4 - newcollegedurham.ac.uk · web viewscholarly activities that learners have participated in...

Foundation Degree in Sport Pathways:FdSc Applied Sport & Exercise ScienceFdSc Sports Coaching & Development

COURSE GUIDECOURSE GUIDE2019-212019-21

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Table of Contents

Proposed Contents Page

Welcome from your Head of Department 3

Course Team Pen Portraits 4

Course Support Team Staff Contacts 6

Course Details 7

Course Module Overview 8Course Timetable and Assessment Plan 10Modules Studied 12Course Awarding Body 16Module Guides 17Course Learning Outcomes 18Outcomes to modules overview

Teaching, Learning and Assessment 22

Feedback and Assessment 22How and Where to submit completed Assignments 23Presentation of Written Work 23Mitigating/Extenuating Circumstances 25Academic Misconduct 26Academic Appeals 27Complaints Procedure 27The Office of the Independent Adjudicator 27Attendance 28Cancelled classes 28Student Voice and Programme Evaluation 28

Student Support and Guidance 29

Course Roles and Responsibilities 29Safeguarding and Prevent 29Personal Tutor System 30Personal Learning Coaches (PLC) 30Academic Support Tutor 30Additional Learner Support 31Learning Resource Centre (LRC) 31NCD On-line 32Keeping the College Updated 32Work Experience/Placement 32License to Practice 33

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Welcome letter from the Head of School

You are now a student on one of the Foundation Degree in Sport pathways and we are delighted to welcome you to your course and to the School of Business, Management and Professional. Your course has been designed to be:

A valuable award for those seeking employment and advancement with many local and national employers.

A set of integrated modules that will enable you to gain a thorough understanding of your specialist chosen area of study.

Clearly aligned theory to vocational practice to enable you experience a fully rounded study of your chosen occupational area.

Embarking upon a course in Higher education can be an anxious and exciting time. Initially you will find yourself being presented with a lot of information about your course and the College. It is normal that there may be some confusion, but you do not need to panic. Whatever your concerns may be, there are many members of staff here at the College who can help and will be happy to answer any queries that you may have.

Within this course guide there are contact details of key staff that can help you, whether it is to do with the course or any area of support. The rest of this guide contains some really useful information that will help you throughout your course. And don’t forget if you have any questions then do not hesitate to contact myself, your course leader or any member of the course team. You will also be provided with The Higher Education Student Handbook that contains a set of really useful general information on the College, so please do keep this to hand throughout your studies.

Every Higher Education course at the College is appointed an external examiner to support the course and help assure our quality standards. The external examiner’s annual report on your course will be shared and discussed with you as part of your induction programme and will give you a real feel for your programme.

Our priority is to give you the best possible learning experience to help you to realise your goals and aspirations. We want you to enjoy your course and complete it successfully.

I wish you every success in your studies and I am sure you will enjoy being a Higher Education student in the School of Business, Management & Professional.

Kind regards,

Steve BellHead of School Business, Management & Professional

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The Applied Sport and Exercise Science Course Team Introductions and Pen Portraits.

Course Leader of FdSc Applied Sport and Exercise Science pathway: Phillip Miller

I have worked as a Sports Assistant at Newcastle College. This position involved coaching within the college’s football development centre, working as a fitness instructor within the gym and fulfilling technician duties for the FE and HE delivery staff. I also delivered on Level 2 and Level 3 BTEC sports programmes.

This then led to taking a full time position as a lecturer at New College Durham in early 2007. Here I’ve taught upon and led the full range of FE courses and numerous short vocational programmes within the sports department. After a couple of years leading the level 2 diploma I took over leadership of the Foundation degree in Sport and Exercise Studies which subsequently became the Foundation Degree in Applied Sport and Exercise Science.

I have been seconded for the past 2 years in the role of HE Scholarship Development Manager. This position is part of the AOC Scholarship Project aimed at developing a scholarly ethos within college based Higher Education but will currently re-join the teaching team in September 2018.

Email: [email protected] Tel: 0191 375 4462

Course Leader of FdSc Sports Coaching and Development pathway: Karl Stephenson

I have worked at New College Durham since 2013. I have been involved in Sports Coaching and Sports Development for many years and I have had the opportunity to coach and develop Rugby League across the North of England. I am still involved in the community game and always enhancing my own knowledge.

I was, previously, a student at New College Durham where I studied both Further Education and Higher Education courses before completing my degree at Leeds Metropolitan University in 2010. I am a Teaching Fellow of the Higher Education Academy.


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mailto:[email protected]


Module Leader: Simon Fairbairn

I am the course leader for the BSc (Hons) Sport & Exercise Development (Level 6). I work within the field of sport supporting a variety of clubs in sports science support. This allows me to offer opportunities to students on the programme to apply their knowledge in real settings and develop themselves ready for employment.

I am a teaching Fellow of the Higher Education Academy and British Association of Sport & Exercise Scientists (BASES) member.


Module Leader: David Colvin

I have held the position of Lecturer in Sport at New College Durham for eight years. I have been the course leader for the Higher National Certificate for three years and Higher National Diploma two years. I currently teach the fitness, coaching and nutrition modules on the Foundation Degree and have done so for the last four years. I contribute to other courses in the college which include the Level 3 Diploma in Sport along with sports apprenticeships. I have a strong passion for exercise, nutrition and coaching and really enjoy sharing my knowledge to help learners understand the topics more thoroughly. Scholarly activities that learners have participated in include poster presentations in group assessments, 1 to 1 gym personal training sessions for gym members and work with professional academies to advice on strength and conditioning, coaching for local schools in the community.

E Mail: [email protected]: 0191 375 4267

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Module Leader: Adam McLane

I have worked at New College Durham for eight years after spending two and a half years at Sunderland College (Usworth Sixth Form Centre).

Before teaching I amassed over six years of experience working in the fitness industry in various roles and currently consult with a range of athletes to accommodate their specific training needs.

The highlight of my extensive list of qualifications is a 2:1 degree in Sport and Exercise Development achieved alongside a PGCE in post Compulsory Education at the University of Sunderland.

Outside of teaching, I am a currently retired semi-professional footballer having played for Whickham FC, Bishop Auckland FC and Consett AFC. In my late teens, I established an undefeated Amateur boxing record, fighting out of Hylton Castle ABC.I am the current New College Durham Improving Learning Manager which for 0.5 working hours my main aim is to use my specialist knowledge and experience to continue to enhance and improve the standard of Teaching, Learning and Assessment. My main duties include planning and carrying out coaching interventions for both inexperienced and experienced staff on a one to one basis, researching, developing pedagogies and devising and delivering bespoke TEL and TLA workshop sessions.

E Mail: [email protected] Tel: 0191 375 4069

Course Support Team Contacts

HE Administration Office

Tel: 0191 3754101

Student Support Team (ASC)

E-Mail: [email protected]: 0191 3754400 Students Union

Web: www.newcollegedurham.ac.uk/suTel: 0191 3754548

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Course Details

To help you understand the nature of your chosen higher education course, the government have developed a guide called the Framework for Higher Education Qualifications or FHEQ for short. The framework places higher education qualifications into a series of levels which continue on from level 3 qualifications such as ‘A’ levels, BTEC National and NVQ Level 3 awards.

The current FHEQ is shown below. However, do remember this framework is reviewed at a national level and can be subject to change.

FHEQ Level National Qualifications Framework

Doctorates D Doctoral 8

Master’s Degrees, Postgraduate Certificates, Postgraduate Diplomas

M Masters 7

Bachelor Degrees with Honours, Graduate Certificates and Graduate Diplomas and PGCE

H Honours 6

Foundation Degrees, Diplomas of Higher Education, BTEC Higher National Diplomas and other Higher Diplomas

I Intermediate 5

Higher National Certificates and Certificates in Higher Education

C Certificate 4

All higher education programmes in the United Kingdom on the FHEQ are regulated and quality assured by the Quality Assurance Agency, (QAA). If you are interested in finding out a little more about QAA and its role in assuring the quality of higher education here at the College and other higher education providers, then just visit their website www.qaa.ac.uk

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http://www.qaa.ac.uk/

Course and Module Overview

Your course is student-led and focuses on developing academic skills and practical skills to enhance your employability. There will be an emphasis on your ability to plan and manage your own learning on an individual as well as group basis. Your Course Leader will guide you and support you through the programme. The following course overview provides a useful reference point for module study.

Pathway 1: Foundation Degree in Applied Sport & Exercise Science

120 CREDITS, LEVEL 4

Personal Professional Development 1

Tutor: Simon Fairbairn

Work Related Learning 1

Tutor: Karl Stephenson

Functional Anatomy for Sport and Exercise

Tutor: Phillip Miller

Applied Exercise and Fitness Knowledge

Tutor: David Colvin

20 credits 20 credits 20 credits 20 credits


Physiology of Human Performance


Nutrition for Sport and Exercise

Tutor: David Colvin

20 credits 20 credits


Personal & Professional Development 2




Prescribing Movement for Specific Population

Clients

Tutor: Adam McLane

Applied Sport and Exercise Psychology




Applied Sports Coaching

Tutor: David Colvin

Sports Development



Pathway 2: Foundation Degree in Sports Coaching and Development


Personal Professional Development


Coaching Practice 1

Tutor: David Colvin

Pedagogy of Coaching


Functional Anatomy for Sport & Exercise




Fundamentals of Strength & Conditioning






Coaching and Development Project

Tutor: TBC

Coaching Practice 2

Tutor: TBC

Coaching Children in Sport

Tutor: TBC

Applied Sport & Exercise Psychology

Tutor: TBC



Sports Development

Tutor: TBC

Performance Analysis

Tutor: TBC


Course Timetable and Assessment Plan

FdSc Sports Coaching and Development FdSc Applied Sport and Exercise Science

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09 September 2019

16 September 2019

23 September 2019

30 September 2019

07 October 2019

14 October 2019

21 October 2019

28 October 2019

04 November 2019

11 November 2019

18 November 2019

25 November 2019

02 December 2019

09 December 2019

16 December 2019

23 December 2019

30 December 2019

06 January 2020

13 January 2020

20 January 2020

27 January 2020

03 February 2020

10 February 2020

17 February 2020

24 February 2020

02 March 2020

09 March 2020

16 March 2020

23 March 2020

30 March 2020

06 April 2020

13 April 2020

20 April 2020

27 April 2020

04 May 2020

11 May 2020

18 May 2020

25 May 2020

Coaching Practice 1 Reflective Journal 8th May

Assessment Method and Deadline

Assignment 1

Assignment 2 Presentation 11th May


Assignment 1

Functional Anatomy for Sport

and Exercsie

Assignment 1

Assignment 2


Report 17th October

Assignment 2 Presentation 9th January

Physiology of Human

Performance

Assignment 1

Assignment2

Fundamentals of Strength and Conditioning

Assignment 1 Presentation 12th March

Assignment 2 Video Case Study 7th May

Assignment 1

Case Study 18th May

Examination 26th March

Examination 21st November

Group Presentation 19th December

Professional Discussion 2nd December

Please note: The Course Team will endevour to work to this schedule throughout your course. However, there be times when the course timetable and assessment plan need to be adjusted to meet unforseen circumstances. The Course Team will notify you of any changes at the earliest opportunity.

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09 September 2019

16 September 2019

23 September 2019

30 September 2019

07 October 2019

14 October 2019

21 October 2019

28 October 2019

04 November 2019

11 November 2019

18 November 2019

25 November 2019

02 December 2019

09 December 2019

16 December 2019

23 December 2019

30 December 2019

06 January 2020

13 January 2020

20 January 2020

27 January 2020

03 February 2020

10 February 2020

17 February 2020

24 February 2020

02 March 2020

09 March 2020

16 March 2020

23 March 2020

30 March 2020

06 April 2020

13 April 2020

20 April 2020

27 April 2020

04 May 2020

11 May 2020

18 May 2020

25 May 2020

Group Presentation 23rd April

Case Study 18th May

NutritionAssignment 1 Information Sheet 24th February

Assignment 2

Physiology of Human

Performance

Assignment 1 Examination 26th March

Assignment2

Applied Exercise and Fitness Knowledge

Assignment 1 Interview and Programme 21st October

Assignment 2 Practical 16th December


and Exercsie

Assignment 1 Examination 21st November

Assignment 2 Group Presentation 19th December

Easter Break

End of Academic Year

Poster 6th December


Assignment 1 Professional Discussion 2nd December

Assignment 2 Presentation 11th May

Assessment Method and Deadline

Personal and Professional

Development 1

Assignment 1

October Half term

Christmas Break

February Half term

Assignment 2 Reflective Journal 8th May

Modules Studied

Level 4

PPD 1 (20 credits)This module supports students’ development in Higher Education by developing both the skills and knowledge required to succeed. Building upon educational and employment experiences the skills required of a sport and exercise science graduate will be enhanced through a range of activities and learning opportunities. The ability of the student to be a reflective practitioner in assessing their own ability and recognising and planning for their own development needs will be supported by the tutor but with an emphasis on the individual’s ability to develop themselves both personally and professionally in preparation for employment or educational progression at the end of their Foundation Degree. This module links to other level 4 modules in terms of student progression, and underpins the Work Related Learning 2 module, which seeks to build upon skills gained at level 4.

WRL 1 (20 credits)

This module will allow students to develop their knowledge of the sport and exercise science sector and the opportunities and barriers that exist around future employment. Students will then examine and develop the skills needed to go into the industry as sport and exercise science graduates. As an important part of a fast moving and progressive sector, students will also explore the concepts and practical application of innovation and entrepreneurship within the sport and exercise science sector. This module provides the underlying knowledge to apply innovation within the Work Related Learning 2 module.

Functional Anatomy for Sport and Exercise (20 credits)An understanding of functional anatomy underpins many aspects of sport and exercise science. This modules develops students’ knowledge and understanding of the human body including the skeletal and neuromuscular systems and the interaction that occurs between these in order to produce human movement. The application of biomechanics and laws of motion complement this anatomical information and allows for the full assessment and description of movement within sport and exercise science. The module supports the applied exercise fitness knowledge module which is delivered at the same time, and also provides important underpinning theory for both the Applied Coaching and Prescribing Movement modules that are studied at Level Five.

Applied Exercise and Fitness Knowledge (20 credits)The module is designed to provide students with an understanding of the principles of exercise, fitness and health and the methods used within training to meet desired health, fitness or performance outcomes. The importance of screening clients is explored to support students in developing safe and effective periodised training programmes for individuals. This module has links to the Functional Anatomy for Sport and Exercise and the Physiology of Human Performance modules and forms an introduction to sport and exercise interventions with a general population group in preparation for the exploration of specific population clients at level 5 in the Prescribing Movement for Specific Population Clients module.

Physiology of Human Performance (20 credits)This module challenges students to develop their knowledge of the physiological mechanisms that control the human body with specific relation to sport and exercise. Students will explore the structure and function of these systems and how the human body responds when in motion. The content of this module provides important theoretical content that helps to underpin both the Applied Coaching and Prescribing Movement modules that will be studied at Level Five.

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Nutrition for Sport and Exercise (20 credits)Nutrition is important for both health and sports performance. The module explores the underpinning science behind nutritional principles and their role in maintaining health, with a focus on obesity as a fundamental barrier to participation with inherent links to health related diseases. This module will also examine the impact of poor nutrition on performance and explore the application of dietary strategies that can serve to enhance sports and exercise performance.

Coaching Practice 1 (20 credits)Within this module students will develop their coaching skills through the accumulation of practical coaching experience. All students will have the opportunity to achieve a recognised coaching qualification and will then apply this expertise in ongoing real-world coaching. This coaching experience will allow students to link knowledge and understanding gained from the Pedagogy of Coaching module with additional taught material regarding planning and delivery to produce practical outcomes. Students will be supported in becoming reflective practitioners in order to evaluate their own performance in order to develop and direct future practice. Students will also investigate their own role within sports coaching and how it relates to the overall development of their chosen sport.

Pedagogy of Coaching (20 credits)This module develops the knowledge and skills of students in preparation for a role within sports coaching. Students will appreciate the roles and responsibilities of a coach and this links with the Coaching Practice (1 and 2) modules. This module examines the required and preferred leadership styles for participants and students will gain an insight into the different learning style theories there are. The module explores the barriers to learning and the importance of an effective coaching environment.

Fundamentals of Strength and Conditioning (20 credits)This module introduces students to the fundamental knowledge and practical skills that are employed by strength and conditioning coaches in order to support the development of sports participants. The ability to assess both the requirements of sports and the corresponding attributes of athletes is crucial before then selecting, programming and coaching appropriate fundamental exercise modes forms the foundations for strength and conditioning work. This module has links to both the Functional Anatomy for Sport and Exercise, and the Physiology of Human Performance modules.

Level 5

PPD 2 (20 credits)The module builds upon the knowledge and skills developed within Personal and Professional Development 1 and focuses more acutely on the specifics of an integral part of applied sport and exercise science; research. This module equips students with the understanding and knowledge of how scientific research effects the sport and exercise science sector. Students will develop their understanding of the evidence based approaches used in decision making. The ethical and moral aspects of sport and exercise will be explored and students will develop understanding of the types of research and research methods that are adopted. Project management skills will be required to undertake their own research and this will be linked to their employability skills as a sport and exercise science practitioner.

WRL 2 (20 credits)

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This module will be focused on the key skills that are relevant to working within the sport and exercise sector. Students will be supported in order to gain work related experience as well as develop their work related skills. In a forward thinking industry, where advances are continually being sought, students will also have the opportunity to be creative and apply their knowledge and skills to propose an innovative sector specific scheme, solution or product.

By working as part of a team, students will develop the management and organisation skills often needed within the sport and exercise sector. This module will build upon Personal and Professional Development 1 and Work Related Learning 1 as well as the skills and knowledge gained throughout the qualification.

Prescribing Movement for Special Population Clients (20 credits)The module is designed to upskill competencies from Exercise and Fitness Knowledge at level 4 and develop the specialist skills and knowledge to prescribe safe and effective movement to specific populations clients.

The module is a contemporary approach to understanding how to engage specific population clients and encourage them to move more often in daily life through a prescription of both physical activity and/or exercise interventions. Recent statistics from local Councils in the North East area have shown an increasing number of dropout rates from GP referral exercise schemes and overall UK statistics taken from Strategic Health England Strategic Plan show new approaches are required in order to meet targets and improve health and wellbeing and this module will explore these.

Applied Sport & Exercise Psychology (20 credits)This module starts by examining the psychology behind sports performance for athletes, with a focus on the application of theory to provide appropriate interventions that enhance individual and team performance. Students will explore the factors involved in and the strategies available to give athletes the opportunity to reach and sustain optimal sports performance.

Focus will then shift to sports and exercise participation, and the psychological and socio-cultural factors that influence participation will be examined. Links will be made to physical and mental wellbeing in exploring the impact of exercise and the students will apply their knowledge in making recommendations around the design and development of sports participation strategies and from a psychological perspective.

This module links well with Applied Sports Coaching as well as Sports Development, offering an insight into some of the factors behind athletic performance and sport and exercise participation.

Applied Sports Coaching (20 credits)In this module students will develop their coaching skills through an understanding of the theories and principles of coaching, which will be applied and reflected upon within the context of a realistic coaching setting. They will explore interventions that develop and enhance the coaching environment and understand how effective planning can lead to more beneficial coaching sessions for both individuals and teams. This module will enable students to evaluate and reflect upon their own performance within coaching sessions in order to develop future practice.

Sport Development (20 credits) OptionalThis module develops the knowledge and skills of students in preparation for a development role within the sport and exercise industry. Students will appreciate the history of sports development, including key policy shifts. They will also examine key models of sports development, with a focus on Long Term Athlete Development and the Talent Identification process. An appreciation and understanding of sports policies and strategies will be integral to this module. Students will use

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this in order to design and implement their own sports development initiatives, developing key project and event management skills along the way.

Coaching and Development Project (20 credits)This module introduces students to the key components of the research process, set within the context of sports coaching and / or development. Students will plan and prepare a research proposal, critically appraising relevant contemporary literature in order to justify their chosen area of investigation. Students will then apply their research methodology to their chosen area of investigation and complete their own individual research project. Data will be gathered, analysed and presented.

Coaching Practice 2 (20 credits)This module links to previous coaching development and aims to further develop and apply individual coaching abilities practically. Through further experience and reflection upon their own practice and that of others students will begin to formulate their own individual coaching philosophies and apply them within well planned and progressive longer term schemes aimed at developing their participants. Students will also consider local, national and international contexts regarding sports coaching and sports development.

Coaching Children in Sport (20 credits)The module will look at a range of factors which contribute to the physical and psychosocial development of children. It will help learners to develop ideas, thoughts and opinions around the creation of effective coaching programmes that promote participation, welfare and resilience. Professional practice will be a vital part of creating the correct environment to maximise the benefits and reduce the risk participation. The module will also allow students to gauge an insight into the National Curriculum for Physical Education.

Performance Analysis (20 credits)The use of evidence based and informed approaches to athlete development may bring about greater performance indicators. Modules on the programme provide the grounding for the how and what to coach. By being able to understand the methods and application of analysing performance this module supports students to become better coaches.

The module aims to equip students with the theoretical knowledge and practical application of methods used to analyse performance. Assessing performance against a set of quantifiable and qualitative approaches will enable students to fully appreciate the technical, tactical and strategic perspective of sports performance. With links to the anatomical, physiological, and biomechanical factors, students will bring together these concepts in an applied method to understand how performance may be affected by these.

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Course Awarding Body

The programme is being delivered by New College Durham. New College Durham is the awarding body for your Foundation Degree in Applied Sport and Exercise Science and Foundation Degree in Sports Coaching and Development; and the rules and regulations regarding the study and award of your qualification are available at:

https://intra.newdur.ac.uk/studentIntra/s_he_accRegs.html

As a student studying on a Higher Education programme of study, it is your responsibility to make sure that you have read and understood the rules and regulations that apply to your course. These will be discussed with you as part of your induction but if you need further guidance ask your course leader or personal tutor.

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https://intra.newdur.ac.uk/studentIntra/s_he_accRegs.html

Module Guides

For each module you will receive a module guide which will be available on the College’s Virtual Learning Environment. A module guide is simply what is says, ‘a guide to the module’. In the module guide you will find lots of useful information such as the contact details of the Module Leader and the teaching team. In addition, you will find a list of recommended reading and details of the module assessment methods.

Module Learning Outcomes

The course provides opportunities for students to develop the following:

Knowledge and Understanding

The course has been designed to enable a student to demonstrate, by the end of each level of study the following knowledge and understanding. These are identified as Course Learning Outcomes.

Skills

The course provides opportunities for students to develop skills. The course has been designed to enable a student to demonstrate by the end of each level of study the following skills and attributes.

These are enabled through the teaching, learning and assessment strategies employed by the course team to enable a student to achieve the learning outcomes and skills. A mix of formative and summative assessment will be used. The following gives an indication of these strategies, more detail of which will be provided to students in their module guides.

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Course Learning Outcomes

Pathway 1: Foundation Degree in Applied Sport and Exercise Science

Level Four Learning Outcomes


and Exercise

Applied Exercise

and Fitness Knowledge

Personal & Professional Development

1

Work Related Learning

1

Nutrition for Sport & Exercise

Physiology of Human

Performance

KU4.1 Underlying concepts and principles in sport and exercise science.

SA SA SA SA

KU4.2 Career opportunities within sport and exercise and how to develop into these roles.

T SA T T

KU4.3 The skills and attributes of one self and understand how to develop skills to meet the requirements of employment.

SA T

KU4.4 Innovation and entrepreneurship and how these are developed and observed in sport and exercise.

SA

CS4.1 Demonstrate skills required to monitor and evaluate the human responses to sport, exercise and physical activity.

T SA SA SA

CS4.2 Identify and apply concepts, theories and principles in the field of sport and exercise.

SA SA SA SA

CS 4.3 Identify and interpret data and text from a variety of sources.

SA SA SA SA SA SA

CS 4.4 Plan and deliver practical activities using appropriate techniques and procedures.

SA T T SA

CS 4.5 Produce work independently and with others.

SA SA SA SA SA SA

CS 4.6 Demonstrate digital literacy skills. SA SA SA SA

CS 4.7 Communicate effectively both orally and in writing, with a range of individuals and groups.

SA SA SA SA SA SA

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Level 5 Modules

Level Five Learning Outcomes

Applied Sports

Coaching

Applied Sport & Exercise

Psychology

Personal & Professional Development

2

Work Related Learning

2

Prescribing movement for specific population

clients

Sports Development

KU5.1 Well-established principles in sport and exercise and the way in which these principles have developed.

SA SA SA SA

KU5.2 The application of underlying concepts and principles in sport and exercise and how these can used in study and/or industry.

SA SA SA SA

KU5.3 Methods of enquiry with sport and exercise, critically exploring these within study and/or industry.

SA SA SA

KU 5.4 The development of skills within the study programme and how these related to the workplace.

T SA SA T

CS5.1 Evidence the skills required to monitor and evaluate sports performance in laboratories and/or field settings

SA SA T T

CS5.2 Undertake fieldwork with continuous regard for ethics, safety and risk assessment.

T SA T SA

CS 5.3 Demonstrate proactive responsibility for their own learning and continuing personal and professional development through self-appraisal and reflecting on practice in academic and professional contexts.

SA SA

CS 5.4 Demonstrate the numeracy skills required to analyse quantitative data.

T SA

CS 5.5 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

SA SA SA

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conduct.CS 5.6 Demonstrate literacy and communication skills in a range of contexts including verbal, auditory, performance, digital and multi-media forms

SA SA SA SA SA SA

CS 5.7 Critically analyse and evaluate information and data of an applied nature in sport and exercise.

SA SA SA SA SA

Key: T = Taught, SA = Summative Assessed

Pathway 2: Foundation Degree in Sports Coaching and Development

Mapping of Course Learning Outcomes, Teaching and Learning Methods and Assessment Methods1.1 Course Learning Outcomes Mapped Across Modules

Distribution of Course Outcomes across Course Modules

Level 4 Modules

Level Four Learning Outcomes

Personal and Professional Development

Coaching Practice 1


Functional Anatomy for Sport and Exercise

Fundamentals of Strength and Conditioning


KU 4.1 Demonstrate knowledge of the underlying concepts and principles in the study and practice of Sport Coaching.

SA SA SA SA SA

KU 4.2 Undertake further training and develop new skills within a structured and managed Sport Coaching environment.

SA SA T

KU 4.3 An understanding of the pedagogical processes involved in coaching, and its application.

SA SA

KU 4.4 Develop a solid foundation across the multi-disciplinary areas related to sports coaching and development.

SA SA SA SA SA

CS 4.1 Demonstrate skills required to monitor and evaluate human responses to sport.

SA SA T SA SA

CS 4.2 Identify and apply concepts, theories and principles in the field of sport and exercise.

SA SA SA SA SA

CS 4.3 Identify and interpret data and text from a variety of sources.

SA SA SA T SA

CS 4.4 Plan and deliver practical activities using appropriate techniques and procedures.

T SA SA T

CS 4.5 Produce work SA SA SA SA SA SA20

independently and with others.CS 4.6 Demonstrate digital literacy skills. SA SA SA SA SA SACS 4.7 Communicate effectively both orally and in writing, with a range of individuals and groups.

SA SA SA SA SA SA

Level 5 ModulesLevel Five Learning

OutcomesCoaching and Development Project

Coaching Practice 2

Coaching Children in Sport

Applied Sport and Exercise Psychology

Sports Development

Performance Analysis

KU 5.1 Identify, evaluate and apply research techniques in order to analyse problems, answer questions and formulate solutions in academic and vocational contexts.

SA SA SA SA SA

KU 5.2 Interpret and evaluate how theories and data from key disciplines can be used to contribute to the analysis of sport coaching.

SA SA SA

KU 5.3 Demonstrate an understanding of the work of a coach and how it relates to the broader concept of sports development.

SA SA SA

KU 5.4 Apply specific theoretical knowledge and multidisciplinary skills within a variety of vocational contexts.

SA SA SA T SA

CS 5.1 Evidence the skills required to monitor and evaluate sports performance in laboratories and / or field settings.

T SA SA SA

CS 5.2 Undertake fieldwork with continuous regard for ethics, safety and risk assessment.

SA SA SA SA SA

CS 5.3 Demonstrate proactive responsibility for their own learning and continuing personal and professional development through self-appraisal and reflecting on practice in academic and professional contexts.

SA SA

CS 5.4 Demonstrate the numeracy skills required to analyse quantitative data.

SA T SA

CS 5.5 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.

SA SA SA SA SA

CS 5.6 Demonstrate literacy and communication skills in a range of contexts including verbal, auditory, performance, digital and multi-media forms.

SA SA SA SA SA

CS 5.7 Critically analyse and evaluate information and data of an applied nature in sport.

SA SA SA SA

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Teaching, Learning and Assessment

The nature of the programme is directly applicable to work situations and theory is related to practical work based situations. Each individual module will use different teaching and learning strategies depending upon the nature of the subject. The teaching and learning strategies will include a combination of different approaches including but not limited to:

Lectures: The purpose of a lecture is to introduce the relevant theories/knowledge of the individual topic areas within a subject.

Workshops/Seminars: The purpose of the workshop/seminar is to develop the students understanding of the theories from the lectures by using case studies, role-plays and exercises.

Academic Tutorials: The purpose of the tutorials is to develop study/academic skills, for example, research/information gathering. The development of these study/academic skills will assist in your learning throughout the programme.

Feedback and Assessment

Timely and effective feedback on assessments are integral to the learning process. Within your programme a range of key ‘formative’ and ‘summative’ assessment methods are used. In summative assessments marks awarded are included in your record of progress and will contribute to your overall award classification.

Formative work does not directly count towards foundation degree classification; it is important to remember however that formative work is designed to help you achieve the best mark you can in summative work so you should ensure that you fully engage in all work that your tutors set. You will complete a range of different formative and summative assessments throughout your course and these are designed to motivate, stimulate and inform learning and will include assessment types such as: case studies, simulations, essays, presentations, reports, time constrained tests and portfolios.

You will receive timely and constructive feedback on both formative and summative work. The feedback will clearly identify the strengths of your work and identify those areas for further development. Guidance will be provided on how to strengthen these areas. Feedback will be provided through a variety of mechanisms, as appropriate, and you will be encouraged throughout the programme to seek, reflect upon, and, respond to feedback. In addition to more formal feedback on summative work you should remember that feedback is provided in many different forms.

Note: You should receive summative assessment feedback within 4 weeks of submitting the assignment – please note that the 4 weeks does not include scheduled college holidays.

You are further encouraged to engage in feedback you receive on your work through our personal tutoring system. At appropriate times throughout the programme personal tutors will ask you to bring along any feedback you have received so that this can be discussed further particularly with respect to what you are doing well and

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those areas that you could develop in the future. It is often useful to reflect on feedback collectively in this way and you will be provided with a form that will help you do this.

How and where to submit completed assessments

Your course team will give you procedural details for the submission of assignments for each individual module. Academic staff will under no circumstances collect assignments from you.

The best advice is to be well prepared. It’s often the little things that can trip you up, such as leaving an assignment to the last minute and then running out of ink in your printer, or leaving your reference list to last and then realising you didn’t keep a record of the sources you used. Take an organised approach in completing and submitting assignments to achieve the best results for you.

Some important Information about the submission of assessments and re-sit opportunities:

1. You must attempt all assessments at the first opportunity.2. You must work on each assessment (essay, project, report or portfolio) for

every module. You should do this even if you don’t think you can fully complete the piece of work.

3. An Assessment Board, (which meets at defined stages of the academic year to look at all your marks), will decide whether you can re-sit or repeat study. The Assessment Board will take into account whether you have attempted all assessments. It is much more likely to give you an opportunity to take resit or repeat study if you have attempted all assessments. It is less likely to give you this opportunity if there are some assessments which you did not attempt at the first opportunity.

4. If you are unclear about this information or feel you are at risk of not being able to attempt any assessment, you should contact a member of academic staff for further advice before the hand-in / examination date as there are a variety of ways in which support can be given.

Presentation of Written Work

New College Durham Foundation Degree Programmes work to a set of standardised guidelines for the presentation of written assignments.

These guidelines identify the standard to be achieved when submitting assessed written assignments for modules in your course. Please refer to your module tutor or guide on any specific requirements for individual modules.

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Assignment Format

Your assignment should consist of the following:

Title Page

Assignment

Reference list or bibliography

Appendices (if applicable)

Title Page

This should contain the following information:

Name of course

Your student enrolment number

Module title (exactly as identified in your module guide or specification)

Module code (exactly as identified in your module guide or specification)

Module leader

The assignment title

The date of submission

Total word count

The Assignment

This should be presented as follows:

Text should be in Arial font size 12

Line spacing of 1.5 (one and a half)

Margin sizes should be the default ones used in Microsoft (2.54cm left and right, 3.17 cm top and bottom)

A clear gap should be left between paragraphs to make it clear where they start and end

Direct quotes exceeding three lines long should be further indented by 1cm at left and right hand side margins, with a clear line of spacing above and below. Double quotation marks, “ should start and finish all quotes.

Each page should be numbered as a minimum standard. As you become more skilled in word processing, you are encouraged to include a header or footer that includes your student enrolment number and the module code

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You proof read and spell check all of your work to rectify spelling, punctuation and grammatical errors as well as ensuring the question has been answered fully.

You are reminded that you must adhere to the word limit that is identified on the assessment brief within the 10% tolerances stated (the word count excludes references/bibliography and appendices but DOES include direct quotes and references within the work itself).

Paraphrasing is preferred and direct quotes should be kept to a minimum.

Written assignments should be in continuous prose. Bullet points and lists within the main text should be kept to a minimum.

The Reference List or Bibliography

This should:

Start on a new page entitled ‘Reference List’ or ‘Bibliography’

Be presented in alphabetical order by author’s surname or organisation with a clear gap between references

Be presented in accordance with the New College Durham Harvard Referencing Guide

Appendices

These should be clearly numbered and appropriately referred to in your assignment and should not include information that is essential for the main body of the assignment. Appendices should not be used as a device for getting around the word limit.

Mitigating Circumstances/Extenuating Circumstances

Any mitigation applied for is subject to the New College Durham Procedure for Consideration of Extenuating Circumstances for Extension and Mitigation available on the HE Student Intranet. You can access this by using the following link:

https://intra.newdur.ac.uk/studentIntra/s_he_mitigation.html

You are strongly recommended to read the key documents. They provide a detailed explanation of mitigating circumstances and the procedures expected to be followed when you feel that your performance in a summative assessment has been affected. Mitigating circumstances or extenuating circumstances are defined by the College as circumstances outside of the control of the student that have significantly affected performance in any summative assessment.

The College’s intention is, wherever possible, to support you in completing your programme of study. It recognises that there may be times when you, through

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https://intra.newdur.ac.uk/studentIntra/s_he_mitigation.html

unforeseeable and unpreventable circumstances, find that you are unable to perform in an examination (or other form of assessment) to the full extent of your abilities. If you are unable to submit, or attend an examination, this procedure is also applicable to you. In such circumstances the Extenuating/Mitigating Circumstances Regulations enable you to request that your situation is taken into consideration. You are expected to have taken reasonable steps to ensure that you could not have prevented the circumstances from taking place. It is your responsibility to notify your module lecturer of any extenuating/mitigating circumstances, which you feel will affect, or may have affected, your performance in any summative assessment.

Any application you make has to be approved by the Mitigating Circumstances Board and if it does not meet the criteria then mitigation may not be granted.

An application for mitigating circumstances is only one of the support mechanisms available to you. There are other options for you to consider it is therefore important that you discuss your situation with a module lecturer or personal tutor who will be able to provide guidance on the most appropriate course of action. Where you are unable to meet the deadline for an assessment then an extension may be the better option for you. In circumstances which are likely to affect your progress over a longer time period, you may be advised to suspend your studies until the circumstances no longer have an impact on your studies.

Academic Malpractice

In order to avoid academic malpractice, New College Durham is committed to continually educating students on how to develop good academic practice and writing skills.

Academic misconduct is treated very seriously and is defined as any activity or attempted activity which gives an unfair advantage to one or more students over their peers.We strongly recommend you read the College Policy and guidance on academic misconduct which can be found at: https://intra.newdur.ac.uk/docs/student/policies/plagiarism.pdf

Academic Appeals

Academic Appeals relate to a review of a decision of an academic body, (Assessment Board or Mitigation Panel), charged with making decisions on assessment, student progression and awards. Appeals may be made in respect of the following areas relating to the assessment process:

A formal assessment result A degree classification A decision taken as a result of academic failure e.g. termination of registration A decision taken as a result of unsatisfactory academic progress

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https://intra.newdur.ac.uk/docs/student/policies/plagiarism.pdf

Your Course Leader will give you further guidance if you feel you have the need to appeal on any of the areas stated above and the College application for Academic Appeals can be found at:

https://intra.newdur.ac.uk/studentIntra/s_he_accAppeals.html

Dealing with Complaints

Although we expect you will be satisfied with the service we provide, please be assured that we will deal promptly and fairly with any complaint.

We strongly recommend that you talk over any issues with your Course Leader in the first instance to try and solve the issue informally and amicably. If this informal approach does not resolve the matter to your satisfaction you may wish to make a formal complaint. A college feedback and complaints form can be accessed by the following web link to our website:

http://www.newcollegedurham.ac.uk/download/File/0/5h4mnk.pdf/

Office of the Independent Adjudicator for Higher Education

The Office of the Independent Adjudicator for Higher Education, (OIA), provide an independent scheme to review student complaints following a full investigation using the full college complaints procedure. The OIA is an independent review body, whose principal role is to consider whether a higher education provider, (university or college), has correctly applied it procedures, and whether the outcome of a complaint is reasonable in the circumstances. Following an independent investigation instigated by a Procedures Letter, the OIA will reach a judgement and set of recommendations on a referred case. It is recommended that you seek advice from the College Students Union if you are considering referring an outcome of a college complaint to the OIA. They will be able to provide you with a range of valuable guidance.

Further information on the services and role of the OIA, can be found on the OIA website: http://oiahe.org.uk/

Attendance

A record of your attendance is kept and attendance patterns monitored. If you are going to be absent for any reason you need to notify your Module Lecturer or Course Leader. You are also advised to continue to follow your employer’s sickness/absence policies when attending study days at College. If you do not make the teaching team aware of the reason for your absence this will be recorded as an unauthorised absence on the college registration system. Where you are going to be on holiday this absence should be notified to the teaching team and your attendance record will be amended accordingly. It should be noted that low attendance record on your course could affect your academic progression and achievement.

Cancelled Classes

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http://oiahe.org.uk/

http://www.newcollegedurham.ac.uk/download/File/0/5h4mnk.pdf/

https://intra.newdur.ac.uk/studentIntra/s_he_accAppeals.html

The College recognises the beneficial impact on the overall student experience, of clear and effective communication arrangements between course teams and their students. There will be occasions when a tutor is unable to deliver a timetabled class due to sickness or personal circumstances. The College may be informed of these circumstances at short notice. The College will, in the first instance, try to identify an alternative member of staff to cover the class. However, if a suitable member of staff cannot be identified, the College will inform affected students of the temporary class postponement by a combination of face to face announcements, e-mail, the college VLE, telephone, Advantage, and text message. In addition to announcements through these communication channels, an official notice will be placed on the classroom door advising of the postponement. It is important, that in these circumstances, the time is used wisely for self-study and reading. Please note any cancelled classes are a postponement. The Course Leader will ensure that any learning missed due to a cancelled class, will be delivered at a later date.

The Student Voice and Programme Evaluation

As a student at New College Durham, we actively use a range of methods to seek your views and ideas about college higher education provision. There are many ways for you express your thoughts and ideas including college and national surveys. The National Student Survey for example, surveys every final year student at every university and college in England and Wales between January and March each year and publishes the student satisfaction results on the Unistats website. We also ask you to formally evaluate of your studies through college module evaluation activities and the role of Higher Education Student Representative is a vital one in feeding back student views on college services. Each group, at the start of the course, elects a Representative to represent student views and opinions at course meetings and reviews and they are supported by the Students’ Union at the College. The important part in using your student voice is that we, as course team and college, want to listen to your views and opinions so we are able to continually improve our service to you both now and in the future.

Module and Course Evaluation

At the end of your course the Course Team complete a course evaluation. The Course Team take your comments and feedback and reflect on these to evaluate the course as a whole. The course External Examiner takes part in this process and uses this feedback to help write a report on the performance of the programme which is then made available to you to read. This evaluation and feedback loop, in which you play a valuable part, is a vital element of how we enhance the quality of the student experience for foundation degree courses.

Student Support and Guidance

Course Roles and Responsibilities

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Course Leader

The Course Leader has executive responsibility for the operation and development of the course, which includes:

(a) Regular liaison with students about the experience on the course as a whole

(b) Liaison with module leaders and the lecturing team about the delivery or development of modules to meet the needs of the programme, including teaching and learning methods.

(c) Advising Course Boards on student performance

(d) Counselling students with respect to their progress within the Course

Module Leader

A Module Leader has responsibility for the operation and development of the module including:

(a) Regular general liaison with students and response to points raised

(b) Effective communication to students on the module and other members of staff teaching on the module of all learning and assessment procedures and schedules

(c) Development of methods of teaching and learning.

(d) Liaising with the Course Leader about delivery or development of modules to meet the needs of the students and employers.

Safeguarding and Prevent

Providing a safe working atmosphere at New College Durham, is an essential element of the student study experience. The College has a legal duty to provide a safe environment in which you can learn and develop and in which staff can perform their work role.

Safeguarding young people under the age of 18 and vulnerable adults within the College community, is a responsibility that is undertaken by trained staff. However, we would expect any incidents of concern to be reported by students, where the safety of students under the age of 18 and vulnerable adults is at risk. If you do have any concerns during the course of your studies, please report these to a member of your course teaching team, college reception, or at ASC.

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PREVENT is an element of CONTEST, the UK Governments counter-terrorism strategy. It is defined as ‘Stopping people becoming or supporting terrorists or violent extremism’. This is an integral part of the College’s safeguarding ethos in encouraging students to respect Fundamental British Values. During the induction period of your course, the Course Leader will give you further detail on these values and PREVENT, and discuss with you your responsibilities, as a member of the College community, to report any incidents or concerns.

Personal Tutor System

As a higher education student a New College Durham we wish to support you on the achievement of your programme of study, and raise your aspirations for further study and employment opportunities. Tutorial support is provided to you as part of your programme to and is guided by three key principles:

1. To recognise and respond to the individual needs of students.2. To promote inclusive learning.3. To set students challenging personal and academic targets to reach and

achieve.On your course you will receive:

A designated personal tutor A tutor introduction for your chosen course and the College Personal tutor support and support from any specialist support service where

appropriate Access through your tutor to help in making choices on progression and

further study.

Tutorials will be integrated into the course of study and specific tutorials supplied by your tutor throughout the academic year.

Personal Learning Coaches

The Personal Learning Coach, (PLC), team provide one to one sessions on a wide range of study related issues. These include time management, organisation and motivation and a listening service for any personal issues you may experience during your course. The PLC Team work across all curriculum areas in the College and work with students at all ages and levels.

College PLC’s can access a wide range of resources for you from both external and internal agencies and there to further support you both inside and outside the classroom during your course. To contact the College PLC Team, just drop an e-mail to: [email protected]

Higher Education Academic Support Tutor

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At the start of your course you will be introduced to a range of higher education skills which you will develop throughout your course. These include the skill of referencing your work, academic research skills, and critical thinking skills. Learning some of these higher skills can be a little daunting at first but you will quickly become proficient at them with practice. To help and support you in developing your higher skills whilst studying at the College, you can access help and support from our Higher Education Academic Support Tutor.

Our Academic Support Tutor is based in the Neville Building and can be contacted directly or through your Course Leader or Personal Tutor. They will be happy to support you throughout your course, but will be particularly useful in the early days of your studies as you become accustomed to the particular skill set required for higher study. Please do not be afraid to ask for any higher skill support and extra academic skill sessions throughout your study time here at the College. We are here to help you achieve your course qualification.

Additional Learning Support

If you feel you need any support because of a disability or learning disability, the College can provide a range of services to support you in your studies. Please ask your Course Leader about support, or to discuss your individual learning needs contact [email protected] who will be happy to help and give advice.

Library

You will find that students on all courses are actively encouraged to use our well-stocked library. Our library is very accessible and is open during term time as follows:

8.00am – 8.00pm Monday – Wednesday8.00am – 5.00pm Thursday8.00am – 4.30pm Friday10.00am – 1.00pm Saturday

NB: Times are restricted during holiday periods – please check with the Library for details. You will also be given a computer account which will enable you to do on line research and send and receive email

A specific “reading list” (where appropriate) for your course will be provided in each module guide and our library has a large database of magazines and journals on-line. You will need to use this resource throughout your studies to enable you to complete set assessments. The library produces a number of very useful guides and your course induction will include an introduction to the library.

Virtual Learning Environment (VLE)

The College has a Virtual Learning Environment (Schoology) where you can access information about the College and your course. You will have access to all programme documentation, all course notes and supplementary reading and activity

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that the module leaders recommend outside of tutor contact time You will be able to access this site once you have enrolled on your course and been allocated a username and password.

Due to the work based nature of this course the Virtual Learning Environment is seen as an essential support tool so you will be able have access. In order to access the VLE form outside of the College you can either download the VM software or access via the internet (www.vdi.newdur.ac.uk). Information on this will be provided during the induction period.

The Student Intranet

The student intranet provides a range of information and resources that will support you as a student studying higher education at the College. A number of hyperlinks are included within this handbook that take you to the relevant section of the student intranet but otherwise it is accessed from your home screen when you log in. You will be provided with further information about the student intranet during the College induction.

Keeping the College Updated

Throughout your studies at the College, there will be times when we will need to contact you by phone, e-mail, or at your home address. A key part of this contact, will be issuing you with statements of results which will inform you of your progress on your chosen course. If any of your contact details change whilst you are studying with us, please ensure you inform the College and your tutor of the change, so you records can be updated. This will ensure any information the College needs to send to you will be delivered efficiently and promptly.

Work Experience/Placement

Throughout the modules in PPD and WRL you are required to evidence and develop a number of hours of work related experiences. Some of these have been arranged around sessions, others on an evening and you may develop your own experiences related to your career choice. It is expected as part of the course that you develop these experiences. Therefore attendance to these is expected. You should consider this when seeking part time employment.DISCLAIMER

The information contained in this Handbook is, as far as possible, accurate and up-to-date at the time of printing.

The express permission of New College Durham must be obtained to reproduce any, or all of this publication, other than for personal use or for those purposes permitted by law.

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