FOUNDATION DEGREE SPORTS AND EXERCISE PERFORMANCE PROGRAMME SPECIFICATION

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1 FOUNDATION DEGREE SPORTS AND EXERCISE PERFORMANCE PROGRAMME SPECIFICATION 1 Awarding institution/body University of Essex 2 Teaching institution Writtle College 3 Programme accredited by 4 Named award Foundation Degree Sports and Exercise Performance 5 Programme Writtle College Foundation Degree Scheme 6 UCAS code (or other coding system if relevant) C601 7 Relevant QAA subject benchmarking group(s) Hospitality, Leisure, Sport and Tourism 8 Date of production/revision August 2005 (last updated August 2009) 9 Educational aims of the programme: The programme aims to develop the learner s interest in, and knowledge of, the principles of sports and exercise performance. Graduates will be conversant with the underpinning science behind coaching, together with the associated practical experience and skills required for coaching. Knowledge of the sport and exercise industry is developed. Graduates will develop their own thinking and apply this to their coaching techniques. Graduates will be equipped with the technical understanding and skills to adapt to a changing workplace and be life long learners who can contribute positively to the sports and exercise industry in a range of contexts. Using as a basis a work related and flexible approach, the course develops the student's knowledge and skills required to play a rewarding part in the sport and related industries. Graduates will have the knowledge and understanding required to relate to the environmental, social and political issues which affect the industry as well as an appreciation of the economic realities involved in the sports sector. The programme aims to foster close ties with industrial practitioners, giving graduates a realistic overview of employment and providing them with specific practical competencies and transferable skills necessary for career development. The period of study will develop student's capacity for independent learning and critical thinking by stimulating interest in their chosen discipline, thereby providing the foundation for life-long learning. The course also fulfils the broader aims of the College for its graduates, which are: a) To foster attitudes which are valued by society in general and are required for careers in any field of study i.e., enthusiasm, self-reliance, independence and commercial awareness. The acquisition of knowledge and understanding is approached through an emphasis on student-centred learning. Integration of theoretical and practical learning ensures the strong vocational focus as a priority in the provision. Small group work, tutorials, lectures, practical sessions and field visits support the knowledge acquisition. The emphasis on independent learning methodologies increases at the higher level. b) A particular feature of the programme is the opportunity to gain knowledge and understanding through work related experiences, e.g. work shadowing, work placement, volunteering and employment opportunities. 1

2 10 Programme outcomes: This two year Foundation Degree Programme offers students the opportunity to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the areas below. In most respects the knowledge, understanding and skills developed have the same basis as BSc degree programmes, as do the various teaching/learning strategies. Clearly, in a two year programme, such knowledge and skills will be less fully developed e.g. the much reduced emphasis on analysis. Also the highly flexible nature of the Foundation Degree with its emphasis on work related learning, offers greater opportunities to develop "individual" learning experiences than does the traditional three year degree programme. A Knowledge and understanding of: 1. The underlying principles and concepts associated with sports and exercise performance. 2. Concepts and ideas associated with the developing science and practice of coaching. 3. Introductory business and management principles relevant to the sports and exercise industry. 4. The skills required to work in the sports and exercise industry. 5. The scale of the industry at local, national and international level. Knowledge and Understanding The acquisition of knowledge and understanding is approached through an emphasis on student-centred learning. Integration of theoretical and practical learning ensures the strong vocational focus as a priority in the provision. Knowledge acquisition is via lectures, practical laboratory sessions and coaching sessions in the field. The balance of lectures shifts towards a greater emphasis on the application of knowledge in the second year. Relevant practical sessions are used to support the lecture material, ensuring that students are exposed to real life situations throughout the course. This is emphasised within the line of 'practical-based' modules that runs throughout the course for example; Coaching in Practice, Reflective Coaching, Sports Injury. Knowledge and understanding is assessed via a wide variety of methods which include examinations, case studies, practical portfolios, mini-projects, reflective logbooks, presentations, critiques of literature, composition of leaflets and articles B Intellectual skills able to: 1. Analyse and solve problems 2. Be creative in the solutions to problems 3. Assemble date from a variety of sources 4. Apply relevant principles, theories and methods to the development of coaching programmes Skill and Other Attributes Intellectual skills are developed through practical sessions, case-studies, seminars and coursework assignments. Individual written feedback is given to students on all coursework produced. This is supported by verbal feedback from course tutors and academic supervisors. Cognitive skills are assessed by coursework and examination. The higher level examinations provide students with an opportunity to demonstrate their ability to structure a clear, concise reasoned argument. 2

3 C Practical skills able to: 1. Plan and execute safely a series of practical coaching sessions 2. Analyse the sport performance of individuals (including limiting factors) and develop appropriate strategies for advancement 3. Use laboratory and field equipment correctly to generate data 4. Retrieve, sift and select information from a variety of sources 5. Analyse primary data to determine its validity and reliability 6. Give technical presentations in appropriate format for a variety of audiences 7. Use IT to support learning, handle data and present information. Practical skills encompass those needed for fieldbased coaching and for the laboratory. Coaching skills are introduced in year one and are developed in year two. During the first year, attention is focused on acquiring basic skills and safe working practices. The integration of the underpinning science into coaching is an important aspect of practical work. A variety of assessment methods are used to assess practical skills. These include the production of reflective log books, practical portfolios, practical assessments, reports and written assessments. D Transferable/key skills able to: 1. Communicate effectively using a variety of means and to a range of audiences 2. Apply numerical and statistical skills as appropriate. 3. Manage time and resources, organise study patterns, work to and meet deadlines. 4. Participate fully and constructively in team and group exercises, demonstrating tolerance and acceptance of other points of view. 5. Find information from a variety of sources and use appropriate information technology effectively. 6. Identify personal development needs and begin to plan a career path. Promotion of transferable skills begins with the Sector Studies module. From that point onwards, skills are developed as an integrated component of modules. Particular emphasis on PDP is however placed within modules such as Learning from Work and Learning Through Work. Effective communication of ideas is an important criterion in assessing all areas of a learner s work and the regular feedback reflects this. IT skills are integrated within many modules and are formally assessed. 3

4 11 Programme structure and requirements, levels, modules, credits and awards: All degree programmes are designed for full-time or part-time delivery mode. Full-time students can complete their programme in two years if they are not eligible for exemption The academic year is organised over two, fifteenweek semesters. The units of learning are normally arranged in modules of 15 or 30 credit value (equivalent to 150/300 hours of study). The appropriate course-unit credit is awarded for the successful achievement of the learning outcomes for the unit. A full-time schedule allows students to study the equivalent of four 15 credit modules per semester. A core module must be taken as part of the programme structure and passed, with no condonement of marks below a pass allowed. The scheme also encompasses work based learning modules whereby students undertake voluntary or paid employment within the sports industry (often within physical education). The programme runs over two years and is delivered in four 60 credit strands. The GENERIC STRAND is followed by all students at the college, and comprises Sector Studies for the Sport Industry and Foundation Degree Academic and Professional Development The two STRANDS focus on Sports and Exercise Performance with an emphasis upon coaching, the psychology of sport and exercise, sports injury, and the physiological responses and adaptations to exercise. The WORK BASED-LEARNING STRAND. involves work related opportunities, and practical activity. There may be opportunity to study overseas via the ERASMUS and SOCRATES programmes or similar exchanges with compatible institutions. Credit may be gained for successful completion of defined elements of learning in other institutions. Compulsory Modules Foundation Degree Academic and Professional Development. H Introduction to Exercise Physiology H Learning From Work H Reflective Coaching H Sports Injury H Sports Nutrition H AWARD CONTENT Stage 2 Foundation Degree requires: Stage 1 Students must attempt a minimum of 120 credits at Level 5, of which 105 must be passed, including any Work Based Learning credits Compulsory Modules Coaching in Practice H Introduction to Biomechanics H Learning Through Work H Mammalian Anatomy & Physiology H Introduction to Psychology H Sector Studies H Progression requirements: Students must attempt 120 credits and achieve 105 at Level 4 4

5 12 Support for students and their learning: Indoor and outdoor sports facilities, including sports hall and fitness centre Induction programme for new students Student handbooks and module guides Broad range of library and IT facilities with extended access for students Access to SportDiscus database All students have an identified personal tutor to advise on pastoral and academic matters Free individual facilities for students and access to the World Wide Web Access to trained counsellors and student welfare advisors plus student support services for assistance and guidance e.g. dyslexia Opportunities to undertake additional sports related qualifications such as the Higher Sports Leader Award, Sports Coach UK Awards, Emergency First Aid and National Governing Body Qualifications,ymca Links with local sports clubs & teams, schools and sports development agencies 13 Criteria for admission: Candidates must be able to satisfy the admissions requirements in one of the following ways: A Levels Normally a minimum of 60 tariff points (1 x D) to include not less than 40 from an A2 or 6-unit award and no more than 20 from key skills, as published by the College. BTEC A pass in an appropriate National Diploma. Newly specified BTEC National Award would require a PPP grade. Scottish Highers A minimum of 60 tariff points (1 x B) to include not less than 40 from a 6-unit award and no more than 20 from key skills. Irish Leaving Certificate Considered individually. GNVQ Pass in GNVQ Advanced Science or equivalent UCAS tariff, as published by the College. Mature and Overseas students Other qualifications, including relevant industrial experience will be acceptable and each application is considered on its own merits. 14 Award Content see diagram: The following reference points were used in compiling this institutional Degree Programme Specification: Writtle College Strategic Plan Writtle College Learning & Teaching Strategy Writtle College Semesterisation Framework Document QAA Guidelines for Preparing Programme Specifications The framework for higher education qualifications in England, Wales and Northern Ireland (FHEQ) January

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