FdSc Sports Therapy. Programme Specification

Transcription

1 FdSc Sports Therapy Programme Specification May 2008 Faculty of Sport, Media and Creative Arts Page 1

2 Glossary of Terms FdSc Sports Therapy SST CYQ CPD SAQ ScUk PDP WBL DfES DoH FHEQ HEI HEFCE MEF PCF QAA VLE IQER Foundation Degree Science in Sports Therapy Society of Sports Therapists Central YMCA Qualifications Continuing Professional Development Speed, Agility and Quickness Sports Coach UK Personal Development Plan Work Based Learning Department for Education and Skills Department of Health Framework for Higher Education Qualification Higher Education Institute Higher Education Funding Council Module Evaluation Feedback Professional Critical Friend Quality Assurance Agency Virtual Learning Environment Integrated Quality Enhancement Review Page 2

3 Contents Page: 1. Basic Information 2. Programme Aims 2.1 Foundation Degree Benchmarks 3. Programme Outcomes 4. Teaching and Learning Methods 5. Assessment 6. Programme Specific Regulations 7. Programme Structure 8. Quality and Standards 8.1 Quality Indicators 8.2 Quality Assurance 8.3 Quality Enhancement Partnership Agreement Employer Engagement and Work Based Study 9. Support for Students and for Student Learning 9.1 Professional Practice 9.2 Personal Tutor System Role Descriptions 9.3 Equal Opportunities 9.4 Staff Research and Experience 9.5 Online and Distance Learning 9.6 Peer Support 9.7 Computing Facilities 9.8 Library 10. Associated Modules 11. Appendix 1 - Accreditation of Foundation Degrees in Sports Therapy by The Society of Sports Therapists Page 3

4 1. BASIC INFORMATION 1.1 Awarding Institution: University of St Mark & St John 1.2 Teaching Institution: Exeter College 1.3 Programme validated by: University of St Mark & St John 1.4 Final Award: Foundation Degree in Science 1.5 Programme Title: Sports Therapy 1.6 Available as: Foundation Degree 1.7 Mode of Study: Full time two years; Part-time four years 1.8 UCAS Codes: BC Special Entry Requirements: GCSE grade C or above in English Language (or equivalent) it is also desirable to have GCSE Maths at grade C or above (or equivalent) Level 3 qualification in appropriate discipline ; o BTEC National Diploma in Sport MPP grade profile o Similar points in AS/A2 Subjects to include one of; PE, Psychology, Biology, Sociology. o Access Qualification Pass o Other suitable Level 3 qualifications (AVCE, NVQ 3, CYQ, Massage qualification etc) Sporting involvement as coach or competitor Applications from non-traditional learners will be encouraged and their acceptance on the programme will reflect their work experience and ability to adapt to Higher Education Accrediting Professional Society of Sports Therapists Body: 1.11 QAA Subject Benchmarking Group(s): Foundation Degree Hospitality, Leisure, Sport and Tourism 1.12 Other External Points of Society of Sports Therapists Reference: 1.13 Locus of Work-based Learning: Central YMCA Qualifications Work based learning is integral to all modules on the programme and summatively assessed through the Personal and Professional Practice Module 1.14 Progression/ Top up routes BSc (Hons) Sports Therapy at the University of St Mark and St John 1.15 Date of Production/Revision: Approved to run from September 2008 Page 4

5 2. PROGRAMME AIMS The aims of the Foundation Degree in Sports Therapy have been designed to meet the needs of practitioners working within the Sports Therapy and Rehabilitation Sector and those of the regulating body The Society of Sports Therapists. The programme aims to support students in developing their knowledge and understanding in the principles and perspectives of Sports Therapy whilst gaining valuable experience and accredited awarding body recognition. Students who gain the award of FdSc Sports Therapy will have demonstrated intellectual abilities, core academic skills, and key transferable attributes and skills, descriptors for which are informed by the QAA Benchmarks for Foundation Degrees. The programme aims to provide a practical and theoretical approach to learning underpinning the ethos of this programme and providing a focus and framework for academic and professional skill development. Thinking skills including the ability to reflect and analyse are facilitated through the student s developing knowledge, understanding and experience in practice. Students will aspire to monitor their own progress throughout the course. This will be supported by means of a Professional Practice Portfolio, which will require self-evaluation, action planning for improvement and reflection on constructive feedback from peers, professional critical friends and tutors. Thus, the student is encouraged and will aim to take control over their own learning and gain increasing independence. They are responsible for their own personal development and achievement of professional and practical skills through the Portfolio over Levels 4 and 5. From the outset (Level 4) students will have opportunities to demonstrate work at a higher level, particularly through integration and application of theory into practice and through the fulfilment of professionally based learning outcomes. The programme aims to support the student in achieving this for example, by incorporating reflection on work based learning into module assessments or demonstrating critical analysis and interpretation of work based evidence, e.g. observations. They are supported in this by academic tutors. At Level 5 there is opportunity to demonstrate independent learning through specific investigation in the form of an independent study. As there are no specific Sports Therapy benchmarks the development of the FdSc Sports Therapy programme has been shaped by the QAA subject benchmark statements for Hospitality, Leisure, Sport and Tourism ; specifically statement 2.4 which relates to an ability to apply the appropriate findings of sport science research stating that: Sport degree programmes will typically involve the study of human responses and adaptations to exercise, the performance of sport and exercise enhancement, monitoring and analysis.. (p14) It has also been shaped by the competencies in Sports Therapy required for a Sports Therapy programme to be accredited by the Society for Sports Therapists. The competencies form the minimum benchmark requirement for member status of the Society of Sports Therapists. These competencies were introduced on the 1 st September There are 5 competency areas: Prevention of injury Recognition and evaluation of injury Management, treatment and referral Rehabilitation Education and professional issues Page 5

6 Each competency is subdivided into three categories: Learning Objectives these reflect the knowledge and understanding required to satisfy the intellectual skills related to each level of competency. Practical Application these represent the practical skills derived from the learning outcomes. Critical Analysis, Synthesis and Evaluation these reflect the ability of the therapist to review current evidence-based literature and, on the basis of their understanding, to formulate good practice. It is a science-based vocationally oriented programme including detailed study in selected areas of both the biological and social sciences. These subject areas include physiology, anatomy, kinesiology and psychology, exercise prescription, clinical skills, coaching and leadership. Accompanying clinical, laboratory and practical components assist in the delivery, understanding and application of these. The Sports Therapy programme subscribes to each of the four major sub-divisions of study outlined on page 5 of the QAA (2004) subject benchmark statements for Hospitality, Leisure, Sport and Tourism, but particularly embraces the science and studies based sub divisions. These include:- the study of human responses to sport and exercise the study of the performance of sport and its enhancement, monitoring and analysis The specific learning outcomes identified under each of these headings can be directly mapped onto those of the Sports Therapy programme modules illustrated in Table 2. The overall aim of this programme is to provide students with the necessary skills to practice as a sports therapist. The specific programme outcomes will enable a Foundation degree graduate of Sports Therapy to be able to demonstrate the following skills in line with the QAA benchmark; 1. A critical understanding of the development of knowledge in the field of Sports Therapy 2. An understanding of the need for both a multi-disciplinary and inter-disciplinary approach to study, drawing, as appropriate, from service, research and professional contexts their understanding of Sports Therapy through both academic and professional reflective practice 3. Their research and problem-solving abilities by critically understanding methods of acquiring, interpreting and analysing information appropriate to their context of study 4. An understanding and critical awareness of, the moral, ethical, environmental and legal issues which underpin best practice. And practical skills in; 5. Planning, designing, and executing sports therapy activities using appropriate techniques and procedures. 6. Undertaking professional practice with due regard for safety and risk assessment. 7. Planning, designing, executing and communicating a sustained piece of independent work using appropriate media to communicate the findings 8. Recognise those moral, ethical and safety issues which directly pertain to the context of study and be aware of relevant legislation and professional codes of conduct The FdSc Sports Therapy will form a route to graduate level progression in the form of the BSc Sports Therapy. The FdSc will also form a pathway to Society of Sports Therapists professional status. 2.1 Foundation Degree Benchmarks Foundation Degree programmes are designed to enable students to benefit from the interpretation of ideas and the experience of practice, within the wider context of employment and one in which knowledge, understanding and skills are clearly integrated (QAA 2007). By focusing on learning within a work context, which is underpinned by both vocational and academic understanding the Page 6

7 FdSc Sports Therapy demonstrates learning outcomes that are explicitly relevant to both employers', and professional, needs. Consideration of sustainability in the application of knowledge, understanding and skills will enable successful progression both within employment and to honours level or to other qualifications. Foundation Degrees are at the intermediate level in terms of the Framework for Higher Education Qualifications. The QAA benchmark statements subscribe to the Council of Europe s (1993:3) definition of sport which states that; Sport means all forms of physical activity, which through causal or organised participation aim at expressing or improving physical fitness and mental well-being, forming social relationships or obtaining results in competition at all levels. This is consistent with the direction of the Sports Therapy programme which focuses on exercise and improving physical fitness. The QAA benchmark statements for Hospitality, Leisure, Sport and Tourism (2000: 5) clearly recognise this direction, stating that this has been demonstrated by the orientation towards sport and exercise science, sports coaching and sports development. This programme has been designed for students to explore these relationships in detail. Table 3: Mapping of the Benchmark statements for Hospitality, Leisure, Sport and Tourism The Benchmark Statement Module Codes The study of human responses to sport and exercise: Make effective use of knowledge and understanding of the disciplines ECST 101 underpinning human structure and function ECCF 102 ECCF 204 Appraise and evaluate the effects of sport and exercise intervention on ECCF 201 the participant Provide a critical appreciation of the relationship between sport and exercise activity and intervention in a variety of participant groups. This will include special populations such as the elderly, disabled and children The study of the performance of sport and its enhancement, monitoring and analysis: Monitor, analyse, diagnose and prescribe action to enhance learning and performance of the component elements of sport Evidence the skills required to monitor and evaluate sports performance in laboratories and/or field settings Display a critical appreciation of the integration of the variables involved in the delivery (teaching, instructing and coaching) of enhanced sport performance. The study of the policy, planning, management and delivery of sporting opportunities: Understand and apply the theories, concepts and principles of practice from the generic management areas of operation, finance, human resources, economics and marketing to sports facilities and events Employ strategic planning and development planning skills in analysing, understanding and addressing the development needs and intentions of sport development organizations and communities Demonstrate a critical appreciation of sport development and facilitation principles in at least one vocational context. ECCF 104 ECCF 204 ECCF 201 ECST 202 ECCF 102 ECCF 201 ECCF 205 ECCF 103 ECCF 201 ECST 203 ECST 203 ECCF 206 ECST 203 ECCF 206 Page 7

8 3. PROGRAMME OUTCOMES The programme outcomes provide the infrastructure to support and enable students to develop the qualities to contribute to working across professional boundaries in the sports rehabilitation and therapy industry. The academic content relates to the essential skills required by therapists working in this environment and are in accordance with the criteria specified by the regulatory body for this sector The Society of Sports Therapists. The foundation degree draws on different disciplines and professional backgrounds to reflect the complexity of the management, diagnosis and treatment of sports injuries and the holistic nature of the techniques employed. This content provides a focus and framework for academic and professional development including a range of student qualities and transferable/key skills. Students are supported in the development of a personal philosophy of professional values and continuous improvement based on principles underpinning practical experience and research evidence. In doing this the specific programme outcomes are: Knowledge and Understanding Foundation degree graduates of Sports Therapy will be able to; 1. Review and analyse contemporary research in the area of injury treatment and prevention including psychology of injury rehabilitation. 2. Use anatomical and physiological knowledge to evaluate and implement safe and effective practice. 3. Understand and identify injury and illness risk factors associated with participation and competitive/recreational sport. 4. Maintain comprehensive medical records, determine when and where a client should be referred to other appropriate healthcare professionals and adhere to health and safety regulations. Practical Skills 5. Plan and implement a comprehensive rehabilitation and reconditioning programme appropriate for the client concerned. Including the instruction and operation of appropriate resistance and weight training equipment. 6. Plan and undertake an effective treatment programme using the appropriate selection and application of massage, stretching, taping, splinting consistent with sound anatomical and biomechanical principles, with due regard for safety and risk assessment. 7. Conduct and communicate a sustained piece of independent work in to an area of sports therapy using appropriate media to communicate the findings. 8. Plan and implement injury and illness prevention programmes that involve an understanding of the components of sports and exercise science and be aware of relevant legislation and professional codes of conduct. Intellectual Skills 9. Research and assess subject specific facts, theories, paradigms, principles and concepts 10. Assess and evaluate evidence 11. Interpret data and text Transferable/Key Skills 12. Communication Skills, including ideas, principles, theories, arguments and analysis to be used effectively in speaking and writing, using visual and ICT tools where appropriate to specific and non specific audiences 13. Information Technology, in developing own skills and supporting Sports Therapy practices Page 8

9 14. Working with Others, to complete relevant and agreed projects or tasks 15. Application of Number, in developing own skills and using number to support professional practice 16. Problem Solving, considering theoretical and practical problems that occur in the workplace 17. Improving Learning and Performance, through critical self reflection, the implementation of evidence based practice and continual professional development activities In meeting the programme outcomes the relationship between employer, student and academic staff will be a central element to the foundation degree. The integration of work based tasks with underpinning knowledge and understanding will strengthen communication and the relationships between theory and practice. The placement agreement between the employer, student and academic staff will facilitate a fluid process of the transference of knowledge between taught theory and practical skills. Table 2: Matrix of Programme Outcomes and Key/Transferable Skills to Modules Introduction to Anatomy and Physiology X X X X X X X X X X X Exercise Physiology X X X X X X X X X X X X X X X X X Foundations in Sports Psychology X X X X X X X X X X X X X Study Skills X X X X X X X X X X X Introduction to Sports Massage Techniques X X X X X X X X X X X X X X Safety and Injury 1 X X X X X X X X X X X X X X X X Anatomy for Sports Therapists X X X X X X X X X X X X X X Professional Practice X X X X X X X X X X X X X X X X X Fitness Testing and Programming X X X X X X X X X X X X X X X X X Health and Development X X X X X X X X X X X X X X X Biomechanics X X X X X X X X X X X X X X X X X Applied Anatomy and Physiology X X X X X X X X X X X X X X Sports Injury and Rehabilitation X X X X X X X X X X X X X X Research Project X X X X X X X X X X X 4. TEACHING AND LEARNING METHODS The FdSc Sports Therapy programme offers improved access to higher education ensuring equality of opportunity and widening participation through a range of learning and teaching strategies. It has a practice based focus underpinned by academic knowledge and understanding. Work based learning is central to the programme, applying theory to practice. It will employ a variety of approaches including visiting lectures from local professionals to keep it rooted in practice. Teaching and learning methods are used to engage student s in the learning process and to support student achievement of the programme aims including: Whole group lectures: Practical sessions: Subject introduced and delivered by the teacher in a specific time which transmits information. Student activity, e.g. learning a skill or group work. This can also include laboratory sessions. Page 9

10 Workshops: A group of people engaged in intensive study or work in a creative or practical field. Seminar groups: A group of about 8-12 people following up something that has already been introduced on the course involves reading of an essay or paper by one member followed by discussion. Presentations: Typically refers to when a learner, guest speaker, explains or shows some content to a learning audience; similar to a lecture. Tutorials: One-to-one teaching (learner to teacher) usually for counselling purposes based on the learners work. Directed Study and reading: Time set aside by the teacher for learners to study a particular subject. Peer group study: A learning event in which one learner, or a small group of learners, helps other learners with a particular subject. Independent learning: Activities where an individual learner conducts research, or carries out a learning activity, on their own. Work based tasks: Learning events which take place within a working environment enabling learners to develop real skills and practices. Observation methods: Learners observe selected practices related to their area of study and reflect and review them in relation to other models and processes as a means of learning. Virtual learning environments (VLE) (*The main VLE is called The Portal, based on the programme SharePoint.): A remote learning environment situated on the internet/intranet promoting access to resources, discussion groups and other learning materials. In addition, students have open access to extensive computer facilities within Exeter College to support their studies. The learning and teaching strategies employed contribute to the identification and development of student qualities at each level of study (FHEQ Certificate level and Intermediate level). Links to these qualities are made explicit in module syllabi; achievement is monitored, evidenced and reflected upon within modules and is also supported by the Professional Practice Portfolio. A range of learning and teaching approaches are utilized to enable flexible, student-centred learning. The strategies used aim to develop student approaches to learning which will facilitate reflection and analysis, aid application of theory to practice and develop critical awareness of the multi-dimensional influences upon Sports Therapists and professional practice. The learning and teaching strategies employed contribute directly to the development of key and transferable skills and professional practice skills, enabling students to monitor their achievements and identify their learning needs and targets for personal development. Links to these skills are made in taught modules and achievement is monitored, evidenced and claimed by the students in the Professional Practice Portfolio. The FdSc Sports Therapy is a developmental experience for students, integrating professional and academic learning. The programme draws on experiences in the workplace and requires the learners to link this to the academic theory obtained during taught sessions and vice versa. In order to avoid a theory practice divide the module assessments are designed to draw on work based evidence of learning within each module assessed. This requires ongoing identification of learning evidence within the workplace which is supported by the course tutor and Professional Practice Portfolio to ensure continuous formative developments and feedback. Additionally, weekly tutorials are a vehicle for support for students to raise issues from practice, examine evidence and relate this to personal and professional development. Page 10

11 Work-based modules and directed tasks enable peer group sharing of insights from professional practice. This not only supports transfer of knowledge and understanding but also prepares students for lifelong learning. Presentation, discussion and feedback in group work and tutorials builds confidence for students to further develop skills of independent and autonomous learning, as well as encouraging responsibility for their future learning. There is a generic list of websites and journals relating to the taught modules and overall programme. This reflects the holistic nature of the programme as the journals cross reference to the topics covered in taught sessions. The websites and journals also reflect current research and practice. Table 4: Matrix of Programme Outcomes to Teaching and Learning Methods Whole Group Lectures X X X X X X X X X X X X X X X X X Practical Sessions X X X X X X X X X X X X X X X X X Workshops X X X X X X X X X X X X X X X X X Seminar Groups X X X X X X X X X X X X X X X Presentations X X X X X X X X X X X X X X X X Tutorials X X X X X X X X X X X X X X Directed Study and Reading X X X X X X X X X X X X X X X Peer group study X X X X X X X X X X X X X X X Independent learning X X X X X X X X X X X X X X X X X Work based tasks X X X X X X X X X X X X X X X X X Observation methods X X X X X X X X X X X X X X X X X Virtual learning environments X X X X X X X X X X X X X X 5. ASSESSMENT The Assessment Strategy of the FdSc Sports Therapy is a holistic approach incorporating formative and summative achievement of Learning Outcomes. Achievement of Learning Outcomes is formative through responses to practice tasks and directed tasks, and the accumulation of portfolio evidence from work based learning. The student is required to draw on these experiences to inform summative assessments, thus providing the opportunity for cumulative learning and reflection and to demonstrate the whole of their learning. Module Learning Outcomes are explicitly stated in module teaching programmes and incorporated into assignment marking criteria to guide the student. A broad range of assessment strategies are used in the programme to support the development of knowledge and understanding and professional and practical skills as well as providing opportunities to foster key and transferable skills. Throughout the taught modules formative assessment will be employed to support students in their learning and development. Formative assessment will be implicit within the taught but also forms the assessment method for both the study skills and personal and professional practice modules. Page 11

12 Students will be required to reflect on their own practice within assignments and therefore they will be personal to their own circumstances and learning journey. This will potentially avoid the temptation for plagiarism within formative and summative assessment. This will support an objective approach to assessment against the academic criteria. At level 4 students will be supported and scaffolded in their learning and development through tutor support and work based tasks that introduce students to the principles and perspectives of Sports Therapy. Taught modules will structure and support higher cognitive thinking in students. The learning outcomes of the programme reflect a student centred approach enabling students from diverse but relevant educational backgrounds to build on previous learning and experience. Learning outcomes for modules reflect guidance from FHEQ level descriptors for Certificate level. At level 5 students will begin to develop independence and autonomy in their learning and it is expected that they will continue to develop higher cognitive thinking with support. Students will begin to develop their own professional voice which will be reflected in their ability to link theory and practice and demonstrate critical reflection within their work. Learning outcomes for modules reflect guidance from FHEQ level descriptors for Intermediate level. The range of assessment methods include: Action Plan: Case Study: Essay: Exam: Independent Study: Presentation: Student reflection and work based planning, developing an element of practice or professional development This is an analytical and reflective piece of work which demonstrates the student s ability to link theory to practice. The case study will concentrate upon a specific area of practice relevant to the module. An essay is a discursive, usually analytical piece of writing This will be a timed and assessed element of assessment that may take the form of a written examination, timed essay/case study or practical assessment. Students will be expected to demonstrate their knowledge and understanding of a subject under exam conditions. This is detailed individual research into an aspect of Sports Therapy which is relevant to the student s practice. This will result in a sustained piece of writing reflecting a coherent, systematic analysis, evaluation, reflection and integration of literature, research and experience Presentations will enable students to demonstrate professional and practical skills and facilitate the dissemination of information from a range of perspectives involving individuals and groups. Discussion of key issues enhances the application of theory to practice. Identification, analysis and evaluation of how the group organized and completed the task will foster transferable skills Professional Practice Portfolio: Throughout the foundation degree students will be required to conduct practical tasks based on the modules being studied. The portfolio will be a collection of evidence from practice tasks (e.g. observations of treatments), reflective accounts and links where students can identify the key and transferable skills that they have achieved through completing the tasks. The portfolio will support the student s professional development and document their progress. Page 12

13 ECCF 102 ECCF 103 ECCF 107 ECST 101 ECST 102 ECST 103 ECST 104 ECST 203 ECCF 201 ECCF 204 ECCF 205 ECCF 206 ECST 201 ECST 202 Report: A report is an account given (reflection), an opinion formally expressed (evaluation) or a collation of information presented (synthesis) as a result of a practical activity, an investigation, some research or similar study. All assessments are set in compliance with the Exeter College Assessment Strategy, which aligns to the University s regulations, and these are outlined in the Student Handbook. Students are informed of this in the FdSc Sports Therapy handbook and through assessment details published within individual module outlines. Table 5: Matrix of Programme Outcomes to Methods of Assessment Essay X X X X X X X X X X X X X X Presentation X X X X X X X X X X X X X Independent Study X X X X X X X X X X X X X X X X Case Study X X X X X X X X X X X X X X X X X Report X X X X X X X X X X X X X X X X X Action Plan X X X X X X X X X X X X X X X X X Work Based Portfolio X X X X X X X X X X X X X X X X X Practical X X X X X X X X X X X X X X X X Exam X X X X X X X X X X X Table 6: Matrix of Module titles to Methods of Assessment Essay X X X X X Presentation X X X X X X X X Independent Study X X X X X X X X X X X X X X Case Study X X X X X X Report/Reflective Journal X X X X Action Plan X X X Work Based Portfolio Practical X X X X X X X X Exam X X X X X X X X 6. PROGRAMME SPECIFIC REGULATIONS Assessment rules and grade descriptors are in line with Foundation Degrees nationally. The foundation degree is an unclassified award supported by a European Diploma Supplement (transcript of studies). Page 13

14 During the two years of study a total of 280 credits will be studied, however only 120 from each level will contribute towards the final foundation degree award. The remaining 40 credits (20 assessed in each academic year) will be assessed on a pass or fail basis and incorporate a minimum attendance criteria. The purpose of these modules is to enhance the learning experience and hence prepare the learner for employment or further study. The two modules in question are: ECCF 107 Study Skills ECST 203 Professional Practice To maintain appropriate standards associated with sports therapy there will also be a number of modules which will not be compensatable/condonable, therefore the students will be required to achieve the pass grade of 40%. These modules are: ECST 101 Introduction to Anatomy and Physiology ECST 102 Sports Massage Techniques ECST 104 Anatomy for Sports Therapists ECST 201 Applied Anatomy and Physiology ECST 202 Sports Injury and Rehabilitation There are also specific programme regulations for FdSc Sports Therapy as outlined by the SST in the Accreditation of Foundation Degrees to the SST document in Appendix 1 7. PROGRAMME STRUCTURE The programme is a two year full time programme involving 2-3 campus based days per week. It is based on 2 academic semesters, each of 15 weeks (30 weeks per year). Each semester will have a 1 week exam period at the end, therefore totalling 28 weeks of taught programme per year. The programme will commence each September. This decision is in line with the Exeter College academic year and enables the summer vacation to be utilised effectively for work based learning activities. Also in line with the widening participation agenda the programme is delivered in line with the school and college academic calendar enabling those with families to still undertake their chosen course of study with minimal complications surrounding child care etc. The timing of the programme is also in line with the recognised progression routes to enable a smoother transition for students into higher education study and will provide a more flexible programme for all involved. The programme is in two stages Certificate and Diploma/Intermediate, corresponding to HE credit levels 4 and 5. Stage 1 comprises 160 credits at the appropriate level and stage credits at the appropriate level. Credits are gained by successfully completing modules listed in this section. Sports Therapy attracts a resource weighting that provides and allocated 510 taught hours per academic year. Page 14

15 Students are required to study and pass all 160 credits from the following modules at HE Level 4 with 120 counting towards final Foundation Degree grade Module Code Module Title Credit Semester Compulsory/ Optional CAFC02 (ECCF 102) Exercise Physiology 20 Compulsory CAFC03 (ECCF 103) Foundations in Sports Psychology 20 Compulsory CAFC07 (ECCF 107) Study Skills (20) Compulsory SPTC01 (ECST 101) SPTC02 (ECST 102) Introduction to Anatomy and Physiology ** Not compensatable Sports Massage Techniques ** Not compensatable Pass/Fail only with attendance 20 Compulsory 20 Compulsory SPTC03 (ECST 103) Safety and Sports Injury 1 20 Compulsory SPTC04 (ECST 104) Anatomy for Sports Therapists 20 Compulsory ** Not compensatable SPTD03 (ECST 203) Professional Practice * (Sports Therapy) (20) Compulsory Pass/Fail only with attendance On successful completion of this stage, students progress to the Level 5 (Diploma/Intermediate Level), or may leave the programme with a University Certificate of Higher Education * This is the WBL module and will be assessed at the end of Level 5. Student will be permitted to continue to gain placement hours during year 2 as required. Students are required to complete 120 credits at HE Level 5 from the following modules. ECST 203 will continue to be assessed in the form of work placement hours and portfolio completion at level 5. Module Code Module Title Credit Semester Compulsory/ Optional CAFD01 (ECCF 201) Fitness Testing and Programming 20 1&2 Compulsory CAFD04 (ECCF 204) Health And Development 20 1&2 Compulsory CAFD05 (ECCF 205) Biomechanics 20 1&2 Compulsory CAFD06 (ECCF 206) Research Project 20 1&2 Compulsory SPTD01 (ECST 201) SPTD02 (ECST 202) Applied Anatomy and Physiology ** Not compensatable Sports Injury and Rehabilitation ** Not compensatable 20 1&2 Compulsory 20 1&2 Compulsory On successful completion of this stage, students will achieve a Foundation Degree in Sports Therapy Page 15

16 8. QUALITY AND STANDARDS 8.1 Quality Indicators Student feedback on module delivery is gathered and monitored through: Informal feedback to staff during modules and through tutorials. Module Evaluation Feedback (MEF) which is analysed for Module Reports. Student Forums An extensive annual conversation with the external examiner, and subject group reflection on the external examiner s report and how that report can be used to enhance future teaching and learning within the foundation degree programme. Other quality indicators are: Annual Course Reviews HE Board of Studies SST annual visits Lesson Observations IQER Faculty, HE Strategic group and HE Operational group meetings 8.2 Quality Assurance The FdSc Sports Therapy programme pays due regard to the University-wide Quality Assurance Frameworks. The programme is reviewed on an annual basis through student feedback, module reports and subject reports. As the awarding body, the University of St Mark and St John retains responsibility for the quality of the student experience and academic standard of award. Module Assessment Boards are responsible for examining the performance of FdSc students. Marks for each student on each module are conveyed, together with any recommendations, to a Progression and Awards Board, where final decisions are made on the progression of students between years and the final award classification for students, due to graduate. The external examiner for the FdSc Sports Therapy reports annually. The report and responses to it are reviewed in the following year in order to monitor developments and changes to the programme. This review then forms the starting point for the annual subject report. Quality Assurance in the work place The student learning experience and development of practice knowledge and understanding underpins the focus of the foundation degree. The workplace supports the development of students through providing an opportunity to conduct work based tasks and to complete the work based portfolio. Practice is not being assessed or judged as students are only observing and developing knowledge and skills. Assessment is based on the student s ability to reflect on evidence and experiences, identifying knowledge and use of theory in practice. The programme also endeavours to support the development of good practice 8.3 Quality Enhancement Good practice and strategies for quality enhancement are disseminated through the annual subject report, peer appraisal, subject group meetings and the many informal discussions between staff and students. Page 16

17 8.3.1 Partnership Agreement / Employer Engagement and Work Based Study Local employers, including sports teams and physiotherapists, have been involved in the planning and development of the FdSc Sports Therapy and specialists have contributed to the design and curriculum content. These include; Exeter Physio, Exeter City FC, Cornish All Blacks RFU and the SST. Employers will be required to support students in accordance with a signed placement agreement with the college. The academic tutors will provide a high level of support to students and to employers. 9. SUPPORT FOR STUDENTS AND FOR STUDENT LEARNING 9.1 Professional Practice Professional Practice is a significant element of this Foundation Degree and practical tasks are linked to most modules to support students in meeting learning outcomes. Work based learning not only enables the application of theory into practice but it is a necessary part of the Foundation Degree to equip students with the skills and knowledge relevant to their employment, so satisfying the needs of employees and employers (QAA 2007). Students benefit from being able to interpret ideas and situations between academic and employment contexts. The Professional Practice Portfolio is the source of demonstrating evidence of learning outcomes explicitly related to personal development and professional skills, making the course immediately relevant to current practice and a potential means of improving the quality of provision. The support system of an Academic Personal Tutor provides a mechanism for involvement of employers and professionals in the delivery, evaluation and assessment of work based learning. The work based practical tasks are designed to be flexible in the period available for completion. Collection of evidence and reflection cumulates in the Professional Practice Portfolio which forms the basis for tutorials, assessing key and transferable skills and summative assessment for the Personal and Professional Practice module. The Professional Practice Portfolio also enables the student to manage their own time and provide sufficient opportunity for self-directed learning, action planning, evaluation and reflection. This flexibility also enables student ownership of the learning process, which is supported by regular tutorials during the academic year. 9.2 Personal Tutor System The Role of the Academic Personal Tutor The personal tutor will guide students with written, oral and work based assessment requirements and to provide academic and pastoral support. They will also: Support the student through regular contact with an agreed pattern of communication (group and individual tutorials, etc). Group tutorials of up to 1 hour per teaching week will be available for group work-based tutorials. Provide guidance on academic progress. Provide guidance on documenting personal progress and achievement, including the Professional Practice requirements and record action points. Provide opportunities for discussion groups and peer group support. Provide pastoral support and guidance on course-related matters. Page 17

18 Assess the evidence of work based learning. Participate in quality monitoring, and course consultation meetings The Academic Personal Tutor will also carry out placement visits to support students in the development of quality reflection and improvement of practice. 9.3 Equal Opportunities The students entering the programme will have experience of a range of sports therapy treatment settings and situations. They are individuals who might not have considered an HE learning experience and who may have been out of formal education for a long time. Therefore structured tutor support will be given at level 4 to introduce students to HE level study and this will be formalised in the first module Study Skills. Individual student needs will be met through a personal tutoring system supported by visits to work based learning settings. The programme will enable each student to feel encouraged and equipped to take the first step into higher education with the accompanying support necessary to achieve this and give confidence. The programme will provide high quality learning and teaching opportunities to meet the needs of individuals, groups and provide student with the necessary skills to practice as a sports therapist. Exeter College also has a definitive Equality and Diversity Policy which states that; Exeter College will not tolerate any form of racial abuse! We value the diversity of our college. The policies exist to demonstrate our commitment to equality of opportunity for ALL those working and studying at Exeter College. They support our published Race, Gender and Disability Equality Schemes. Equal Opportunities are an important aspect of College life because we want to create an environment in which everyone is able to achieve their full potential. We will work with staff, learners and other education providers to ensure that our provision is continuously relevant and meets their needs. We will actively empower and encourage staff, learners and partners to: promote equality of opportunity in all our provisions eliminate unlawful discrimination and harassment promote positive attitudes towards diversity encourage all students and staff to reach their full potential take pro-active steps to take account of the additional needs of those persons who may experience the greatest barriers to fulfilment of their potential, even where that involves treating some persons more favourably than other people. All members of the Exeter College community have a responsibility to work towards equality of opportunity and racial equality. The College recognises that discrimination is unacceptable and should be actively discouraged. The College will empower and encourage staff, learners and partners to recognise and challenge discrimination. Exeter College will also encourage under-represented or disadvantaged groups to take up the opportunities it offers. Exeter College reviews its policies regularly and all aspects of equality and diversity including: disability gender faith race Page 18

19 sexual orientation age ethnicity nationality origin 9.4 Staff Research and Experience Collectively Exeter College and the University of St Mark and St John have a considerable amount of expertise in Sports and Sport Therapy academic topics. The subject area is underpinned by sports therapy, physiology, psychology, anatomy, fitness and education specialists. There is a strong practitioner base across a range of Sports Science and Sports Therapy areas and academic staff members are also contributing to personal independent research in the area of sports science and related subjects. The teaching team includes SST registered sports therapists, elite level coaches with experience of working with top quality athletes, as well as experienced sports science teaching staff with significant recognition in the field of teaching and learning including an advanced practitioner for higher education. This will enable the FdSc Sports Therapy to provide a multi disciplinary approach to the subject area providing a holistic approach to academic content. The subject draws on different disciplines and professional backgrounds to reflect the complexity of sports rehabilitation and the holistic nature of the industry. The content provides a focus and framework for academic and professional development, including a range of student qualities and transferable skills. The programme will support students in researching specific interests and the optional modules reflect consultation from employers. 9.5 Online and Distance Learning An element of e-mentoring will be available through and on-line conferencing. VLE will be used to support taught modules within the programme. 9.6 Peer Support Students are encouraged to develop learning networks and operate peer support groups. 9.7 Computing Facilities Students have open access to extensive computer facilities within Exeter College to support their studies, such as the newly commissioned Learning Centre. For those who need it, the Learning Centres operate extended opening hours in the evening under the supervision of Learning Centre Staff. 9.8 Library The Library is incorporated in to the Learning Centre and there are three situated on the Exeter College campus and offers a variety of services and facilities. Students will also have access to resources held in the library of the University of St Mark and St John, as well as the opportunity to request inter library loans and access electronic journals. Books are arranged using the Dewey Decimal System, and students can search collections by using the online access catalogues which are situated in all Learning Centres. The Library has a small and friendly team of staff on hand to give you advice and assistance during opening hours, with a professional librarian available on the Enquiry Desk throughout the day. Page 19

20 Students on the FdSc Sports Therapy will have access to the library where key texts for each module will be held. A budget for the programme has been set and the programme is in the process of updating library resources. 9.9 Other Resources Exeter College has on site its own access to a sports hall, fitness centre, classrooms and newly refurbished treatment rooms. The college also has agreed and regular access to laboratory facilities at Exeter University and sports facilities at Fitness First and Exeter University Personal Development Planning (PDP) Exeter College is due to appoint an Information and Guidance member of staff from September with the specific responsibility of supporting higher education students with on course careers guidance and PDP. Students will continually develop their PDP during all modules of study but in particular during the study skills and personal professional practice modules. Page 20