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Plymouth University

Academic Partnerships

CORNWALL COLLEGE, Camborne

Programme Quality HandbookFdSc Sport Health & Fitness

Academic Year 2017-18

1 | P a g eFdSc Sport Health & Fitness Handbook (2016-17)

If you require any part of this Handbook in larger print, or an alternative format, please contact:

HE Operations Tel: (01209 616256)

E-mail: ([email protected])

Please note:

All the information in this Handbook is correct at the time of printing.

The Cornwall College Group is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the College interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.


PROGRAMME SPECIFICATION1

Programme Title: FdSc Sport, Health and Fitness

Internal Programme Code: 4227 (Full Time), 5117 (Part Time)

Partner Delivering Institution: Cornwall College, Camborne

State Date: 2018-19

First Award Date: 2019-20

Date(s) of Revision(s) to this Document:

This programme specification template aligns with recommendations within the UK Quality Code for Higher Education2. The information provided, by the programme proposer, in each section is definitively agreed between the delivering institution and Plymouth University at approval. Therefore any requests for changes to content (post the conditions set at approval) must follow Plymouth University’s procedures for making changes to partnership programmes3.

ContentsPS1.Programme Details.......................................................................................................................18

PS2. Brief Description of the Programme............................................................................................18

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate).................................18

PS4. Exceptions to Plymouth University Regulations...........................................................................18

PS5. Programme Aims.........................................................................................................................19

PS6. Programme Intended Learning Outcomes (ILO)..........................................................................19

PS7. Distinctive Features.....................................................................................................................20

PS8. Student Numbers.........................................................................................................................20

PS9. Progression Route(s)....................................................................................................................20

PS10. Admissions Criteria....................................................................................................................21

PS11. Academic Standards and Quality Enhancement........................................................................22

PS12. Programme Structure................................................................................................................23

1 This Programme Specification contains no information pertaining and/or referring to any individual and is therefore appropriate for dissemination as a public document.2QAA, 2011, Chapter A3: The Programme Level, UK Quality Code for Higher Education: http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf , last accessed 28 th July 2014 [n.b. this includes ‘Appendix 2: Working with programme specifications: A leaflet for further education colleges’]3 If required please contact Academic Partnerships Programme Administration for assistance.


http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment......25

PS14. Work Based/ Related Learning..................................................................................................31

Appendix.............................................................................................................................................33


PS1. Programme Details

Awarding Institution: Plymouth UniversityPartner Institution and delivery site (s): Cornwall College, CamborneAccrediting Body: N/ALanguage of Study: EnglishMode of Study: Full time (2 years)Final Award: FdSc Sport Health and FitnessIntermediate Award:Programme Title: FdSc Sport Health and FitnessUCAS Code: CB69JACS Code:Benchmarks: Informed by the Foundation degree benchmark

and the relevant section at intermediate level of the Hospitality, Leisure, Sport and Tourism benchmark.

Date of Programme Approval: 14th May 2010

PS2. Brief Description of the ProgrammeThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation (approx. 200-250 words)

The programme of study contains 120 credits in years 1 and 2, and includes a broad range of modules in the academic area of Sport and Exercise Sciences and health and fitness. Students’ employability skills and research skills will also be developed on the programme, and there will be opportunities to participate in realistic work based learning as part of certain modules on the programme.

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)

N/A

PS4. Exceptions to Plymouth University Regulations(Note: Plymouth University’s Academic Regulations are available internally on the intranet: https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm)

None


https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm

PS5. Programme Aims

This programme will deliver:

1. Produce learners who can critically, systematically and reflectively analyse issues surrounding:

Sport and Exercise Science Health and Fitness

2. Develop learners who are able to design, administer and evaluate sport related strategies at a variety of levels.

3. Produce learners who can demonstrate a range of academic and vocational skills to a level that will enable them to support progression to a one-year Level 6 Honours degree in appropriately specified articulations

4. Develop learners who can demonstrate a wide range of personal, practical, vocational and transferable skills which will enable them to be effective in relevant employment.

PS6. Programme Intended Learning Outcomes (ILO)

By the end of this programme the student will be able to:

Through the study of human responses to sport and exercise:

LO1: make effective use of knowledge and understanding of the disciplines underpinning human structure and function.

LO2: appraise and evaluate the effects of sport and exercise intervention on the participant.

LO3: show evidence of the skills required to monitor and evaluate human responses to sport and/or exercise

LO4: provide a critical appreciation of the relationship between sport and exercise activity and intervention in a variety of participant groups; this could include special populations such as senior citizens, disabled people and children.

LO5: monitor, analyse, diagnose and prescribe action to enhance the learning and performance of the component elements of sport

LO6: show evidence of the skills required to monitor and evaluate sports performance in laboratories and/or field settings

LO7: display a critical appreciation of the integration of the variables involved in the delivery (teaching, instructing and coaching) of enhanced sport performance.


LO8: display an awareness of current government policy on disease prevention and the relevance of exercise

LO9: show evidence of an ability to monitor health through exercise and prescribe appropriate interventions

LO10: display a broad range of skills, including awareness of health and safety, ethical considerations, exercise prescription, population differences and the role of education, health and sports bodies in improving the health of the nation.

PS7. Distinctive FeaturesThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation:

1. Explores the wider social and environmental implications of area(s) of study and is able to debate issues in relation to more general ethical perspectives.

2. Focusses on recent developments in sports sciences, reflecting the multi-disciplinary nature of sports leadership.

3. Highlights a range of sporting environments applying relevant advanced techniques.

4. Explores a range of appropriate field and laboratory techniques.

5. Endeavours to meet the needs of employers within the sports industry sector.

6. Encourages key teaching, learning and communication skills relevant to employment within the field of sport.

PS8. Student Numbers

The following provides information that should be considered nominal, and therefore not absolutely rigid, but is of value to guide assurance of the quality of the student experience, functional issues around enabling progression opportunities to occur and staffing and resource planning:

Minimum student numbers per stage = 10

Target student numbers per stage =15

Maximum student numbers per stage =20

PS9. Progression Route(s)

Approved “progression route(s)” are those where successful achievement in this programme enables direct alignment to join a stage of another programme. This is an approach employed primarily for


Foundation Degree students to “top-up” to complete a Bachelor degree, but may be employed for other award types.

This is in part an automated admissions criterion and therefore progression may be impacted on by availability of a position on the progression award; however progression opportunity, if not available in the first year of application, is guaranteed within 3 years.

Progression arrangements with institutions other than Plymouth University carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from that institution to guarantee progression for existing students on the programme. For progression to Plymouth University, should there be the need to withdraw the progression route programme(s) then either this will be delayed to provide progression or appropriate solutions will be found. This arrangement is guaranteed for existing students that complete their programme of study with no suspensions or repeat years and who wish to progress immediately to the University.

The contribution of marks from prior levels of study to the progression award is governed by University regulations.

Completing this course enables you to progress onto these related courses and programmes with the University of Plymouth /Cornwall College at level 5 or level 6, as specifically defined by this programme’s progression agreement.

BSc (Hons) Health and Fitness BSc (Hons) Sport, Health and Exercise Science BSc (Hons) Sports Performance and Coaching

PS10. Admissions Criteria

Qualification(s) Required for Entry to this Programme: Details:

Level 2:- Key Skills requirement / Higher Level

Diploma:Level 2 numeracy & literacy. 40 points may count towards entry.

and/or- GCSEs required at Grade C or above: Supporting passes usually in English and Maths.

Level 3: at least one of the following:

- AS/A LevelsAt least one A2 level pass with supporting GCSEs to reach UCAS tariff 120 points (max. of 40 points key skills).

- Advanced Level Diploma: pass

- BTEC National Certificate/Diploma: National Certificate at MPNational Diploma at PPP

- VDA: AGNVQ, AVCE, AVS: Sport, Science, Health Merit- Access to HE or Year 0 provision: Sport, Science, Health Pass

- International Baccalaureate: Awarded a diploma 24 points


- Irish / Scottish Highers / Advanced Highers: Grades sufficient to reach UCAS tariff 120 – 2 D level passes

Work Experience: Cornwall College reserves the right to interview any applicant.

Other HE qualifications / non-standard awards or experiences:

Cornwall College reserves the right to interview any applicant.

APEL / APCL4 possibilities: The University regulations will be adhered to.

Interview / Portfolio requirements: Cornwall College reserves the right to interview any applicant.

Independent Safeguarding Agency (ISA) / Disclosure and Barring Service (DBS) clearance required:

Yes

PS11. Academic Standards and Quality EnhancementThe Programme Leader/Manager (or the descriptor) leads the Programme Committee in the Plymouth University’s annual programme monitoring process (APM), as titled at the time of approval. APM culminates in the production, maintenance and employment of a programme level Action Plan, which evidences appropriate management of the programme in terms of quality and standards. Any formally agreed changes to this process will continue to be followed by the Programme Leader/Manager (or other descriptor) and their Programme Committee.

Elements of this process include engaging with stakeholders. For this definitive document it is important to define:

Subject External Examiner(s):

An Interim visit by External Examiner (EE) (usually between January and February) will review work that has been marked, consult students and feed back to the programme manager and module leaders and course team.

Subject Assessment Panel (SAP) reviews the assessment marking and is scrutinised by the subject EE. Representatives of the team review and present their module marks for each student on the programme.

The annual Award Assessment Board (AAB) takes place with Programme Manager, the awarding body’s partnership member and the External to receive the students work and confer progression or award.

Additional stakeholders specific to this programme:

Students have the opportunity to discuss the programme independently, twice a year in the Student Review. This forms part of the discussion for the annual programme monitoring in the autumn and spring of each academic year.

The Student Perception Questionnaire (SPQ) is administered during the year and feeds into the programme review.

4 Accredited Prior Experiential Learning and Accredited Prior Certificated Learning


Students Representatives attend Annual Programme Monitoring (APM) to contribute student views alongside Module Leaders, the Programme Manager and the Assistant Registrar to monitor module delivery and the course provision.

Curriculum meetings take place once a month to review progression, department provision, resources and staffing.


PS12. Programme Structure5

The following structure diagram(s) provides the current structure for this programme:

FHEQ level: 4 & 5 For: Full Time

F/T Route YearWhen in Year? (i.e.

Autumn, Spring etc)

Core or Option Module Credits Module

1 Core 20 CORC1013 - Personal and Employability Skills1 Core 20 CORC1025 - Sport and Fitness Coaching1 Core 20 CORC1026 - Health and Fitness Applications1 Core 10 CORC1027 - Sports Development1 Core 10 CORC1147 - Biomechanics1 Core 20 CORC1149 - Exercise Physiology 11 Core 20 CORC1201 - Applied Anatomy and Physiology2 Core 10 CORC282 - Psychology of Sport and Exercise2 Core 10 CORC283 - Exercise Physiology 22 Core 20 CORC2005 - Sports Injuries and Therapies2 Core 10 CORC2008 - Measurement and Evaluation of Fitness2 Core 10 CORC2120 - Research Methods2 Core 10 CORC2121 - Facility Management2 Core 20 CORC2122 - Nutrition2 Core 20 TFD203 - Special Study2 Core 10 TFD246 - Inclusive Sport and Exercise

5 The provided table includes only a single line. This should be multiplied by copying and pasting to produce the correct number of modules for the level of the programme. For ease of consideration and clarity, please include a separate table for each level by again copying and pasting this table. Colour coding/ shading may be used to differentiate between new modules and existing approved modules shared with other programmes.


FHEQ level: 4 & 5 For: Part Time

P/T Route YearWhen in Year? (i.e.

Autumn, Spring etc)

Core or Option Module Credits Module

1 Core 20 CORC1025 - Sport and Fitness Coaching1 Core 20 CORC1013 - Personal and Employability Skills1 Core 20 CORC1149 - Exercise Physiology 11 Core 20 CORC1201 - Applied Anatomy and Physiology2 Core 20 CORC1026 - Health and Fitness Applications2 Core 10 CORC1027 - Sports Development2 Core 10 CORC1147 - Biomechanics2 Core 10 CORC2121 - Facility Management2 Core 20 CORC2122 - Nutrition2 Core 10 CORC2008 - Measurement and Evaluation of Fitness3 Core 20 TFD203 - Special Study3 Core 10 CORC2120 - Research Methods3 Core 10 TFD246 - Inclusive Sport and Exercise3 Core 10 CORC283 - Exercise Physiology 23 Core 10 CORC282 - Psychology of Sport and Exercise3 Core 20 CORC2005 - Sports Injuries and Therapies


PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment

Developing graduate attributed and skills, at any level of HE , is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalised. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme.

Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

FHEQ level: 4 & 5

Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods Prog Aims

Prog intended Learning Outcomes

Range of Assessments Related Core Modules

Knowledge / Understanding:

Hospitality, Leisure, Tourism & Sport 6.17, 6.18 & 6.19By the end of this level of this programme the students will be able to demonstrate for a threshold pass: the major theories of sport, health and fitness

and an awareness of a variety of ideas, contexts and frameworks

the wider social and environmental implications of area(s) of study and is able to debate issues

Primary: Lectures and tutorials Directed independent study Learning from work

experienceSecondary/Supplementary: Case studies Problem-solving exercises

All 6.17, 6.18,.6.19

Key knowledge and understanding is assessed via a combination of multiple choice tests, examinations, essays, presentations and seminar performances.

CORC1025; CORC1026CORC1027;CORC1149

CORC2008TFD246


in relation to more general ethical perspectives making effective use of knowledge and

understanding of the disciplines underpinning human structure and function

monitoring, analysing, diagnosing and prescribing action to enhance the learning and performance of the component elements of sport

displaying an awareness of current government policy on disease prevention and the relevance of exercise

showing evidence of an ability to monitor health through exercise and prescribe appropriate interventions

displaying a broad range of skills, including awareness of health and safety, ethical considerations, exercise prescription, population differences and the role of education, health and sports bodies in improving the health of the nation.

Report writing On line WebCT materials UoP student portal

An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:At Level s 4 and 5 students will be expected to assimilate facts and theories and use an enquiring mind to critically evaluate these in context. They are expected to become autonomous learners and actively seek knowledge through reading, research, personal communication and reflection. They will be assessed through a variety of modes including essays, tests, exams, presentations, reports, viva and case studies as appropriate to the subject with advice from Industry and the External Examiner. Students will have the opportunity to apply co-constructing assessment to ensure engagement and motivation. Students will be encouraged to become independent and creative thinkers to interpret and respond to assessment using their initiative.

Cognitive and Intellectual Skills:

Hospitality, Leisure, Tourism & Sport 6.17, 6.18

By the end of this level of this programme the students will be able to demonstrate for a threshold pass: critique rival theories and frameworks

Primary: Class exercises Tutorial/seminar discussions Feedback via coursework

All 6.17,6.18 & 6.19

Assessed discussions Essays/projects/

dissertations Examinations/tests Coursework/

CORC 1013

CORC1025 CORC1026; CORC1027


analyse and synthesise Intelligently apply appropriate principles in

assessing policy or practice demonstrate problem solving and research skills appraising and evaluating the effects of sport

and exercise intervention on the participant showing evidence of the skills required to

monitor and evaluate human responses to sport and/or exercise

providing a critical appreciation of the relationship between sport and exercise activity and intervention in a variety of participant groups; this could include special populations such as senior citizens, disabled people and children.

assessment process (essays etc)

Analysis of primary and secondary data

Secondary/Supplementary: Policy and practice analysis in

surgeries Computer-based practicals

on data and measurement problems

groupwork on practical application questions

CORC1149CORC1147

CORC2008TFD246

An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:At Levels 4 and 5 students will be encouraged to take a leading role in the teaching and learning through active participation in sessions such as leading and significant contribution to work placements, seminars, workshops and practicals. Students will be encouraged to consider and potentially challenge institutional thinking and practice. Assessments will be diverse and challenging, encouraging students to use their cognitive and intellectual capacities to the full. They are expected to take part in active research and work independently with support but minimal guidance.

Key Transferable Skills:

Hospitality, Leisure, Tourism & Sport 5.2 & 5.4

By the end of this level of this programme the students will be able to demonstrate for a threshold pass: interact effectively within a team / learning

group, manage learning using resources for the

discipline communicate effectively in a manner

appropriate to the discipline (in standard English oral, written, using ICT)

Primary: Library and other research exercisesGroup work awareness and practiceComputer-based learning and assessment

Secondary/Supplementary:Class and seminar interactions and feedback

All 5.2 Coursework of all types

Examination preparation and completion

Assessed discussions Group work

assessments

CORC1013CORC1025CORC1026CORC1149

TFD203,TFD246CORC2008


take responsibility for own learning with minimum direction

manage information with the ability to select appropriate data from a range of sources and develop appropriate research strategies

research and assess paradigms, theories, principles, concepts and factual information, and apply such skills in explaining and solving problems

critically assess and evaluate evidence in the context of research methodologies and data sources

critically interpret data of different kinds and appraise the strengths and weaknesses of approaches adopted

describe, synthesise, interpret, analyse and evaluate information and data relevant to a professional or vocational context

plan, design, execute and communicate a sustained piece of independent intellectual work (at level 5) which provides evidence of critical engagement with, and interpretation of, appropriate data

apply knowledge to the solution of familiar and unfamiliar problems

develop a sustained reasoned argument, perhaps challenging previously held assumptions

demonstrate effective communication and presentation skills

work effectively independently and with others take and demonstrate responsibility for their

own learning and continuing personal and professional development

self-appraise and reflect on practice plan, design, manage and execute practical


activities using appropriate techniques and procedures whilst demonstrating high levels of relevant skills

recognise and respond to moral, ethical, sustainability and safety issues which directly pertain to the context of study including relevant legislation and professional codes of conduct

undertake fieldwork with continuous regard for safety and risk assessment.

demonstrate an understanding of the philosophical basis of scientific paradigms

demonstrate evidence of competence in the scientific methods of enquiry, interpretation and analysis of relevant data and appropriate technologies.

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:At Levels 4 and 5 students are expected to develop and exercise initiative and personal responsibility in their teaching, learning and work experience. All modules require independent thinking in order to make decisions in complex and unpredictable contexts, students will be required in workshops and seminars to challenge past and current information and theories relating to the subject and consider alternatives and potential solutions. Students will have to use a range of media in formative and summative assessments to communicate effective messages to a variety of audiences. Assessment is designed to foster application of social and emotional awareness in a range of contexts.

Employment Related Skills:

Hospitality, Leisure, Tourism & Sport

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:

plan, design and execute practical activities using appropriate techniques and procedures

undertake fieldwork with due regard for safety and risk assessment

plan, design, execute and communicate a

Primary: Practical work Projects Designated tasks Lectures and tutorials Learning from work Work placement Practical/Events

All 5.2 CORC1025,CORC1026CORC1149

TFD203


sustained piece of independent intellectual work using appropriate media

recognise and respond to moral, ethical and safety issues which directly pertain to the subject domain including relevant legislation and professional codes of conduct.

Secondary/Supplementary:None

An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:At Levels 4 and 5 the student has demonstrated an understanding of organisational and work based practices; they have put theory in to practice by applying and developing discipline related skills, and knowledge and understanding through workshops and assessed real-life problem solving scenarios. They will have to work with stakeholders in a meaningful way both in sessions and independently with positive targets and outcomes. Develop vocationally relevant managerial skills demonstrated through reflection and projection forwardPractical Skills:

Hospitality, Leisure, Tourism & Sport 6.17, 6.18 & 6.19

By the end of this level of this programme the students will be able to demonstrate for a threshold pass: Specific computer and information technology

skills Observational techniques Plan, design and execute practical activities

using appropriate techniques and procedures Administer appropriate methodologies

Primary: Practical work Projects Designated tasks Lectures and tutorials Learning from work Work placement Practical/EventsSecondary/Supplementary:None

All 5.2 Project work Competence in a

range of business-related communication techniques

Practical/Placements

CORC1025CORC1026

TFD203

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:Students will engage with specialist and general populations to understand needs, limitations and potential. Students will independently design and implement strategies resulting in data for analysis and discussion. Students will have to practically communicate findings to a variety of audiences through a range of media and assessment types.


PS14. Work Based/ Related LearningWBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE Programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:

FHEQ level: 4 & 5WBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of Assessments Related Core Module(s)

Identification skills, research skills, analysis

Placement in relevant industry setting (Health Promotions and local schools) to be jointly arranged by the Module Leader and student during the induction period. DBS Clearance may be required.

All All ICT, case studies, reports All core modules

Develop department projects

Developmental work with outside organisations (Health Promotions, local schools and local sports clubs) DBS Clearance may be required.

All All Exam, case studies, reflective diary, viva All core modules

Practical delivery of physical education, coaching and lifelong fitness.

NGB and other sector specific qualifications,Developmental work with outside organisations (Health Promotions, local schools and local sports clubs) DBS Clearance may be required.

All All Practical, essay, reports, case studies All core modules

Industry visits and guest speakers

Camborne, Redruth, Pool, Brannel, Poltair, Penrice Secondary schools.Health PromotionsCornwall Athletics ClubCamborne Cricket ClubSt Michaels Hotel

All

All Practical, essay, reports, case studies

All core modules


Ocean Sports Carbis Bay, NGB’s, CSP, SDO’s, International Athletes’

Fieldtrips

Camborne, Redruth, Pool, Brannel, Poltair, Penrice Secondary schools.Health PromotionsCornwall Athletics ClubCamborne Cricket ClubSt Michaels HotelOcean Sports Carbis Bay, GB Canoeing Sport Science Support,

All All Report, essays, exam All core modules

An exposition to explain this map:This is not designed to be a definitive or comprehensive list but to showcase the potential for industry involvement, work based and experiential learning. It is expected that all module leaders will make every effort to engage with relevant employers and organisations throughout all levels of the course to ensure that students have optimal opportunities to network with potential employers and stakeholders. The industry engagement and the experience and networking that this provides is considered to be integral to the success of graduates in gaining employment and as such is it considered a fundamental of the course.


Appendix

(To create additional appendices simply copy and paste the above heading.)

SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: CORC1013 MODULE TITLE: Personal and Employability Skills Development

CREDITS: 20 FHEQ Level: 4 JACS CODE: X900

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: (max 425 characters)This module is designed to equip students with the necessary knowledge and skills to develop themselves in terms of their personal and employability skills.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]WRITTEN EXAMINATION COURSEWORK PRACTICAL

E1 (Examination) % C1 (Coursework) 100% P1 (Practical) % or Pass/Fail (delete as appropriate)

E2 (Clinical Examination)

% A1 (Generic Assessment)

%

T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: PESD

Professional body minimum pass mark requirement: N/A

MODULE AIMS:• Develop conceptual and practical skills in personal development planning for study at degree

level and readiness for employability.• Equip learners with baseline personal resources for study and employment such as integrity,

personal responsibility, reliability and self-motivation.• Develop learners’ skills in team working, decision-making, problem solving and

communication.• Stimulate learners’ creativity and encourage a focus on enterprising and challenging tasks

and activity.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Evaluate and benchmark own study and analysis skills, capabilities and developmental needs.2. Demonstrate understanding of concepts relating to personal, employability skills and work

related skills.3. Reflect upon how these concepts relate to personal and professional practice.4. Effectively manage and self-direct personal and professional learning and development.

DATE OF APPROVAL: 09 Feb 2010 FACULTY/OFFICE: Academic Partnerships


DATE OF IMPLEMENTATION: 01 Sep 2010 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year

Additional notes (for office use only):

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2016 – 2017 NATIONAL COST CENTRE: 135MODULE LEADER: Brender Willmott OTHER MODULE STAFF: Relevant Site LeadersSUMMARY of MODULE CONTENT

• Personal Development Planning - Personal audit, professional development, career management skills.

• Intra and Interpersonal Skills - Influencing, negotiating, conflict resolution, risk taking, problem-solving, decision making, teamwork, initiative, self-esteem, leadership, innovation, creativity and enterprise.

• Successful Communication - Interview skills, CVs and letters of application, self-presentation, presentation of information.

• Understanding the Business Context - Organizational culture, business strategy, sustainability, cultural diversity, corporate social responsibility, financial literacy.

• Project Management - Project planning, monitoring, evaluation, reporting.SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20 Core material

Seminar 12Smaller workshop sessions where students are supported to apply learning to themselves and their specific industry

Project Supervision 8As part of assignment 1 students have to take part in a group project, which seminar tutors set and supervise

Guided Independent Study 160Students are expected to put in time outside of taught sessions on the group project and their own personal development and career planning

Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

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Coursework C1Written EssayReport

50%50%

Total = 100%Updated by:Brender Willmott

Date:21/05/15

Approved by:HE Operations

Date:13/07/16

Recommended Texts and Sources:Cottrell, S. (2010) Skills for success: the personal development planning handbook. 2nd edn.


Basingstoke: Palgrave Macmillan.Hager, P. & Holland, S. (2007) Graduate attributes learning and employability. Dordrecht: Springer.Marsh, R. (2012) Skills for employability part two: moving into employment. Wrexham: Christal Publishing.Journal: Carer Development International



MODULE CODE: CORC1025 MODULE TITLE: Sport and Fitness Coaching

CREDITS: 20 FHEQ Level: 4 JACS CODE: C610

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (max 425 characters)This module is designed to provide students with a range of skills, knowledge and the understanding to enable them and clients to participate safely in a range of sport and fitness activities.





%

T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Camborne


MODULE AIMS:•To complement theoretical knowledge with practical skills in sport and fitness coaching•To demonstrate to learners the wide range of sport and fitness coaching techniques•To give students the confidence to be able to coach a variety of sport and fitness activities

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:5. Demonstrate a knowledge of the rules and regulations of a variety of sporting activities6. Develop skills, techniques and tactics in sport and fitness activities7. Demonstrate the ability to plan, organise, conduct, observe, analyse and evaluate coaching

sessions8. Demonstrate knowledge of the ethics of coaching with particular reference to special

populations such as children and the elderly, and be aware of the need for sensitivity in designing coaching sessions

DATE OF APPROVAL: 01 June 2010 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2010 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: 01/09/10 TERM/SEMESTER: All Year



SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2016-2017 NATIONAL COST CENTRE: 108

MODULE LEADER: Phil Toy OTHER MODULE STAFF: Louise Fletcher

SUMMARY of MODULE CONTENT Practical and theory elements of safety and emergency procedures related to sports coachingRules/laws of a variety of sports in the coaching situation Skills and techniques in a variety of sporting situations incorporating progression from novice to skilled performersObserving and evaluating coaching sessionsCommunication techniquesThe role of the coach - facilitator, educationalist, professional etcEthics of coaching (NASC or Governing Body guidelines)Consideration for special populations eg children, the elderly etc in sports coaching Principles of learning and methods of coaching - whole/part-whole

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 40Guided Independent Study 160


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E Total = 100%T Total = 100%

Coursework C1 100%Total = 100%

Practical P Total = 100%

Updated by:Deborah Toseland

Date:30/05/14

Approved by:Phil Toy

Date:30/05/14

Recommended Texts and Sources:Cassidy, T., Jones, R. and Potrac, P. (2009) Understanding sports coaching, 2nd edn. London: RoutledgeDenison, J. (Ed) (2007) Coaching knowledge's : understanding the dynamics of sport performance. London: A & C Black.Fitzgerald, H. (2011) Inclusive coaching: disability. Leeds: Sports Coach UK.Gordon, D. (2009) Coaching science. Exeter: Learning Matters.Haskins, D. (2010) Coaching the whole child. Leeds: Coachwise.


Jones, R L. (2006) The sports coach as educator: reconceptualising sports coaching. London: Routledge.Jones, R L., Armour K. M. and Potrac, P. (2004) Sports coaching cultures - from practice to theory. London: Routledge.Martens, R. (2012) Successful coaching, 4th edn. Champaign, IL: Human Kinetics.Navin, A. (Ed) (2010) Sports coaching: a reference guide for students, coaches and competitors. Marlborough: Crowood.Stafford, I. (Ed) (2011) Coaching children in sport. Abingdon: Routledge



MODULE CODE: CORC1026 MODULE TITLE: Health and Fitness Applications


PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: N

SHORT MODULE DESCRIPTOR: (max 425 characters)This module will build on Anatomy and Physiology and Exercise and Physiology and will concentrate on the practical aspects of health and fitness related activities particularly in the use of cardiovascular and resistance machines and the use of free weights in a modern fitness facility.





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MODULE AIMS:To provide learners with the skills, knowledge and competence to plan, deliver and evaluate exercise sessions to adults unsupervised. This module would recommend students achieve appropriate vocational certification.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:assess and analyse the needs of the customerplan an effective programme with progressions and adaptationsdeliver and evaluate a safe and effective fitness programme to a beginnermonitor, assess and evaluate an individuals performancediscuss the health and safety and ethical responsibilities of a fitness instructor





MODULE LEADER: Louise Fletcher OTHER MODULE STAFF: Claire Atterbury

SUMMARY of MODULE CONTENTUnderpinning knowledge, definitions and components.Planning a progressive exercise programme from practical experience in warming up, cooling down, CV fitness, M S & E fitness, flexibility. This will be focused around the Principles of safe and effective exercise methods along with the appropriate methods of monitoring and evaluating performance. The roles, responsibilities and supervisory duties of the fitness instructor will be looked at along with the Code of ethics, Health and safety requirements, equipment and facilities. Promoting the correct image as a gym instructor will be addressed from the very start of the module. Specific activity instructions will be learnt which will be used to deliver a planned exercise programme.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20Demonstration 5Practical Classes and Workshops 20Supervised Time in Studio/Workshop 10Guided Independent Study 145


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Date:30/05/14

Recommended Texts and Sources:Alter, M. J. (2004) Science of flexibility, 3rd edn. Champaign, IL: Human Kinetics."Borg, G. (1998) Borg’s Perceived Exertion and Pain Scales. Champaign, IL: HumanKinetics"Coulson, M. (2013) The fitness instructors handbook, 2nd edn. London: A & C Black.Coulson, M. and Archer, D. (2008) The advanced fitness instructors handbook. London: A & C Black.


Dalgleish, J. (2001) The health and fitness handbook. Harlow: Pearson EducationEgger, G., Champion, N. and Bolton, A. (2004) The fitness leaders handbook, 4th edn. London: A&C Black.Fleck, S. J. & Kraemer, W. J. (2003) Designing resistance training programmes, 3rd edn. Champaign, IL: Human Kinetics.Howley, E.T. and Thompson, D.L. (2012) Fitness professional's handbook, 6th edn. Champaign, IL: Human Kinetics.



MODULE CODE: CORC1027 MODULE TITLE: Sports Development



SHORT MODULE DESCRIPTOR: (max 425 characters)The learner will consider sports development as a process which enhances opportunities for people of all ages, degrees of interest and levels of ability, to develop and excel in their chosen sporting activities. It will provide the learner with the background knowledge needed to work as an SDO and raises issues for SDO’s and coaches in terms of meeting individual needs, attracting funding and developing their chosen sport.





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MODULE AIMS:•To consider the broader issues of sports development and the climate in which sports development operates.•To examine the current and future position of sports development arising from the policies, planning and administration of organisations involved in sport development in the UK.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:9. Discuss the framework for sports development10. Analyse the processes of planning for sports development11. Evaluate policy documents and reports relating to sports development

DATE OF APPROVAL: 01 June 2010 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2010 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: 01/09/10 TERM/SEMESTER: Autumn




MODULE LEADER: Sam Redd OTHER MODULE STAFF: Louise Fletcher

SUMMARY of MODULE CONTENT•Introduction to current ideological thinking and the impacts of these on sports development policy•The current climate in which sports development and sports practice take place•The policy process and government involvement•Strategic planning for sports development and the planning process•The development of ‘Sport for All’•Partnerships and sports networks.•Working in sports development – the use of resources – legal issues

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationGuided Independent Study 20Seminar 10Project Supervision 10External Visits 10Guided Independent Study 50


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Date:30/05/14

Recommended Texts and Sources:Bloyce, D. and Smith, A. (2010) Sport policy and development: an introduction. Abingdon: Routledge.Collins, M.F. (ed) (2010) Examining sports development. London: Routledge.Girginov, V. (2008) Management of sports development. Oxford: Butterworth Heinemann.Green, M. and Houlihan, B. (2005) Elite sports development. London: Routledge.Hill, M. (2007) In pursuit of excellence: a student guide to elite sports development. London: Routledge.


Houlihan, B. And Green, M. (2011) Routledge handbook of sports development. London: Routledge.Houlihan, B. and White, A. (2002) Politics of sports development: development of sport or development through sport. London: Routledge.Hylton, K., Bramham, P and Jackson, D. (2013) Sports development, policy, process and practice, 3rd edn. London: Routledge.



MODULE CODE: CORC1201 MODULE TITLE: Applied Anatomy and Physiology

CREDITS: 20 FHEQ Level: 4 JACS CODE: B110


SHORT MODULE DESCRIPTOR: (max 425 characters)This module is designed to provide learners with the knowledge and understanding of the structure and function of the major systems of the body in the context of exercise and sports performance.





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T1 (Test) 30%



MODULE AIMS:This module aims to develop the learner’s knowledge and understanding of the structure and function of a variety of systems of the human body in relation to movement, support and physical activity.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:12. Analyse the role and function of the main systems of the human body13. Explain the anatomical structure and function of the human performers musculo-skeletal and

nervous systems, in relation to support and movement.14. Demonstrate an understanding of the cardiovascular and respiratory systems and the acute and

chronic adaptations to exercise.15. Demonstrate ability to collect and analyse relevant data

DATE OF APPROVAL: 01 Sept 2014 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2014 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year





SUMMARY of MODULE CONTENT•The Skeletal System: Structure and function of the skeleton, ROM of the spine, bone growth, structure and classification of joints to include assessment of ROM, Cardinal planes of movement, acute and chronic effects of exercise.•The Muscular System: Structure and function of the muscular system (location and action of muscles), microscopic anatomy and skeletal muscle contraction, fibre types and the implications for sport, types of contraction, acute and chronic effects of exercise. Detailed joint anatomy: Bones, muscles (to include origin and insertion), tendons and ligaments, of the following – shoulder (girdle and joint); arm (elbow, radio-ulna, wrist) and hand; trunk; pelvic girdle and hip; leg (knee, ankle and foot).•The Nervous System: Structure, function and nervous control (CNS, PNS, ANS)•Cardiovascular (and Circulatory) System: Structure and function of the heart and its vessels, the cardiac cycle and output, the vascular system structure, control, blood pressure and the blood's composition and its function, measurement of cardiac performance, acute and chronic effects of exercise.•Respiratory System: Structure and function, mechanics of breathing, composition and passage of air, control of respiration, measurement of respiratory performance (TV, VC etc), acute and chronic effects of exercise.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 40Practical Classes and Workshops 20Guided Independent Study 140


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E Total = 100%

T1 100%Total = 100%

CourseworkC1C1

Lab Report - Muscular ContractionsLab Report - Heart rate responses

50%50%

Total = 100%



Updated by: Date: Approved by: Date:

Recommended Texts and Sources:Behnke, R.S. (2001) Kinetic anatomy. Champaign, IL: Human Kinetics."Floyd, R.T. (2012) Manual of structural kinesiology, 18th ed. New York: McGraw-Hill Gray, H. (2001) Gray's anatomy. New York: Gramercy Books."Kapandji, A.I. (2007) The physiology of the joints, vol 1 the upper limb. Edinburgh: Churchill-LivingstoneKapit, W. and Elson, L.M. (2001) The anatomy coloring book. Wokingham: Benjamin/Cummings."Hamilton, N., Weimar, W. and Luttgens, K. (2012) Kinesiology: scientific basis of human motion, 12th edn. London: McGraw-Hill.""Marieb, E.N. (2009) Essentials of human anatomy and physiology, 9th edn. San Francisco: Pearson/Benjamin Cummings.""Tortora, G.J. and Nielson, M.T. (2011) Principles of human anatomy, 12th edn. New Jersey: John Wiley & Sons Ltd.""Tortora, G.J. and Grabowski, S.R. (2011) Principles of anatomy and physiology, 10th edn. New York: John Wiley & Sons Ltd."Wirhed, R. and Gabra, G. (2006) Athletic ability and the anatomy of motion, 3rd edn. London: MosbyJournals: - Journal of Sports Sciences - Medicine and Science in Sport and Exercise Peak Performance



MODULE CODE: CORC1147 MODULE TITLE: Biomechanics



SHORT MODULE DESCRIPTOR: (max 425 characters)This module is designed to provide an introduction to the biomechanics of sport and exercise as an area of academic and applied study.





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T1 (Test) 40%



MODULE AIMS:This module aims to develop a strong underpinning knowledge in applied biomechanics of sport and exercise. It will provide the learner with a practical approach to the linkage of the scientific study of bodily movement to various aspects of sport and exercise such as coaching, performance and injury.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:16. Understand the mechanical basis for exercise and sport17. Identify and understand the major concepts that relate to the mechanics of sports performance

and technique18. Within the framework of sport performance, be able to show an application of the underpinning

biomechanical theory to applied sporting situations.

DATE OF APPROVAL: 03 June 2004 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2004 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year




MODULE LEADER: Claire Atterbury OTHER MODULE STAFF: Louise Fletcher

SUMMARY of MODULE CONTENT•Linear kinematics: distance, displacement, speed, velocity, acceleration & time in context; Vector and scalar quantities. Resolution of vectors by drawing/calculation/ mathematical; Uniformly accelerated motion - effect on gravity on projectiles in motion/free-fall.•Angular kinematics: Angular velocity, displacement and acceleration.•Linear kinetics: Force, momentum, impulse, ground contact forces & friction•Angular kinetics: Momentum, MI, Impulse.•Projectile motion: Simple parabolic motion: Object’s and performers in flight.•Newton's Laws: Newton I, II & III examined. Modern technology's role in maximising the efficiency of performer and equivalent.•Fluid Mechanics: Fundamentals of boundary layers, spin, drag, lift and Magnus effects.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 22.5Guided Independent Study 77.5


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E Total = 100%

T1 In Class Test 100%Total = 100%

Coursework C1 Report 100%Total = 100%



Recommended Texts and Sources:Bartlett, R.M. (2008) Introduction to sports biomechanics: analysing human movement patterns. London: E & FN Spon.Bartlett, R.M. (2012) Sports biomechanics: reducing injury & improving performance, 2nd edn. London: E & FN Spon.Blazevich, A.J. (2010) Sports biomechanics: the basics - optimising human performance, 2nd edn. London: A. & C. Black.Floyd, R.T and Thompson, C.W. (2012) Manual of structural kinesiology,18th edn. Maidenhead: McGraw-Hill Higher Education.


Hall, S. (2011) Basic biomechanics, 6th edn. Maidenhead: McGraw-HillHamill, J. and Knutzen, K.M. (2009) Biomechanical basis of human movement, 3rd edn. London: Williams and Wilkins.Hamilton, L. and Luttgens, K. (2011) Kinesiology: scientific basis of human motion, 12th edn. London: McGraw-Hill.Journals: - Biomechanics - Sports Biomechanics



MODULE CODE: CORC1149 MODULE TITLE: Exercise Physiology1

CREDITS: 20 FHEQ Level: 4 JACS CODE: B120


SHORT MODULE DESCRIPTOR: (max 425 characters)This module examines the essentials of exercise physiology including concepts in energy, metabolism, respiration, circulation, nervous control, endocrine secretions and muscular activity. Exercise physiology will be studied in a pre-exercise, exercise and post-exercise style. The concept of anaerobic power and capacity and VO2 max will be examined through practical and lecture formats.





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MODULE AIMS:To develop a strong underpinning knowledge in Exercise Physiology by examining the acute and chronic effects of exercise on the human body before, during and after exercise.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:19. Describe how the homeostasis of the body is disturbed by exercise.20. Demonstrate an understanding of the aerobic and anaerobic energy systems to include the

energy continuum and the importance of recovery;21. Explore factors relating to the prescription of Training Programmes (Principles of Training (SOPR

etc), Warming-up/down, CV endurance, MS&E, Flexibility)




SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2016-2017 NATIONAL COST CENTRE:

MODULE LEADER: Louise Fletcher OTHER MODULE STAFF: Phillip Toy

SUMMARY of MODULE CONTENTThis module aims to develop student’s conceptual knowledge of the physiological effects of sport and exercise integrating them in an applied setting. Students will draw upon theory and apply research data gained from testing athletes in order to analyse athletic performance.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationTutorial 7Lecture 54Guided Independent Study 139


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CourseworkC1C2

To cover LO1To cover LO3

45%20%

Total = 100%

Practical P1 To cover LO2 35%Total = 100%


Recommended Texts and Sources:Bompa, T.O. And Carrera, M.C. (2005) Periodization training for sports, 2nd edn. Champaign, IL: Human Kinetics.Bompa, T.O. and Hall, G.G.(2009) Periodization: theory and methodology of training, 5th edn. Champaign, IL: Human Kinetics.Borg, G. (1998) Borg’s perceived exertion scales. Champaign, IL: Human Kinetics.Maud, P.J. and Foster, C.(2006) Physiological assessment of human fitness, 2nd edn. Champaign, IL: Human Kinetics.Katch, V.L., McArdle, W.D. and Katch, F.I. (2011) Essentials of exercise physiology, 4th edn. Baltimore: Lippincott Williams & Wilkins.Pankhurst, A. (2009) Planning and periodisation. Leeds: Sports Coach UKPowers, S.K. & Howley, E.T. (2012) Exercise physiology: theory and applications to fitness and performance, 8th edn. New York: McGraw-Hill.


Wilmore, J. and Costill, D. (2011) Physiology of sport and exercise, 5th edn. Champaign, IL: Human Kinetics.Journals: - Journal of Sports Sciences - Medicine and Science in Sport and Exercise - Peak Performance.Journals: International Journal of Sports Nutrition and Exercise Metabolism



MODULE CODE: CORC282 MODULE TITLE: Psychology of Sport and Exercise



SHORT MODULE DESCRIPTOR: (max 425 characters)This module aims to equip students with a range of perspectives and theories in psychology, and how they relate to the sports performer. It will introduce the student to some aspects of applied research, such as individual differences, personality, attitudes, motivation, aggression, stress, group dynamics and the psychology of behavioural change.


E1 (Examination) 50% C1 (Coursework) 50% P1 (Practical) % or Pass/Fail (delete as appropriate)



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MODULE AIMS:This module aims to develop the learner’s appreciation of the major perspectives in sports psychology and investigate and evaluate a range of research methods used in sports psychology.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:22. Have an appreciation of quantitative and qualitative research methods used23. Examine and explain different aspects of individual differences such as personality, attitudes and

motivation as they relate to sport24. Evaluate the effect of social influences on the sports performer

DATE OF APPROVAL: 01 June 2010 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2010 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: Spring




MODULE LEADER: Phillip Toy OTHER MODULE STAFF: Louise Fletcher

SUMMARY of MODULE CONTENTThis module aims to provide you with the foundations from which you may develop your knowledge and understanding of sport psychology – importantly gain a concept of how theories might be applied in practice. In addition this module will allow possible progression onto the BSc Sports Performance and Coaching third year top degree here at Camborne.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationTutorial 4 Student lead sessionsLecture 26 Seminars, lectures, surgeriesGuided Independent Study 70


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Coursework C Total = 100%Practical P Total = 100%


Recommended Texts and Sources:Biddle, S. and Mutrie, N. (2007) Psychology of physical activity: determinants, well-being and interventions, 2nd edn. London: Routledge.Brewer, B. W. (2009) Sport psychology. Chichester: Blackwell Publishing.Cox, R.H. (2012) Sport psychology: concepts and applications, 7th edn. New York: McGraw-Hill.Gratton, C. and Jones, I. (2009) Research methods for sports studies, 2nd edn.London: Routledge.arvis, M. (2006) Sport psychology: a student’s handbook. London: Routledge."Karageorghis, C.I. and Terry, P.C. (2010) Inside sport psychology. Champaign, IL:Human Kinetics."


"Mellalieu, S.D., Hanton, S. and Flketcher, D. (2009) A competitive; anxietyreview: recent directions in sport psychology research. New York: Nova Science."Moran, A. P. (2012) Sport and exercise psychology, 2nd edn. London: Routledge.Weinberg, R.S. and Gould, D. (2010) Foundations of sport and exercise psychology, 5th edn. Champaign, IL: Human Kinetics."JournalsJournal of Sport and Exercise Psychology Journal of Sports SciencesMedicine and Science in Sport and Exercise Peak Performance"



MODULE CODE: CORC283 MODULE TITLE: Exercise Physiology 2



SHORT MODULE DESCRIPTOR: (max 425 characters)This module will allow the learner to build on Exercise Physiology 1 and develop an analytical approach to current exercise physiology theory including anaerobic and aerobic fitness assessment, environmental factors and periodisation.





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MODULE AIMS:This module aims to develop and critically analyse the underpinning knowledge gained in Exercise Physiology 1 and develop a critical understanding of environmental factors affecting physiological function, energy transfer and exercise performance. It will allow the learner to apply theoretical concepts of periodisation to safe programme planning based on collected data for anaerobic threshold.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:25. Critically analyse the principles underlying human performance and the role of physiological

evaluation (field and laboratory based) for different sporting populations.26. Apply theoretical concepts of Periodisation to safe programme planning based on collected data.

DATE OF APPROVAL: 01 June 2010 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2010 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: Autumn


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT


Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2016-2017 NATIONAL COST CENTRE: 108


SUMMARY of MODULE CONTENTThis module aims to develop student’s conceptual knowledge of the physiological effects of sport and exercise integrating them in an applied setting. Students will draw upon theory and apply research data gained from testing athletes in order to analyse athletic performance. Practically a greater degree of laboratory based work will be involved combined with extensive analysis of performance.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 30Guided Independent Study 70

otal 100 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

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E1 Covering LO2 100%Total = 100%

T Total = 100%

Coursework C1 Covering LO1 100%Total = 100%



Recommended Texts and Sources:"Astrand, P.O., Rodahl, K., Dahl, H.A. and Stromme, S.B. (2003) Textbook of work physiology- physiological bases of exercise. Champaign: Human Kinetics."Bompa, T. (2009) Periodisation: theory and methodology of training, 5th edn. Champaign: Human Kinetics.Borg, G. (1998) Borg’s Perceived Exertion Scales. Champaign, IL: Human Kinetics."Kenney, W.L., Wilmore, J. and Costill, D. (2011) Physiology of sport and exercise, 5th edn.Champaign, IL: Human Kinetics.""Maud, P.J. and Foster, C. (2006) physiological assessment of human fitness.Champaign, IL: Human Kinetics.""McArdle, W.D., Katch, F.I. and Katch, V.L (2011) Essentials of exercise physiology, 4th edn.Baltimore: Lippincott, Williams & Wilkins."International Journal of Sports Nutrition and Exercise MetabolismJournal of Exercise Physiology - onlineJournal of Sports Sciences



MODULE CODE: CORC2005 MODULE TITLE: Sports Injuries and Therapies



SHORT MODULE DESCRIPTOR: (max 425 characters)This module is designed to make the learner aware of the risks involved in sport and exercise and to provide the learner with the knowledge and skills to deal with a range of sports injuries.





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MODULE AIMS:To demonstrate to learners the wide range of sports injuries and complement theoretical knowledge with practical skills resulting in confidence in dealing with sports injuries.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:27. Have a critical awareness of the risks involved in sport and exercise and provide informed advice

on reducing the risk of sustaining a sports injury.28. Define a variety of common sports injuries using given classification systems.29. Analyse the signs and symptoms of common injuries and methods used in the testing,

recognition, differentiation and rehabilitation of injuries30. Demonstrate practical management of injuries sustained in sport

DATE OF APPROVAL: 01 June 2010 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2010 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year




MODULE LEADER: Sam King OTHER MODULE STAFF: Kym O Mara

SUMMARY of MODULE CONTENT•Classification/definition of Sports Injuries. Effects and reaction of tissues to injury.•Extent of Sporting Injury. Legalities and ethics, duties and responsibilities.•Factors influencing injuries and fitness for sport.•Treatment priorities and principles. SALTAPS regime.•Principles of rehabilitation and fitness testing after injury.•Sport specific injuries: fractures, head injury, joint injury, sprains, strains, cramp, etc.•The role of concerned professionals in the management and treatment of sports injuries.•Sports Massage (basic techniques, warm-up, cool-down routines)

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20Demonstration 10Practical Classes and Workshops 10Supervised Time in Studio/Workshop 10Guided Independent Study 150


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E1 100%Total = 100%

T Total = 100%




Date:30/05/14


Date:30/05/14

Recommended Texts and Sources:American College Of Sports Medicine and Thompson, W. (Ed) (2010) ACSM's guidelines for exercise testing and prescription, 8th edn. Baltimore: Lippincott Williams & Wilkins.Biel, A. (2010) Trail guide to the body: a hands-on guide to locating muscles, bones and more, 4th edn. Colorado: Books of Discovery.Brukner, P. and Kahn, K. (2009) Clinical sports medicine, 3rd edn. Maidenhead: McGraw-HillBundy, M. and Leaver, A. (2010) A guide to sports & injury management. Churchill Livingstone


Comfort, P. and Abrahamson, E. (Eds) (2010) Sports rehabilitation and injury prevention. Chichester: John Wiley & Sons.Hudson, Z. and Small, C. (2011) Managing the injured athlete: assessment, rehabilitation and return to play. Edinburgh: Elsevier Ltd.Jones, I. (2010) The BMA guide to sports injuries. London: Dorling Kindersley.McDonald, R. (2010) Taping techniques – principles and practice, 2nd edn. Butterworth HeinmannPaine, T. (2007) The complete guide to sports massage, 2nd edn. London: A & C Black PublishersStone, R. and Stone, J. (2011) Atlas of skeletal muscles, 7th edn. Maidenhead: McGraw-Hill.Physical Therapy in Sport



MODULE CODE: CORC2008 MODULE TITLE: Measurement and Evaluation of Fitness



SHORT MODULE DESCRIPTOR: (max 425 characters)This module will allow the learner to critically analyse competing definitions of total, health and skill related fitness and critically examine the measurement and evaluation of the components of health and skill related fitness.





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MODULE AIMS:This module will allow the learner to critically analyse competing definitions of total, health and skill related fitness and critically examine the measurement and evaluation of the components of health and skill related fitness.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

1. Evaluate the concepts of the components of fitness.2. Demonstrate a critical understanding of the measurement and evaluation of individual

fitness components, including concepts of objectivity, reliability and validity.



SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published


on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2016-2017 NATIONAL COST CENTRE: 108


SUMMARY of MODULE CONTENT•Underpinning knowledge, definitions and components of fitness (total, physical, health and skill related fitness)•Direct and indirect assessment of the health related components of fitness (ACSM guidelines): aerobic capacity, muscular strength and endurance, body composition, flexibility.•Direct and indirect assessment of the skill related components of fitness: agility, balance, co-ordination, reaction time etc.•Practical considerations for field & laboratory testing and research methods•Testing special populations•Validity, reliability and objectivity of testing procedures•Roles, responsibilities and supervisory duties involved with fitness assessment and feedback – informed consent etc.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 25Project Supervision 5Demonstration 10Practical Classes and Workshop 10Guided Independent Study 50


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Recommended Texts and Sources:Coulson, M. and Archer, D. (2009) Practical fitness testing: analysis in exercise and sport. London: A & C Black.Heyward, V.H. (2010) Advanced fitness assessment and exercise prescription, 6th edn. Human Kinetics: Leeds.Maud, P.J. and Foster, C. (2006) Physiological assessment of human fitness, 2nd edn. Human Kinetics: Leeds.McArdle, W.D., Katch, F.I. and Katch, V.L (2011) Essentials of exercise physiology, 4th edn. Human


Kinetics: Leeds.Winter, E. M., Jones, A. M., Davison, R. C. R., Bromley, P. D. and Mercer, T. H. (2006) Sport and exercise physiology testing guidelines - the British Association of Sport and Exercise Vol 1 Sport Testing. London: RoutledgeWinter, E. M., Jones, A. M., Davison, R. C. R., Bromley, P. D. and Mercer, T. H. (2006) Sport and exercise physiology testing guidelines - the British Association of Sport and ExerciseVol 2 exercise and clinical testing. London: Routledge.Journal of Sports SciencesMedicine and Science in Sport and ExercisePeak Performance



MODULE CODE: CORC2120 MODULE TITLE: Research Methods



SHORT MODULE DESCRIPTOR: (max 425 characters)This module will review alternative modes of enquiry that might be encountered in academic and business environments.





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MODULE AIMS:The manager of today and the future must be able to predict demand on a given resource or product to ensure those effective management decisions can be made. These modules will sound introduction to the principles of investigative methods and analysis to ensure they have the ability to forecast demand and use resources of information critically to evaluate issues.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:31. Understand the principles and practice of designing investigations and enquiries32. Analyse information including appropriate statistical methods and observation as research

methods33. Use primary and secondary data as a source of management information





MODULE LEADER: Bryan Mills OTHER MODULE STAFF: Phil Toy

SUMMARY of MODULE CONTENT•The concepts of: types of information; measures of location and dispersion, reliability, validity, precision and accuracy of the methods of inquiry•The resource implications of conducting an inquiry; manpower planning; finance; time; and data storage and analysis requirements•The concepts of population and sample•The choice of data acquisition – method in relation to type and aims of investigation and resource material, including observation techniques•Measures of location: use of mean, mode, median; basic probability, normal distribution, stratified sampling; introduction to statistical sampling distributions; random; systematic testing i.e. chi squared, correlation and scatter diagrams, linear regression



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E Total = 100%

T1 100%Total = 100%

Coursework C1 Written Report – Research proposal.

100%Total = 100%



Recommended Texts and Sources:Armour, K.M. and Macdonald, D. (Eds) (2012) Research methods in physical education and youth sport. Abingdon: Routledge.Atkinson, M. (2012) Key concepts in sport and exercise research methods. London: SAGE Publications Ltd.Bell, J. (2010) Doing your research project. Buckingham: Open University Press.Gratton, C. and Jones, I. (2009) Research methods for sports studies, 2nd edn. London: RoutledgeMcNamee, M. J. (2004) Philosophy and the sciences of exercise, health and sport - critical


perspectives on research methods. London: RoutledgeO’Donoghue, P. (2010) Research methods for sports performance analysis. London: Routledge.Smith, M.F. (2010) Research methods in sport. Exeter: Learning MattersVeal, A.J. ( (2011) Research methods for leisure, sport and tourism. 4th edn. Harlow: Pearson Education Limited.Journal: - International Journal of Sports Nutrition and Exercise MetabolismJournals: - Journal of Sports Science - Medicine and Science in Sport and Exercise



MODULE CODE: CORC2121 MODULE TITLE: Facility Management



SHORT MODULE DESCRIPTOR: (max 425 characters)This is a key programme named module which will build upon level one's studies in Human Resource Management, Research Methods, Finance & Operations Management.





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MODULE AIMS:The learner will consider the roles of department and general managers that are essential to the areas of property and facility management.The art of the manager is the ability to manage, understand and support every aspect of the property and facility whilst standing back from the day-to-day operational detail.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:34. Analyse & evaluate the multifarious roles of the facility manager35. Understand the role of managing within the public and private sectors and in voluntary and

charitable trust operations36. Understand the importance of quality systems and standards required by the industry37. Apply this knowledge to a range of managerial positions within the sports and leisure and

industry

DATE OF APPROVAL: 01 Sept 2001 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2001 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: 01/09/10 TERM/SEMESTER: Autumn




MODULE LEADER: Phillip Toy OTHER MODULE STAFF: Sam King

SUMMARY of MODULE CONTENTThe property or facility:- Marketing and promotions - Auditing and monitoring systems- Maintenance - Emergency Procedures - Health and Safety legislation- Standards and presentation - Security - Risk AssessmentStaff:- Recruitment and training - Internal communications- Internal customer service - Team building and motivation- Legislation/ personnel mattersVisitors:- Visitor care/ visitor experience - Value for money- Public facilities; toilets, shops/retail outlets/ interpretation media- Access v conservation - Disabled access and facilitiesFinance:- Budgetary controls - Income generation- Sponsorship/ grants - Events



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Recommended Texts and Sources:Torkildson, George (1999); Leisure & Recreation Management; E&FN Spon.Watt David C. (1998) Sports Management – E&FN Spon


Journals including: Managing Leisure, Recreation ManagementISRM (Institute for Sports, Recreation and Facility Management) PublicationsISPAL (The Institute for Sport, Parks and Leisure) PublicationsNASD (National Association of Sports Development) PublicationsDCMS (Department for Culture, Media and Sport) PublicationsSport England Publications" www.leisureopportunities.com"Relevant electronic databases/journals



MODULE CODE: CORC2122 MODULE TITLE: Nutrition



SHORT MODULE DESCRIPTOR: (max 425 characters)The sources, types and roles of the major constituents of foods are examined alongside nutritional disorders, optimal nutrition for sport/exercise and fitness performance. Learners will evaluate the physiological processes of digestion and nutrient storage.





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MODULE AIMS:This module aims to familiarise students with the sources and roles of the major nutrients and their relative importance to the sports performer; The digestion process and energy storage as well as a range of perspectives and theories in nutrition, and how they relate to the sports performer. It will introduce the student to some aspects of applied research, demonstration how findings can be applied to a sporting context. It will highlight many controversies and debates linked to topics such as obesity and eating disorders.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:38. Assess the variety and nature of carbohydrates, lipids, proteins, vitamins and minerals, their

nutritional sources and roles in the body39. Evaluate food energy values and dietary requirements, especially with respect to training and

competition40. Discuss the process of digestion and energy storage within the body41. Evaluate issues surrounding nutritional disorders and dietary extremism





MODULE LEADER: Louise Fletcher OTHER MODULE STAFF: Phil Toy

SUMMARY of MODULE CONTENT•The biochemistry and physiology of nutrition with respect to lipids, protein, carbohydrates, vitamins and minerals with special emphasis on applications to sport;•Food energy and other nutritional requirements in varying exercise and environmental conditions;•Ergogenic aids - Creatine loading, nutritional supplements, glycogen loading etc.•Digestion and assimilation of nutrients;•The nature and extent of nutritional disorders; Obesity;•Factors affecting metabolic rates (RMR, BMR) and body composition assessment

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 22.5 Seminars, lectures, presentations.Guided Independent Study 77.5


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E Total = 100%

T1 In Class Test 100%Total = 100%

Coursework C1 Written Report 100%Total = 100%



Recommended Texts and Sources:Cardwell, G. (2006) Gold medal nutrition, 4th edn. Champaign, IL: Human Kinetics.Bean, A. (2010) Anita Bean's sports nutrition for women: a practical guide for active women. London: A & C Black.Bean, A. (2013) The complete guide to sports nutrition, 7th edn. London: A & C Black.Benardot, D. (2012) Advanced sports nutrition: fine-tune your food and fluid intake for optimal training and performance, 2nd edn. Champaign, IL: Human KineticsBurke, L. and Deakin, V. (2010) Clinical sports nutrition, 4th edn. New South Wales: McGraw Hill Australia Pty Ltd.Clark, N. (2008) Nancy Clark's sports nutrition guidebook, 4th edn. Champaign, IL: Human Kinetics.Eberle, S. (2007) Endurance sports nutrition, 2nd edn. Champaign, IL: Human Kinetics


Larson-Meyer, D.E. (2007) Vegetarian sports nutrition. Champaign, IL: Human KineticsManore, M., Meyer, N.L. and Thompson, J. (2009) Sport nutrition for health & performance. 2nd edn. Champaign, IL: Human Kinetics.McArdle, W.D., Katch, F.I. and Katch, V.L. (2010) Exercise physiology: nutrition, energy and human performance. 7th edn. Baltimore, MD: Lippincott, Williams and Wilkins.McArdle, W.D., Katch, F.I. and Katch, V.L. (2009) Sports and exercise nutrition, 3rd edn. Baltimore, MD: Lippincott, Williams and Wilkins.Seebohar, B. (2011) Nutrition periodization for athletes: taking traditional sports nutrition to the next level, 2nd edn. Boulder, CO: Bull Publishing Company.



MODULE CODE: TFD203 MODULE TITLE: Special Study

CREDITS: 20 FHEQ Level: 5 JACS CODE: N870


SHORT MODULE DESCRIPTOR: (max 425 characters)A module synthesising acquired knowledge, understanding and skills in the form of a detailed study.





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MODULE AIMS:This unit aims to provide the learner with the opportunity to undertake a detailed study of a specialised topic or project, to develop skills in analysis, presentation, problem solving, research and synthesis.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:42. Apply appropriate principles and concepts to the development of a project plan43. Demonstrate competence in the selection and application of appropriate tools of analysis44. Evaluate the relevance and significance of information collected and to summarise salient points45. Propose appropriate solutions and recommendations based on research and literary review46. Present findings in an appropriate report format

DATE OF APPROVAL: 01 Sep 2001 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2001 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: 01/02/06 TERM/SEMESTER: All Year




MODULE LEADER: Phil Toy OTHER MODULE STAFF: Bryan Mills

SUMMARY of MODULE CONTENTThis is a learner led module where staff will be available for supervision and consultation at every stage of the project.

Your project must be subject related and needs to be approved by the module leader.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 25Tutorial 20Practical Classes and Workshops 10Guided Independent Study 145


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T_ %Total = 100%

Coursework C1_

100%Total = 100%

Practical P_ %Total = 100%


Date:30/04/14


Date:04/02/16

Recommended Texts and Sources:Armour, K.M. and Macdonald, D. (Eds) (2012) Research methods in physical education and youth sport. Abingdon: Routledge.Atkinson, M. (2012) Key concepts in sport and exercise research methods. London: SAGE Publications Ltd.Bell, J. (2010) Doing your research project. Buckingham: Open University Press.Gratton, C. and Jones, I. (2009) Research methods for sports studies, 2nd edn. London: Routledge.McNamee, M. J. (2004) Philosophy and the sciences of exercise, health and sport - critical perspectives on research methods. London: Routledge.


O’Donoghue, P. (2010) Research methods for sports performance analysis. London: Routledge.Smith, M.F. (2010) Research methods in sport. Exeter: Learning MattersVeal, A.J. ( (2011) Research methods for leisure, sport and tourism. 4th edn. Harlow: Pearson Education Limited.Journal of Sports ScienceInternational Journal of Sports Nutrition and Exercise MetabolismMedicine and Science in Sport and ExerciseQualitative Research in Sport and Exercise



MODULE CODE: TFD246 MODULE TITLE: Inclusive Sport and Exercise

CREDITS: 10 FHEQ Level: 5 JACS CODE: N870


SHORT MODULE DESCRIPTOR: (max 425 characters)This module will present previous, current and future sport and exercise disability initiatives. Students will carry out practical work in the community following equal opportunities legislation with disabled groups.





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MODULE AIMS:1. To critically examine reasons for non-participation2. To critically evaluate terminology, current provision and initiatives3. To provide students with practical experience of client groups and develop a critical awareness of client needs.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:47. Demonstrate a critical understanding of the definitions and concepts of inclusive sport48. Demonstrate a critical understanding of the reasons for non-participation49. Critically evaluate current programmes and initiatives50. Demonstrate critical awareness of the needs of client groups



SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT


Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2016-2017 NATIONAL COST CENTRE: 108

MODULE LEADER: Phil Toy OTHER MODULE STAFF: Claire Atterbury

SUMMARY of MODULE CONTENTA reflective case study based on the learners, observations gained during a period of placement which includes an appropriate introduction, demonstration of appropriate academic research, critical analysis of the placement in light of current initiatives and which demonstrates a critical awareness of the needs of the client group. A formal presentation to peers and the module leader that is supported by materials of a professional standard that presents the case study findings.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 25Fieldwork 25Guided Independent Study 50


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Updated by:Deborah Belfitt

Date:30/05/14


Date:30/05/14

Recommended Texts and Sources:Bouchard, C., Shephard, R.J. and Stephens, T. (2012) Physical activity, fitness and health, 2nd edn. Champaign Ill: Human Kinetics.De Pauw, K.P. and Gavron, S.J. (2005) Disability and sport. Champaign, IL: Human KineticsFitzgerald, H. (2008) Disability and youth sport. London: Routledge.Kerr, A. (2009) Equity in your coaching, 3rd edn. Leeds: Coachwise.Sport England (2001) Making English sport inclusive: equity guidelines for governing bodies. London: Sport England.Sport England (2002) No Limits: Sport England’s Equity Policy. London: Sport England.Stidder, G. and Hayes, S. (Eds) (2013) Equity and inclusion in physical education and sport, 2nd edn. Abingdon: Routledge.Thomas, N. and Smith, A. (2009) Disability, sport and society: an introduction. Abingdon: Routledge.Warnock, M. (2010) Special educational needs: a new look. London: Continuum International Publishing Group.


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Transcript of Programme Title: FdSc · Web viewapply knowledge to the solution of familiar and unfamiliar...