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Plymouth UniversityAcademic Partnerships

Truro & Penwith College

Programme QualityHandbook for

FdSc Sports Coaching

2017 – 18

Truro and Penwith College, FdSc Sports Coaching, Programme Quality Handbook 2017-18 Last saved: September 2017 of 73

Contents1. Welcome and Introduction to FdSc Sports Coaching................................................................32. Programme Specification..........................................................................................................43. Module Records………………………………………………………………………………………26


1. Welcome and Introduction to FdSc Sports Coaching

Welcome to the Foundation Degree in Sports Coaching. The degree has at its core an understanding of coaching related particularly to the disciplines of anatomy, physiology, learning theory and psychology. The programme develops specific practice from this base, into working with specific groups, on special issues such as nutrition and exercise, and knowledge of the methods and approaches to fitness testing. Students will develop their understanding of applied coaching in relation to chosen sporting activities, and the stage two will culminate in a project which allows students to develop their own interest, while also acquiring and developing skills of research and investigation

This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications.

This Programme Quality handbook contains important information including: The approved programme specification Module records

Note: the information in this handbook should be read in conjunction with the current edition of the Truro and Penwith Student Handbook available on Digital Campus which contains student support based information on issues such as finance and studying at HE along with the University’s Student Handbook https://www.plymouth.ac.uk/your-university/governance/student-handbook and your Learning, Teaching and Assessment Handbook available on your programme virtual learning environment (Moodle).

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1. Programme SpecificationAwarding Institution: Plymouth UniversityTeaching Institution: Truro and Penwith CollegeAccrediting Body:Final Award: FdScIntermediate Awards: Certificate of Higher Education (CertHE)Programme Title: Sports Coaching

UCAS Code: C610JACS Code C610Benchmarks The programme learning outcomes are consistent with

the QAA Foundation Degree Qualification Benchmark for Higher Education Qualifications.Subject benchmark statements for Hospitality, leisure, sport and tourism (honours) (QAA 2008) inform the design and content of this programme at an appropriate level.

Date of Approval: February 2012

Admissions Criteria:

Qualification(s) Required for Entry to the FdSc

Comments

Candidates must have:

Level 1 National Governing Body award in any discipline or a Sports Leader’s Award on entry.

Pass

In addition at Level 2.Key Skills requirement/Higher Level Diploma

Pass

and/orGCSEs required at Grade C and above

English and Maths

Plus at least one of the following Level 3 qualifications:

A Levels required: 60 points at A2 normally in an appropriate subject

Advanced Level Diploma Pass in Sports-related programmeBTEC National Pass normally in an appropriate


Certificate/Diploma subject

HNC/D Pass normally in an appropriate subject

VDA: AGNVQ, AVCE, AVS Pass required normally in an appropriate subject

Access to HE or Year 0 provision

Pass – all subjects accepted but sports/science related work preferred

International Baccalaureate 16 pointsIrish/Scottish Highers/Advanced Highers

Grade D - 33/72 points respectively - All subjects accepted but sports/science related work preferred

Work Experience Normally students will have experience in some form of sports coaching role

Other non-standard awards or experiences

Normally students will have experience in some form of sports coaching role

APEL/APCL possibilities https://staff.plymouth.ac.uk//upcfacul/UoPregs/intranet.htm

Reviewed on an individual basisUniversity of Plymouth regulations apply.

Interview/portfolio requirements

Normally all students will be interviewed. In exceptional cases, alternative means of interview such as video/telephone/e-correspondence might be employed.

Independent Safeguarding Agency (ISA) / Criminal Record Bureau (CRB) clearance required

Yes


https://staff.plymouth.ac.uk//upcfacul/UoPregs/intranet.htm

https://staff.plymouth.ac.uk//upcfacul/UoPregs/intranet.htm

Aims of the Programme:

The programme is intended :

1. To develop the ability to access sports coaching orientated

information from a variety of sources and to communicate the

principles in a manner appropriate to this programme of study.

2. To develop ability in a range of practical sports coaching

techniques including an understanding of group delivery and

coaching styles.

3. To develop the appreciation and application of knowledge and

understanding of the processes and mechanisms of coaching

and learning at different levels and abilities.

4. To develop the ability to communicate appropriately and

effectively to a variety of audiences using a range of formats

and approaches.

5. To prepare students for employment and progression to their chosen vocational and/or academic future

Programme Intended Learning Outcomes:

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

1. To discuss key aspects of sports coaching to demonstrate a breadth of knowledge and understanding

2. To analyse and evaluate recent developments in sports coaching, reflecting the multidisciplinary nature of coaching.

3. To demonstrate skills in practical situations using a range of appropriate coaching methods within a range of sporting standards and disciplines.

4. To analyse the impact of coaching methods on sporting performance.

5. To demonstrate, understand and reflect upon their own skills in relation to competencies to meet the needs of employers within the sports coaching sector.


6. To evaluate and demonstrate key teaching, learning and communication skills relevant to employment within the field of sports coaching.

Brief Description of the Programme

The degree has at its core an understanding of coaching related particularly to the disciplines of anatomy, physiology, learning theory and psychology. The programme develops specific practice from this base, into working with specific groups, on special issues such as nutrition and exercise, and knowledge of the methods and approaches to fitness testing. Students will develop their understanding of applied coaching in relation to chosen sporting activities, and the stage two will culminate in a project which allows students to develop their own interest, while also acquiring and developing skills of research and investigation


Programme Structure and Pathways

College: Truro and Penwith CollegeYear:Course Code:Full/Part Time: Full time – 2 years

Programme Structure for FdSc Sports Coaching

Level 4/Year 1 Level 5/Year 2Module Code

Module Title No. of Credits

Core / Optional

Module Code

Module Title No. of Credits

Core / Optional

TRUR1159 Principles of Coaching & Learning 1

20 Core TRUR2154 Principles of Coaching & Learning 2

20 Core

TRUR1169 Anatomy and Physiology

20 Core TRUR2081 Fitness Testing &

Development

20 Core

TRUR1160 Team Sports 20 Core TRUR2153 Individual Sports & Outdoor Activities

20 Core

TRUR1170 Research Methods

20 Core TRUR2152 Coaching Strength &

Conditioning for Sport

20 Core

TRUR1090 Introduction to Sports

Biomechanics and Human Movement

20 Core TRUR2087 Sports and Exercise

Psychology

20 Core

TRUR1171 Nutrition 20 Core TRUR2089 Project 20 Core

Total Number of Credits at Level 4 must be 120Total Number of Credits at Level 5 must be 120A Foundation Degree therefore totals 120 level 4 credits and 120 level 5 credits


INDICATIVE PART TIME 3 YEARS STRUCTURE

Level 4/Year 1Module Code Module Title No. of Credits Core / OptionalTRUR1159

Principles of Coaching & Learning 1 20 Core

TRUR1169

Anatomy and Physiology 20 Core

TRUR1160

Team Sports 20 Core

TRUR1170

Research Methods 20 Core

Level 4/Year 2Module Code Module Title No. of Credits Core / OptionalTRUR1090

Introduction to Sports Biomechanics and Human Movement

20 Core

TRUR1171

Nutrition 20 Core

Level 5/Year 2Module Code Module Title No. of Credits Core / Optional

TRUR2154

Principles of Coaching & Learning 2

20 Core

TRUR2081

Fitness Testing & Development

20 Core

Level 5/Year 3Module Code Module Title No. of Credits Core / Optional

TRUR2153

Individual Sports & Outdoor Activities

20 Core

TRUR2152

Coaching Strength & Conditioning for Sport

20 Core

TRUR2087

Sports and Exercise Psychology

20 Core

TRUR2089

Project 20 Core


Progression Route(s)

On successful completion of the programme students will be able to progress to the BSc (Hons) Sports Performance & Coaching (3rd year) at Truro and Penwith College.

Any Exceptions to Regulations

None


Teaching methods and assessments

A: Development of Knowledge and Understanding

Learning and Teaching Strategy/Method

By the end of the programme the student will be able to demonstrate knowledge and understanding of:

the major theories of sports performance and coaching and an awareness of a variety of ideas, contexts and frameworks

the wider social and environmental implications of sports coaching and is able to debate issues in relation to more general ethical perspectives

the processes and principles of sports performance and performance enhancement and their impact on coaching practice

the biological processes involved in sporting activity such as anatomy, physiology and biomechanics

key teaching, learning and communication skills relevant to the practice of coaching

Primary

Lectures and tutorials Directed independent study Learning from practical experience

and observation

Secondary Case studies Problem-solving exercises

NB: Benchmark References

Hospitality, leisure, sport and tourism (honours) (QAA 2008) and FHEQ

Assessment

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

B: Cognitive and Intellectual Skills Learning and Teaching Strategy/Method

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

critique rival theories and frameworks related to learning and coaching

analyse and synthesise situations

Primary Class and practical exercises Tutorial/seminar discussions Feedback via coursework

assessment process (essays etc)

Secondary


related to sports coaching in an informed and systematic way

Intelligently apply appropriate principles in assessing coaching practice

demonstrate problem solving and research skills

demonstrate the accommodation of new ideas and practices

demonstrate subject-specific and generic skills, including skills of investigation and enquiry, oral and written communicative skills, the use of a range of technology systems for accessing data, resources, contacts and literature, and face-to-face skills.

For example: Practicals on data and

measurement problems including performance measurement

Presentations to and by the group



Assessment

Assessed practicals Essays/projects/dissertations Examinations/tests Coursework on practical

application questions


C: Key Transferable SkillsBy the end of the programme the student will be able to:

interact effectively within a team / learning group,

accommodate new principles and new knowledge

demonstrate critical reflection on issues of practice, on new knowledge and understandings, and on students' own and others' performance against agreed criteria, including the capacity to deploy and evaluate evidence and to express the outcomes of such reflection clearly and fluently.

demonstrate a developing critical and creative independence, flexibility and sensitivity across both individual and group work,

interact effectively with others including clients/peers

manage learning using resources for the discipline

communicate effectively in a manner appropriate to the discipline (in standard English oral, written, using ICT)

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

Learning and Teaching Strategy/MethodPrimary

Library and other research exercises

Group work and client work to develop awareness and practice

Data analysis from recognised performance monitoring techniques

Secondary Class and seminar

interactions and feedback Computer-based learning and

assessment



Assessment

Coursework of all types Examination preparation and

completion Presentation assessments Practical assessments


D: Employment Related SkillsBy the end of the programme the student will be able to:

Demonstrate skills of practical application of coaching skills to different contexts

demonstrate generic skills including skills of investigation and enquiry, oral and written communicative skills, the use of a range of technology including systems for accessing data, resources, contacts and literature, and face-to-face skills;

utilise a range of research skills, manage time, personnel and

resources effectively, by drawing on planning and organisational skills;

work in flexible, creative and independent ways, showing self-discipline, self-direction and reflection;

gather, organise and deploy ideas and information in order to formulate arguments cogently

communicate effectively in inter-personal settings, in writing and in a variety of media;

E: Practical SkillsBy the end of the programme the student will be able to:

demonstrate skill and understanding in deploying and selecting coaching techniques

demonstrate observational techniques

organise and manage supervised, self-directed projects;

apply skills in dealing with audiences, clients, and sports participants;

work productively in a group or team, showing abilities at different times to listen, contribute and lead effectively;

put to use a range of IT skills from

Learning and Teaching Strategy/Method

Laboratory work Projects Designated tasks Lectures and tutorials Learning from practical

experiences


basic competences such as data analysis and word-processing to more complex skills using performance analysis data as appropriate, and demonstrate specific proficiencies in utilising a range of media technologies.



Assessment

Project work Course work Competence in a range of

coaching techniques and practice

Distinctive Features of the Foundation Degree This programme provides the only degree course in Cornwall focussed

exclusively upon coaching. A mixed FE/HE environment, linked to other facilities within tertiary college

provides connections with other programmes and sports academies, and thus a wealth of sports activity on which to build practice.

Exceptional resources including regional centres for rugby and cricket. Professional performance analysis equipment and laboratory. It emphasises the development of a range of client-related transferable

skills including oral communication and presentation skills


Learning Outcomes Maps for (insert Progamme title) at HE Levels 4 and 5

Learning Outcomes Map Level 41 Graduate Attributes and SkillsCore Programme Intended Learning Outcomes Programme Aim Programme Learning

OutcomeRelated Core Modules

Knowledge/ UnderstandingStudents will be able to demonstrate a knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that (those) area(s) of study. In particular: the major theories of sports performance and coaching and an

awareness of a variety of ideas, contexts and frameworks the wider social and environmental implications of sports

coaching and is able to debate issues in relation to more general ethical perspectives




1. To develop the ability to access sports coaching orientated information from a variety of sources and to communicate the principles in a manner appropriate to this programme of study.

To discuss key aspects of sports coaching to demonstrate a breadth of knowledge and understandingTo analyse and evaluate recent developments in sports coaching, reflecting the multidisciplinary nature of coaching. To analyse the impact of coaching methods on sporting performance.

TRUR1159TRUR1160TRUR1090TRUR1169TRUR1171TRUR1170


2. Cognitive / Intellectual Skills (generic)Students will be able to demonstrate an ability to present, evaluate, and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. They will also be able to demonstrate the ability to evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work. In particular to: critique rival theories and frameworks related to learning and

coaching analyse and synthesise situations related to sports coaching in an

informed and systematic way Intelligently apply appropriate principles in assessing coaching

practice demonstrate problem solving and research skills demonstrate the accommodation of new ideas and practices demonstrate subject-specific and generic skills, including skills of

investigation and enquiry, oral and written communicative skills, the use of a range of technology systems for accessing data, resources, contacts and literature, and face-to-face skills.

3. To develop the appreciation and application of knowledge and understanding of the processes and mechanisms of coaching and learning at different levels and abilities.4. To develop the ability to communicate appropriately and effectively to a variety of audiences using a range of formats and approaches.

To analyse the impact of coaching methods on sporting performance.To analyse the impact of coaching methods on sporting performance.



2. Key / Transferable Skills (generic)Students will be able to demonstrate an ability to communicate accurately and reliably, and with structured and coherent arguments. Students will also be able to demonstrate an ability to take different approaches to solving problems. In particular to: interact effectively within a team / learning group, accommodate new principles and new knowledge demonstrate critical reflection on issues of practice, on new

knowledge and understandings, and on students' own and others' performance against agreed criteria, including the capacity to deploy and evaluate evidence and to express the outcomes of such reflection clearly and fluently.


interact effectively with others including clients/peers manage learning using resources for the discipline communicate effectively in a manner appropriate to the discipline

(in standard English oral, written, using ICT) 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


To demonstrate skills in practical situations using a range of appropriate coaching methods within a range of sporting standards and disciplines.To demonstrate skills through practical application within a range of sporting standards and disciplines.To analyse the impact of coaching methods on sporting performance.To evaluate and demonstrate key teaching, learning and communication skills relevant to employment within the field of sports coaching.



Employment-related skillsStudents will be able to demonstrate an ability to undertake further training and develop new skills within a structured and managed environment and the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility. IN particular to: Demonstrate skills of practical application of coaching skills to

different contexts demonstrate generic skills including skills of investigation and

enquiry, oral and written communicative skills, the use of a range of technology including systems for accessing data, resources, contacts and literature, and face-to-face skills;

utilise a range of research skills, manage time, personnel and resources effectively, by drawing on

planning and organisational skills; work in flexible, creative and independent ways, showing self-

discipline, self-direction and reflection; gather, organise and deploy ideas and information in order to

formulate arguments cogently communicate effectively in inter-personal settings, in writing and

in a variety of media;

2.To develop ability in a range of practical sports coaching techniques including an understanding of group delivery and coaching styles.

4. To develop the ability to communicate appropriately and effectively to a variety of audiences using a range of formats and approaches.

To demonstrate skills in practical situations using a range of appropriate coaching methods within a range of sporting standards and disciplines.To demonstrate skills through practical application within a range of sporting standards and disciplines.To analyse the impact of coaching methods on sporting performance.To demonstrate, understand and reflect upon their own skills in relation to competencies to meet the needs of employers within the sports coaching sector To evaluate and demonstrate key teaching, learning and communication skills relevant to employment within the field of sports coaching.

TRUR1159TRUR1160TRUR1090TRUR1169


Practical Skills (subject specific)

demonstrate skill and understanding in deploying and selecting coaching techniques

demonstrate observational techniques organise and manage supervised, self-directed projects; apply skills in dealing with audiences, clients, and sports

participants; work productively in a group or team, showing abilities at different

times to listen, contribute and lead effectively; put to use a range of IT skills from basic competences such as

data analysis and word-processing to more complex skills using performance analysis data as appropriate, and demonstrate specific proficiencies in utilising a range of media technologies

2.To develop ability in a range of practical sports coaching techniques including an understanding of group delivery and coaching styles.3.To develop the appreciation and application of knowledge and understanding of the processes and mechanisms of coaching and learning at different levels and abilities.4. To develop the ability to communicate appropriately and effectively to a variety of audiences using a range of formats and approaches.


TRUR1159TRUR1160TRUR1090TRUR1169


Foundation Degree Intended Learning Outcomes MapLevel 5

1 Graduate Attributes and SkillsCore Programme Intended Learning Outcomes Programme Aim Programme Learning

OutcomeRelated Core Modules

Knowledge/ Understandingknowledge and critical understanding of the well established principles of their area(s) of study, and the way in which those principles have developed; knowledge of the main methods of enquiry in their subject(s) and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study. They will also be able to demonstrate an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge . In particular: the major theories of sports performance and coaching and an

awareness of a variety of ideas, contexts and frameworks the wider social and environmental implications of sports

coaching and is able to debate issues in relation to more general ethical perspectives




1. To develop the ability to access sports coaching orientated information from a variety of sources and to communicate the principles in a manner appropriate to this programme of study.

To discuss key aspects of sports coaching to demonstrate a breadth of knowledge and understandingTo analyse and evaluate recent developments in sports coaching, reflecting the multidisciplinary nature of coaching. To analyse the impact of coaching methods on sporting performance.



Cognitive / Intellectual Skills (generic)Students will be able to demonstrate an ability to apply underlying concepts and principles outside the context in which they were first studied. In particular: critique rival theories and frameworks related to learning and

coaching analyse and synthesise situations related to sports coaching in an

informed and systematic way Intelligently apply appropriate principles in assessing coaching

practice demonstrate problem solving and research skills demonstrate the accommodation of new ideas and practices demonstrate subject-specific and generic skills, including skills of

investigation and enquiry, oral and written communicative skills, the use of a range of technology systems for accessing data, resources, contacts and literature, and face-to-face skills.


To analyse the impact of coaching methods on sporting performance.To analyse the impact of coaching methods on sporting performance.



Key / Transferable Skills (generic)Students will be able to demonstrate an ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study; use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis and effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non specialist audiences, and deploy key techniques of the discipline effectively. In particular: interact effectively within a team / learning group, accommodate new principles and new knowledge demonstrate critical reflection on issues of practice, on new

knowledge and understandings, and on students' own and others' performance against agreed criteria, including the capacity to deploy and evaluate evidence and to express the outcomes of such reflection clearly and fluently.


interact effectively with others including clients/peers manage learning using resources for the discipline communicate effectively in a manner appropriate to the discipline

(in standard English oral, written, using ICT) 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


To demonstrate skills in practical situations using a range of appropriate coaching methods within a range of sporting standards and disciplines.To demonstrate skills through practical application within a range of sporting standards and disciplines.To analyse the impact of coaching methods on sporting performance.To evaluate and demonstrate key teaching, learning and communication skills relevant to employment within the field of sports coaching.



Employment-related skillsStudents will be able to demonstrate an ability to apply subject principles in an employment context possibly different from that in which they were first studied; undertake further training, develop existing skills and acquire new competencies that will enable them to assume significant responsibilities within organisations and demonstrate the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making. In particular: Demonstrate skills of practical application of coaching skills to

different contexts demonstrate generic skills including skills of investigation and

enquiry, oral and written communicative skills, the use of a range of technology including systems for accessing data, resources, contacts and literature, and face-to-face skills;

utilise a range of research skills, manage time, personnel and resources effectively, by drawing on

planning and organisational skills; work in flexible, creative and independent ways, showing self-

discipline, self-direction and reflection; gather, organise and deploy ideas and information in order to

formulate arguments cogently communicate effectively in inter-personal settings, in writing and

in a variety of media;

2.To develop ability in a range of practical sports coaching techniques including an understanding of group delivery and coaching styles.

4. To develop the ability to communicate appropriately and effectively to a variety of audiences using a range of formats and approaches.




Practical Skills (subject specific) demonstrate skill and understanding in deploying and selecting

coaching techniques demonstrate observational techniques organise and manage supervised, self-directed projects; apply skills in dealing with audiences, clients, and sports

participants; work productively in a group or team, showing abilities at different

times to listen, contribute and lead effectively; put to use a range of IT skills from basic competences such as

data analysis and word-processing to more complex skills using performance analysis data as appropriate, and demonstrate specific proficiencies in utilising a range of media technologies

2.To develop ability in a range of practical sports coaching techniques including an understanding of group delivery and coaching styles.3.To develop the appreciation and application of knowledge and understanding of the processes and mechanisms of coaching and learning at different levels and abilities.4. To develop the ability to communicate appropriately and effectively to a variety of audiences using a range of formats and approaches.




1. Module Records SECTION A: DEFINITIVE MODULE RECORD .

MODULE CODE: TRUR1159 MODULE TITLE: Principles of Coaching & Learning 1

CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: C610

PRE-REQUISITES: CO-REQUISITES: COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (max 425 characters)This modules aims to enable the students to understand the concept of learning and relate this to appropriate delivery of a practical activity. The combination of practical and theory lessons will provide them with the necessary skills to conduct an effective session.

ELEMENTS OF ASSESSMENT (Use HESA KIS definitions)WRITTEN EXAMINATION COURSEWORK PRACTICE

E1 (Formally scheduled)

xx% C1 50% P1 50%

E2 (OSCE) xx% C2 P3

T1 (in-class test) xx% A1

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Truro & Penwith Subject Area - Sports

Professional body minimum pass mark requirement: N/A

MODULE AIMS:This module develops students understanding of how different styles of delivery affect learners. The module looks at how learners behave and how leaders would plan, deliver and evaluate an appropriate coaching episode.

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

1. Describe the theories and stages of learning.2. Formulate an awareness of the role of the coach / leader3. Demonstrate an understanding of how to prepare and deliver a practical coaching

session and evaluate its effectiveness in relation to learners and leaders

DATE OF APPROVAL: February 2012 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: Sept 2012

SCHOOL/PARTNER: Truro & Penwith College

DATE(S) OF APPROVED CHANGE: N/A

TERM: Autumn/Spring/Summer/other (please specify) AY


Additional notes (for office use only):

Additional Guidance for Learning Outcomes:

To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards

Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf

Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx

SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)

Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)

QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx


http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx


http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010


http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx


http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT

ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 108

MODULE LEADER: Mike Vanes OTHER MODULE STAFF:

Summary of Module Content Stages of Learning Information Processing Theories of Learning Contemporary Motor Learning Theories Delivery Styles: Teaching styles and methods of presentation Role of the coach / leader Communication Skills: verbal – non verbal Organisation Skills: Planning / facilities / equipment / safety issues Activity Knowledge: Warm ups / Cool down / progressive drills / mini games Evaluation: leader and learner

SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 35Seminar 15 Technical KnowledgeTutorial 10 Assignment prep and feedbackProject SupervisionDemonstration 10 Sporting matchesPractical Classes & Workshops 50 Practical sessionsSupervised Time in Studio/WorkshopFieldwork 10 Visits to local schoolsExternal Visits 10 Local sports clubsWork Based LearningGuided Independent Study 50 Guidebook productionOther 10 Guest LecturesTotal 200 (NB: 1 credit = 10 hours of learning; 10 credits =

100 hours, etc)

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Coursework C1 Assignment 100% LO1 & 2Practice P1 Practical 100% LO3

Updated by: Mike Vanes Date: 08/07/2017

Approved by: Date: N/A

Recommended Texts and Sources:


Schmidt, R.A. and Lee, T.D. ( 2015). Motor Learning and Performance. Leeds, Human Kinetics.

Bush, A. (2012) Foundations in sports coaching. Harlow: Pearson.

Crisfield, P. (2009) Analysing your coaching. Headingley: Sports Coach UK.

Stafford, I. (ed.) (2011) Coaching children in sport. Abingdon: Routledge

Whitmore, J. (2009) Coaching for performance: Growing human potential and purpose - the principles and practice of coaching and leadership. 4th edn. London: Nicholas Brealey.


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

MODULE CODE: TRUR 1169 MODULE TITLE: Anatomy and Physiology

CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: B100

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

SHORT MODULE DESCRIPTOR: (max 425 characters)The aim of this module is to give students an understanding of the structure and function of those systems in the human body that are of direct relevance to sport and exercise



50% C1 50% P1 xx% or Pass/Fail

E2 (OSCE) xx%I

C2 xx% P3 xx% or Pass/Fail

T1 (in-class test) xx% A1 xx%

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

Professional body minimum pass mark requirement:

MODULE AIMS: The module aims to give students an understanding of the structure and

mechanisms of the skeletal, muscular, respiratory, nervous, hormonal and cardio-vascular systems and their link to sport.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to: 1. Demonstrate an understanding of the structure and function of the skeletal and

muscular system2. Demonstrate an understanding of the interrelationships between the structures of

the cardio vascular, and respiratory system and their functions.3. Describe the general features of the nervous and hormonal systems and how

they control the body

DATE OF APPROVAL: 07/02/2012 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 01/09/2012



TERM: Autumn/Spring/Summer/other (please specify) All year


Additional notes (for office use only):Ignore

















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.


MODULE LEADER: James Bradley OTHER MODULE STAFF:

Summary of Module Content Human skeletal system: bones, joint types, synovial joints Muscular system: muscle types, muscle cell structure, sliding filament theory, Cardiovascular system: Structure of heart, blood and blood vessels, circulatory

system Respiratory system: Structure of components, mechanics of ventilation, gaseous

exchange Nervous system: Components of the system, Hormonal System: Components of the system, Control of the Cardiovascular and Respiratory systems

SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 45 Theory Lessons linked to LO’sSeminar 10Tutorial 10 One to one in class exam feedbackProject SupervisionDemonstrationPractical Classes & Workshops 30Supervised Time in Studio/WorkshopFieldworkExternal Visits 10 Visits to EIS and Reading FCWork Based LearningGuided Independent Study 85 Independent StudyOther 10 Guest LecturesTotal 200 (NB: 1 credit = 10 hours of learning; 10 credits =

100 hours, etc)


Cat

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E1 Exam 100% LO2 & 3

T1

Coursework C1 Assignment 100% LO1

Practice P1

Updated by: Mike VanesDate: 08/07/2017


Recommended Texts and Sources:Marieb, E.N. (2015) Essentials of human anatomy & physiology. Global ed of 11th revised edn. Harlow, Essex: Pearson Education Limited.

McArdle, W.D., Katch, F.I. and Katch, V.L. (2015) Exercise physiology : nutrition, energy and human performance. 8 edn. Philadelphia: Wolters Kluwer.

Seeley, R.R., Stephens, T.D., and Tate, P. (2008) Essentials of Anatomy and Physiology 7th Edition. Maidenhead: McGraw Hill Higher Education

Wilmore, J.H. and Costill, D.L. (2008) Physiology of Sport and Exercise 4th Edition. Leeds: Human Kinetics



MODULE CODE: TRUR 1171 MODULE TITLE: Nutrition


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

SHORT MODULE DESCRIPTOR: (max 425 characters)This module aims to enable the learner to demonstrate the ability to understand the main principles of nutritional theory as well as the abilities required to work with a client when assessing their nutritional needs.



50% C1 50% P1

E2 (OSCE) C2 P3 T1 (in-class test) A1



MODULE AIMS: To describe the fundamental principles of nutrition To promote appropriate body weights through safe and effective nutritional

strategies for a variety of client groups. To examine the role of nutrition in developing performance


1. Demonstrate a knowledge base of the key theories and concepts underpinning nutrition.

2. Apply appropriate nutritional strategies for a variety of clients using standard nutritional techniques.

3. Develop an understanding of the principles of nutrition in developing performance.

4. Reflect upon transferrable skills to develop performance..

DATE OF APPROVAL: 07/02/12 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01/09/2012



TERM: All Year




MODULE LEADER: Callum Whittaker OTHER MODULE STAFF: N/A

Summary of Module Content : Macro nutrients (Carbohydrate, Lipids, Protein) and micronutrients (Vitamins

and Minerals) Energy systems and requirements Dietary Reference Values for the UK Fluid intake and hydration status Specific nutrition elements in terms of client groups Diet strategies (e.g.: Atkins Diet, GI Diet, South Beach Diet) Eating disorders Techniques in nutritional analysis Practical application and interpersonal skills working with clients. Nutritional theories that improve health and performance of individuals e.g.

Nitric Oxide

SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 40 Theory Lessons linked to LO’sSeminar 10Tutorial 10 One to one in class exam feedback

Project SupervisionDemonstrationPractical Classes & Workshops 30 Nutritional analysisSupervised Time in Studio/WorkshopFieldwork

External Visits20 Visits to Plymouth Argyle Kitchens and

Exeter ChiefsWork Based LearningGuided Independent Study 80 Independent StudyOther 10 Guest LecturesTotal 200 (NB: 1 credit = 10 hours of learning; 10 credits =

100 hours, etc)

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E1 Exam 100% LO3

T1

Coursework C1 Assignment 100%

Practice P1




Bean, A. (2013) The complete guide to sports nutrition. 7th edn. London: Bloomsbury Sport.

Burke, L. and Deakin, V. (2010) Clinical Sports Nutrition 4th Ed. North Ryde NSW: McGraw-Hill

Eberle, S.G. (2014) Endurance sports nutrition. Third edition. Champagne, ILL. USA: Human Kinetics.

Jeukendrup, A. & Gleeson, M. (2010) Sport Nutrition: an Introduction to Energy Production and Performance (2ndedn.).Leeds: Human Kinetics



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

MODULE CODE: TRUR1160 MODULE TITLE: Team Sports


PRE-REQUISITES: CO-REQUISITES: COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters)Students will be involved in a series of practical sessions to develop an understanding of specific sporting technique, and given the opportunity to link relevant theoretical concepts to practical sessions



C1 60% P1 40%




MODULE AIMS: To advance theoretical and practical experience in a range of team activities To provide a breadth and depth of technical knowledge To further understanding in a range of activities


1. Demonstrate practical ability in at least two of the named practical disciplines.2. Describe game play, tactical awareness and coaching principles of the sports.3. Select and apply relevant theoretical concepts to a chosen coaching discipline









MODULE LEADER: Tom Edyvean OTHER MODULE STAFF:

Summary of Module Content: Hockey: Practical experience, tactical and strategic play analysis of skills and

sporting performance. Football: Practical experience, tactical and strategic play analysis of skills and

sporting performance. Rugby: Practical experience, tactical and strategic play analysis of skills and sporting

performance. Basketball: Practical experience, tactical and strategic play, analysis of skills and

sporting performance. Volleyball: Practical experience, tactical and strategic play, analysis of skills and

sporting performance. Netball: Practical experience, tactical and strategic play, analysis of skills and

sporting performance.

SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 35Seminar 15 Technical knowledgeTutorial 10 Assignment Prep and feedback

Project SupervisionDemonstration 10 Sporting matchesPractical Classes & Workshops 50 Practical sessionsSupervised Time in Studio/WorkshopFieldwork 10 Visits to local schoolsExternal Visits 10 Local Sports ClubsWork Based LearningGuided Independent Study 50 Guidebook productionOther 10 Guest LecturesTotal 200 (NB: 1 credit = 10 hours of learning; 10

credits = 100 hours, etc)

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Coursework C1 Assignment 100% LO2

Practice P1 Practical 100% LO1





Anders, E. and Myers, S. (2008) Field hockey: steps to success 2 nd. ed. Leeds: Human Kinetics. (Sports instruction series, 1)

Jay, S. (2009) Youth football coaching : developing your team through the season. London: A. & C. Black.

Navin, A. (2008) Netball: skills, techniques, tactics. Ramsbury: CrowoodThompson, I. (ed.) (2010) The RFU guide to coaching positional skills London: A. & C. Black

Williams, T. and Bunce, F. (2012) Rugby skills, tactics and rules. 3rd edn. London: Bloomsbury.


SECTION A: DEFINITIVE MODULE RECORD .

MODULE CODE: TRUR1090 MODULE TITLE: Introduction to Sports Biomechanics & Human Movement


PRE-REQUISITES: CO-REQUISITES: COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters)This module will introduce students to a basic range of biomechanical principles concerning force and motion.



50% C1 50% P1




MODULE AIMS:This module will introduce students to how biomechanics can be applied to performance in sports people and increase their knowledge of force generation and reaction.


1. Demonstrate an understanding the principles of biomechanics and the appropriate application of these principles

2. Perform the basic methods of biomechanical calculation3. Describe biomechanical principles and evaluate their effectiveness in

improving sports performance.4. Assess the application of force in order to bring about an improvement in

performance.









MODULE LEADER: Jamie Willcocks OTHER MODULE STAFF

Summary of Module Content: Biomechanical principles Motion – linear and angular Levers – all classes and their uses Planes and axis of motion Forces – Newton’s 3 laws Force representation – Free body diagrams / vector diagrams Introduction to video analysis Analysis methods and representation

SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional Information

Lecture 45 Combination of theory & practical sessions

Seminar 10Tutorial 10 One to one tutorial sessionsProject SupervisionDemonstration 10 Force analysisPractical Classes & Workshops 30Supervised Time in Studio/WorkshopFieldworkExternal Visits 20 Use of biomechanical facilitiesWork Based LearningGuided Independent Study 75OtherTotal 200 (NB: 1 credit = 10 hours of learning; 10 credits =

100 hours, etc)

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E1 Exam 100% LO1, 2 & 3

C1 Assignment 100% LO3 & 4





Blazevich A.J. (2010). Sports Biomechanics The Basics. A&C Black Ltd

Hamill, J. (2015) Biomechanical basis of human movement. 4th edn. Philadelphia: Lippincott Williams and Wilkins.

McGinnis, P.M. (2013) Biomechanics of sport and exercise. 3rd edn. Champaign, IL.: Human Kinetics.



MODULE CODE: TRUR 1170 MODULE TITLE: Research Methods


PRE-REQUISITES: None

CO-REQUISITES: None

COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters)Through the production of a research skills portfolio the learners will be able to demonstrate an understanding of a wide range of techniques, data analysis alongside formal report writing skills.



C1 100% P1




MODULE AIMS: To introduce the main features of a range of quantitative and qualitative

methods commonly used in sport science, and to develop a critical awareness of the strengths and weaknesses of these methods.

To introduce the use of basic descriptive and inferential statistics, and how to apply and present these appropriately


1. Discuss the different approaches to research design2. Analyse and present data drawing relevant conclusions from the findings3. Demonstrate an understanding of ethical issues in conducting research 4. Using relevant subject area describe the research methods required to

investigate a topic area


DATE OF IMPLEMENTATION: SCHOOL/PARTNER: Truro & Penwith


01/09/2012 CollegeDATE(S) OF APPROVED CHANGE: N/A

TERM All Year




















MODULE LEADER: Carla Beck OTHER MODULE STAFF: N/A

Summary of Module Content : Development of understanding of qualitative and quantitative techniques Understanding and measurement of variables Hypothesis testing Methods of data collection and sampling Statistical analysis and interpretation Effective presentation of data Application of BASES ethical guidelines

SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 40 Theory Lessons linked to LO’sSeminar 20 Portfolio preparation feedbackTutorial Project SupervisionDemonstrationPractical Classes & Workshops 30 Portfolio Preparation workshopsSupervised Time in Studio/WorkshopFieldwork

External Visits 20 Visits to and variety of facilities to gather data

Work Based LearningGuided Independent Study 80 Independent StudyOther 10 Guest LecturesTotal 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100

hours, etc)


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E1T1

Coursework C1 3 X Assignments Total = 100% LO 1-4

Practice P1



Recommended Texts and Sources:Davies, M. and Hughes, N. (2014) Doing a successful research project : using qualitative or quantitative methods. Second edn. Basingstoke: Palgrave Macmillan.

Grant, S., Aitchison, T. & Newell, J. (2009) Statistics for sports and exercise science: a practical approach. Harlow: Pearson Education

Gratton, C. and Jones, I. (2004) Research methods for sport studies. London: Routledge.

Williams, C. & Wragg, C. (2004) Data analysis and research for sport and exercise science: a student guide. London: Routledge



MODULE CODE: TRUR2152 MODULE TITLE: Coaching Strength & Conditioning For Sport


PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters)This module aims to give students a developed understanding of the underlying principles of coaching strength and conditioning as well as training principles. Some consideration will be given to functional anatomy and physiology related to exercise and training



50% C1 25% P1 25%




MODULE AIMS: develop an understanding of skills involved with coaching strength and

conditioning introduce students to the various types of exercise understand the intended purpose of an exercise programme Develop an ability to administer/prescribe various modes of exercise

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to: 1. Demonstrate factual and conceptual knowledge of the nature of exercise and

training with appropriate terminology 2. Evaluate the reliability of data using defined techniques and/or tutor guidance3. Evaluate defined problems and apply tools/methods accurately to them.4. Evaluate theories and training principles of strength and conditioning practice5. Work effectively with others as a member of a group and meet obligations to

others (for example, tutors, peers, and colleagues)

DATE OF APPROVAL: 07/02/12 FACULTY/OFFICE: Academic


PartnershipsDATE OF IMPLEMENTATION: 01/09/2012



TERM: All Year




















MODULE LEADER: Mark Pascoe OTHER MODULE STAFF: N/A

INDICATIVE SYLLABUS CONTENT: Theory/ Benefits of Warm Up &

Cool Down Pre exercise stretching/ Dynamic

stretch. CV Training/ Training Zones Anatomy of/ Exercises for

shoulders, chest & triceps

Anatomy of/ Exercises for back & biceps Anatomy of/ Exercises for legs Anatomy of/ Exercises for abdominal/core

muscles Fixed/ Resistance Training/ Free Weights Technique Session/ Technique Analysis Group Rotation/ Training Techniques Nutrition for exercise Speed & agility training

SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 40 Theory Lessons linked to LO’sSeminar 20 Practical preparationTutorial Project SupervisionDemonstrationPractical Classes & Workshops 30 Practical work in the gymSupervised Time in Studio/WorkshopFieldwork

External Visits20 Visits to and variety of facilities to

gather including Exeter ChiefsWork Based LearningGuided Independent Study 80 Independent StudyOther 10 Guest LecturesTotal 200 (NB: 1 credit = 10 hours of learning; 10 credits =

100 hours, etc)


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E1 Exam 100% LO1 & 4T1 %

Coursework C1 Assignment 100% LO2 &3Practice P1 Practical 100% LO5




Baechle, T.R. & Earle, R.W. (2008) Essentials of Strength Training and Conditioning National Strength & Conditioning Association (3rd edn). Leeds: Human Kinetics

Chandler, T.J. and Brown, L.E. (2008) Conditioning for strength and human performance. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.

Crossley, J. (2006) Personal Training: Theory and Practice. Oxon: Hodder Arnold

Liebman, H.L. (2013) Anatomy of strength and conditioning. London: Bloomsbury.



MODULE CODE: TRUR 2087 MODULE TITLE: Sport and Exercise Psychology



CO-REQUISITES: None

COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters)This module will highlight to students the importance of understanding and applying psychological theory when approaching and working with athletes/participants on either an individual or group basis.



50% C1 50% P1




MODULE AIMS: To examine the role exercise plays in our mental well-being To help athletes/participants maximise their exercise opportunity To understand the client in order to communicate effectively To show how individual factors can influence learning and performance of

motor skills To identify how social factors can affect team performance To identify the affects emotion has on individual performance


1. To examine determinants affecting exercise behaviour 2. To explore the role physical activity plays in physical and mental health3. To develop and apply interventions that ensure goal achievement4. To compare and contrast psychology theories that explains individual

differences in sporting performance.

DATE OF APPROVAL: 07/02/12 FACULTY/OFFICE: Academic


PartnershipsDATE OF IMPLEMENTATION: 01/09/2012



TERM: All Year




















MODULE LEADER: Michael Vanes OTHER MODULE STAFF: N/A

INDICATIVE SYLLABUS CONTENT:

Exercise Attitudes to health related behaviour Models of behaviour change Adherence to exercise Barriers and benefits of physical activity Self-concept, esteem and body image Exercise determinants and mental health Communication skills

Sport Self confidence Group cohesion Motivation Cognitive factors on performance Arousal, anxiety and stress Personality

SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional

InformationLecture 40 Theory Lessons linked to LO’sSeminar 20 Exam preparationTutorial Project SupervisionDemonstrationPractical Classes & Workshops 30 Practical work in the gymSupervised Time in Studio/WorkshopFieldworkExternal Visits 20Work Based LearningGuided Independent Study 80 Independent StudyOther 10 Guest Lectures – Keith MincherTotal 200 (NB: 1 credit = 10 hours of learning; 10 credits

= 100 hours, etc)


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E1 Exam 100% 2Hr Exam paper linked to LO 3,4

T1

Coursework C1 ReportEssay

50%50%Total = 100%

LO, 1&2LO 1&2

Practice P1




Weinberg, R. & Gould, D. (2015). Foundations of Sport and Exercise Psychology. Champaign, Illinois: Human Kinetics

Buckworth, J. Dishman, R.K. O’Connor, J.O. & Tomporowski, P.D. (2013). Exercise Psychology. Champaign, Illinois: Human Kinetics

Moore, P. (2014) Ultra performance : the psychology of endurance sports. London: Bloomsbury Publishing PLC.

Nicholls, A.R. and Jones, L. (2012) Psychology in sports coaching: Theory and practice. Abingdon: Routledge.



MODULE CODE: TRUR 2081 MODULE TITLE: Fitness Testing and Development



CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters)This module applies the theories studied in Anatomy and Physiology into practical contexts, focussing on the principles of fitness and designing programs appropriate for aerobic and anaerobic needs along with the adaptations that the training produces.



C1 100% P1




MODULE AIMS:To develop student’s knowledge of fitness testing and plan and implement fitness programmes for different athletic requirements. It also ensures students understand what adaptations occur to the performer they are working with.


1. Compare and contrast the principles of fitness2. Evaluate a wide body of knowledge in fitness testing and training protocols.3. Evaluate key theories which produce adaptations in the body’s physiological

development.





TERM: All Year




MODULE LEADER: Callum Whittaker OTHER MODULE STAFF: N/A

INDICATIVE SYLLABUS CONTENT: Types of fitness- motor and physical Energetics Fatigue, EPOC and recovery strategies. Fitness testing – Lab and Field Fitness testing _ Comparison Ethical, Legal and Evaluation. Periodisation Principles of Training Types of Training Adaptations to Training Theories that progress improvement of physiological performance.

SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 40 Theory Lessons linked to LO’sSeminar 5 Assignment preparationTutorial Project SupervisionDemonstrationPractical Classes & Workshops 45 Practical work in the gymSupervised Time in Studio/WorkshopFieldwork

External Visits20 Visits to and variety of facilities –

Cornish Pirates and EISWork Based LearningGuided Independent Study 80 Independent StudyOther 10 Guest Lectures Total 200 (NB: 1 credit = 10 hours of learning; 10 credits =

100 hours, etc)


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E1T1

Coursework C1

2500 word report

Oral Assessment

50%

50%

Total = 100%

LO, 2&3

LO 1&2

Practice P1




Coulson, M. and Archer, D. (2009) Practical fitness testing: analysis in exercise and sport. London: A. & C. Black. (Fitness professionals).

Heyward, V.H. (2010) Advanced fitness assessment and exercise prescription. 6th edn. Leeds: Human Kinetics.

Kenney, W. L, Wilmore, J.H. & Costill, D.L. 5th ed. (2008) Physiology of Sport and Exercise. Champaign, Illinois: Human Kinetics




MODULE CODE: TRUR 2153 MODULE TITLE: Individual Sports & Outdoor Activities



SHORT MODULE DESCRIPTOR: (max 425 characters)Students will be involved in a series of practical sessions to develop an understanding of specific sporting technique, and given the opportunity to link relevant theoretical concepts to practical sessions..



C1 50% P1 50%




MODULE AIMS: To advance theoretical and practical experience in both individual and outdoor activities To provide a breadth and depth of technical knowledge To further understanding in a range of activities


1. To demonstrate practical ability in at least one of the three named practical activities and climbing / kayaking or sailing.

2. To analyse the tactical awareness and coaching principles including usage of specialist equipment.

3. Compare and contrast relevant theoretical approaches to a chosen practical activity.4. Effectively reflect and analyse their own practice.





TERM: Autumn/Spring/Summer/other (please specify) All Year




MODULE LEADER: Steve Larkins/Martin Bawden

OTHER MODULE STAFF: N/A

INDICATIVE SYLLABUS CONTENT: Swimming: Practical experience and analysis of skills and sporting performance. Gymnastics: Practical experience and analysis of skills and sporting performance. Athletics: Practical experience and analysis of skills and sporting performance. Racket Sports: Practical experience and analysis of skills and sporting performance. Sailing: Practical experience including application of safety principles, equipment and

theory concepts in a practical context. Climbing: Practical experience including safety, techniques of climbing and belaying. Kayaking: Practical experience including paddling and rescue techniques

SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 20 Theory Lessons linked to LO’sSeminar 5 Assignment preparationTutorial Project SupervisionDemonstrationPractical Classes & Workshops 30 Practical work in the gymSupervised Time in Studio/WorkshopFieldwork 40 Sailing and Rockclimbing


Granet PlanetWork Based LearningGuided Independent Study 80 Independent StudyOther 5 Guest Lectures Total 200 (NB: 1 credit = 10 hours of learning; 10 credits =

100 hours, etc)


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E1T1

Coursework C1ReportReport

50%50%

Total = 100%LO 2&3

Practice P1 Practical Assessment 100% LO 1,4




Brahms, B. and Ross, H. (tr.) (2010) Badminton handbook: training, tactics, competition. Maidenhead: Meyer & Meyer Sport UK.

Gifford, C. (2008) Athletics. Wayland.

Hannula, D. (2003) Coaching swimming successfully. 2nd edn. Champaign, Ill.; Leeds: Human Kinetics.

Hattingh, G. (2007) The climber's handbook. London: New Holland.

Creasey. M. (2000) An Introduction to Rock Climbing, London. Southwater

Readhead (1997) Mens Gymnastics Coaching Manual. Springfield 2nd ed



MODULE CODE: TRUR 2154 MODULE TITLE: Principles of Coaching & Learning 2



SHORT MODULE DESCRIPTOR: (max 425 characters)This modules aims to enable the students to understand the theories of leadership and relate these to the delivery of a series of practical activities. The combination of practical and theory lessons will provide them with the necessary skills to conduct effective sessions.



C1 50% P1 50%




MODULE AIMS:This module develops students understanding of how different leadership styles motivate learners. The modules looks at how coaches plan, deliver and evaluate consecutive coaching episodes with regard to appropriate legislation, safety and within the guidelines set by national bodies.


1. Evaluate the theories of leadership and motivation2. Analyse the responsibilities of the coach3. Demonstrate how to prepare and deliver practical coaching sessions showing

development.4. Evaluate the sessions’ effectiveness in relation to learners and coaches









MODULE LEADER: Tim Evans OTHER MODULE STAFF: N/A

INDICATIVE SYLLABUS CONTENT: Motivation: performer and team Notational Analysis Theories of leadership Contemporary Motor Learning Theories Responsibilities of the coach: Ethics / risk assessment / safety / legalities Organisation Skills Activity Knowledge: Officiating / full game play / tactics Reflective Practice Evaluation: Coach and learner

SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 30 Theory Lessons linked to LO’sSeminar 5 Assignment preparationTutorial Project SupervisionDemonstrationPractical Classes & Workshops 20 Practical work in the gymSupervised Time in Studio/WorkshopFieldwork 50 School placements


Exeter ChiefsWork Based LearningGuided Independent Study 80 Independent StudyOther 5 Guest Lectures Total 200 (NB: 1 credit = 10 hours of learning; 10 credits =

100 hours, etc)

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E1T1

Coursework C1 Assignment 100% LO 1&2

Practice P1 Practical Delivery 100% LO 3,4




Bush, A. (2012) Foundations in sports coaching. Harlow: Pearson.

Crisfield, P. (2009) Analysing your coaching. Headingley: Sports Coach UK.

Stafford, I. (ed.) (2011) Coaching children in sport. Abingdon: Routledge

Whitmore, J. (2009) Coaching for performance: Growing human potential and purpose - the principles and practice of coaching and leadership. 4th edn. London: Nicholas Brealey.



MODULE CODE: TRUR 2089 MODULE TITLE: Project



CO-REQUISITES: None

COMPENSATABLE Yes

SHORT MODULE DESCRIPTOR: (max 425 characters)This module will provide students with the opportunity to develop an investigation of their own related to the programme. The topic must first be agreed with the module leader, with due reference to ethical and practical considerations, and for those wishing to prepare themselves for progression, with the appropriate programme leader(s).



C1 100% P1




MODULE AIMS:To allow students the opportunity to carry out, with guidance, an original piece of research and to develop their planning, research and analytical skills.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to: 1. Demonstrate an understanding of research and data analysis.2. Have ability in a range of practical techniques including ethics, data collection,

analysis and interpretation and testing of a hypothesis.3. Be able to plan, execute and present an independent piece of work within a

supported framework in which qualities such as time management, problem solving and independence are evident.

4. Be able to record data accurately and to carry out manipulation of data (including qualitative data and some statistical analysis).


DATE OF IMPLEMENTATION: SCHOOL/PARTNER: Truro & Penwith


01/09/2012 CollegeDATE(S) OF APPROVED CHANGE: N/A





















MODULE LEADER: Mark Pascoe OTHER MODULE STAFF: N/A

INDICATIVE SYLLABUS CONTENT:Development of planning, time management and research skills.Students will be expected to present a written report in standard scientific format.Each student will be assessed on the following criteria: A clearly written plan must be presented prior to commencing the project. An accurate replicable method (or methods) must be included. Results must be presented in appropriate tables, with graphs, bar charts or other

suitable methods used to display the information. Statistical analysis of results should be carried out. A comprehensive discussion of the results is required.

Report should be fully referenced

SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 40 Theory Lessons linked to LO’sSeminar 10 Assignment preparationTutorial 5 Staged feedbackProject Supervision 20 Individual SupervisionDemonstration

Practical Classes & Workshops20 Statistical analysis and data

collectionSupervised Time in Studio/WorkshopFieldwork 10 Data CollectionExternal Visits 10 Visits to and variety of facilities Work Based LearningGuided Independent Study 80 Independent StudyOther 5 Guest Lectures Total 200 (NB: 1 credit = 10 hours of learning; 10 credits =

100 hours, etc)


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E1T1

Coursework C1 Assignment 100%Practice P1

Updated by: Mike Vanes Date: 08/07/2017



Davies, M. and Hughes, N. (2014) Doing a successful research project : using qualitative or quantitative methods. Second edn. Basingstoke: Palgrave Macmillan.

Grant, S., Aitchison, T. & Newell, J. (2009) Statistics for sports and exercise science: a practical approach. Harlow: Pearson Education

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