level 5 modules - askham bryan college...module occurrence year location period minimum students...

Level 5 Modules Foundation Degree Sport (Coaching and

Fitness)

Annex 6D

Validated Programme Module Specification

Module Title Coaching Theory and Sports Leadership

Module Code

Date of Approval/Review

May 2015

School School of Social Sciences, Business and Law

Module Descriptor

The module will introduce students to sport pedagogy and the wider roles and responsibilities associated with teaching, training, leadership and coaching, in order to enhance their employability as sports coaches working in diverse voluntary, public, private and community settings. Learning activities within the module will include lectures, seminars, practical sessions, group and individualised activities. Students will establish an understanding of how the individualised training and development needs of students can be met through sport and physical activity in the following ways:

Describing relevant pedagogical approaches to sport and physical activity

Recognising individual and group learning needs

Engaging and motivating students

Assessing performance and record keeping

Planning, delivery and evaluation of specialised practical sessions Students will be required to engage with theoretical concepts, use appropriate critical thinking and evaluative processes to demonstrate their development as flexible, reflective and resilient coaches and trainers.

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

Module Tutors William Miller – AVOL Section (Sports development, coaching and fitness) Rob Youhill - AVOL Section (Sports development, coaching and fitness) Mathew Heath - AVOL Section (Sports development, coaching and fitness) Dave Brown – Teacher Training and Development Advisor

External Examiners

To be confirmed

Module Occurrence

Year Location Period Minimum Students

Maximum Students

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

Module Values

Level Credit Learning Hours

FHEQ Level 5 20 200

Programme(s) module used by Module Type

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

Core

Available as Open/Distance Learning? delete as appropriate:

Open: NO

Distance Learning: NO

Roll on/Roll off? N/A

Delivery Mode Standard

AIMS:

Module Aims This module will provide the student will with an understanding of the intersection between teaching and coaching. It will begin by introducing the student to a range of teaching, training, leadership and coaching pedagogies. It will challenge the student to recognise and consider the roles, responsibilities and boundaries associated with successful teaching, training, leadership and coaching. Students will apply knowledge and skills by planning and delivering teaching, training, leadership and coaching using appropriate methods. Assessment, feedback and record keeping will be explored to allow students to review their own methods, whilst finally students will reflect and evaluate their own performance using a range of tutor, peer, participant and self-assessment evidence.

Indicative Content What it means to be a teacher/trainer/leader/coach in sport.

Relevant legislation and its impact on the coach.

Professional standards and codes of practice.

Coaching styles.

Learning styles.

Coach responsibilities in relation to equality and diversity.

The range of roles associated with sports coaching.

Working ethically within professional boundaries.

Maintaining professional relationships with colleagues and others.

Identifying and meeting learner needs.

Managing the physical, social and learning environments.

Types of assessment.

Planning and recording of assessment.

Involving students in assessment.

Validity and reliability in assessment.

The role of feedback in assessment.

Keeping assessment records.

Inclusivity.

Factors affecting learner motivation.

Planning coaching schemes of work.

Session planning.

Use and sequencing of training resources.

Reflective practice.

Peer and self-assessment.

LEARNING OUTCOMES:

Knowledge and Understanding

1. Discuss the strengths and limitations of different pedagogical approaches to sports coaching 2. Identify types and methods of assessment, feedback and record keeping.

Cognitive and Intellectual Skills

1. Explain the roles, responsibilities and boundaries associated with a specific teaching, training, leadership or coaching context.

Practical and Professional Skills

1. Create appropriate planning documentation for delivery of a short practical teaching, training, leadership or coaching session.

Key Transferable Skills

1. Deliver, reflect on and evaluate delivery of a short practical teaching, training, leadership or coaching session.

LEARNING AND TEACHING:

Learning Strategy

This module will use a variety of learning and teaching strategies including:

Lectures and seminars to communicate knowledge and understanding.

Active learning is a key strategy and this will be supported through both tutor and student led practical sessions utilising a wide variety of teaching and training environments.

Digital technologies will be used to support independent learning.

Individual support and supervision is facilitated through planned and informal tutorial arrangements.

Students will be expected to seek further experience by watching professional teachers, coaches and leaders conducting their sessions in real time. Practical delivery will give students the opportunity to emulate professional and disciplinary practice. Reflection will take place throughout to allow students the opportunity to measure their progress across the module.

Delivery Pattern (total number of hours per module) As a guide, a single unit of credit is equivalent to 10 notional learning hours so 20 credits is 200 hours, which would be reflected in the boxes below as a total of 200. Contextualise this to the module, i.e. change titles to reflect the actual teaching and learning delivery pattern of the module. For example:

Lecture: 25 Tutorial/Seminar: 25

Science Laboratory:

IT Laboratory:

Studio: Open/Distance Learning:

Practice: Self-directed Learning: 150

ASSESSMENT:

Assessment Pattern

Assessment Pattern – 60% (Week 16); 40% (Week 23)

Assessment Strategy

1. Assessment 1 (60%) A 2000 word written paper exploring sports

pedagogy in relation to a selected professional role and context. This will assess KU 1, KU 2 and CI1.

2. Assessment 2 (40%) – Practical assessment through observation and evaluative portfolio of evidence. Plan, conduct and review a sport leadership session. This will assess PP1 and KT1.

Assessment Criteria

Assessment 1: pedagogy in related profession Assessment 2: observation, planning and review of leadership session

Assignment Submission

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

Is resubmission possible?

No.

Assessment Regulations

Standard regulations apply.

Compensatable Yes

REQUISITES:

Pre-Requisites None

Co-Requisites None

Other Requirements

None

Additional Comments

None

INDICATIVE RESOURCES:

Purchase

Essential

Cassidy, T., Jones, R., and Potrac, P. 2005. Understanding Sports Coaching: The social, cultural and pedagogical foundations of coaching practice. Jones, R., Armour, K., and Potrac, P. 2003. Sports coaching cultures: from practice to theory. London: Routledge.

Recommended

Bompa T. 1999. Theory and methodology of training. Human Kinetics Crisfield P. 1996. The successful coach: Guidelines for coaching practice. NCF. Cross, N. and Lyle, J (eds.) 1999. The coaching process: Principles and practice for sport. Oxford: Butterworth. Heinemann, Dick F. 2002. Sports training principles. (4th ed.) London: A. & C. Black. Gummerson, T. 1992. Sports coaching and teaching. A & C Black. Jones, B. 1989. Guide to effective coaching: Principles and practice. Wm. C. Brown. Jones, R. L. (ed.) 2005. The sports coach as educator: Reconceptualising sports coaching. London: Routledge Lyle J. 2002. Sports coaching concepts: A framework for coaches’ behaviour. Routledge. Martens, R 2004. Successful coaching (3rd Edn). Champaign, Ill: Human Kinetics.

Journals

Electronic

ACCESSIBILITY:

Accessibility Statement

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

Annex 6D


Module Title Personal Research Project

Module Code

Date of Approval/Review May 2015

School Social Sciences, Business and Law

Module Descriptor This module introduces students to the key components of the research process, set in the context of their own specialist discipline. Students plan and prepare a research proposal, critically appraising the research literature from a wide variety of sources. They will then apply research methodology to their chosen subject area to undertake and complete their own individual research project. Skills of analysis and data interpretation will also be covered in this module.

Module Leader Deirdre Rooney, Higher Education

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

External Examiners To be confirmed

Module Occurrence


Maximum Students

2015/16 Askham Bryan College 2015/16 5 30

Module Values


5 20 200


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

Core Core


Open: NO



Delivery Mode Standard delivery

AIMS:

Module Aims

Indicative Content Communication through data collection, analysis and presentation Understanding research- Research validity and reliable sources of literature; critical analysis and evaluation of literature. Research methods including writing hypotheses, design of research questions, establishing research objectives, validity and reliability issues; appraisal of methods

Statistical Analysis: distribution curves, significance levels, p-values, normal distributions, parametric and non-parametric tests (to include t-tests, Chi-squared test, Mann-Whitney U-test, Wilcoxon’s test and Spearman’s Rank Correlation), accepting and rejecting hypotheses.

LEARNING OUTCOMES:


1. Critically evaluate literature to explore a range of ideas relevant to a research project

Cognitive and Intellectual Skills 1. Identify a key area for research and choose

appropriate tools to address hypotheses

Practical and Professional Skills 1. Use appropriate methodology to collect evidence

relevant to their research proposal


1. Apply appropriate statistical techniques to analyse data sets

2. Analyse and present findings in an appropriate manner


Learning Strategy The module will be taught using formal and interactive lectures, seminars and tutorials. Statistics lectures will provide underpinning knowledge of data handling and analysis and allow students to explore use of statistical analysis software.

Tutorials will allow students to discuss their project progress in detail with a project supervisor, and formative feedback will be provided on the research proposal at an early stage.

Delivery Pattern (total number of hours per module)


Science Laboratory: IT Laboratory:



ASSESSMENT:

Assessment Pattern Assessment 1: 25% Assessment 2: 75%

Assessment Strategy Assessment 1: A written assessment of 750 words based on practical use of statistical software to analyse data sets. This will assess KT1 and KT2.

Assessment 2: A written project report of 4500 words based on individual research. This will assess KU1, CI1 and PP1.

Assessment Criteria Assessment 1: Qualitative and quantitative methods Presentation of results Interpretation of data Rejecting/Accepting hypotheses Assessment 2: Literature review Methodology Results and data collection, handling and analysis Discussion and Conclusion Recommendations

Assignment Submission Assignments will be submitted via:

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

Is Resubmission possible? No

Assessment Regulations Standard regulations apply

Compensatable No

REQUISITES:

Pre-Requisites None

Co-Requisites None

Other Requirements None

Additional Comments None


Purchase

Essential

Bell, J. 2005. Doing Your Research Project 4th ed. Milton Keynes: Open University Press.

Dytham, C. 2010. Choosing and Using Statistics: A Biologist’s Guide 2nd ed. Oxford: Blackwell Science Ltd. Ennos, R. 2007. Statistical and Data Handling Skills in Biology. 2nd ed. UK: Pearson Education Ltd..

Recommended

Brace, I. 2008. Questionnaire Design 2nd ed. Europe: Kogan page Ltd.

Cottrell, S. 2012. The Exam Skills Handbook 2nd Ed. Basingstoke: Palgrave McMillan

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

Greetham, B. 2008. How to Write Better Essays. 2nd ed. Basingstoke: Palgrave McMillan

Jones, A., Reed, R. and Weyers, J. 2007. Practical Skills in Biology 4th ed. California: Benjamin-Cummings Publishing Company, Subs of Addison Wesley Longman, Inc

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

Martin, P. and Bateson, P. 2007. Measuring Behaviour: An Introductory Guide 3rd ed. Cambridge: Cambridge University press

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

Turker, L. 2003. Simplistic Statistics. 2nd ed. Bath: Chalcombe Publications.

Journals

Electronic

ACCESSIBILITY:



Annex 6D


Module Title Physical Instruction and Fitness

Module Code


May 2015


Module Descriptor

This module seeks to explore the physical demands of sport and what is required to successfully compete. Students will critically consider training methods, and will further link them to the components of fitness, including motor skills. Students will build on the knowledge and understanding of movement patterns gained from Practical Skills and Fitness at Level 4, and link them to the sports of various athletes. This will allow students to personalise training programmes to individual athletes, with the objective of giving athletes an advantage whilst competing. Furthermore it will investigate the training cycle, identifying key components in order to challenge students to produce well thought out plans for various athletes. This in turn will give students the appropriate toolbox to enter the personal training field.


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

External Examiners

To be confirmed

Module Occurrence


Maximum Students

2015 Askham Bryan College Terms 1 & 2 5 30

Module Values


FHEQ Level 5 20 200


Foundation Degree Sport (Coaching and Fitness) Core


Open: NO




AIMS:

Module Aims The demands faced by the modern athlete has led to an increase in the employment opportunities for quality instructors and coaching staff. This module will allow students to improve their knowledge and understanding of the contemporary physical demands on competitive athletes. It will explore the range of training methods available, allowing students to effectively plan and review a fitness training session linked to the requirements of the modern athlete.

Indicative Content

With appropriate training, athletes can increase physical performance and reduce the risk of injury. Before being able to design an efficient fitness programme, it is important to be aware of the requirements for athletes. Physical instruction and fitness explores the training methods as well as the various categories of fitness training.

An insight into the physical demands that an athlete needs to cope with.

Explore the components of fitness training: the modern athlete requires a number of physical demands to compete during performance. Students will explore these demands.

Training methods: an insight into the activities performed during performance that can be replicated in various training methods.

Aerobic training: components of aerobic training before analysing the effects of aerobic training.

Anaerobic training: components of anaerobic training before analysing the effects of anaerobic training.

Specific Strength Training: investigating strength training, including its components as well as analysing the effects of strength training.

Planning of fitness training, investigating the training cycle, how it fits with athletes in the context of training.

LEARNING OUTCOMES:


1. Analyse the fitness training session and how it effects athletic development

2. Evaluate a range of training methods


1. Examine the athlete training cycle


1. Design and summarise a fitness training cycle.


1. Analyse findings in relation to a fitness training session


Learning Strategy

Lectures will provide a theoretical understanding of the demands placed on the modern athlete. It will examine the necessities of sport and link the components before adding the training methods associated with sport. Practical examples will underpin the knowledge gained from the lectures, allowing students the opportunity to investigate the demands set against training sessions and training cycles. Throughout the module students will be given the opportunity to reflect on their practice by organising planning time (Plan), working time (Do) and recall time (Review).

Delivery Pattern (total number of hours per module) As a guide, a single unit of credit is equivalent to 10 notional learning hours so 20 credits is 200 hours, which would be reflected in the boxes below as a total of 200. Contextualise this to the module, i.e. change titles to reflect the actual teaching and learning delivery pattern of the module. For example:

Lecture: 25 Tutorial/Seminar:

Science Laboratory:

IT Laboratory:


Practice: 25 Self-directed Learning: 150

ASSESSMENT:

Assessment Pattern Assessment Pattern – Report (Week 13) (50%) Planning / Presentation (Week 24 / 25) (50%)

Assessment Strategy Report detailing the findings. This assessment will assess: KU1, KU2 and CI1Planning / Presentation, this assessment will assess: PP1 and KT1

Assessment Criteria Report - 2000 word assignment. The report will cover the demands faced by modern athletes backed by solid research and evidence. It will include the training methods, the advantages and disadvantages as well as the importance of strength training. Planning / Presentation – (15 Min) Students will be required to plan and review a fitness training cycle in the form of a presentation that must incorporate the components of fitness training within the cycle.

Review training cycle and make recommendations for future performance.

Assignment Submission All assignments are to be submitted:

a) via Turnitin, and b) paper-based


Assessment Regulations Standard regulations apply.

Compensatable Yes

REQUISITES:

Pre-Requisites None

Co-Requisites None




Purchase

Essential

ACSM. 2006. ACSM's Guidelines for Exercise Testing and

Prescription. 7th edition. Baltimore: Lippincott, Williams

and Wilkins.

Recommended

Astrand, P., Rodahl, K., Dahl, H. and Stromme, S. 2003.

Textbook of Work Physiology-Physiological Bases of

Exercise. 4th edition. Leeds: Human Kinetics.

Gore, C.J. (ed) 2000. Physiological Tests for Elite Athletes.

Leeds: Human Kinetics.

McArdle, W.D., Katch, F.I., and Katch, V.L. 2006. Exercise Physiology: Energy, Nutrition and Human Performance (5th edition). Baltimore: Lippincott, Williams and Wilkins.

Journals

International Journal of Sport Physiology and Nutrition International Journal of Sport Physiology and Performance Journal of Applied Physiology Journal of Athletic Training Journal of Sport Science Strength and Conditioning Journal

Electronic Moodle

American College of Sports Medicine www.acsm.org British Association of Sport and Exercise Sciences www.bases.org.uk Coachwise www.1st4sport.com Human Kinetics www.humankinetics.com Sport Science www.sportsci.org Sports Coach UK www.sportscoachuk.org Top End Sports www.topendsports.com

ACCESSIBILITY:



http://www.acsm.org/

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

http://www.1st4sport.com/

http://www.humankinetics.com/

http://www.sportsci.org/

http://www.sportscoachuk.org/

Annex 6D

Validated Programme Module Specification Template

Module Title Sports Psychology

Module Code


May 2015


Module Descriptor

Psychology is a valuable tool in improving and enhancing performance in elite athletes, and is used to understand the patterns of exercise adherence and motivation. This module introduces the fundamental areas of sports and exercise psychology and introduces the underpinning concepts of motor learning.

This module allows students to enhance their knowledge of sport psychology and assess how psychological techniques can be applied to both individuals and teams to influence performance. Athletes can gain considerable advantage by understanding how to deal with setback in a positive manner. Students will analysis the environment athletes perform within, exploring how they can help athletes reach the highest levels of performance. Finally Students will apply their learning in a practical environment by assessing their chosen athlete and employing methods to enhance and improve performance. Where appropriate students will assess athletes independently.


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

External Examiners

To be confirmed

Module Occurrence


Maximum Students

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

Module Values


FHEQ Level 5 20 200




Open: NO




AIMS:

Module Aims This module will allow students to create an understanding of the fundamentals of sports psychology in relation to individual and team performance. It will further explore the techniques employed by sports psychologists to maximise athletic performance. Students will be encouraged to demonstrate an understanding of motor responses, as well as the theories of motivation and reward.

Indicative Content

Sports Psychology personality. Theories, structure and assessment of personality, personality and sports performance, state/trait models.

Acquisition of skill overview of motor skills, neurophysiology, skill classification, stages of learning, ability and capability, information processing, reaction time and decision making, limitations of information processing systems, 3 memory systems, movement production, goal setting and transfer of learning, presentation of skill, practices and feedback, schema theory.

Motivation and attribution. Intrinsic motivation, self-confidence and self-efficacy, attribution and achievement.

Exercise psychology. Benefits (chronic and acute), relationship between exercise and wellbeing, adherence to exercise (stages of change)

LEARNING OUTCOMES:


1. Critically discuss the use of achievement behaviour and motivation theories within sport and exercise


1. Evaluate the effectiveness of different practice conditions in enhancing athlete performance


1. Identify opportunities to embed high levels of performance skills using a variety of different techniques

Key Transferable

1. Retrieve information from a variety of sources and effectively communicate findings

Skills


Learning Strategy

This module will use a verity of teaching methods but will include structured lectures, seminars, practical demonstrations and student-led sessions. Lectures will provide the underpinning knowledge required to enable students to understand Psychology. Seminars will be used to enhance students’ understanding and knowledge, and build confidence whilst practical demonstration will show how theory, actual performance and professional practice are integrated. Students will be expected to gain further experience by observing professional athletes conducting their sessions in real time, with the opportunity to reflect and provide feedback within seminar sessions.



Science Laboratory:

IT Laboratory:

Studio: Open/Distance Learning: 50


ASSESSMENT:

Assessment Pattern

Assessment Pattern – Written Assessment (50%) Exam (50%)

Assessment Strategy

Assessment of this module will be via: A closed-book examination that is weighted to 50% of the module. The exam will consist of six questions of which students must answer three. This exam will normally take place in Week 16. This assessment will assess learning outcomes: KU1, . A 2000 word written assignment based on a topic chosen by the student in conjunction with the module tutor. The assignment will cover a minimum of two theories pertaining to psychology. This assessment will assess learning outcomes: CI1, PP1 and KT1

Assessment Criteria

Closed-book examination

Discuss personality and its importance in sport

Skills acquisition and its use in performance

Analysis of theoretical concepts (self-confidence, self-efficacy, attribution)

Discussion on information processing and motor skills acquisition 2000 word assignment

Overview of a range of theories related to sports psychology

Identification of practice conditions and how they influence

Relate psychological theory to practice

Explore conflicting theories in relation to performance management

Critically discuss the interaction between theory and practice in a practical setting by assessing the psychological characteristics of athletes and recommending areas to improve their performance


Assignments are to be submitted via: (a) Turnitin and (b) paper-based submission


No


Standard regulations apply

Compensatable Yes

REQUISITES:

Pre-Requisites None

Co-Requisites None

Other Requirements

None

Additional Comments

Programme award: FdSc Sport (Coaching and Fitness)


Purchase

Essential

Cox, R.H. 2007. Sport Psychology Concepts and Applications. Iowa:

Brown & Benchmark.Weinberg, R. S. and Gould, D. 2007. Foundations of

Sport and Exercise Psychology. Illinois: Human Kinetics.

Recommended

Buckworth, J. and Dishman, R. K. 2002. Exercise Psychology, Illinois: Human Kinetics. Schmidt, R. A. and Wrisberg, C.A. 2008. Motor Learning and Performance. Illinois: Human Kinetics. Singer, R. N., Murphey, M. and Tennent, L.K. 1993.Handbook of Research on Sports Psychology.

New York: McMillan.

Journals Applied Sport Psychology International Journal of Sports Science and Coaching Journal of Applied Sport Psychology

Electronic

BBC Sport www.bbc.co.uk/sport

British Association of Sport and Exercise Sciences

www.bases.org.uk Istadia www.istadia.com Mind Tools www.mindtools.com

http://www.bbc.co.uk/sport

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

http://www.istadia.com/

http://www.mindtools.com/

ACCESSIBILITY:



`Annex 6D


Module Title Work Based Learning 2

Module Code

Date of Approval/Review May 2015

School Social Sciences, Business and Law

Module Descriptor This module further develops the work place and employment related skills from L4 Work Based Learning. Students studying this module will complete a second placement of at least 75 hours duration. Students will be able to critically appraise their own abilities and vocational skills within the context of a working organisation. The taught component of this module is designed to further develop students’ employment skills to enable them to reflect on their continuing personal and professional development needs for the future. Students will set themselves an individualised action plan to lead to successful employment and a career pathway within their industry.

Module Leader Deirdre Rooney, Higher Education

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

External Examiners To be confirmed

Module Occurrence


Maximum Students

2015 Askham Bryan College 2015/16 5 30

Module Values


5 20 200


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

Core Core


Open: NO



Delivery Mode Standard delivery

AIMS:

Module Aims To develop the work place and employment related skills from L4 Work Based Learning. To further develop students’ employment skills to enable them to reflect on their continuing personal and professional development needs for the future. To produce individualised action plan to lead to successful employment and a career pathway within their industry.

Indicative Content Investigate future career development: Identification of standards, qualifications and attributes which will support the students in their intended field. These may include Academic and vocational qualifications, National Occupational Standards and personal attributes. Students in an approved second placement will have the opportunity to observe and identify what skills are beneficial. Students to investigate the future developments within their chosen part of the industry. Further personal and professional development:

identification of current career opportunities

and goals e.g. interrogating job adverts revise previous development plan for

relevant vocational skills revise previous development plan for

personal skills and attributes update CV writing letters of application and personal

skills profile to target specific job descriptions

membership of professional bodies self development planning motivation and reward within the industry appraisals/ performance management use of Careers Service and other resources interview skills career plans

Learning from the placement experience:

evaluation of own participation and progress during work experience

using reflection and feedback to support

work based learning networking researching further voluntary experience/

internships

LEARNING OUTCOMES:

Knowledge and Understanding 1. Investigate and plan future career

development within their chosen industry


1. Critically appraise their own skills and qualifications relevant to the requirements of their relevant vocational sector


1. Participate effectively within the workplace by demonstrating the personal skills and attributes which support employment within their industry 2. Apply vocationally relevant skills and knowledge appropriate to the work place


1.Reflect on performance within the workplace and contribute to effective working 2. Prepare and deliver a presentation, working effectively as a team


Learning Strategy The module will be taught using formal and interactive lectures and tutorials, backed up by students’ directed study solutions and preparation. Sessions will help students to explore the theory and practice underpinning key personal and interpersonal skills for the workplace appropriate to support personal and professional development needs. Student based participative activities such as discussion, presentations and sharing of information during self-managed time will be deployed where appropriate. Students will maintain a detailed placement handbook, which will include employer and self-appraisal to maximise workplace learning.

Students will have access to the College’s Virtual Learning Environment throughout their studies. This will contain information specific to their course including course handbooks, schemes of work, module study guides etc. In addition module tutors will post module specific resources based upon taught sessions to support students in their learning.

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

Delivery for part time students will begin in period 4 of their second year of study with their final 75 hours of work placement to be successfully completed by week 25 of their final year of study.


Science Laboratory: IT Laboratory:



ASSESSMENT:

Assessment Pattern

1. Group task: Week 9

2. Written assignment: Week 23

3. 75 hours work placement (pass/fail): Week 25

Assessment Strategy Assessment 1 (25%): Group presentation. This assessment will cover KU1 and KT2

Assessment 2 (75%): Critical appraisal and Portfolio. This assessment will assess CI1 and KT1.

Assessment 3: Work Placement. This will assess PP1 and PP2

Assessment Criteria Assessment 1: Group task researching and delivering career progression information to a relevant group. Assessment 2: Portfolio Assessment 3: On completion of the required 75 hours, students will submit their Vocational Placement Handbook. All employer reviews should be completed and by the final reviews all criteria should be passed. The log of hours should be authorised by the placement provider and all self-

assessment should be completed. This element is not graded but must be completed to a pass standard.

Assignment Submission All written assignments are submitted via: (a) Turnitin, and (b) Paper-based


Assessment Regulations Standard regulations apply

Compensatable Yes

REQUISITES:

Pre-Requisites Work Based learning (Level 4)

Co-Requisites None




Purchase

Essential

Cottrell, S. 2010. Skills for success: the personal development planning handbook (2nd Edition), Basingstoke: Palgrave Macmillan

Hargie, O. (ed). 2007. Handbook of Communication Skills(3rd Edition), London: Routledge

Recommended

Hargie, O. (ed). 2007. Handbook of Communication Skills(3rd Edition), London: Routledge

Thompson, N. 2009. People Skills (3rd Edition), Basingstoke: Palgrave Macmillan

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

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

Journals

Electronic

BeMyInterviewer website, created by Jobsite, internet recruitment agency, provides interactive interview advice:www.jobsite.co.uk/bemyinterviewer

Graduate Prospects website is the UK's leading provider of information, advice and opportunities to students and graduates: www.prospects.ac.uk

http://www.jobsite.co.uk/bemyinterviewer

http://www.prospects.ac.uk/

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

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

ACCESSIBILITY:



http://www.skillsactive.com/

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

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

Annex 6D


Module Title Performance Analysis

Module Code


May 2015


Module Descriptor

Students will gain an understanding of performance analysis skills. The primary function of performance analysis is to provide managers and coaching staff reliable and current data regarding the performance of the individual or team. Over the last decade, advanced video analysis has become widespread within the elite athlete community. Effective and accurate analysis can be crucial to individual and/or team success in the elite arena. Analysts often exploit the latest technology to evaluate individual and team performance to inform decision making, this is an area students will be asked to explore further independently.


Module Tutors William Miller – AVOL Section (Sports development, coaching and fitness) Rob Youhill - AVOL Section (Sports development, coaching and fitness) Mathew Heath - AVOL Section (Sports development, coaching and fitness) Aaron Clarke - AVOL Section (Sports development, coaching and fitness)

External Examiners

To be confirmed

Module Occurrence


Maximum Students

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

Module Values


5 20 200




Open: NO




AIMS:

Module Aims In this module students are able to develop their practical skills in the design and use of notational methods for the analysis of athletic performance. They will gain experience of using information technology in the collection of data which they will analyse and critically evaluate. Through successful completion of this module students will have developed industry-relevant knowledge and skills that are highly sought after.

Indicative Content

The module will focus on a range of methods used in performance analysis. Methods will include but are not limited to:

Manual Techniques.

Computerised and digital techniques.

Analysis of technical and tactical performance.

Key Performance Indicators.

Analysis of individual concepts.

Analysis of team concepts.

Evaluation of interaction between individual and team performance on overall outcomes.

Analysis of performance issues to inform decision making.

Analysis of physical performance.

LEARNING OUTCOMES:


1. Explore a range performance analysis tools. 2. Critically examine key performance indicators for an individual

and/or team.


1. Analyse and interpret data using a range of notional techniques to inform decision making.


1. Apply knowledge to identified practical performance scenarios and reflect on the outcomes.


1. Retrieve information from a variety of sources and effectively communicate findings.


Learning Strategy

This module will use a variety of teaching methods but will include structured lectures, seminars, practical demonstrations and student-led sessions. Lectures will provide the underpinning knowledge required to enable students to evaluate performance. Seminars will be used to enhance students’ understanding and knowledge, and build confidence whilst practical demonstration will show how theory, actual performance and professional practice are integrated. Students will be expected to gain further experience by observing professional athletes conducting their sessions in real time, with the opportunity to reflect and provide feedback within seminar sessions. Practical delivery will give students the opportunity to emulate professional and disciplinary practice.



Science Laboratory:

IT Laboratory:



ASSESSMENT:

Assessment Pattern

Assessment 1- Week 11 (50%) Assessment 2- Week 25 (50%)

Assessment Strategy

Assessment 1: A 2000 word written assignment based on performance analysis indicators. Students will explore the techniques and performance indicators required to underpin performance analysis. This assessment will assess learning outcomes: KU1 and KU2. Assessment 2: An individual presentation based on an individual athlete or team, chosen with support from module tutor. Students will collate and review data using various methods and conclude their findings in a short oral presentation supported by a 1000-word written paper. This assessment will assess CI1, PP1 and KT1.

Assessment Criteria

Written assignment

Techniques used in performance analysis.

Key performance indicators.

Aspects and applications of performance analysis. Presentation

Overview of the scenario on which the performance analysis is conducted.

Identification and justification of appropriate performance analysis techniques.

Describe the expected outcomes and implications.

Explore alternative ways of performance management.

Critically evaluate performance of the identified scenario.


Assignment submission will be: c) via Turnitin, and d) paper-based


No.


Standard regulations apply

Compensatable Yes

REQUISITES:

Pre-Requisites None

Co-Requisites None

Other Requirements

None

Additional Comments

None


Purchase

Essential

Hughes M. 2004. Notational Analysis of Sport: Systems for Better Coaching and Performance in Sport (2nd edition) London: Routledge.

Recommended

Hunter, A. & Coggan, A., 2006. Training and Racing with a Power Meter. Boulder: Velo Press. Jones, R., Armour, K. and Portrac, P. 2003. Sports Coaching Concepts. London: Routledge. Kormelink, H. & Tjeu Seeverens 2003. Match Analysis and Game Preparation. Spring City: Reedswain. Reilly, T. 2003. Science and Soccer (2nd edition). London: Routledge.

Bartlett R. 2006. Introduction to Sports Biomechanics. London: Routledge.

Bull S. 2004. Sport Psychology: A Self-Help Guide. Crowood.

Carling C., Reilly, T. and Williams, A. 2008. Performance Assessment for Field Sports: Physiological, Psychological and Match Notational Assessment in Practice. Taylor and Francis. Hughes, M. and Franks I. 2004. Notational Analysis of Sport Routledge. Jones R, Hughes, M. and Kieran, Kingston K. 2007. An Introduction to

Sports Coaching: From Science and Theory to Practice. Routledge.

Journals

Coaching Edge

International Journal of Performance Analysis in Sport

Journal of Athletic Training

Journal of Sport and Exercise Psychology

International Journal of Sports Physiology and Performance

Journal of Sports Science

Electronic National Governing Body (NGB) Moodle

ACCESSIBILITY:



level 5 modules - askham bryan college...module occurrence year location period minimum students...

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