. 2003. The Student Skills Guide. 2nd ed. Aldershot: Gower

Greetham, B. 2013. How to Write Better Essays. 3rd ed. Basingstoke: Palgrave McMillan

McMillan, K. and Weyers, J. 2006. The Smarter Student. London: Pearson Education

Northedge, A. 2005. The Good Study Guide. 2nd ed. Open University: Milton Keynes

Journals Computing Weekly

Electronic

Internet Detective website created by Intute, a national service for UK universities and colleges which provides web-based Internet research skills tutorials, and LearnHigher, a consortium of 16 universities: www.vts.intute.ac.uk/detective/index.html.

Open Learn website is created to provide open access to study material written by the Open University. Available at http://openlearn.open.ac.uk/course/category.php?id=12

Extensive support manuals and exercises written by the

http://www.vts.intute.ac.uk/detective/index.html

http://openlearn.open.ac.uk/course/category.php?id=12

college on the Microsoft Office programmes Word, Excel and PowerPoint are available for all students on Moodle. No further reading is deemed necessary to successfully complete the ICT section of the module.

ACCESSIBILITY:

Accessibility Statement

The College aims to make this module accessible to any student who may benefit by studying it. Students who are concerned about their ability to access the module are advised to contact the College Disability Co-ordinator for academic advice and the University Student Services staff for details of available support.

Module Title Anatomy and Physiology for Sport

Annex 6D

AIMS:

Module Code

Date of Approval/Review

May 2015


Module Descriptor This first year module will equip students with the underpinning

knowledge associated with principles of anatomy and physiology in

relation to sport participation, performance and coaching. The module

plays a vital role in preparing students for further study in specialised

modules in each of the pathways. This serves both to introduce key

concepts in anatomy and physiology to students, and to highlight how

the performer must manage each aspect to maximise performance. The

module will be assessed through a practical laboratory report and an end

of module examination.

Module Leader James Thwaite

Module Tutors Melissa Holmes

External Examiners

To be confirmed

Module Occurrence


Maximum Students

2015/16 Askham Bryan College Terms 1 & 2 5 30

Module Values


FHEQ Level 4 20 200


FdSc Sport (Coaching and Fitness) FdSc Sport (Adventure and Outdoor Education)

Core Core


Open: NO



Delivery Mode Standard

Module Aims To enable students to: Develop knowledge and understanding of the structure and function of the skeletal, muscular, cardiovascular, and respiratory systems. Following on from this the module will develop knowledge and understanding of the effects of exercise on the body’s systems and this will underpin the scientific principles of performance and coaching

Indicative Content Structure of the skeleton. Functions of the

skeleton: support, protection, and attachment for skeletal muscle, leverage; source of blood cells and the storage of minerals.

Types of joint, structure, function, movement and factors affecting mobility.

Types of muscle tissue, structure of skeletal muscle from gross structure to cellular structure of muscle fibre. Muscle fibre type to include fast glycolytic fibres and the contraction of skeletal muscle. Functions of muscle.

Structure and function of the cardiovascular system, heart, blood and blood vessels. Structure and function of the lungs and conditions needed for optimum gaseous exchange. Calculate lung volumes and capacities.

Describe how cardiovascular system ensures the delivery and removal of respiratory gases and metabolites and catabolites at rest and during exercise.

Increased blood supply; increase in muscle pliability; increased range of movement; muscle fibre micro tears, heart rate anticipatory response; activity response; increased blood pressure; vasoconstriction; vasodilation. Increase in breathing rate (neural and chemical control); increased tidal volume.

Cardiac hypertrophy; increase in stroke volume; increase in cardiac output, decrease in resting heart rate; capillarisation; increase in blood volume; reduction in resting blood pressure; decreased recovery time.

Hypertrophy; increase in tendon strength; increase in myoglobin stores; increased number of mitochondria; increased storage of glycogen and fat; increased muscle strength; increased tolerance to lactic acid.

Increase in bone calcium stores; increased

stretch in ligaments; increased thickness of hyaline cartilage; increased production of synovial fluid.

Increased vital capacity; increase in minute ventilation; increased strength of respiratory muscles; increase in oxygen diffusion rate.

LEARNING OUTCOMES:

Knowledge and Understanding 1. Explain the structure and function of the skeletal, muscular, cardiovascular and respiratory systems.

Cognitive and Intellectual Skills 1.Explain a range of body adaptations as a result of exercise and training.

Practical and Professional Skills 1.Record and describe a range of anatomical features

Key Transferable Skills 1.Communicate effectively the findings of anatomical and physiological investigations


Learning Strategy A range of teaching and learning methods will be utilised including lectures, laboratory practical’s and supporting seminars. Lectures will provide the theoretical underpinning knowledge of anatomical and physiological processes and the effects of exercise on the body, while seminars will be used to expand students’ understanding and confidence. Practical laboratory sessions will be used to provide students’ with practical laboratory skills and a physical understanding of the anatomical features of the human body. Students will be expected to engage with the VLE to access additional resources to reinforce lectures and practical.


Lecture: 25 Tutorial/Seminar: 15

Science Laboratory: 10 IT Laboratory:



ASSESSMENT:

Assessment Pattern

Practical Laboratory Report: Week 15 (40%) MCQ examination: Week 25 (50%)

Assessment Strategy A practical laboratory report, of 2000 words, will be compiled over a series of practical sessions: This assessment will cover PP1 and KT1 Examination, of 2 hours duration.

This assessment will cover KU1 and CI1 Formative assessment opportunities will be provided via Moodle in the form of online tests, interactive workshops and also through practice exam questions

Assessment Criteria Practical laboratory report: Accurate description of a range of anatomical dissections Accurate descriptions and interpretation of physiological tests e.g. heart rates, etc. Examination: Identification of correct features of anatomy and physiology Identification of aspects of anatomy and physiology associated with exercise responses

Assignment Submission Assignment submission will be via:

(a) Turnitin, and (b) Paper-based



Compensatable Yes

REQUISITES:

Pre-Requisites None

Co-Requisites None




Purchase Laboratory Coat Sewell. D. 2012. Sport and Exercise Science: An Introduction. 2nd ed. Routledge

Essential McArdle. W, Katch. F and Katch. 2014. Exercise Physiology: Nutrition, Energy, and Human Performance. Lippincott Williams and Wilkins

Recommended

Fox, E, Foss, M. and Keteyian, S. 1998. Fox’s Physiological basis for exercise and sport. McGraw–Hill Hoffman, J. 2014. Physiological aspects of sport training and performance. Human Kinetics Jarmey, C. 2008. Concise Book of Muscles. Jalandhar, India: Lotus Publishing Powers, S and Howley, E. 2012. Exercise physiology: theory and application to fitness and performance. McGraw-Hill

Tortora, G and Derrickson, B. 2011. Principles of anatomy and physiology: Volume 1 - Organization, support and movement, and control systems of the human body. John Wiley & Sons

Journals Journal of Sports Sciences

Electronic

British Association of Sport & Exercise Sciences: http://www.bases.org.uk www.Skillsactive.org.uk www.Nutrition.about.com/cs/sportsnutrition www.innerbody.com www.nlm.nih.gov/research/visible/visible_human.html www.sportscoachuk.org www.sportengland.org

ACCESSIBILITY:



Annex 6D

http://www.bases.org.uk/

http://www.innerbody.com/

http://www.nlm.nih.gov/research/visible/visible_human.html

http://www.sportscoachuk.org/

http://www.sportengland.org/

Validated Programme Module Specification

Module Title Practical Skills and Fitness

Module Code


May 2015

School School of Social Sciences, Business and Law

Module Descriptor

studentsStudentsstudents Understanding practical performance is the start point to understanding how to improve performance. This module will allow students to gain valuable knowledge underpinning sporting performance in a practical environment. Students will identify movement patterns associated with various sports and ascertain why they are important. Practical delivery will allow the students to test the skills in action. The module will further explore how to incorporate this new found knowledge into practical delivery, allowing students to recognise success and failures, and also how to review their sessions using a simple reflective model. This will in turn prepare students for more detailed session planning, delivery and critically reviewing at Level 5 (Physical Instructing and Fitness)

Module Leader William Miller – AVOL Section (Sports development, coaching and fitness)

Module Tutors William Miller – AVOL Section (Sports development, coaching and fitness) Melissa Holmes - AVOL Section (Sports development, coaching and fitness) Aaron Clark - AVOL Section (Sports development, coaching and fitness)

External Examiners

To be confirmed

Module Occurrence


Maximum Students


Module Values


FHEQ Level 4 20 200


Foundation Degree Sport (Coaching and Fitness) Core

Available as delete as appropriate:

Open: NO

Open/Distance Learning?




AIMS:

Module Aims This module aims to develop the students understanding of the practical skills associated with sporting performance, including the movement patterns associated with elite sporting performance. Understanding functional movement patterns is the first step towards mastering good training decisions which, in turn will allow further development of training sessions. In addition it will explore the application of motor development, including, agility, balance, coordination, proprioception and patterning in a practical environment.

Indicative Content Movement patterns and motor skills

Aspects of motor development including agility, balance and

coordination

Understanding movement patterns PNF (proprioceptive neuromuscular facilitation)

Speed Development Core Strength in a practical capacity Flexibility recording the outcomes The review process, including exploring personal development plans

LEARNING OUTCOMES:

Knowledge and Understanding

1. Describe aspects of motor development in a practical context

Cognitive and Intellectual Skills

1. Identify the key motor skills relevant to sporting performance

Practical and Professional Skills

1. Apply aspects of motor skills development in competitive performance


1. Reflect on personal performance from within a practical setting


Learning Strategy The seminars will be a mixture of tutor and student led sessions considering practical examples involved in practical skills and fitness. Practical tutor led sessions will allow opportunity for students to work on examples and case studies as discussed in the seminars.

Student led sessions will allow the opportunity to highlight ideas around practical skills and fitness in a practical environment. Practical session will be used to support the theory where appropriate and allow students the opportunity to develop a range of employability skills. Throughout students will reflect on their own practical skills and performance in practical situations which will allow opportunities for critical assessment and will help inform recommendations for improvement.


Lecture: Tutorial/Seminar: 25

Science Laboratory:

IT Laboratory:


Practice: 25 Self-directed Learning: 150

ASSESSMENT:

Assessment Pattern

Exam: Week 14 (30% of module) Practical Logbook: Week 25, 70% of module

Assessment Strategy

Exam - this assessment will assess KU1 & CI1 Practical Logbook – personal logbook of individual performance regarding personal motor skills development in a competitive setting. This assessment will cover PP1 & KT1

Assessment Criteria

Exam, this exam will cover aspects of motor development including agility, balance and coordination. Practical Logbook - students are required to participate in sport, keeping a record of their practical and professional skills.

Assignment Submission

All assignments are to be submitted: a) via Turnitin, and b) paper-based.

Is Resubmission possible?

No

Assessment Regulations

Standard regulations apply.

Compensatable Yes

REQUISITES:

Pre-Requisites None

Co-Requisites None

Other Requirements

None

Additional Comments

None


Purchase

Essential

Stafford, I. 2011. Coaching Children in Sport. Oxon: Routledge. Gratton, C. and Jones, I. 2004. Research Methods for Sport Studies, London: Routledge.

Recommended

Cassidy P. 2005. Effective Coaching: Teaching Young People Sports and Sportsmanship. Westholme Publishing. Jones, R. Armour, K. and Potrac, P. 2003. Sports Coaching Concepts: From practice to theory. London: Routledge Lyle, J. 2004. Sports Coaching Concepts: A Framework for Coaches’ Behaviour. Routledge, London

Journals

International Journal of Sports Science and Coaching Journal of Sports Sciences

Electronic

Moodle

British Cycling www.britishcycling.org.uk The British Olympic Association www.olympics.org.uk British Volleyball Association www.britishperformancevolleyball.org Coachwise www.1st4sport.co.uk English Basketball Association www.englandbasketball.co.uk The Football Association www.thefa.com The Rugby Football Union www.rfu.com Sports Leaders UK www.sportsleaders.org

ACCESSIBILITY:

http://bookshop.blackwell.co.uk/jsp/id/Coaching_Children_in_Sport/9780415493918

http://www.britishcycling.org.uk/

http://www.olympics.org.uk/

http://www.britishperformancevolleyball.org/

http://www.1st4sport.co.uk/

http://www.englandbasketball.co.uk/

http://www.thefa.com/

http://www.rfu.com/

Annex 6D

Validated Programme Module Specification Template

Module Title Sport as a Business

Module Code



Module Descriptor Sport is a major economic driver but the market is highly fragmented with a variety of businesses seeking to generate revenue from sport. This module seeks to develop an understanding of the key approaches to generating sustainable revenues from sport. It will look to develop business concepts and ideas that students will require to work in a managerial capacity in sport based organisations, as a sole trader or principal in a Ltd company.

Module Leader Ade Brownlow (AVOL Section, Business Lecturer)

Module Tutors Ade Brownlow (AVOL Section, Business) Mark Hoyle (Animal Management Section, Business)


Module Occurrence


Maximum Students


Module Values


4 20 200


Foundation Degree Sport (Coaching and Fitness) Foundation Degree Sport (Adventure and Outdoor education)

Core Core


Open: NO



Delivery Mode FT & PT

AIMS:

Module Aims This module prepares students to realise the economic value of their own sports skills as a sole trader and owner/operator of microbusiness below the VAT threshold. Students will understand that to be able to compete in what is a competitive environment a focus on customer needs is essential and that the sport business is a crowded and highly competitive landscape.

Indicative Content Business environment

Exploration of key political and legal elements of the business environment

Exploration and introduction to basic economic factors and their impact on businesses

Illumination of the links between political and economic factors in terms of economic and political cycles. The impact of political decisions on fiscal and monetary policy on the economic position of a business.

Exploration of social (demographics and psychographics) and technological trends and their impact on markets and businesses.

Discussion of market environment (porters five forces) Financial awareness & Business Planning

Meaning of Profit and Loss & associated indicators of performance (gross profit, operating profit, net profit, margins etc).

Cash flow management and development of cash flow plans.

Business approaches to the environment and stakeholders.

Sustainability of business

Business planning process

Marketing & competitive environment

Proposition & product development accounting for customer demographics and psychographics (segmentation)

Stakeholders and customer focus

The extended marketing mix (7Ps) with emphasis on the service elements, managing customer expectations and understanding customer perspectives on the products and services provided

Promotional techniques (Advertising, PR etc)

Basic market assessment techniques including discussions around product lifecycle, level of competition (Porters Five Forces) etc

Segmentation and targeting

Presenting a business idea

LEARNING OUTCOMES:


1. Interpret and illustrate the environment in which a proposed business will operate.


1. Segment and break-down a market by illustrating the needs of customers through market and competitor research.

2. Plan how a business could develop and market products that fulfil customer need.


1. Illustrate how a business could respond to environmental challenges.


Learning Strategy Fundamentally the module seeks to simulate the planning process needed for starting up a business. The emphasis is to prepare students to develop planning pertaining to a sport based ltd company providing a product or service that students have or are developing the skills to operate. Lecture inputs will focus on the generic business skills needed to plan a business. Tutorials / seminars will facilitate groups of students to apply those skills to their own ‘sport enterprise idea’. Self-directed study will be group work with students developing and planning a sport based enterprise. Planning will take the form of a business plan and will involve market research, competitor analysis and financial planning for the new venture. Students will present their business idea as a business pitch.



Science Laboratory: IT Laboratory:

Studio: Business ‘Mentoring’:


ASSESSMENT:

Assessment Pattern

Group business plan week 19 Group presentation week 23

Assessment Strategy

1. Students to work in a group to produce a business plan (KU1, , CI1 and CI2) (50%)

2. Students to make group presentation/ business pitch of business plan (PP1 & KT1) (50%)

Assessment Criteria

2000 word business plan with financial elements 15 minute presentation


All assignments are to be submitted: (a) via Turnitin, and (b) paper-based.

REQUISITES:

Pre-Requisites None

Co-Requisites None



1. Present a coherent business case for a sport based enterprise.


Assessment Regulations Standard Regulations Apply

Compensatable No



Purchase

Essential

Cox, D, and Fardon, M. 1997. Management of finance. Worcester: Osborne Books Evans, V. 2011. FT Essential Guide to Writing a Business Plan. Harlow: FT / Prentice Hall Johnson, G., Scholes, K., Whittington, R. 2008. Exploring Corporate Strategy: text and cases, 8th ed. Harlow: Financial Times Prentice Hall Kotler, P. and Armstrong, G. 2013. Principles of marketing. 6th euro. ed. Harlow: Pearson

Recommended

Atrill, P. 2011. Financial management for decision makers. 6th ed. Harlow, Prentice Hall Blythe, J. 2012. Essentials of marketing. 5th ed. Harlow: Pearson Brassington, F. and Pettitt, S. 2013. Principles of marketing with MyMarktingLad. 3rd ed. Harlow, Pearson Finch, B. 2013. How to Write a Business Plan (creating success), 4th ed. London, Kogan Page Westwood, J. 2013. How to write a marketing plan (creating success). 4th Ed ed. London, Kogan Page

Journals

The Financial Times, Daily, London: Financial Times Sport, Business and Management: An International Journal.

Electronic

London: Natwest Bank, www.business.natwest.co.uk London: UK Government www.gov.uk/starting-up-a-business London: Barclays bank https://www.barclays.co.uk/Startupsupport/Writingasmallbusinessplan.

ACCESSIBILITY:


The College aims to make this module accessible to any student who may benefit by studying it. Students who are concerned about their ability to access the module are

http://www.business.natwest.co.uk/

http://www.gov.uk/starting-up-a-business

https://www.barclays.co.uk/Startupsupport/Writingasmallbusinessplan

advised to contact the College Disability Co-ordinator for academic advice and the University Student Services staff for details of available support.

Annex D


Module Title Contemporary Sports Coaching

Module Code


May 2015

School School of Social Sciences, Business and Law

Module Descriptor

This module allows experimental and reflective student learning opportunities. Students will learn the fundamental principles underpinning the coaching process. Furthermore, the context within which sports coaching pertains, including a significant emphasis on the development of motor skills will be covered. The role of the exercise professional in developing the fitness of a range of subject groups within a sports coaching session will be discussed and evaluated throughout the module.

Module Leader William Miller – AVOL Section (Sports development, coaching and fitness)

Module Tutors William Miller – AVOL Section (Sports development, coaching and fitness) Melissa Holmes - AVOL Section (Sports development, coaching and fitness) Matthew Heath - AVOL Section (Sports development, coaching and fitness)

External Examiners

To be confirmed

Module Occurrence


Maximum Students


Module Values


FHEQ Level 4 20 200


Foundation Degree Sport (Coaching and Fitness) Core

delete as appropriate:

Available as Open/Distance Learning?

Open: NO


Roll on/Roll off?

N/A


AIMS:

Module Aims This module will investigate the modern sports coach and what is required to become successful. Students will develop a knowledge and understanding of the attributes of the modern sports coach and show they are able to demonstrate the key factors that influence the coaching process. The module will allow them to apply their knowledge through practical coaching before reviewing their session and implementing a development plan for further development and improvement.

Indicative Content

An overview of the modern coach, the coaching process and an understanding of how to review that process. This will include:

Coaching Process – theoretic models.

Plan a Sports Session (including practical delivery): planning a sports

coaching session that reflects a chosen coaching model, incorporating the motor skills and reflects the athlete’s goals.

Modern coaching - develop adaptive, improvisational and imaginative

approaches to coaching

Improve Sporting Performance –identification of methods for analysing and adapting sports performance within sports coaching sessions.

Review sports coaching sessions and provide recommendations for future performance measured against coaching models.

LEARNING OUTCOMES:


1. Describe a range of methods used in the coaching process. 2. Review coaching sessions making recommendations for future

development and performance.


1. Assess and evaluate evidence presented in a range of forms and gathered from a range of sources.


1. Apply the coaching process in a sports coaching session.


1. Communicate effectively using both written and oral methods.


Learning Strategy

This module will be based on a combination of lectures, seminars and practical sessions. Lectures will provide the basis of students’ knowledge of the coaching process and seminars will complement lectures and build students’ confidence in challenging assumptions of the coaching process. Practical demonstrations and sessions will show how theory, knowledge and professional practice are integrated. Practical delivery will give students the opportunity to emulate professional and disciplinary practice. The diversity of teaching approaches combined with individual study will ensure all module aims are achieved and a rigorous approach to the acquisition of a range of subject specific, cognitive and transferable skills. Students will be expected to undertake formative assessment on the College VLE which will also be used to post additional resources and interactive workshops. Moodle will provide additional support to the student through engagement with key coaching clips and examples.



Science Laboratory:

IT Laboratory:



ASSESSMENT:

Assessment Pattern

Practical Assessment: Week 20 (30%) Written Assessment: Week 25 (70%)

Assessment Strategy

Practical Session (30%): A practical session which is planned and executed by the student and assessed by tutor observation and grading. This assessment will assess KT1 and PP1. Written Assessment (70%): A written assessment of 3000 words which will consist of a review of a practical sports coaching session. This assessment will assess KU1, KU2 and CI1.

Assessment Criteria

Written and Practical Assessment

Plan and execute a sports coaching session.

Incorporate coaching model of choice into the session.

Show evidence of motor skills in session planning

Written Assessment / Review

Coaching theory / modal Internal and external factors affecting coaching sessions Review of participants and self Areas for further development


Written Assessment submission by: (a) Turnitin, and (b) paper-based submission



Compensatable Yes

REQUISITES:

Pre-Requisites None

Co-Requisites None

Other Requirements

None

Additional Comments

None


Purchase

Essential

Stafford, I. 2011. Coaching Children in Sport. Routledge; Oxon Gratton, C. & Jones, I. 2004. Research Methods for Sport Studies. London: Routledge.

Recommended

Orlick, T. 2000. In Pusuit of Excellence: How to Win in Sports and life

through Mental Training. Champain, Illinois: Human Kinetics.

Yeagley, J., Rees, R, and van der Meer, C. 2003. Coaching Soccer

Successfully. Leeds: Human Kinetics Europe Ltd.

Cassidy P. 2005. Effective Coaching: Teaching Young People Sports and Sportsmanship. Westholme Publishing. Craine N. et al. 2004. How to Coach Children in Sport – Coaching Essentials No. 6. Coachwise Ltd. Cross N. 1999. The Coaching Process: Principles and Practice for Sport. Butterworth-Heinemann. Pyke F. 2001. Better Coaching: Advanced Coach’s Manual. Human Kinetics Europe Ltd.

Journals

International Journal of Sports Science and Coaching Journal of Sports Sciences PE Review

Electronic

Amateur Swimming Association www.britishswimming.org British Cycling www.britishcycling.org.uk British Gymnastics www.british-gymnastics.org.uk

http://bookshop.blackwell.co.uk/jsp/id/Coaching_Children_in_Sport/9780415493918

http://www.britishswimming.org/

http://www.britishcycling.org.uk/

http://www.british-gymnastics.org.uk/

Coachwise www.1st4sport.co.uk English Basketball Association www.englandbasketball.co.uk Sports Leaders UK www.sportsleaders.org The British Olympic Association www.olympics.org.uk The Football Association www.thefa.com The Lawn Tennis Association www.lta.org.uk The Rugby Football Union www.rfu.com UK Athletics www.ukathletics.net UK Sport www.uksport.gov.uk

ACCESSIBILITY:



http://www.1st4sport.co.uk/

http://www.englandbasketball.co.uk/

http://www.sportsleaders.org/

http://www.olympics.org.uk/

http://www.thefa.com/

http://www.lta.org.uk/

http://www.rfu.com/

http://www.ukathletics.net/

Annex 6D


Module Title Work Based Learning 1

Module Code



Module Descriptor Students will complete a minimum of 75 hours in a relevant industry placement, enabling them to relate academic study to the types of work they will be expected to undertake for an employer. The taught component of this module is designed to support students’ skills development as well as developing an awareness of industry health and safety. Students will appraise their own professional and vocational development in the context of a working organisation and use this to enhance career prospects.

Module Leader Deirdre Rooney, Higher Education

Module Tutors James Thwaite, AVOL Section William Miller, AVOL Section


Module Occurrence


Maximum Students


Module Values


4 20 200


Foundation Degree Sport (Adventure and Outdoor Education) Foundation Degree Sport (Coaching and Fitness)

Core Core


Open: NO



Delivery Mode Standard delivery

AIMS:

Module Aims This module aims to develop student’s knowledge of their industry and assist in identifying skills required and how to develop these skills within their industry. Students will engage in work placements to gain real-life experience of their industry.

Indicative Content

Current position of the industry

Career opportunities and associated skills requirements

Sustainability of the industry and external influences

National Occupational Standards

Key governing bodies and organisations Health and Safety at Work Act 1974 - rights

and responsibilities of employers/employees Regulations relevant to the workplace

Preparation for industry placement, including placement opportunities and securing placement

Identification of career opportunities and goals

Audit and development plan for relevant vocational skills

Audit and development plan for professional skills

Reflective strategies Evaluation of own participation and progress

during industry placement Using reflection and employer feedback to

support future development Planning and researching career

progression

LEARNING OUTCOMES:

Knowledge and Understanding 1. Identify the current industry position and

assess its future sustainability

Cognitive and Intellectual Skills 1. Appraise own professional and vocational

development in the workplace.


1. Participate effectively within the workplace by applying the professional and vocational skills which support employment within their industry


1. Engage in activities to enhance co-operative approach to working

2. Identify own skills, qualifications and health and safety regulations needed to meet the requirements of the relevant industry.


Learning Strategy The module will be taught using lectures and structured tutorials, supported by students’ directed

research. Sessions will help students to explore their industry requirements theory to support professional and vocational development. Student based participative activities such as discussion, presentations, role play scenarios, and sharing of information during self-managed time will be deployed where appropriate. Students will maintain a detailed reflective diary during their placement. Students will have access to the College’s Moodle site throughout their studies. This will contain information specific to their course including course handbooks, schemes of work, module handbooks etc. In addition module tutors will post module specific resources based upon taught sessions to support students in their learning.

Students will complete an industry placement consisting of a minimum of 75 hours. Taught sessions will comprise of lectures and tutorials throughout the academic year. Variation exists in that tutors supporting each course have a background that relates to the vocational interests of the students. Accordingly, examples and other resources are contextualised to the interests of each student group.

Part time students will spread their work placement hours for L4 WBL and L5 WBL over their three years of study, with the 75 placement hours for L4 WBL being satisfactorily completed by the end of their second year of study.



Science Laboratory: IT Laboratory:



ASSESSMENT:

Assessment Pattern

1. Written assessment (40%); Week 5

2. Reflective Diary (60%); Week 25

3. 75 hours placement (Pass/Fail)

Assessment Strategy 1. A written assignment of 1000 words where students

will research the current state of their industry. This will assess KU1 and KT2.

2. A reflective diary of 2500 words where students will

appraise their performance in the workplace, supported by co-ordinated employer appraisals to inform development. This will assess CI1, PP1 and KT1.

Assessment Criteria Assessment 1: Students will research the requirements of their industry including skills, qualifications, Health and Safety regulations and sustainability of the industry. Students will develop an action plan to inform their professional and vocational development during their placement. Assessment 2: Students will undertake 75 hours of relevant work placement to develop the skills identified in Assessment 1. Students will be required to keep a reflective diary throughout their placement to evaluate and review their progress and experiences. Employer appraisals should be arranged by the student after 25 hour intervals to help inform their reflection and identify new targets for professional and vocational development. Part time students will start the module in period 6 of their first year of study. Assignment deadlines in year two will be arranged to suit the needs of the part-time student group.

Assignment Submission Assignments will be submitted via:

(a) Turnitin, and (b) Paper-based submission



Compensatable Yes

REQUISITES:

Pre-Requisites None

Co-Requisites None




Purchase

Essential

Fanthome, C. 2004. Work Placements - A Survival Guide for Students. Basingstoke: Palgrave Macmillan

Megginson, D and Whittaker, V. 2007. Continuing Professional Development (2nd Edition). England: Chartered Institute of Personnel Development.

Recommended

Stranks, J. 2010. Health and Safety at Work (9th Edition), London: Kogan Page Ltd

Williams, L. 2012. Readymade CVs. 5th Edition. London: Kogan Page.

Williams, L. 2009. Readymade jobsearch letters. 4th Edition. London: Kogan Page

Journals

Electronic

Skills Active: http://www.skillsactive.com/

UK Commission for Employment and Skills: https://www.gov.uk/government/publications/hospitality-tourism-and-sport-sector-skills-assessment

ACCESSIBILITY:



http://www.skillsactive.com/

https://www.gov.uk/government/publications/hospitality-tourism-and-sport-sector-skills-assessment

https://www.gov.uk/government/publications/hospitality-tourism-and-sport-sector-skills-assessment

Level 4 Modules - Askham Bryan College...college on the Microsoft Office programmes Word, Excel and...

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