MA/MSc Outdoor Education

Transcription

1 [Type text] MMU CHESHIRE DEPARTMENT OF INTERDISCIPLINARY STUDIES MA/MSc Outdoor Education DRAFT DEFINITIVE DOCUMENT Approved after approval on 12 November 2009 With effect from intakes in Document last modified on 20 September, 2012

2 MA Outdoor Education Definitive Programme Document CONTENTS Part One Programme Specification Page Programme Specification Part Two Programme Regulations 1 Admission Regulations Standard Entry Requirements Admission with Exemption Admission with Specific Credit Accreditation of Prior (Experiential) Learning (AP(E)L) 2 Curriculum Design and Organisation Curriculum Design Overview Relationship to Subject Benchmark Statement(s) Assessment Criteria for Marking Schemes Arrangements for anonymous marking of summative assessments Arrangements for the quality management of placement learning Academic Partnership activity Professional, statutory and regulatory body links Flexible and distributed learning (including e-learning) 3 Assessment Regulations Programme-specific regulations 4 Programme Management and Student Support Programme Committee Board of Examiners Programme Leader Other Staff Responsibilities Student Support Strategy Student evaluation Part Three Curriculum Content Unit syllabus proformas Appendix 1. Criteria for award of MA /MSc Outdoor Education

3 MA Outdoor Education Definitive Programme Document PART ONE Programme Specification 0 Brief descriptive summary The Masters in Outdoor Education is a taught postgraduate programme that is a reflection of the contemporary nature of the subject area as it seeks to offer a broader perspective. It will give students the opportunity to make pathway choices to accompany the main focus of Outdoor Education. These pathways will permit students to study areas of Psychology, Sport, Business or Countryside Management as they relate to Outdoor Education. Basic Programme Details 1 Overarching Programme Network/Title and programme specification code(s) MA/MSc Outdoor Education 2 Final award(s)/title(s) (including any PSRB final awards conferred as an automatic result of successful completion of the programme) 3 Combined Honours Subject(s)offered through programme specification together with associated final award(s) (where relevant) 4 Interim exit award(s)/title(s) (including Combined Honours interim exit awards) MA/MSc Outdoor Education Subject(s): N/A Final Awards: PG Certificate Outdoor Education PG Diploma Outdoor Education 5 Mode(s) and duration One year full time Two years part time 6 FHEQ position of final award(s) Masters (Level 7) 7 Awarding institution Manchester Metropolitan University (include PSRBs which confer a joint or additional qualification on successful completion of programme) 8 Teaching institution(s) Manchester Metropolitan University 9 Relationship with Foundation Year N/A Administrative Details 10 Home Department/ School/ Institute Interdisciplinary Studies 11 Home Faculty MMU Cheshire

4 MA Outdoor Education Definitive Programme Document 12 UCAS code(s) Collaborative Arrangements (where relevant) 13 Approved Collaborative partner(s) 14 Description of type of collaborative provision or academic partnership N/A N/A Approval Status 15 Date and outcome of most recent MMU review/ approval 16 Next Scheduled Review Date: 17 PS/1 effective date: (ie date from which the outcome of approval or last review is effective OR the date from which amendments to the programme specification are effective) N/A November 2009 External References/Relationships 18 QAA Benchmark Statement(s) 19 Date/outcome of last QAA engagement (or equivalent) 20 PSRB(s) associated with final award of programme (eg those which offer professional status/membership/license to practise as result of successful completion of the final award. 21 Date and outcome of last PSRB approval(s) Hospitality Sport Leisure and Tourism Unit 25 Business and Management Physical and Terrrestial Geographical and Environmental Sciences F 800 N/A N/A N/A

5 Programme Title Definitive Programme Document Programme Information 22 University and Programme Educational Aims University Educational Aims: To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students To provide a supportive and inclusive learning environment which will enable success for all learners To encourage the development of students intellectual and imaginative powers, creativity, independence, critical self-awareness, imagination and skills that will enhance global employment opportunities on graduation in all programmes. To establish a culture of constant improvement in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University s vision and strategic objectives. To provide a learning experience that is informed by research, scholarship, reflective practice and engagement with industry and the professions. Programme Educational Aims: To provide a flexible scheme for postgraduate study in an interdisciplinary department. To enable students to complete an award by full-time or part-time mode. To enable students to combine study with professional or other paid work. To develop students abilities for critical thinking and reflective practice at postgraduate level in the area of Outdoor Education. To provide an appropriate preparation for MPhil/PhD research, or for professional development. To provide an opportunity for students to engage in applied or practice-oriented research in Outdoor Education. To provide an intellectually challenging programme of study that encourages students to evaluate and critique research at an advanced level 23 Programme Learning Outcomes MMU Educational Outcomes: Successful students will be able to develop and demonstrate transferable intellectual skills, in particular their ability to: communicate clearly in speech, writing and other appropriate modes of expression argue rationally and draw independent conclusions based on a rigorous, analytical and critical approach to data, demonstration and argument apply what has been learned demonstrate an awareness of the programme of study in a wider context 1. Programme Learning Outcomes On completion of the Masters programme students will be able to: Plan and complete a piece of research congruent with the area of Outdoor Education i Document last modified on 20 September, 2012

6 Programme Title Definitive Programme Document and their particular pathway at level 7. Engage critically and reflectively with their own theory and practice as researchers within the area of Outdoor Education. Develop their academic knowledge in Outdoor Education commensurate with the level of the award. Make a contribution to academic knowledge in the field of Outdoor Education through their research. Engage appropriately and effectively with ethical issues in their research in Outdoor Education. Communicate the outcomes of their research, both orally and in writing, in ways that are critically engaged and academically appropriate to the area of Outdoor Education. Plan, and carry out a plan of academic work substantially and independently Work effectively as part of a team in the practical nature of Outdoor Education as well as in the academic arena. 2. Combined Honours Learning Outcomes N/A 3. Pass Degree Learning Outcomes N/A 24 Interim Award Learning Outcomes The Learning outcomes for the exit awards are as follows: PG Certificate Students, on exiting the programme with the qualification of Postgraduate Certificate, will:- have acquired an effective knowledge base in specific topics and a critical awareness of the relevant published literature. have developed a critically reflective awareness of their own academic development and practices as well as the political and ethical implications of such practices and role. be able to position their own study in its academic and/or professional context, both as regards its disciplinary and theoretical approaches. have an understanding of the variety of methods which can be employed when conducting research in the discipline studied and be able to discriminate between the available inquiry, analytical and interpretative processes in their individual research and study. have developed effective skills both in the organisation and self-management of their own study and research, and in negotiation and interaction with others both within peer groups and with academic staff. be able to develop and communicate academic arguments, both orally and in writing, which demonstrate both their understanding of the topic and their own contribution to academic debate in this area and to negotiate appropriate assignments that demonstrate their achievement of these objectives. PG Diploma Students, on exiting the programme with the qualification of Postgraduate Diploma, will be able to :- ii Document last modified on 20 September, 2012

7 Programme Title Definitive Programme Document Engage critically and reflectively with their own theory and practice as researchers. Illustrate their knowledge of their chosen academic discipline commensurate with the level of the award. Demonstrate the potential to further develop their research in ways that would make a contribution to academic knowledge. Engage appropriately and effectively with ethical issues in research. Communicate the outcomes of their research, both orally and in writing, in ways that are critically engaged and academically appropriate. Plan, and carry out a plan of academic work independently. 25 Teaching/Learning and Assessment Strategy There will be a range of teaching and learning strategies employed in the programme to ensure a flexibility of approach. These will include lectures, seminars, workshops, group study as well as virtual learning environments such as the University Web ct. Lectures and Seminars The use of these traditional modes of teaching and learning will ensure that the main theoretical, conceptual and methodological issues in the area will be demonstrated to students. Lectures will provide the opportunity for a number of staff with different expertise in the area to deliver sessions based upon their own research and expertise. The students can then pursue these issues in the seminars and engage in systematic discussion and reflection in order to enhance their own learning. Residential Workshops There will be opportunity in the programme for students to attend workshops that will encourage group based learning and activities Individual tutorials Where appropriate there will be individual supervisory sessions with students to aid in their independent learning Web ct Web ct will be used in all units and will serve as an additional learning tool for students Assessment Assessment will be through a variety of modes commensurate with the Learning Outcomes for each unit. This will involve both practical assessments as well as presentations, essays, reports and reflective assignments. Placement Students will engage in placement learning which will require skills of reflection, organisation and ability to review the placement experience. 26 Programme structures, levels, credits, awards and curriculum map Including specific progression arrangements for Foundation Degrees iii Document last modified on 20 September, 2012

8 Programme Title Definitive Programme Document The final outcome award of MA Outdoor Education or MSc Outdoor Education will be determined by the combination of units chosen by students. Students opting for option units in Business and in Sport or Countryside Management will be awarded an MSc Outdoor Education on successful completion of the programme. Students who opt to follow options in the Outdoors or Applied Psychology and only one unit in business, sport or countryside management will be awarded an MA Outdoor Education. An exit award of Postgraduate Certificate in Outdoor Education will be awarded on successful completion of 60 credits of the programme. The exit award of Postgraduate diploma will be awarded on successful completion of 120 credits and the Masters degree is based upon successful completion of 180 credits. Curriculum Map 6 units of 20 credits each plus a dissertation of 60 credits. Qualitative and Quantitative Research Methods ESS (20) Exploring Boundaries: self place and identity NEW (20) Learning In the Outdoor Environment NEW (20) Developing Professional Practice through Placement NEW (20) Option (20) Or 2 (10) Option (20) Or 2 (10) MA /MSc awards For the award of an MSc students will take the core units plus the two option units in either the Business units, Countryside Management units or Sport units that follow a biomechanics or physiology pathway. Any other combination of units will result in the award of an MA. Option Units* Applied Psychology (NEW) One Business Unit from the Business and Management Masters Portfolio: Suggested options Strategic Management Practice 8264M167/68 Corporate Financial Strategy 8262M credits from the Exercise and Sport Masters Portfolio: Suggested Options Biomechanics Pathway 10 Foundation Biomechanics 8593M Analysing Movement 8593M Modelling and Simulation 8593M187 Coaching Studies 10 Historical and Cultural Foundation of Coaching -8593M Contemporary Issues and policy in coaching and its management 8593M Supporting coaches and their CPD 8593M The coach as educator 8593M Issues in Coaching Pedagogy 8593M212 Physiology Pathway 10 Systems physiology and exercise testing 8593M173 iv Document last modified on 20 September, 2012

9 Programme Title Definitive Programme Document Psychology pathway: 10 Foundation psychology 8593M Social psychology of performance sport 8593M Cognition and Emotion in exercise and sport 8593M Neuroscience in exercise and sport 8593M Needs analysis in consultancy 8593M181 Sport development pathway 10 Sport development policy and planning 8593M Sport and physical activity, measuring impact 8593M Sport: A broader social agenda 8593M Social marketing for sport and physical activity 8593M217 One Countryside Management Unit from Department from Environmental and Geographical Science: Suggested Options Habitat Ecology Habitat Management Integrated Countryside Management Monitoring Techniques for Countryside Management Countryside Management in Practice * Option units are subject to availability Students will be advised to talk to the relevant Unit Leader as well as the Programme Leader as to their choice of options. It is anticipated that students will have the necessary background in the area of choice of option e.g anyone opting to take a Sport and Exercise related unit will need to discuss this with the relevant tutor in the Department of Exercise and Sport and to demonstrate relevant knowledge and background in that area. This is especially important for the unit on Biomechanics as it is very mathematically based. plus dissertation Dissertation (60 Credits) Exemplar 1. MA Outdoor Education Qualitative and Quantitative Research Methods (20) Exploring Boundaries (20) Learning in the Outdoor Environment (20) Developing Professional Practice through Placement (20) Applied Psychology (20) The Coach as Educator (20) Dissertation (60) v Document last modified on 20 September, 2012

10 Programme Title Definitive Programme Document Exemplar 2 MSc Outdoor Education Qualitative and Quantitative Research Methods (20) Exploring Boundaries (20) Learning in the Outdoor Environment (20) Developing Professional Practice through Placement (20) Strategic Management Practice (20) Corporate Financial Strategy (20) Dissertation (60) 27 Personal Development Planning and Student Support Arrangements Personal Development Planning will be undertaken in the Professional Practice module and will form part of the assessment for this unit. There will also be PDP materials available on Web ct 28 Placement Learning In the compulsory unit Developing Professional Practice through Placement there will be 10 days of placement learning. This affords the students the opportunity to engage learning through a placement setting. The enquiry, location and nature of the placement within this core unit must be agreed with the module tutor, participant s employer and a representative of the host organisation at an early stage of the module. Part time and full time students will be supported fully through this process through the University s ICP on work based and placement learning. 29 Points of Reference Internal University Mission and Strategic Aims Regulations for the Academic Awards of the University University Regulations Taught Postgraduate Programmes of Study Academic Regulations and Procedures Handbook Faculty Programme Approval/Review/Modification Report (date) University Learning and Teaching Strategy Staff research vi Document last modified on 20 September, 2012

11 Programme Title Definitive Programme Document Departmental Professional/Industrial Advisory Committee Staff/Student Liaison Committee External QAA Subject Benchmark statement QAA Framework for HE Qualifications QAA Code of Practice QAA Subject Review report External examiner reports This Programme Specification provides a concise summary of the main features of a Programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he take full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme s relationship to QAA Subject Benchmark Statements may be found in the definitive document and student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education. vii Document last modified on 20 September, 2012

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13 PART TWO - REGULATIONS 1 Admission Regulations i) The MA/MSc Outdoor Education programme admissions regulations and entry requirements comply with the University s policy, regulations and institutional code of practice on recruitment and admissions and the University policy on equality ii) ii) iii) iv) Admission to the MA/MSc Outdoor Education shall be subject to the principle that the University, through the Programme Leader, has a reasonable expectation that the applicant will be able to fulfil the objectives of the programme and achieve the standard required for the award. In dealing with admissions the Programme Leader and any other staff involved shall have regard to such policies as the Academic Board may from time to time determine. In considering an application for admission to the programme, evidence will be sought of personal, professional and educational experience which provides indications of the applicant s ability to meet the demands of the programme. All applicants shall be considered having regard for the University s equal opportunity policy and such anti-discrimination legislation as may be in force. v) Subject to the provisions of these Regulations and of any directives of the Academic Board, the Programme team may formulate admissions policies appropriate to meeting the requirements of individual programmes. vi) vii) viii) Candidates must have a sufficient command of the language(s) in which the programme is taught to be able to meet the requirements of the programme in every respect. All potential students will be given the opportunity to visit the Faculty and wherever possible to talk to members of the programme team. For applicants lacking the necessary formal qualifications, advice will be provided regarding the necessary knowledge and skills required at entry level. 1.1 Standard Entry Requirements Entry to Year 1 To be admitted to the Masters programme a student should normally: i) hold a good honours degree, typically a first or upper second classification in a discipline related to their intended programme of study. or ii) hold an equivalent professional qualification recognised at honours degree standard (e.g. graduateship of a professional body). or iii) hold a degree of a classification below an upper second in a discipline related to their intended programme of study which will normally be accompanied by significant demonstrated professional or personal experience. or 9

14 iii) hold an equivalent qualification from a European Community or other overseas university. iv) For International students there is the requirement for an IELTS score of 6.5 and above or equivalent. or v) hold a postgraduate certificate or diploma appropriate to the main area of study. vi) Students wishing to pursue pathways in Sport Science will be expected to have the appropriate background and qualifications in the area Entry to Subsequent Years/Levels Applicants may exceptionally be admitted to the Dissertation phase of the programme, provided that they can demonstrate:- i) that they hold an appropriate postgraduate qualification comprising at least 120 Credits at M-Level, or a comparable qualification from an overseas university. ii) that they have formulated a proposal for the Research Dissertation which is approved by the programme s Registration and Progression Panel Entry to Combined Honours Subjects Not applicable Admission Arrangements with Foundation Degrees Not applicable. 1.2 Admission with Exemption Exceptionally, an individual student may on academic grounds be admitted with exemption from no more than one programme unit or half one double unit, provided that the student can establish a convincing case in writing at the time of admission which is formally approved by the Programme Committee The Programme Committee may in such cases require a student to take alternative assessed modules as a condition of such admission. 10

15 1.3 Admission with Specific Credit Exceptionally, an individual student may on academic grounds be admitted with specific credit for no more than one programme unit or half one double unit, and shall be accordingly considered to have passed such elements, provided that the student can provide written evidence that they have achieved the relevant learning outcomes elsewhere or by other means In such cases, specific credit should be demonstrated in writing at the time of admission and be formally approved by the Programme Committee. 1.4 Accreditation of Prior (Experiential) Learning (AP(E)L) Under provision of the University Accreditation of Prior Experiential Learning (APEL) scheme, applicants who fail to meet the exact academic qualifications may be considered for entry to the programme if they can demonstrate that they have experience, motivation and personal qualities appropriate for M- level work Applicants seeking entry under provision of the APEL scheme will be asked to make a formal submission identifying the learning experiences which they consider relevant to their planned study, in relation to the aims and learning outcomes of the programme and its curriculum. The submission should be accompanied by appropriate evidence and standards achieved Applicants seeking entry under the APEL scheme may be asked to provide evidence of academic capacity in the form of formal assignments prescribed by the Admissions Panel Under provision of the University s Accreditation of Prior Learning (APL) policy at the discretion of the Admissions Panel, on advice of the Programme Leader, an applicant may be admitted with academic credit to an appropriate point in the programme, provided it is clear that the applicant has fulfilled some of the progression and assessment requirements of the programme (or equivalent requirements), and will be able by completing the remaining requirements to fulfil the objectives of the programme and attain the standard required for the MA or Postgraduate Diploma award. Admission with academic credit is subject to the same principles as admission to the beginning of the programme Applicants for transfer from other postgraduate programmes within the University or from another institution will have their prior learning assessed through the University CAT scheme where appropriate. In cases where the use of the CAT scheme is not appropriate, applicants will be asked to make a formal submission identifying the academic experiences which they consider relevant to their planned future study, in relation to objectives and learning outcomes of the programme and the subject areas which they nominate in their application. The submission should be accompanied by appropriate evidence of such experience and standards achieved. 11

16 1.5 Relationship with the University Foundation Year Not applicable 2 CURRICULUM DESIGN AND ORGANISATION 2.1 Curriculum Design Overview Rationale The development of this programme is predicated upon the strength of multidisciplinary provision in the Faculty and further development of a successful Undergraduate provision in Outdoor Studies. The core units are fundamental to an understanding of the nature of outdoor education as manifested in current trends in learning outside the classroom as well as learning outside the traditional modes used in adult education. The use of other units outside the department ( in business, sport or countryside management) extend the appeal of the programme and allow students some element of specialism. These units permit students extra experience in management of outdoor centres, fuller appreciation of the nature of sport and exercise as it relates to the outdoors or an appreciation of ecological perspectives for the outdoors. Students will be able, to some extent, create their own pathway through a cross Faculty provision. The core unit of Quantitative and Qualitative Research Methods is situated in the Department of Exercise and Sport Science. However students will have the opportunity to contextualise the material so that it applies to the area of Outdoor Education. (i) FLEXIBILITY The curriculum provides a structured yet flexible programme of study and research. Although there are mandatory units for all students on the programme there are also a considerable number of optional routes that students can take. Students will be able to pursue pathways in Sport, Business, Countryside Management or Psychology which will permit them to focus upon their chosen interests. Attendance at relevant workshops and lectures is expected but considerable use will be made of online materials, web ct and some distance learning resources. This will be specific to the units on Countryside management but VLE will form part of the student experience through the whole programme. Students will use VLE to access materials, to maintain communication and to progress their research. However the programme is not offered in full distance learning mode. The programme will provide a flexible scheme for postgraduate study in an Interdisciplinary Department, enabling students to complete an award by full-time or part-time mode and to develop greater knowledge in the study of Outdoor Education. It also enables them to develop research skills that will be applicable for further postgraduate study or will be relevant to the work environment. 12

17 (ii) DIVERSITY The MA/MSc in Outdoor Education provides opportunities for students who wish to continue in either full- or part-time employment to pursue their studies. The use of a number of pathways in this programme results in an inclusive mix of students from varied professional and educational backgrounds A number of progression routes through the programme exist. The routes are based on student choice of options in Psychology, Business Countryside Managment or Sport. These pathways provide a rigorous, disciplinary-based professional preparation for students wishing to underpin their practice in Outdoor Education with further skills in management or strategy for the Outdoors or in the Sport agenda as it relates to the Outdoors. The programme will also adhere to the University policy on equality and diversity ( in relation to programme applications and administration. (iii) INCLUSIVITY It is anticipated that the majority of students will be employed on either a full time or part-time basis. As such, it is considered essential to provide a part-time programme of education which combines the advantage of some flexible learning units with contact weekends and evening sessions. This will help to ensure essential staff-student contact, appropriate feed-back as well as supportive, informative student interaction. As such, these contact sessions are viewed as compulsory. The units comprise a mixture of web based learning and contact elements. Each unit will have a handbook that will provide details not only of the contact sessions but also of the materials available on web ct and other modes of study. (iv) EMPLOYABILITY The programme possesses a number of unique features of provision that strengthen its academic and vocational relevance and also its position in the postgraduate taught Masters market within the United Kingdom. A notable feature of the programme is afforded by the strong vocational emphasis encouraged throughout the MA/MSc Outdoor Education. Engagement with outdoor activities and processes may incur some cost to the student but this will be kept to a minimum level. At the postgraduate certificate level the Professional Practice unit taken by all students on the programme will address issues of Personal Development Planning in terms of each student s CPD goals, both short- and long-term. By bringing together students from different areas of the Outdoors and by offering a cross Faculty experience, the aim is to enhance students awareness of interdisciplinary issues. Allowing them the opportunity to share and develop interdisciplinary relationships can then extend on into their chosen fields of work. The programme is available to students in full- and part-time mode. In this way the programme has been designed to facilitate access to as wide a potential student population as possible, including those in employment and those seeking work. The majority of student contact time on the full time programme takes place on two consecutive days although students opting for business units may have sessions on other afternoons or evenings. For those students, the programme involves study across the equivalent of 45 weeks of the calendar year. The credit structure of the programme is such that one credit is gained for each 10 hours of student effort with the overall credits required for the award of the Masters degree being

18 Part-time delivery of the programme will be organised in such a way as to take advantage of the economies provided by joint teaching of students following full- and part-time study programmes. Part-time study involves the equivalent of one full day's contact time each week delivered in conjunction with the full-time students. Part-time completion of the MA/MSc Outdoor Education award will involve study phased across two academic years. (v) QUALITY ENHANCEMENT The MA/MSc Outdoor Education is an applied programme underpinned by strong disciplinary and vocational foundations. The programme is structured in such a way as to be compatible with the University s Regulations for Taught Postgraduate Programmes of Study. Consistent with these regulations, the programme comprises a Masters degree with three staged exit points each allocated 60 credits: the Postgraduate Certificate (PG Cert), the Postgraduate Diploma (PG Dip), and the Masters award. Although divided into three staged awards, the integrity and academic coherence of this progressive and vocationally relevant post-graduate qualification is seen as one of its major attractions. (vi) RESEARCH, SCHOLARSHIP AND REFLECTIVE PRACTICE A key feature of the programme is that its structure complements the progressive development of the knowledge and skills necessary to successfully complete the Research Project at the Masters stage of the programme. As such, the postgraduate diploma stage features a range of units that provide both a strong disciplinary foundation and the necessary research and inquiry skills relevant to a range of both research and vocational outcomes. The MA/MSc Outdoor Education programme is delivered mainly by academic and research staff from the Department of Interdisciplinary Studies. However as a potential cross Faculty programme students could benefit from the range of teaching experience from other departments in the Faculty namely the Department of Business and Management the Department of Exercise and Sport Science and the Department of Environmental and Geographical Science. As such, teaching and learning is underpinned by scholarly activity and research experience. The core unit in research methods is delivered by the Department of Exercise and Sport Science and gives students the fundamental principles of Qualitative and Quantitative research methods applicable to both scientific and social science perspectives. Students will be able to apply these strategies to their own area of research interest within the unit and as it applies to their Masters Dissertation. Students will work with supervisors for their research project who are members of the Department of Interdisciplinary Studies. Students engaging in any empirical research activity as part of the taught units or Masters dissertation will be subject to the necessary ethical procedures for this research. If this research involves children or young people then students will be subject to CRB checks. 2.2 Relationship to Subject Benchmark Statement(s) As no QAA Subject Benchmark Statements currently exist for level 7 Programmes in this area of provision, appropriate programme outcomes have been identified with reference to QAA level 7 Programme outcomes (See PS1). 2.3 Assessment Criteria for Marking Schemes 14

19 2.3.1 Generic Criteria required for all programmes All summative assessment must be marked in accordance with the University s marking scheme, based on the following grading bands: <45 (Fail) 45 to 49 (Marginal Fail), 50 to 59 (Pass), 60 to 69 (Pass), >70% (Pass), aligning with the associated generic descriptors as specified in The Regulations for Taught Postgraduate Programmes of Study. Masters degrees are awarded to students who have demonstrated: i) a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice; ii) iii) iv) a comprehensive understanding of techniques applicable to their own research or advanced scholarship; some understanding in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline; conceptual understanding that enables the student: * to evaluate critically current research and advanced scholarship in the discipline and * to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses. Typically, holders of the qualification will be able to: i) deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and nonspecialist audiences; ii) iii) demonstrate self-direction and understanding in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level; continue to advance their knowledge and understanding, and to develop new skills to a high level; and will have: iv) the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility; decision-making in complex and unpredictable situations; and the independent learning ability required for continuing professional development. 15

20 2.3.2 Programme-Specific Criteria Criteria for assessment and grading bands for assignments submitted in this programme are specified in Appendix The qualification of MA/MSc Outdoor Education with Distinction will be awarded to students who have been awarded an overall aggregate of 70% with at least 70% in the project or dissertation component of the programme. Such grades will be a numerical enumeration of the work of students who:- have planned and completed a piece of research in their chosen topic at Level 7, working virtually autonomously, which is of publishable or near publishable standard. can engage critically and reflectively with their own theory and practice as researchers, demonstrating independent questioning and possess acute analytical powers. have developed their knowledge of their chosen academic discipline to a high level, comprehending a wide range of relevant concepts, theory and method. are able to engage sensitively, appropriately and effectively with ethical issues in research such that there is a developed and communicated awareness of the ways that ethical considerations have shaped both the processes and the outcomes of research. are able to communicate with the greatest fluency the outcomes of their research, both orally and in writing, in ways that are critically engaged, well structured, logically argued and academically appropriate The qualification of MA/MSc Outdoor Education with Merit will be awarded to students who have been awarded an overall aggregate mark of 60% with at least 60% in the project or dissertation component of the programme. Such grades will be a numerical enumeration of the work of students who:- have planned and completed a piece of research in their chosen academic discipline at M-Level, working virtually autonomously on work of near publishable standard. can engage critically and reflectively with their own theory and practice as researchers. have developed their knowledge of their chosen academic discipline commensurate with the level of the award. are able to engage appropriately and effectively with ethical issues in research. are able to communicate the outcomes of their research, both orally and in writing, in ways that are critically engaged and academically appropriate. 16

21 are able to plan, and carry out a plan of academic work substantially independently The qualification of MA/MSc Outdoor Education will be awarded to students with an overall aggregate 50% (with the possibility of condonement). Such grades will be a numerical enumeration of the work of students who:- are able to plan, and carry out a piece of research at level 7. can engage critically and reflectively with their own theory and practice as researchers. have developed their knowledge of their chosen academic discipline commensurate with the level of the award. are able to engage appropriately and effectively with ethical issues in research. are able to communicate the outcomes of their research, both orally and in writing, in ways that are critically engaged and academically appropriate. are able to plan, and carry out a plan of academic work substantially independently The qualification of Postgraduate Diploma or Certificate Outdoor Education with Distinction will be awarded to students with an overall aggregate of 70%. Such grades will be a numerical enumeration of the work of students who:- can engage critically and reflectively with their own theory and practice as researchers, demonstrating acute analytical powers. have developed their knowledge of their chosen academic discipline to a high level, comprehending a wide range of relevant concepts, theory and methods. are able to engage sensitively, appropriately and effectively with ethical issues in research such that there is a developed and communicated awareness of the ways that ethical considerations have shaped both the processes and the outcomes of research. are able to communicate with the greatest fluency the outcomes of their research, both orally and in writing, in ways that are critically engaged, well structured, logically argued and academically appropriate The qualification of Postgraduate Diploma or Certificate Outdoor Education with Merit will be awarded to students who have been awarded an overall aggregate of 60%. Such grades will be a numerical enumeration of the work of students who:- 17

22 are able to plan, and carry out a plan of academic work, working virtually autonomously, which is of near publishable standard. can engage critically and reflectively with their own theory and practice, demonstrating independent questioning. have developed their knowledge of their chosen academic discipline to a high level comprehending a wide range of relevant concepts, theory and method. are able to engage sensitively, appropriately and effectively with ethical issues in academic work. are able to communicate academic ideas and argument with the greatest fluency, both orally and in writing, in ways that are critically engaged, well structured, logically argued and academically appropriate The qualification of Postgraduate Diploma or Certificate Outdoor Education will be awarded to students who have been awarded an overall aggregate of 50% (with the possibility of condonement) Such grades will be a numerical enumeration of the work of students who:- have acquired an effective knowledge base in specific topics and a critical awareness of the relevant published literature. have developed a critically reflective awareness of their own academic development and practices as well as the political and ethical implications of such practices and role. be able to position their own study in its academic and/or professional context, both as regards its disciplinary and theoretical approaches. have an understanding of the variety of methods which can be employed when conducting research in the discipline studied and be able to discriminate between the available inquiry, analytical and interpretative processes in their individual research and study. have developed effective skills both in the organisation and self-management of their own study and research, and in negotiation and interaction with others both within peer groups and with academic staff. be able to develop and communicate academic arguments, both orally and in writing, which demonstrate both their understanding of the topic and their own contribution to academic debate in this area and to negotiate appropriate assignments that demonstrate their achievement of these objectives. 2.4 Arrangements for anonymous marking of summative assessments The Department will implement procedures to comply with the University policy on anonymous marking. In general, students will be asked to enter only their student number but not their name on Assessment Frontsheets accompanying submitted assignments. Tutors will be instructed to record marks against names only when 18

23 internal moderation procedures have been completed. The policy will not apply where the nature of the assessment makes anonymity impossible, for example with individual dissertations or projects, or assessments based on presentations. 2.5 Arrangements for the quality management of placement learning In one unit Developing Professional Practice through Placement there is the opportunity for students to engage in a placement setting. The enquiry, location and nature of the placement within this core unit must be agreed with the module tutor, participant s employer and a representative of the host organisation at an early stage of the module. This is fully compliant with the University s ICP on work based and placement learning. 2.6 Academic partnership activity Not applicable to this programme 2.7 Professional, statutory and regulatory body links Not applicable to this programme. However it is important that students are aware of the MMU Health and Safety Policy with regard to academic programmes (see Taught Postgraduate student handbook) 2.8 Flexible and distributed learning (including e-learning) The subject is not offered in a distance learning format but on-line materials support students learning within the programme. 3. ASSESSMENT REGULATIONS 3.1 MMU Regulations for Taught Postgraduate Programmes The programme is fully compliant with the University Regulations for Taught Postgraduate Programmes of Study.(revised regulations ) 3.2 Programme-specific regulations Student attendance and absence Students are expected to attend scheduled sessions and workshops. The programme is fully engaged with Departmental systems for monitoring and guidance and for support of postgraduate students Approved variation or exemption from MMU Regulations None 4 PROGRAMME MANAGEMENT AND STUDENT SUPPORT 4.1 Programme Committee Membership The Programme Committee will consist of the following members: 19

24 Programme Leader (Chair) Head of Department of Interdisciplinary Studies(ex officio) Dean of Faculty (ex officio) Unit Leaders Members of full-time and part-time staff teaching on the Programme A student representative elected from each stage of the fulltime route A student representative elected from each stage of the parttime route A representative from the Library Responsibilities The Committee will meet twice a year (or more frequently if necessary) and will be responsible for: i ii iii iv v the maintenance and enhancement of the academic standards of the Programme the monitoring and evaluation of the Programme and in particular evaluating its operation, its delivery and standard, its teaching methods, its curriculum aims and students' needs ensuring the Programme operates in accordance with the approved Programme scheme agreeing recommendations for changes to the Programme (content and structure) and on any matter affecting the operation of the Programme considering and implementing at Programme level such policies as may be determined by the Academic and Faculty Board in relation to: Programmes, teaching and learning, the content of the curriculum the assessment and examination of students (in conjunction with Board of Examiners) criteria for the admission of students research, scholarship and Programme-related staff development the appointment of internal and external examiners the support and progression of students. vi vii viii advising the Academic Board on such matters as v above ensuring the academic development of the Programme advising the relevant Head of Department/Dean through the Programme Leader on the resources needed to support the Programme 20

25 ix contributing to the formulation of institutional academic policy and considering such other matters as may be appropriate to the operation of the Programme or as may be referred to the committee by Faculty or Academic Board. 4.2 Board of Examiners Membership The Board of Examiners shall comprise: Head of Department (or equivalent) of Interdisciplinary Studies (CHAIR) Dean of Faculty (ex-officio) Programme Leader Internal Examiners (defined as those staff, both full and parttime associated with assessment which are the responsibility of the Board The External Examiners appointed for the programme(s) Responsibilities i ii The Board of Examiners shall be responsible to the Academic Board for all the programme assessments that contribute to the granting of academic awards and for recommending the granting of awards to candidates who it is satisfied have fulfilled the objectives of the programme of study, demonstrated fulfilment of the associated learning outcomes and achieved the required standard. In exercising its responsibilities, the Board of Examiners has the discretion, subject to the provision of the regulations of the University, to reach such a decision in respect of candidate s assessment(s) and award as it may deem appropriate having regard for the need to ensure that justice is done to individual students and that the standards of the University s awards are maintained Functions The Board s functions shall include: i ii iii recommending the conferment of an award upon a student who, in the judgement of the board, has fulfilled the objectives of the approved programmes of studies, demonstrated fulfilment of the associated learning outcomes and achieved the standard required for the award; determining the award, where applicable, to be recommended under (i) above. applying the University s examination and assessment regulations to the programme; 21

26 Iv v vi vii viii ix x considering, moderating and approving examination papers, and marking schemes, if any, for all assessed examinations relating ot the programme; consider and approving and assignments or projects which form part of the scheme of assessment; assessing written or oral examinations; assessing any project or coursework which forms part of the scheme of assessment; receiving and considering any communication relevant to its functions; reporting matters of policy and significance to the Academic board; such other functions as the Academic board shall determine Sub-Committees The Board of Examiners may appoint sub-committees to deal with special aspects of its work other than the final assessment of candidates and may delegate to sub-committees such duties as preparing draft examination papers and assignments, marking scripts, considering and approving the titles and outlines of projects and theses, assessing course work and preparing evidence for presentation to the Board of Examiners, subject to the overriding authority of Board of Examiners and the rights and responsibilities of individual examiners Subsidiary Examination Committees The Board may appoint subsidiary examination committees which must include at least one approved external examiner in their membership. Such subsidiary examinations committees may not make decision on behalf of the Board of Examiners but shall make such recommendations as they may consider appropriate to the main Board of Examiners Duties of Board Members i ii iii The duties of the Chair of the Board of Examiners shall include convening meetings, corresponding and communicating with External examiners between meetings and accepting responsibility for the correct recording of decisions and recommendations of the Board. The duties of the Internal Examiners shall include preparation of draft examination papers, assessment schemes, marking scripts, assessing projects and theses, drawing up and presenting to the Board of Examiners such reports as may be required and attending meetings of the Board. The role, authority, duties and rights of External Examiners shall be defined in the regulations on external examiners made by the Academic Board. 22

27 4.2.7 Treatment of Exceptional Factors It is the responsibility of the Board to ensure that student exceptional factors are addressed according to University regulations. Normally, such cases should be dealt with in confidence, usually by a pre-board considering individual cases and making recommendations to the Board. Only in exceptional cases should details be revealed to the full Board and only with the student s written permission. Arrangements regarding the addressing of student exceptional factors for the MA/MSc Outdoor Education will adhere to the University s Regulations for Taught Postgraduate Programmes of Study. 4.3 Programme Leader The appointment and duration of office of a Programme Leader shall be determined by the Head of Department in consultation with the appropriate Dean of Faculty. Programme committee recommendations shall be addressed through the Programme Leader to the Head of Department who in turn shall report to the relevant Dean of Faculty. The Programme Leader shall be responsible for the effective management of the programme and for ensuring that appropriate Quality Assurance procedures are followed. The Programme Leader co-ordinates the review and enhancement process for approval by the Programme Committee and is also responsible for co-ordinating the preparation of the student handbook and other documentation for Quality Assurance and Enhancement purposes. The Programme Leader is responsible for ensuring that each member of the Programme team is aware of his or her particular duties with regard to the management of the Programme. 4.4 Other Staff Responsibilities Other teaching staff are responsible for participating fully, in conjunction with the programme leader, in the planning and updating of the delivery of the provision and the management of the course, ensuring its relevance to expressed student needs and its congruence with current research and developments within the subject area. 4.5 Student Support Strategy The programme accords with MMUC Faculty policy within the Department of Interdisciplinary Studies with respect to support for students with specific requirements, for example students with special needs, and students are entitled to the support of the on-campus Student Support Services and the Faculty Student Support Officer. In addition to this institutional source of support, tutors offer extensive academic support tailored to the specific needs of individual students. 4.6 Student evaluation All units that form the degree utilise existing departmental processes for student evaluation. Subject group meetings and end-of-year feedback forms inform the on-going dialogue between students and tutors about the nature and direction of the offering a dialogue which in part was the inspiration for the creation of this degree as a distinctive offering. 23

28 4.7 Engagement with Employers The MA /MSc Outdoor Education has been developed with the views of Employers in mind. The programme team have professional links with many agencies in the area of Outdoor and have been influential in the design of this programme. 24

29 PART THREE - CURRICULUM CONTENT Unit Syllabus Proformas 25

30 1 UNIT TITLE Qualitative and Quantitative Research Methods 2 BRIEF SUMMARY This unit focuses on the introduction and practice application of a number of methods found in quantitative and qualitative research. 3 UNIT CODE NUMBER 8593M176 4 HOME PROGRAMME MA/MSc Exercise and Sport 5 HOME DEPARTMENT Exercise and Sport Science 6 SUBJECT AREA Unit 4 Anatomy and Physiology 7 UNIT LEADER(S) Bill Taylor Unit 25 Hospitality, Leisure, Sport and Tourism 8 CREDIT VALUE 20 CREDITS AT LEVEL: 9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) (M) 10 UNIT STATUS Mandatory Core all Pathways. Core Option for Postgraduate Students from Faculty of Health, Psychology and Social Care. Core unit in MA /MSc Outdoor Education None 11 PRE-REQUISITES None 12 CO-REQUISITES 13 UNIT LEARNING OUTCOMES On successful completion of this unit students will be able to: 1. evaluate the match between research strategy and data collection methods with the research purpose and questions, in order to carry out an effective inquiry in exercise and sport science 2. recognize issues with regards to reliability and validity and suggest appropriate research designs and considerations 3. analyse and interpret data using appropriate statistics and/ or qualitative data analysis methods, in order to directly address research hypotheses, and or research questions 4. communicate effectively in both written and oral formats, in order to disseminate important research findings to an identified audience. 14 CURRICULUM OUTLINE The unit curriculum will comprise of What is science and research? The role of standpoint and ontological perspectives The qualitative and quantitative debates concerning legitimacy and the importance of matching research strategy and method to research questions. 26

31 Exploring qualitative perspectives The use of the interview in qualitative enagement Reflexity and the role of the research as a research tool Statistical approaches to illustrate the concepts of reliability, objectivity, and validity, including intraclass correlations, and agreement methods. The relevance of sampling strategies and analysis procedures in combating threats to validity and reliability. The role and limitations of method such as, descriptive, graphic and inferential methods. The use and interpretation of the most common types of parametric statistics including univariate and multivariate relationships, regression and difference tests. The concept and use of multivariate analyses. The application of relevant computer software. The case against statistical significance testing. P values, confidence intervals, and meaningfulness (effect size). 15 LEARNING & TEACHING ACTIVITIES A variety of teaching and learning strategies will be employed in the class contact sessions. Interactive lectures will introduce, define, and develop key concepts. Small group active-learning approaches will further develop the students critical, analytical, and application abilities and skills. A blended learning approach may use webct, for web-based resources and online discussion forums, individual and group formative assessments or tasks. Seminars and workshop will provide the main method of interaction these approaches will illuminate key areas of interest in response to student needs and current controversies within theory and the research literature. Discussions of key concepts and examples of conducting research will enhance the students understanding and help them share notions of informed practice and up date research in this area. 16 ASSESSMENT STRATEGIES The coursework weighting for this unit is 100%. To gain the credits for the unit students are required to gain a unit mark of 50% or above. The two coursework requirements of the unit are as follows: 1. Group poster presentation (worth 40% of unit mark) and a group research proposal (worth 10% of unit mark). Both assessments are to be based on a smallscale piece of qualitative research using one or more of the data collection techniques discussed in the lectures, to examine a particular question generated within the 27

32 field of sport and exercise science. Data are to be collected by a group of 2-3 people and presented as a group both for the research proposal and the poster. The research proposal should include a detailed plan of action: a description of the study, rationale including brief literature review, and methodology (800 words max). Proposals will be presented informally to the class (max length 5-10 minutes each) at the end of October. The posters will be displayed in class and each group will be assessed tutor based on pre-determined criteria. (50%) (Learning Outcome 1, 2, 3, 4). 2. A data analysis/ interpretation class-based test on the Faculty s computer network. The test will involve the input, analysis and interpretation of fictitious research questions and data sets. The test will be open book. (Learning Outcome 1, 2, 3, 4). 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT 18 INDICATIVE STUDENT LEARNING RESOURCES Please refer to general assessment criteria contained within the Programme Definitive Document and the University s Regulations for Taught Postgraduate Programmes of Study. The unit s assessments are designed to enable students to demonstrate the achievement of relevant learning outcomes. Key text Sparkes, A. (2002). Telling Tales in Sport and Physical Activity.: A qualitative Journey. Champaign, IL :Human Kinetics. Cresswell, J. (2003). Research design qualitative, quantitative and mixed methods approaches. London: Sage Publication. Indicative resources Brace, N., Kemp, R. and Snelgar, R. (2000, 2003). SPSS for Psychologists: a Guide to Data Analysis using SPSS for Windows (1st and 2nd editions). Basingstoke: Palgrave MacMillan. Brymnan, A. and Burgess, R. (1994). Analysing Qualitative Data. London: Routledge. Clark-Carter, D. (1998). Doing Quantitative Psychological Research: From Design To Report. Hove: Psychology Press. Coolican, H. (1995, 1996). Introduction to Research Methods and Statistics in Psychology (1st and 2nd editions). London: Hodder and Stoughton. Coolican, H. (1999, 2004). Research Methods and Statistics in Psychology (3rd and 4th editions). London: Hodder and Stoughton. Field, A. (2000, 2004). Discovering Statistics using SPSS for 28

33 Windows (1st and 2nd editions), London: Sage. Hersen, M. and Van Hasselt, V.B. (1998). Basic Interviewing : A Practical Guide For Counselors And Clinicians. London: Lawrence Erlbaum Associates. Loewenthal, K.T. (2001). An Introduction To Psychological Tests And Scales (2 nd Edition). Hove: Psychology Press. Miller, W.R. (2002). Motivational Interviewing: Preparing People For Change. Hove: Guildford Press. Ntoumanis, N. (2001). A Step-by-Step Guide to SPSS for Sport and Exercise Studies. London: Routledge. Oppenheim, A.N. (1992). Questionnaire Design, Interviewing And Attitude Measurement. London: Pinter Publishers. Parry, G. and Watts, F.N. (1996). Behavioural And Mental Health Research: A Handbook Of Skills And Methods. Hove:Taylor & Francis. Richardson, J.T.E. (1996). Handbook Of Qualitative Research Methods For Psychology And The Social Sciences. Leicester: The British Psychological Society. Thomas, D.R. (2000). Qualitative Data Analysis: Using a General Inductive Approach. On-line: Journals British Educational Research Journal Sports Science Review The Qualitative inquirer The Sports Psychologist Research Quarterly for Exercise and Sport Journal of Sport and Exercise Psychology Sport, Education and Society Physical Education and Sports Pedagogy International Review for the Sociology of Sport International Journal of Physical Education 19 ANY ADDITIONAL NOTES AND COMMENTS 20 DATE OF APPROVAL 12 th March DATE OF MOST RECENT CONSIDERATION: 12 November

34 30

35 1 UNIT TITLE Exploring boundaries; self, place and identity 2 BRIEF SUMMARY This unit will require students to undertake a challenging journey through the outdoor environment. The challenge will be appropriate to the experience and competence of both leader and group. 3 UNIT CODE NUMBER 4 HOME PROGRAMME MA /MSc Outdoor Education 5 HOME DEPARTMENT Department of Interdisciplinary Studies 6 SUBJECT AREA Unit 25 Hospitality Sport Leisure and Tourism 7 UNIT LEADER(S) Dan Jones 8 CREDIT VALUE 20 CREDITS AT LEVEL: 7 9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) 10 UNIT STATUS 11 PRE-REQUISITES 12 CO-REQUISITES 13 UNIT LEARNING OUTCOMES 14 CURRICULUM OUTLINE 200 Core Normal Entry Requirements Research Methods Learning in the Outdoor Environment Developing Professional Practice through Placement On successful completion of this unit students will be able to: 1. Demonstrate the ability to plan, execute and review an appropriate challenging journey within the outdoor environment. 2. Recognise the benefits of journeying within the outdoor environment for exploring boundaries of self, place and identity and change. 3. Be able to synthesise knowledge from leadership theory and apply in the outdoor environment. 4. Demonstrate the ability to apply experiential learning theory to ensure effective learning. 5. Awareness of ecological impacts of activities undertaken, and where possible seek to minimise. 6. Be able to critically assess the relationship between personal competence and risk for effective leadership. Understand how to manage risk in the outdoor environment, adhering to Health and Safety requirements and industry best practice This unit will require students to undertake a challenging journey through the outdoor environment. The challenge will be appropriate to the experience and competence of both leader and group. In certain circumstances solo experiences will be supported. This unit addresses both the need for good technical skills and the necessity of a sound conceptual and methodological understanding of generic issues relevant to the outdoor professional, which are specifially heightened whilst undertaking journeys (leadership, risk 31

36 management, connection with self, place and identity, planning, adventure). Recent developments within the outdoor sector have moved away from the concept of journeys for development of self and others, and as such young people are becoming increasingly divorced from the natural environment. This unit will seek to re-enforce the positive benefits of journeying, so as to equip graduates with the beliefs and skills to continue with their own adventures and where appropriate create their own programmes which place this concept at the core. 32

37 15 LEARNING & TEACHING ACTIVITIES 16 ASSESSMENT STRATEGIES 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT The delivery pattern of this unit will consist of seminars, directed learning and practical experience Assessment will be by coursework. Modes of assessment may include: One assignment (2000 words) = 50% (Learning Outcomes: 1, 3, 4,) One student presentation with follow up written paper (3000 words or equivalent) = 50% (Learning Outcomes: 1, 3, 5, 6, ) Please refer to general assessment criteria contained within the Programme Definitive Document and the University s Regulations for Taught Postgraduate Programmes of Study. The unit s assessments are designed to enable students to demonstrate the achievement of relevant learning outcomes. 18 INDICATIVE STUDENT LEARNING RESOURCES Generic learning resources available as standard platform to all postgraduate students. Specialised staff in subject areas, established ICT resources including WebCT for subject and research skills materials Barret J & Greenaway R ( 1991) Why Adventure? Coventry, UK: Foundation for Outdoor Adventure. Barton, B (2006) Safety, Risk and Adventure in Outdoor Activities. Paul Chapman Educational Publishing. Cranfield, I (2002) Inspiring Achievement. IOL with FOA Drasdo, H (1998). Education and the mountain centres. Penrith: Adventure Education. Dresner, S (2002). The Principles of Sustainability. Earthscan. Furedi F ( th edition) Culture of Fear: Risk Taking and the morality of Low Expectation. Continuum International Publishing Gill, T (2007) No Fear. Growing up in a risk averse society. Calouste Gulbenkian Foundation. Henderson, B (2007) Nature First: Outdoor Life and Friluftsliv. Natural Heritage. Honey, M. and Rome, A. (2004). Protecting Paradise: Certification Progrms for Sustainable Tourism and Ecotourism. The International Ecotourism Society. Hopkins D & Putnam R (1993) Personal Growth through Adventure. Bristol: Taylor & Francis Humberstone, B & Richards, K (Eds), Whose journeys? The outdoors and adventure as social and cultural 33

38 phenomena. Penrith: Institute for Outdoor Learning. Jenkins, J and Pigram, J (2005) Outdoor Recreation Management. Routeledge. Levi, J (2006) And Nobody Woke Up Dead: The life and times of Mabel Barker. Ernest Press. Louv, R (2008) Last Child in the Woods: Saving Our Children from Nature-deficit disorder. Algonquin Books. Luckner J & Nadler R (1997) Processing the Adventure Experience. Kendal/Hunt publications. Martin, B, Cashel, C., Wagstaff, M. and Breunig, M (2006) Outdoor Leadership: Theory and Practice. Human Kinetics. McNamee, M (Ed) (2007) Philospohy, Risks and Adventure Sports. London: Routledge Miller, G and Twining-Ward, L (2005) Monitoring for a Sustainable Tourism Transition. CABI: Oxfordshire Mortlock, C (1994) Adventure Alternative. Cicerone. Mortlock, C (2002) Beyond Adventure. Cicerone Plummer, R (2008) Outdoor Recreation: An Introduction. Routeledge. Priest S & Gass MA (2005, 2 nd edition) Effective Leadership in Adventure Programming Human Kinetics. Preist and Miles (2000) Adventure Programming. Venture Reid, D. (2004). Sustainable Development: an Introductory Guide. Earthscan. Smith, T.E., Knapp, C. (2008) Exploring the Power of Solo, Silence and Solitude. Association of Experiential Education. Wurdinger, S (1997) Philosophical Issues in Adventure Education. Kendall / Hunt. 19 ANY ADDITIONAL NOTES AND COMMENTS 20 DATE OF APPROVAL 21 DATE OF MOST RECENT CONSIDERATION: 34

39 35

40 1 UNIT TITLE Developing Professional Practice through Placement 2 BRIEF SUMMARY Following appropriate research, students will identify a focus for a practical enquiry, which is relevant to their role and future professional development. 3 UNIT CODE NUMBER 4 HOME PROGRAMME MA/MSc Outdoor Education 5 HOME DEPARTMENT Interdisciplinary Studies 6 SUBJECT AREA Unit 25 Hospitality Sport Leisure and Tourism 7 UNIT LEADER(S) Dan Jones 8 CREDIT VALUE 20 CREDITS AT LEVEL: 7 9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) 10 UNIT STATUS 11 PRE-REQUISITES 12 CO-REQUISITES 13 UNIT LEARNING OUTCOMES 200 Core Normal Entry Requirements Research Methods Learning in the Outdoor Environment Exploring boundaries; self, place and identity On successful completion of this unit students will be able to have attained or demonstrated: 1. Have proven skills in building relationships with organisations using effective communication. 2. In the light of current debate within the outdoor sector highlight a complex problem which could be investigated whilst working with an organisation. 3. Following discussions with the organisation and supervisor, plan and negotiate the aims and objectives of a placement and list the anticipated outcomes / benefits for both host and student. 4. Demonstrate effective time management with clear targets and deadlines. 5. Present and analyse findings from the placement experience. 6. Reflect on the personal professional development achieved and identify future development needs both for the individual and host organisation. 7. Awareness of self strengths and weeknesses and the ability to identify future training needs. 14 CURRICULUM OUTLINE Following appropriate research, students will identify a focus for their enquiry, which is relevant to their role and future professional development. The enquiry, location and nature of the placement must be agreed with the module tutor, participant s employer and a representative of the host organisation at an early stage of the unit. Ideally, the host organisation will identify a business 36

41 need. Participants will arrange access to appropriate resources and people. The placement will normally be for 10 working days, or equivalent. The focus of the enquiry may include but not limited to: Management Issues relating to: quality, people, strategic, financial, curriculum, safety Support Issues relating to: Learning, marketing, staff development, learning environments, product or curriculum development, sustainability agenda, carbon footprint, environmental responsibility. Work done may form the basis for investigation in other modules. 37

42 15 LEARNING & TEACHING ACTIVITIES The delivery pattern of this unit will consist of a mixture of supervisor meetings, placement and practical experience, directed learning depending on the student s previous experience. 16 ASSESSMENT STRATEGIES 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT Assessment will be by coursework. Modes of assessment include Proposal setting out the plans and rationale (aims and objectives, outcomes and benefits) 1000 words (20%) (Learning Outcomes: 2, 3, 4 A reflective review of the placement experience as a vehicle for professional development 1500 words (40%) (Learning Outcomes: 6, 7) A report or presentation for the host organisation, which identifies and details proposals for change 1500 words or equivalent (40%) (Learning Outcomes: 1, 4, 5, 6) Please refer to general assessment criteria contained within the Programme Definitive Document and the University s Regulations for Taught Postgraduate Programmes of Study. The unit s assessments are designed to enable students to demonstrate the achievement of relevant learning outcomes. 18 INDICATIVE STUDENT LEARNING RESOURCES Generic learning resources available as standard platform to all postgraduate students. Specialised staff in subject areas, established ICT resources including WebCT for subject and research skills materials links to work-based environments, local employers and organizations providing specific learning and teaching environments. Adair, J (2009) Effective teambuilding: How to make a winning team. Second edition. Pan Books. Adair, J (1997) Effective Communication. Pan Books. Bolton, G (2005) Reflective practice: writing and professional development. SAGE. London Bryman, A., Bell, E. (2007) Business Research Methods, 2 nd edition, Oxford University Press. Burke, R (2006) Project Management Planning and Control Techniques. 5 th edition. Burke Publishing. Covey, S.R. (2004) The 7 habits of highly effective people. 15 th edition. Simon and Schuster Ltd. Covey, S.R. (2006) The 8 th habit: from effectiveness to greatness. Simon and Schuster Ltd. Dresner, S (2002). The Principles of Sustainability. Earthscan. Gardner, H (2006) 5 minds for the future. Boston Mass. 38

43 Gilbert, P (2005) Leadership. Russell House. Highsmith, J.A. (2004) Agile project management: creating innovative projects. Boston Mass; London. Humberstone, B & Brown, H (Eds) (2006 ) Shaping the Outdoor Profession through Higher Education: Creative Diversity in Outdoor Studies Courses in Higher Education in the UK. Megginson, D (2003) Continuing Professional Development. London: Chartered Institute of Personnel and Development. Meredith, J.R. (2005) Project management: a managerial approach. Chichester: Wiley. Moon, J (2000) Reflection in learning and professional development, theory and practice. Routledge. Miller, G and Twining-Ward, L (2005) Monitoring for a Sustainable Tourism Transition. CABI: Oxfordshire Nokes, S (2007) The definitive guide to project management: the fast rack to getting the job done. New York: Palgrave. Outdoor Learning Services (2005) The Directory of Outdoor Learning and Training Providers. IOL. Turner, R (2003) People in project management. Aldershot: Gower 19 ANY ADDITIONAL NOTES AND COMMENTS 20 DATE OF APPROVAL 21 DATE OF MOST RECENT CONSIDERATION: 39

44 1 UNIT TITLE Learning in the Outdoor Environment 2 BRIEF SUMMARY This unit will develop an understanding of learning outside the traditional environment of the classroom 3 UNIT CODE NUMBER 4 HOME PROGRAMME MA/MSc Outdoor Education 5 HOME DEPARTMENT Interdisciplinary Studies 6 SUBJECT AREA Unit 25 Hospitality Sport Leisure and Tourism Psychology 7 UNIT LEADER(S) Marilyn Hackney 8 CREDIT VALUE 20 CREDITS AT LEVEL: M 9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) 10 UNIT STATUS 11 PRE-REQUISITES 12 CO-REQUISITES 13 UNIT LEARNING OUTCOMES 200 CORE Normal Entry Requirements Normally Research Methods, Exploring Boundaries: Self Place and Identity On successful completion of this unit students will be able to have attained or demonstrated: 1. an appreciation of the major Psychological approaches to learning in children and young people 2. an understanding of these theories of learning as they apply to the outdoor environment 3. a critical appreciation of theoretical, ethical and methodological issues 4. an advance level of competence in argument, analysis and evaluation 14 CURRICULUM OUTLINE 15 LEARNING & TEACHING ACTIVITIES 16 ASSESSMENT STRATEGIES This unit is guided by the Learning Outside the Classroom Manifesto and seeks to encourage an awareness of learning outside the traditional environment of the classroom. Students will initially be introduced to the major psychological theories of learning with consideration being given to an understanding of learning as it relates to the outdoors. There will be a particular appreciation of the contextual and experiential nature of learning in the outdoor environment. The delivery pattern of this unit will consist of lectures seminars and directed study Assignment One A practical demonstration of an outdoor activity that encourages the learning process. There should be sound theoretical support for the activity as well as demonstration of the links between theory and practice (learning outcomes 1,2,3 and 4) 40

45 Assignment 2 A 3,000 word report based upon the practical demonstration that links theoretical approaches of learning to the Outdoor experience ( Learning outcomes 1,2,3 and 4) 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT Assignment One The assessment criteria for this assignment will include the following: Clear identification and presentation of aims Evidence of appreciation of the relationship between theory and practice within Outdoor Learning Clear explanation/presentation of proposed activity Effective delivery to include: o Having a varied mix of inputs/visual aids o Having relevant visual aids o Making it appropriate to the aims o Getting audience involvement/interest o Positive delivery of material o Dealing with questions Assignment Two The assessment Criteria for this assignment will include the following: The ability to: Demonstrate knowledge of the role of learning theory to outdoor education Critically evaluate relevant evidence Organise material into a coherently prepared report Constructively consider alternative resolutions Illustrate an awareness of the context within which the report is prepared Please refer to general assessment criteria contained within the Programme Definitive Document and the University s Regulations for Taught Postgraduate Programmes of Study 18 INDICATIVE STUDENT LEARNING RESOURCES Beard C Wilson J P (2006) Experiential Learning: a best practice handbook for educators and trainers Kogan Page Exeter D J (2001) Learning in the Outdoors Penrith The Outward Bound Trust Gair N P (1997) Outdoor Education: Theory and Practice Cassell Gilbertson K Bates T Ewart A McLaughlin T (2006) Outdoor Education: Methods and Strategies Human Kinetics Louv (2008) Last Child in the Woods: saving our children from nature- deficit disorder Chapell Hill NC Moon J A (2004) A handbook of Reflective and Experiential Learning: theory and practice London: Routledge Falmer 41

46 Munoz S A (2009) Children in the Outdoors A literature review. Sustainable Development Research Centre Olsen M H (2009) An introduction to Theories of Learning Pearson Prentice Hall Pritchard A (2008) Ways of Learning Abingdon Oxon Routledge White J (2008) Playing and learning Outdoors: Making provision for high quality experiences in the Outdoor Environment London: Routledge Journals Journal of Adventure Education and Outdoor Learning Educational Research Review 19 ANY ADDITIONAL NOTES AND COMMENTS 20 DATE OF APPROVAL 21 DATE OF MOST RECENT CONSIDERATION: 12 November

47 1 UNIT TITLE Dissertation 2 BRIEF SUMMARY This unit is the culmination of the Masters award and involves the design, conducting and communication of a major piece of research. 3 UNIT CODE NUMBER 4 HOME PROGRAMME MA/MSc Outdoor Education 5 HOME DEPARTMENT Interdisciplinary Studies 6 SUBJECT AREA Outdoor Studies 7 UNIT LEADER(S) Marilyn Hackney and Dan Jones 8 CREDIT VALUE 60 CREDITS AT LEVEL: 9 TOTAL AMOUNT OF 600 STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) 10 UNIT STATUS Core 11 PRE-REQUISITES Relevant core and option units on the MA /MSc Outdoor Education 12 CO-REQUISITES None 13 UNIT LEARNING OUTCOMES On successful completion of this unit students will be able to : 1. plan and complete a piece of research in an aspect of Outdoor Education at Level 7 2. engage critically and reflectively with their own theory and practice as researchers. 3. develop their knowledge of their chosen academic discipline commensurate with the level of the award. 4. make a contribution to academic knowledge through their research. 5. engage appropriately and effectively with ethical issues in research. 6. communicate the outcomes of their research, both orally and in writing, in ways that are critically engaged and academically appropriate. 7. devise and carry out a plan of academic work substantially independently CURRICULUM OUTLINE The Dissertation is the final assignment in the MA/MSc programme. It is intended as an individual piece of research at Masters Level, completed independently by the student under the guidance of an academic supervisor. 15 LEARNING & TEACHING ACTIVITIES This unit requires students to manage effectively a major piece of independent research (equivalent to 600 hours of 43

48 student effort). This is managed by the individual student with academic guidance from the supervisor. The role of the Supervisor will be to guide the development of the research throughout the process. 16 ASSESSMENT STRATEGIES A final research proposal for the dissertation (10%) A dissertation of 15,000 words (90%) (Learning Outcomes,1,2,3,4,5,6,7) 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT The dissertation will assess the student s ability to plan and execute an extended piece of academic research substantially with academic guidance. As such it assesses the range of academic skills and knowledge that the student has developed through the programme. These include:- Knowledge of disciplinary context and practices, existing published research, appropriate theoretical perspectives and methodological procedures and strategies, as well as an ability to synthesise an appropriate research plan from this knowledge. Sustained engagement with the process and practice of research, including planning, problem solving, time and project management, reflection on a research plan and its development and refinement in the light of insights gained through the process of research. Evidence of students ability to reflect on their own role as researcher in relation to the outcomes of the research and to recognise and resolve the ethical issues raised by the work. Effective written communication of research outcomes and findings, which is well judged, lucid and appropriate to the area. Please refer to general assessment criteria contained within the Programme Definitive Document and the University s Regulations for Taught Postgraduate Programmes of Study. 18 INDICATIVE STUDENT LEARNING RESOURCES Reading material specific to the topic of the Dissertation is dependent on the topic negotiated and will vary for each student. Texts on support and guidance for producing extended assignments and research at Masters level relevant to the area which the student is following are listed in the Unit Syllabus Proforma for that particular discipline. Suggested research methods texts Blaxter, L., Hughes, C. and Tight, M (2006) How to Research Open University Press Bryman, A., & Burgess, R. (1994). Analysing qualitative data. London: Routledge. Davies, M. B. (2007). Doing a successful research project using qualitative or quantitative methods. New York: Palgrave MacMillan. 44

49 Hersen, M., & Van Hasselt, V. B. (1998). Basic interviewing : A practical guide for counselors and clinicians. London: Lawrence Erlbaum Associates. Miller, W. R. (2002). Motivational interviewing: Preparing people for change. Hove: Guildford Press. Oppenheim, A. N. (1992). Questionnaire design, interviewing and attitude measurement. London: Pinter Publishers. 19 ANY ADDITIONAL NOTES AND COMMENTS The research proposal has to be completed and passed by the supervisor prior to the commencement of the dissertation phase of the unit. 20 DATE OF APPROVAL 21 DATE OF MOST RECENT CONSIDERATION: 12 November

50 Unit Syllabus Proformas Option Units (Interdisciplinary Studies) 46

51 1 UNIT TITLE Applied Psychology 2 BRIEF SUMMARY This unit seeks to introduce students to the nature of Psychology as it may apply to various professional arenas. 3 UNIT CODE NUMBER 4 HOME PROGRAMME MA/MSc Outdoor Education 5 HOME DEPARTMENT Interdisciplinary Studies 6 SUBJECT AREA Psychology 7 UNIT LEADER(S) Marilyn Hackney 8 CREDIT VALUE 20 CREDITS AT LEVEL: M 9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) 10 UNIT STATUS 11 PRE-REQUISITES 12 CO-REQUISITES 13 UNIT LEARNING OUTCOMES 14 CURRICULUM OUTLINE 15 LEARNING & TEACHING ACTIVITIES 200 Option Normal Entry requirements Normally Research Methods, Learning in the Outdoors, Exploring Boundaries: Self Place and Identity, On successful completion of this unit students will be able to have attained or demonstrated: 1. an understanding of the nature of Psychological theory 2. an awareness of the application of Psychology to certain professional arenas 3. an ability to develop and enhance their competence in argument, analysis and evaluation 4. a nuanced individual critical perception of and ability to engage in analytic discourse 5. an ability to communicate ideas and findings effectively This unit seeks to inform students about the nature of psychological theory and practice as it may apply to various professional arenas. There will be an introduction to psychological paradigms and relevant theoretical approaches. The nature of Applied Psychology is founded on the premise that the knowledge base of psychology discussed through our conceptual understanding of current research will be the precursor to its application in a number of settings. It will be the students who will be expected to relate this knowledge and conceptual awareness to their own area of interest and expertise. The applied nature of the unit can be seen in contexts such as the organisation, the health service, education or a number of other appropriate environments. The unit is taught through workshops and lecture sessions. There will also be opportunity for presentations and discussion groups. Online, or face-to-face tutor support will be available as students complete the main assignment. 47

52 16 ASSESSMENT STRATEGIES 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT One essay of 5,000 words (Learning Outcomes 1, 2, 3, 4, 5) 100% The essay should illustrate how Psychological theory can be used in an applied or practical manner. Students will choose the area of application based upon their own experience or proposed dissertation Please refer to general assessment criteria contained within the Programme Definitive Document and the University s Regulations for Taught Postgraduate Programmes of Study. 18 INDICATIVE STUDENT LEARNING RESOURCES Bayne R Horton I (2003) Applied Psychology: Current Issues and New Directions London : Sage Bekerian D A Levey A B ( 2005) Applied Psychology: Putting Theory into Practice Oxford University Press Brewer MB Hewstone M ( 2003) Applied Social Psychology Oxford Blackwell Crain W C (2005) Theories of Development: concepts and applications Prentice Hall Fox D and Prilleltensky I (1997) Critical Psychology: an Introduction London: Sage Graham J R (2003) Handbook of Psychology New York Chichester Wiley Hayes N (2003) Applied Psychology yourself London ; Teach Riggio E R (2000) Introduction to Industrial/ Organisational Psychology London: Prentice Hall Other texts will be recommended based upon students area of interest Journals Applied Psychology: an International Review Applied Psychology: Health and Well Being Journal of Applied Psychology Journal of Occupational Psychology Journal of Applied Developmental Psychology 19 ANY ADDITIONAL NOTES AND COMMENTS NB: This document must be read in conjunction with relevant University, Faculty, Department and Course Handbooks. Prepared July 7 th DATE OF APPROVAL 21 DATE OF MOST RECENT CONSIDERATION: 12 November

53 Unit Syllabus Proformas Option Units (Business and Management) 49

54 1 UNIT TITLE Corporate Financial Strategy 2 BRIEF SUMMARY Exploring the links between business strategy and company finance, showing how finances change to accommodate growth in the business. 3 UNIT CODE NUMBER 4 HOME PROGRAMME Business and Management Postgraduate Programmes 5 HOME DEPARTMENT Business and Management Studies 6 SUBJECT AREA Business and Management 7 UNIT LEADER(S) Aneirin Sion Owen, Barbara O Leary & Professor David Leece 8 CREDIT VALUE 20 CREDITS AT LEVEL: 7 9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) 10 UNIT STATUS 11 PRE-REQUISITES 12 CO-REQUISITES 13 UNIT LEARNING OUTCOMES 14 CURRICULUM OUTLINE 200 Core on MSc Financial Management, otherwise option Option :MA/MSc Outdoor Education None None On successful completion of this unit students will be able to: 1. Understand the reciprocal relationship between corporate strategy and financial strategy 2. Identify the key issues and debates in corporate finance 3. Critically evaluate the contribution of financial theories & models to the development of financial strategies for the organisation 4. Synthesise the role of corporate finance with other functional areas in the business decision making process taking into account possible areas of conflict 5. Apply and adapt the latest techniques and thinking within particular contexts (e.g. acquisitions, SME s) 6. Develop and formulate a financial strategy appropriate to the various stages of business growth including multinational and diversification strategies 7. Assess and evaluate the methods for incorporating risk and uncertainty within corporate financial strategies and decisions 8. Recommend an appropriate financial strategy & evaluate its outcome. This unit explores a range of topics drawn from both the research literature and the innovative practitioner perspective. The aim is to provide an in-depth understanding of the application of corporate finance in the developing business context. The unit explores a number of topics linking strategy and finance including Definition of financial strategy and its role in the overall corporate strategy Business strategies and corporate risk analysis (e.g. Porter s five forces model & Porter s Bulge. 50

55 Capital structure and financial risk Value chain, supply chain and circulation of capital. Financing the product life cycle, growth and trade cycles Capital asset pricing models Dividend policy & dividend growth models Takeovers & mergers Cost of capital and funding sources Stock Markets (junior and senior) & venture capital Financing Green Business Venture Capital and Private Equity 15 LEARNING & TEACHING ACTIVITIES 16 ASSESSMENT STRATEGIES 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT 18 INDICATIVE STUDENT LEARNING RESOURCES This method of delivery will include lectures (25 hours), seminars (5 hours), literature review exercises (75 hrs), case study work (50hrs) and data handling exercises (s45 hrs). Assessment will be my means of two pieces of course work each of around 2,500 words in length, taking the form of a report, briefing paper, presentation or essay. The first assignment will focus on integrating financial theory & strategy whilst the second focuses on a topical case study or situation. Two essays of 2,500 words each Bender and Ward (2003) Corporate Financial Strategy Elsevier Porter M. (1990) Competitive Advantage of Nations Macmillan Arnold G. (2003) Corporate Financial Management FT Pitman Academic papers e.g. Bergquist, Journal of Business Strategy, Webct vista Financial Analysis Made Easy database Company websites e.g. Tesco plc 19 ANY ADDITIONAL NOTES AND COMMENTS 20 DATE OF APPROVAL 22 April November DATE OF MOST RECENT CONSIDERATION: 51

56 1 UNIT TITLE Strategic Management Practice 2 BRIEF SUMMARY This unit aims to develop a critical understanding of the practice of strategic management and indicate the implications for managers and the management of organisations. 3 UNIT CODE NUMBER 4 HOME PROGRAMME Masters Network Degrees Management and Business 5 HOME DEPARTMENT MMUC 6 SUBJECT AREA Business and Management 7 UNIT LEADER(S) Kevin Gallimore 8 CREDIT VALUE 20 CREDITS AT LEVEL: 7 9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) 200 Normal delivery: Lecture 12, Seminar 18, Assignment 50, Private study 120 Workshop delivery: Workshop activities 28, Assignment 50, Private study and workshop preparation 120 Online delivery: Online lecture 12, Online discussion 18, Assignment 50, Private study UNIT STATUS MANDATORY CORE: Option :MA/MSc Outdoor Education 11 PRE-REQUISITES None 12 CO-REQUISITES None 13 UNIT LEARNING OUTCOMES 14 CURRICULUM OUTLINE On successful completion of this unit students will be able to: 1. Appreciate and critically evaluate the ends of strategic management practice 2. Analyse differing conditions under which strategic management practice may occur 3. Recognise and critically evaluate the means utilised in strategic management practice 4. Appraise and critically evaluate the extent to which the ends, means and conditions make unwarranted assumptions regarding predictability, rationality and control The curriculum reflects four main themes in the practice of strategic management. First, the notion of strategic management as an activity in pursuit of particular ends. Reflecting this theme strategy development is conceived of as an intentional, directed activity in pursuit of organisational goals and purpose. Second, the notion of strategic management as enabled and constrained by particular conditions. Reflecting this theme, the development of strategy is conceived as a consequence of 52

57 addressing strategic issues which result from those conditions. Third, the notion of strategic management as employing particular means and as a practical rather than an intellectual accomplishment. Reflecting this theme, the development of strategy is conceived of as consisting of actions and processes associated with stabilising or changing an organisation. The fourth theme the notion that management in general and strategic management in particular may make unwarranted assumptions regarding predictability, rationality and control. In summary this unit aims to develop a critical appreciation of the ends, means and conditions of strategic management practice. 15 TEACHING AND LEARNING ACTIVITIES Normal delivery In this mode set readings and guided study provide students with knowledge of fundamental concepts and theories. Lectures are used to emphasise important themes. Seminars are used to develop understanding and application. Workshop format In this mode set readings and guided study provide students with the knowledge of fundamental concepts and theories. Workshop activities are used to emphasise important themes, and develop understanding and application. Online delivery In this mode set readings and guided study provide students with knowledge of fundamental concepts and theories. Online lectures are used to emphasise important themes. Participation in online discussion forums is used to develop understanding and application. 16 ASSESSMENT STRATEGIES 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT 18 INDICATIVE STUDENT LEARNING RESOURCES Summative Assessment There is one assessment. This is an assignment of 4000 words, or equivalent, normally requiring the student to undertake an analysis of a particular instance of strategic management practice, including a consideration of ends, means and conditions. Assessment in this unit will follow the generic departmental assessment criteria in the definitive document. The details of the application of these generic criteria to particular elements of assessment within the unit will be communicated to students prior to assessment. Key Text Whittington, R. 2001, What is Strategy: and does it matter? 2nd Ed, London: Thompson Learning Additional Reading Johnson, G., Scholes, K. and Whittington, R Exploring Corporate Strategy (7th ed.). Harlow: Financial Times Prentice Hall. De Wit, B. & Meyer, R Strategy: Process, Content, Context (3rd ed.). London: Thompson Learning. Mintzberg, H., Ahlstrand, B., & Lampel, J Strategy Safari. New York NY: The Free Press. Mintzberg, H., Lampel, J., Quinn, J. B., & Ghoshal, S The Strategy Process (4th ed.). Harlow: Pearson Education Ltd. Lynch, R Corporate Strategy (4th ed.). Prentice Hall. 53

58 Journals Harvard Business Review Strategic Management Journal Long Range Planning Academy of Management Journal Academy of Management Review Administrative Science Quarterly 19 ANY ADDITIONAL NOTES AND COMMENTS 20 DATE OF APPROVAL April DATE OF MOST RECENT CONSIDERATION: 12 November

59 Unit Syllabus Proformas Option Units (Exercise and Sport ) 55

60 1 Foundation Biomechanics 2 BRIEF SUMMARY This unit aims to further develop student s knowledge in mechanics to successfully underpin the relevant subsequent units. 3 UNIT CODE NUMBER 8593M174 4 HOME PROGRAMME MA/MSc Exercise and Sport 5 HOME DEPARTMENT Exercise and Sport Science 6 SUBJECT AREA Unit 4 Anatomy and Physiology Unit 25 Hospitality, Leisure, Sport and Tourism 7 UNIT LEADER(S) Vasilios Baltzopoulos 8 CREDIT VALUE 10 CREDITS AT LEVEL: 9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) 10 UNIT STATUS 11 PRE-REQUISITES 12 CO-REQUISITES 13 UNIT LEARNING OUTCOMES 100 Mandatory Core for Biomechanics Pathway Option: MA/MSc Outdoor Education None None 7 (M) On successful completion of this unit students will be able to: 1. understand the theoretical mathematical basis and use appropriate computational tools for the calculation of fundamental mechanical quantities from experimental data; 2. understand the fundamental mechanical laws and principles that underpin human movement; 3. appreciate the mechanical properties and the adaptability of the different components of the human musculoskeletal system under loading; 14 CURRICULUM OUTLINE 15 LEARNING & TEACHING ACTIVITIES Fundamental mathematical principles of mechanics and applied computational tools. Mathematical formulation of mechanical laws. Laws of motion (linear and rotational), impulse-momentum and work-energy relationships. Forces and moments in two and three-dimensional musculoskeletal models. Analysis of structures with particular reference to biological tissues. Shear force and bending moments; axial force; stress and strain; stresses in axially loaded structures; bending and shearing stresses; elasticity; plasticity; viscoelasticity. Lectures will cover the topics listed above, including the theoretical basis of the material and example calculations related to important areas of work in exercise and sport biomechanics. The students will be expected to supplement 56

61 16 ASSESSMENT STRATEGIES 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT 18 INDICATIVE STUDENT LEARNING RESOURCES this work with private study mainly based on tutorial examples which will be set for each topic covered. In addition to the lectures, tutorial sessions will supplement the course providing the students with a chance to obtain individual feedback on their progress. The coursework weighting for this unit is 100%. To gain credits for the unit students are required to gain a unit mark of 50% or above. The coursework requirements of the unit are as follows: The students will have two assessments. 1. The first will involve testing of competency in using computational tools for the calculation of mechanical quantities from example experimental data 90-minute class-based test (40%). (Learning Outcome 1, 2). 2. The second is a written assessment providing 60% of the mark, and will test the knowledge of the theoretical material taught during the unit. (2000 words) (Learning Outcome 2, 3). Please refer to general assessment criteria contained within the Programme Definitive Document and the University s Regulations for Taught Postgraduate Programmes of Study. The unit s assessments are designed to enable students to demonstrate the achievement of relevant learning outcomes. Biewener, A.A. (1992). Biomechanics structures and systems: A practical approach. Oxford: Oxford University Press. Ghista, D.N. (Ed.) (1982). Human body dynamics: Impact, occupational and atheletic aspects. Oxford: Claradon Press. Kleppner, D. and Kolenkow, R.J. (1973). An introduction to mechanics. New York: McGraw-Hill Book Company. McLean, W.G. and Nelson, E.W. (1980). Theory and problems of engineering mechanics: Statics and dynamics. Schaum s Outline Series, New York: McGraw- Hill Book Company. Panjabi, M. and White, A. (2001). Biomechanics in the musculoskeletal system. Philadelphia: Churchill Livingstone. Nigg, B. and Herzog W. (Ed.) (1994). Biomechanics of the musculo-skeletal system. New York: Wiley. Nordin, M. and Frankel, V.H. (2001). Basic biomechanics of the musculoskeletal system (3nd Ed.). Baltimore: Lippincott, Williams and Wilkins. 19 ANY ADDITIONAL NOTES AND COMMENTS 20 DATE OF APPROVAL 5 th July

62 21 DATE OF MOST RECENT CONSIDERATION: 12 November

63 1 UNIT TITLE Analysing Movement 2 BRIEF SUMMARY This unit examines the main biomechanical measurement methods and analysis techniques. The mathematical basis, practical applications and limitations of these methods are covered in detail. 3 UNIT CODE NUMBER 8593M186 4 HOME PROGRAMME MA/MSc Exercise and Sport 5 HOME DEPARTMENT Exercise and Sport Science 6 SUBJECT AREA Unit 4 Anatomy and Physiology Unit 25 Hospitality, Leisure, Sport and Tourism 7 UNIT LEADER(S) V. Baltzopoulos 8 CREDIT VALUE 20 CREDITS AT 7(M) LEVEL: 9 TOTAL AMOUNT OF 200 STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) 10 UNIT STATUS Mandatory Core for Biomechanics Pathway. Core Option for Combined Route, Postgraduate Students from Faculty of Health, Psychology and Social Care, MA/MSc Outdoor Education. 11 PRE-REQUISITES None 12 CO-REQUISITES None 13 UNIT LEARNING OUTCOMES 14 CURRICULUM OUTLINE On completion of the unit students will be able to: 1. explain the theoretical principles underpinning the measurement of biomechanical variables related to human movement; 2. demonstrate an understanding of the principles of signal processing and be able to apply these to the treatment of biomechanical data; 3. discuss critically applications and limitations of biomechanical models in the analysis of human movement; 4. perform appropriate calibration procedures on a range of biomechanical measurement devices and establish the measurement error associated with these devices; 5. analyse and interpret critically biomechanical data related to human movement. The following indicative content will be covered within the unit: Introduction to Motion Analysis Techniques: Introduction to the main measurements techniques including the integration of kinematic and kinetic data for the measurement of joint kinetics through inverse dynamics. Signal Processing, Time and Frequency Domain, Error Estimation and Propagation in Biomechanical Measurements: Analogue and digital signal characteristics and conversions, signal sampling, time and frequency domain representation of signals, signal filtering, measurement errors in biomechanics, 59

64 characteristics, propagation and reduction of measurement errors. Electromyography: Applications of electromyography, theoretical and practical considerations in detecting and recording EMGs; appraisal of methods of processing and normalising EMGs. Force Platform: Estimation of the centre of mass displacement, body moment of inertia, centre of percussion maximum torsional power, practicals on the force platform as a multifunctional ergometer. 3d Motion Analysis: Theoretical and practical considerations in three-dimensional video analysis; on-line oproelectronic systems; 3D marker sets; computation and interpretation of Euler angles. 3d Modelling and Measurement of Human Motion: 3D models of segments, coordinate and marker systems, joint angles based on Cardan/Euler angles and joint coordinate systems, free body diagrams, inverse dynamics, 3D Joint kinetics calculations, gait analysis. 15 LEARNING & TEACHING ACTIVITIES 16 ASSESSMENT STRATEGY Students will be introduced to key topics through text based and on-line directed reading and lectures, and be expected to demonstrate their critical understanding of these through small group tutorials and seminars. Following demonstrations of laboratory techniques, students will develop data collection skills in relevant key topic areas during hands-on small group activities. Students will further develop their data processing, analysis and interpretation skills through tutor directed activities and small group discussion. The above strategy will require students to be proactive in managing their learning and in preparing for class-based sessions. The unit will be delivered over 10 weeks and during each week there is a 4 hour block for lectures and laboratory work. The coursework weighting for this unit is 100%. To gain credits for the unit students are required to gain a unit mark of 50% or above. The coursework requirements of the unit are as follows : The assessment for the unit consists of two elements. 1. The first is a 1-hour written class-based test (40%). (Learning Outcome 1, 2, 5). 2. The second is a 2000 word report on biomechanical data collection, processing, analysis and interpretation (60%). (Learning Outcome 3, 4, 5). 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT Please refer to general assessment criteria contained within the Programme Definitive Document and the University s Regulations for Taught Postgraduate Programmes of Study. The unit s assessments are designed to enable students to demonstrate the achievement of relevant learning outcomes. 60

65 18 INDICATIVE STUDENT LEARNING RESOURCES Key text Robertson D.G.E. Caldwell G.E. Hamill J. Kamen G. Whittlesey S.N. (2004) Research Methods in Biomechanics Champaign, IL: Human Kinetics. MyMMU WebCT: unit Analysing Movement Additional Reading Allard, P., Stokes, I. and Blanchi, J-P. (1995). Three dimensional analysis of human movement. Champaign, IL: Human Kinetics. Allard P. Cappozzo A., Lundberg A. Vaughan C.L. (Eds.) (1997) Three-dimensional Analysis of Human Locomotion Chichester: John Wiley & Sons. Burden A., Trew M. and Baltzopoulos V. (2003). Normalisation of gait EMGs: a re-examination. Journal of Electromyography & Kinesiology. 13(6): Giakas G. and Baltzopoulos V. (1997) A comparison of automatic filtering techniques applied to biomechanical walking data. Journal of Biomechanics. 30(8): Giakas G. and Baltzopoulos V. (1997) Optimal digital filtering requires a different cut-off frequency strategy for the determination of the higher derivatives. Journal of Biomechanics. 30(8): Payton, C.J. & Bartlett, R. M. (2008) Biomechanical Evaluation of Movement in Sport and Exercise. London: Routledge. Winter D.A. (2004) Biomechanics and Motor Control of Human Movement (3rd edition) New York: John Wiley & Sons. Zatsiorsky, V.M. (1998). Kinematics of human motion. Champaign, IL: Human Kinetics. Zatsiorsky V.M. (2002) Kinetics of Human Motion Champaign, IL: Human Kinetics Journals Journal of Biomechanics Journal of Applied Biomechanics Gait & Posture 19 ANY ADDITIONAL NOTES AND COMMENTS 20 DATE OF APPROVAL 12 th March DATE OF MOST RECENT CONSIDERATION: 12 November

66 1 UNIT TITLE 2 BRIEF SUMMARY 3 UNIT CODE NUMBER 4 HOME PROGRAMME 5 HOME DEPARTMENT 6 SUBJECT AREA 7 UNIT LEADER(S) 8 CREDIT VALUE 9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) 10 UNIT STATUS 11 PRE-REQUISITES 12 CO-REQUISITES 13 UNIT LEARNING OUTCOMES 14 CURRICULUM OUTLINE Modelling and Simulation This unit provides students with the knowledge to understand and use effectively computer modelling and simulation techniques for the biomechanical analysis of movements. 8593M187 MA/MSc Exercise and Sport Exercise and Sports Science Unit 4 Anatomy and Physiology Unit 25 Hospitality, Leisure, Sport and Tourism Vasilios Baltzopoulos 10 CREDITS AT LEVEL: 100 7(M) Core Option for Named Pathway, Combined Route, Postgraduate Students from Faculty of Health, Psychology and Social Care; MA/MSc Outdoor Education. None None On successful completion of this unit students will be able to: 1. assess and contrast different models of the musculoskeletal system and their use in computer models of the human performer; 2. evaluate critically current issues in modelling, simulation and optimisation of human movement; 3. appreciate the value and the limitations of forward and inverse dynamics for the simulation of movement and the evaluation of loading respectively in sport and exercise, rehabilitation and assisted/disabled locomotion; 4. develop an appropriate simulation model for the study of a specific sport, exercise or other activity; 5. present an oral communication of their modelling work. Physiological and mechanical properties of the main components of the musculoskeletal system (bones, muscles, tendons and ligaments) and the effects of loading, aging and disease on these properties, In vivo muscle and joint dynamics and control. Computer simulation models; the modelling process; model simplicity v model complexity; assumptions in modelling human movement in sport and exercise; uses of computer simulation models; sensitivity analysis; simulation evaluation; Problems of three-dimensional modelling. Mechanical models used to describe the structure and function of the different components of the musculoskeletal system. 62

67 Inverse and forward dynamics; Measurement and calculation problems and the resulting errors in inverse and forward dynamics applications; The indeterminacy problem. Design variables, cost functions and constraint functions; Linear and non-linear cost functions. Functional and physiological considerations: muscle activation, use of EMG and other validation methods. Current advances in imaging techniques used for the development of musculoskeletal models; Software tools and hardware platforms for musculoskeletal modelling and simulation applications. 15 LEARNING & TEACHING ACTIVITIES 16 ASSESSMENT STRATEGIES Lectures will cover important material relating to the subject area. Students will be expected to supplement this with private study of course reading material. Seminars will be devoted to student-led discussion of the problems and issues involved in modelling of sport and exercise movements. Demonstrations and use of computer modelling software will be included. Throughout the unit, students will be encouraged to develop analytical and critical skills relating to the subject area. The coursework weighting for this unit is 100%. To gain the credits for the unit students are required to gain an average unit mark of 50% or above. The students will be assessed on theoretical aspects of the unit with: 1. A written assessment (1500 words) (40%). (Learning Outcome 1, 2, 3). 2. The practical, computational and experimental aspects of the unit will be assessed by providing a plan for the various stages of a computer simulation model of a sport or exercise movement or another activity. This must include simplifications and assumptions of the model, any relevant sensitivity analysis and a method of simulation evaluation. This work will be presented orally and individually in a fifteen minute seminar (60%). (Learning Outcome 3, 4, 5). 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT Please refer to general assessment criteria contained within the Programme Definitive Document and the University s Regulations for Taught Postgraduate Programmes of Study. The unit s assessments are designed to enable students to demonstrate the achievement of relevant learning outcomes. 18 INDICATIVE STUDENT LEARNING RESOURCES Key text Nigg, B.M. et al. (1995). Modelling & Simulation. In Biomechanics of the Musculo-skeletal System (edited by B.M. Nigg and W. Herzog), pp Chichester: Wiley. Additional Reading Andrews, J.G. et al. (1995). Part II Mechanical and 63

68 neuromuscular modelling. In Three-dimensional Analysis of Human Movement (edited by P. Allard, I.A.F. Stokes and J. P. Blanchi), pp Champaign, IL: Human Kinetics. Edwards, D. and Hamson, M. (1989) Guide to Mathematical Modelling. London: Macmillan. Herzog, W. (1996). Force-sharing among synergistic muscles: theoretical considerations and experimental approaches. In Exercise and Sport Sciences Reviews - vol 24 (edited by J.O. Holloszy), pp Baltimore, MD: Williams & Wilkins. Hubbard, M. (1993). Computer simulation in sport and industry. Journal of Biomechanics, 26(S1), Maganaris,C. and Baltzopoulos, V. (2000). In-vivo mechanics of maximum isometric muscle contraction in man: implications for modelling-based estimates of muscle specific tension. In Skeletal Muscle Mechanics (edited by W. Herzog), pp , J. Wiley & Sons Ltd, Chichester. Neptune, R. R. (2000). Computer modeling and simulation of human movement: Applications in sport and rehabilitation. Physical Medicine and Rehabilitation Clinics of North America, 11(2), Tsirakos, D., Baltzopoulos, V., & Bartlett, R. (1997). Inverse optimization: Functional and physiological considerations related to the force-sharing problem. Critical Reviews in Biomedical Engineering, 25(4-5), Yeadon, M.R. & King, M.A. (2008) Computer Simulation Modelling in Sport. In C.J. Payton & R. M. Bartlett (ed.) Biomechanical Evaluation of Movement in Sport and Exercise, pp , Routledge, London. Zajac, F.E. (1989). Muscle and tendon: properties, models, scaling, and applications to biomechanics and motor control. Critical Reviews in Biomedical Engineering, 17, ANY ADDITIONAL NOTES AND COMMENTS 20 DATE OF APPROVAL 21 DATE OF MOST RECENT CONSIDERATION: 12 th March November

69 1 UNIT TITLE Historical and Cultural Foundation of Coaching 2 BRIEF SUMMARY Examines the historical roots of coaching and a contemporary analysis of coaching as a cultural practice central to ideas of social capital and community well being. 3 UNIT CODE NUMBER 4 HOME PROGRAMME 5 HOME DEPARTMENT 8593M208 MA/MSc Exercise and Sport Exercise and Sport Science 6 SUBJECT AREA Unit 4 Anatomy and Physiology 7 UNIT LEADER(S) Dave Day Unit 25 Hospitality, Leisure, Sport and Tourism 8 CREDIT VALUE 10 CREDITS AT LEVEL: 7 (M) 9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) 10 UNIT STATUS 100 Mandatory Core for Coaching Studies Pathway, Core for Ma/MSc Outdoor Education. 11 PRE-REQUISITES 12 CO-REQUISITES 13 UNIT LEARNING OUTCOMES 14 CURRICULUM OUTLINE None None On successful completion of this unit students will be able to: 1. A critical insight into the need to re-conceptualise coaching as historically and cultural embedded practice. 2. Draw on key concepts to assess the historical and cultural impact coaching has had on sport and examine the wider relationships that coaches and their agencies have to government policy. 3. Appreciate how theory can contribute to a more critical and contextual understanding of coaching and its role in the formation of British sporting landscapes. The unit curriculum will comprise of An introduction to the historical aspects that have moulded present day coaching practice, and its position in the sporting and cultural landscapes. Exam and analyse the degree to which these historical aspects still influence modern notions of the coach, their role and the wider inter-occupational relationships that impact on their practice. An exploration of the transition of NGBs and other sport agencies, into agents of sports governance and their relations with coaching and coaching structures. 65

70 Consider critically the emergence of the discourses around issues such as LTAD, notions of professionalism, the coach as a welfare agent and of sports centrality in social intervention strategies and wider government policy. 15 LEARNING & TEACHING ACTIVITIES 16 ASSESSMENT STRATEGIES 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT 18 INDICATIVE STUDENT LEARNING RESOURCES A variety of teaching and learning strategies will be employed in the class contact sessions. Interactive lectures will introduce, define, and develop key concepts. Small group active-learning approaches will further develop the students critical, analytical, and application abilities and skills. A blended learning approach may use webct, for web-based resources and online discussion forums, individual and group formative assessments or tasks. Seminars and workshop will provide the main method of interaction these approaches will illuminate key areas of interest in response to student needs and current controversies within theory and the research literature. Discussions of key concepts affecting the cultural and social position of coaching will enhance the students understanding and help them share notions of informed practice and up date research in this area. Where possible invited specialists will present their practice to the group locating it within the framework of coaching as historically grounded and culturally significant. The coursework weighting for this unit is 100%. To gain the credits for the unit students are required to gain a unit mark of 50% or above. The coursework has a single requirement within it there are two elements an abstract and a poster. Details are as follows: 1. Students will be asked in groups to select an aspect from the curriculum and submit a poster abstract (25%); 2. At a later date, the group will produce a conference standard poster examining the aspect. This will lead to a presentation and defence of a poster; it will be presented to the other students in the cohort and take the form one would expect within an academic conference (75%). (Learning Outcome 1, 2, 3). Please refer to general assessment criteria contained within the Programme Definitive Document and the University s Regulations for Taught Postgraduate Programmes of Study. This unit s assessment criteria conform to those detailed in the MSc/MA Sport and Exercise Student Handbook. The unit s assessments are designed to enable students to demonstrate the achievement of relevant learning outcomes. Key text Giulianotti, R ed (2004). Sport and Modern Social Theorists. London: Palgrave Macmillan. Jones, R, Armour, K, & Potrac, P. (2004). Sports Coaching Cultures: from practice to theory. London: Routledge. Horne, J..Tomlinson, A. & Whannel, G. (1999). Understanding Sport: An introduction to the Sociological and Cultural Analysis of Sport. London: E and FN Spon. Indicative resources 66

71 Dunning, E. (2001). Sport Matters: Sociological Studies of Sport, Violence and Civilization. London: Routledge Dunning, E., Malcolm, D. and Waddington, I. (2004). Sport Histories: Figurational Studies of the Development of Modern Sports. Poliy Press: London. Huggins, M. and Williams, J. (2006). Sport and the English, London: Routledge. Maguire, J. and Young, K. (2002). Theory, Sport and Society. London: Policy press. Scambler, G. (2005). Sport and Society: History, Power and Culture. Oxford:Open University Press Burden, J. (2001) Volunteering, Citizenship and Action Research in, M. Graham and M. Foley (eds) Leisure Volunteering: Marginal or inclusive? Leisure Studies Association. (No 75) University of Brighton Department for Culture, Media and Sport (2002) The coaching task force final report. London: Department for Culture Media and Sport. Green, M. and Houlihan, B. (2005) Elite sport development: Policy learning and political priorities. London: Routledge. Harris, J. (1998) Civil society, physical activity and the involvement of sports sociologists in the preparation of physical activity professionals. Sociology of Sport, 15, Houlihan, B. (1997) Sport, policy and the politics. London: Routledge. Jarvie, G. (2003) Communitarianism, sport and social capital. International Review for the Sociology of Sport, 38, 2, Jones, R. and Armour, K. (2000a ) Sociology of sport theory and practice. London: Longman Pearson Education. Lyle, J. (1999 a) Coach education: Preparation for a profession, in Proceedings from the VIII Commonwealth and international Conference on Sport, Physical Education, Dance, Recreation, London: E and FN Spon. Lyle, J. (1999 b) Coaching philosophy and behaviour, in N.Cross and J.Lyle (Eds). The coaching process : Principle and practice for sport. Oxford: Butterworth-Heinemann. Lyle, J. (2002) Sport coaching concepts: A framework for coaches behaviour. London; Routledge. Roche, M. (1993) Sport and community: Rhetoric and reality in the development of British sports policy, in J.C. Binfield and J. Stevenson (eds), Sports, culture and politics, , Sheffield: Sheffield Academic Press. 67

72 Sports Coach UK (2006) Introduction, Sports Coach UK. (2006) Defining and conceptualising professions, professionalism and the professionalisation of coaching in the UK. Leeds: Sports Coach UK, internal documentation. Sport Coach UK. (2006) United Kingdom action plan for coaching, UKAPC Consultation Draft June Consultation+Draft+June+2006.htm Sports Council. (1991) Coaching matters: A review of coaching and coach education in the United Kingdom. London: Sports Council. UK Sport (2001) The UK vision for coaching. London: UK Sport. Woodman L. (1993) Coaching: A science, an art, an emerging profession. Sports Science Review, 2, 2, Journals Sports Science Review, The Sports Psychologist Journal of Sport and Exercise Psychology Leisure Studies The History of Sport History and Sports Abstracts Sport, Education and Society International Review for the Sociology of sport Sport in society Quest 19 ANY ADDITIONAL NOTES AND COMMENTS 20 DATE OF APPROVAL 21 DATE OF MOST RECENT CONSIDERATION: 12 th March November

73 1 UNIT TITLE Contemporary Issues and Policy in Coaching and its Management 2 BRIEF SUMMARY Critical insight into contemporary issues in coaching policy and it management. Takes a micro and macro perspective and sets analysis against the need to understand the social and policy context policy and practice is located. 3 UNIT CODE NUMBER 4 HOME PROGRAMME 5 HOME DEPARTMENT 8593M209 MA/MSc Exercise and Sport Exercise and Sport Science 6 SUBJECT AREA Unit 4 Anatomy and Physiology 7 UNIT LEADER(S) Bill Taylor Unit 25 Hospitality, Leisure, Sport and Tourism 8 CREDIT VALUE 20 CREDITS AT LEVEL: 7 (M) 9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) 10 UNIT STATUS 200 Mandatory Core for Coaching Studies Pathway Core Option for Combined Route; Postgraduate Students from Faculty of Health, Psychology and Social Care; MA/MSc Outdoor Education. 11 PRE-REQUISITES 12 CO-REQUISITES 13 UNIT LEARNING OUTCOMES 14 CURRICULUM OUTLINE None None On successful completion of this unit students will be able to: 1. Be able to identify and evaluate the political and social origins and consequences of sports policy that affects coaching and the occupation of coaching. 2. Draw on key concepts to assess the appropriateness and consequences of the commercialisation and professionalisation of the coach and of coaching. 3. Appreciate how policy borrowing as influenced sports initiatives and structures in the UK. 4. Bring a theory informed analysis to bear on the use of new managerialism and neo- liberal politics on sports policy as it related to coaching and the occupation of coaching The unit curriculum will comprise of Review the historical origins of coaching structure and the formation of notions of mutual aid and a sports community. Analyse the implementation of funding relationships underpinning the growth of coaching provision. Critically assess the movement towards coaching being part of the wider sports as health and welfare provision. 69

74 Examine multi- and trans-professionalism as it relates to the coach as a welfare agent. Cultural structures inherent in NGB and notions of service and sport democracy. The use of sports policy borrowing from Canada, Australia and the Eastern Block. The influence of neo liberal political philosophy on sports policy. Notions of professionalism, professions and professional practice within coaching. Issues of local resistance and sport agency. 15 LEARNING & TEACHING ACTIVITIES 16 ASSESSMENT STRATEGIES A variety of teaching and learning strategies will be employed in the class contact sessions. Interactive lectures will introduce, define, and develop key concepts. Small group active-learning approaches will further develop the students critical, analytical, and application abilities and skills. A blended learning approach will use webct, for web-based resources and online discussion forums, individual and group formative assessments or tasks. Seminars and workshop will provide the main method of interaction these approaches will illuminate key areas of interest in response to student needs and current controversies within contemporary coaching policy and its management. Discussions of key concepts and sport related examples will enhance the students understanding and help them share notions of informed practice and up date research in this area. Where possible invited specialists will present their practice to the group locating it within the framework of sports policy and the management of coaching structures. The coursework weighting for this unit is 100%. To gain the credits for the unit students are required to gain a unit mark of 50% or above. The two coursework requirements of the unit are as follows: 1. Students will be asked in groups of two to select a within a sport a particular issues cover within the curriculum, conduct a small number of interviews and lead a workshop discussion of the problems, tensions, opportunities and management of the selected issues. This workshop will be 20 minutes in length and include staff and fellow students as workshop participants. Students are also to submit a written support document of 2000 words in length. The assessment is worth 40% of the unit mark. (Learning Outcomes 1, 2). 2. Will be submitted as an individually written essay of 3,000 words. The essay will allow the student to display the use of theory in the analysis of a contemporary policy issue. The assignment will be worth 60% of the total unit mark. (Learning Outcomes 3, 4). 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT Please refer to general assessment criteria contained within the Programme Definitive Document and the University s Regulations for Taught Postgraduate Programmes of Study. The unit s assessments are designed to enable students to demonstrate the achievement of relevant learning outcomes. 70

75 18 INDICATIVE STUDENT LEARNING RESOURCES Key text Lyle, J. (2002) Sport coaching concepts: A framework for coaches behaviour. London; Routledge. Green, M. and Houlihan, B. (2005) Elite sport development: Policy learning and political priorities. London: Routledge. Indicative resources Chelladuria, P. (1986) Professional development of coaches. Coach education preparation for a profession. Proceedings from the VIII Commonwealth and international Conference on Sport, Physical Education, Dance, Recreation. London: E and F N Spon. Cote, J. Salmela, J. Trudel, P. Baria, A. Russell, S. (1995) The coaching model: A grounded assessment of expert gymnastic coaches knowledge. Journal of Sport and Exercise Psychology, 17, 1, Department for Culture, Media and Sport (2002) The coaching task force final report. London: Department for Culture Media and Sport. Downie, R.S. (1990) Professions and professionalism. Journal of Philosophy of Education, 24, 2, Eraut, M. (1994) Developing professional knowledge and competence. London: Routledge. Harris, J. (1998) Civil society, physical activity and the involvement of sports sociologists in the preparation of physical activity professionals. Sociology of Sport, 15, Houlihan, B. (1997) Sport, policy and the politics. London: Routledge. Jarvie, G. (2003) Communitarianism, sport and social capital. International Review for the Sociology of Sport, 38, 2, Jones, R. and Armour, K. (2000a ) Sociology of sport theory and practice. London: Longman Pearson Education. Jones, R. L. (2000b) Developing an integrated coach Education programme; the case for problem based learning, 2000 pre- Olympic Congress, Sports Medicine and Physical Education International Congress on Sports Science, Abstracts Online. Available [accessed 20 July 2006] Jones, R. and Wallace, M. (2005) Another bad day at the training ground: Coping with ambiguity in the coaching context. Sport, Education and Society, 10, 1, Jones, R. (Ed) (2006). The Sports Coach as Educator; reconceptualising sports coaching. London: Routledge. Jones, R, Armour, K, & Potrac, P. (2004). Sports Coaching 71

76 Cultures: from practice to theory. London: Routledge. Kidd, B. and Donnelley, P. (2000) Human rights in sport. International Review for the Sociology of Sport, 35, Lyle, J. (1999 a) Coach education: Preparation for a profession, in Proceedings from the VIII Commonwealth and international Conference on Sport, Physical Education, Dance, Recreation, London: E and FN Spon. Lyle, J. (1999 b) Coaching philosophy and behaviour, in N.Cross and J.Lyle (Eds). The coaching process : Principle and practice for sport. Oxford: Butterworth-Heinemann. Roche, M. (1993) Sport and community: Rhetoric and reality in the development of British sports policy, in J.C. Binfield and J. Stevenson (eds), Sports, culture and politics, , Sheffield: Sheffield Academic Press. Sports Coach UK (2006) Introduction, htm, [Accessed ]. Sports Coach UK. (2006) Defining and conceptualising professions, professionalism and the professionalisation of coaching in the UK. Leeds: Sports Coach UK, internal documentation. Sport Coach UK. (2006) United Kingdom action plan for coaching, UKAPC Consultation Draft June Consultation+Draft+June+2006.htm Sports Council. (1982) Sport in the community: The next ten years. London: Sports Council. Sports Council. (1991) Coaching matters: A review of coaching and coach education in the United Kingdom. London: Sports Council. Taylor, W. (2007) Notions of Professionalism: Conversations with Coaches. Paper presented and the Leisure Studies Association conference, 3-4 th July. The Chelsea School, University of Brighton, Eastbourne. UK Sport (2001) The UK vision for coaching. London: UK Sport. Woodman L. (1993) Coaching: A science, an art, an emerging profession. Sports Science Review, 2, 2, Journals Educational Research Journal Sports Science Review, The Sports Psychologist Research Quarterly for Exercise and Sport Journal of Sport and Exercise Psychology 72

77 Leisure Studies Sport, Education and Society Physical Education and Sports Pedagogy International Review for the Sociology of sport International Journal of Physical Education Sport in Society Quest 19 ANY ADDITIONAL NOTES AND COMMENTS 20 DATE OF APPROVAL 21 DATE OF MOST RECENT CONSIDERATION: 12 th March November

78 1 UNIT TITLE Supporting Coaches and their Continuous Professional Development 2 BRIEF SUMMARY Focuses on development of coaches and their coaching practices and critically examines the structures in place to develop coaching competences, knowledge based, and occupational pathways. 3 UNIT CODE NUMBER 4 HOME PROGRAMME 5 HOME DEPARTMENT 8593M210 MA/MSc Exercise and Sport Exercise and Sport Science 6 SUBJECT AREA Unit 4 Anatomy and Physiology 7 UNIT LEADER(S) Ian Atkins Unit 25 Hospitality, Leisure, Sport and Tourism 8 CREDIT VALUE 20 CREDITS AT LEVEL: 7 (M) 9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) 10 UNIT STATUS 200 Mandatory Core for Coaching Pathway. Core Option for Combined Route; Postgraduate Students from Faculty of Health, Psychology and Social Care; MA/MSc Outdoor Education. 11 PRE-REQUISITES 12 CO-REQUISITES 13 UNIT LEARNING OUTCOMES None None On successful completion of this unit students will be able to have attained or demonstrated: 1. An critical insight into the need to re conceptualise coaching advancement as an element of an individuals CPD and CPE, and evaluate the assumptions and practices that historically have underpinned NGB certification courses. 2. Be able being theory to bear on to analysis of mentoring, experience based learning, reflective practice and CPD/CPE as an important part of an individuals educational process. 3. Draw on key concept to assess the implications for this movement in the structure and delivery of coach education, both in formal and informal contexts. 4. Appreciate how pedagogical theory can contribute to a move critical and contextual understanding of policy structures such as Coaching Development Pathways and 5. Long Term Coach Development (LTCD). 14 CURRICULUM OUTLINE The unit curriculum will comprise of An introduction to key issues within the education of coaches and coach development processes. 74

79 Coaching expertise as a acquired position. An exploration of structural barriers such as; traditionalism within NGBs, anti intellectualism, a sense of volunteerism, the concept of coaching legitimacy as technical knowledge, the professionalisation of practice and the professionalisation movement. Critically consider the emergence of notions of communities of practice, communities of knowledge and reflection practice as educational pathways. Exam the practical and theoretical implications in establishing coach mentoring schemes and their role in in-situ learning. Analysis the formation of government policy initiatives such as; UKCC, LTCD and the professionalisation agenda. 15 LEARNING & TEACHING ACTIVITIES A variety of teaching and learning strategies will be employed in the class contact sessions. Interactive lectures will introduce, define, and develop key concepts. Small group active-learning approaches will further develop the students critical, analytical, and application abilities and skills. A blended learning approach may use webct, for web-based resources and online discussion forums, individual and group formative assessments or tasks. Seminars and workshop will provide the main method of interaction these approaches will illuminate key areas of interest in response to student needs and current controversies within theory and the research literature. Discussions of key concepts and examples of coaching knowledge development and practice, the structures that support and underpin this will enhance the students understanding and help them share notions of informed practice and up date research in this area. Where possible invited specialists will present their practice to the group locating it within the framework of coaching as a knowledge educational based practice. 16 ASSESSMENT STRATEGIES 17 ASSESSMENT CRITERIA FOR The coursework weighting for this unit is 100%. To gain the credits for the unit students are required to gain a unit mark of 50% or above. The two coursework requirements of the unit are as follows: 1. Students will be required to construct and conduct the development of a coaching log or diary that employs reflective practice. Individuals are asked to summit the diary/logbook that indicates an integration of theory and practice and critically engages with theoretical models and positions found within the appropriate literature. This presentation will be to 2500 words in length. (40%). (Learning Outcome 1, 2). 2. Will be submitted in teams of three. Each group is to select one element of current government policy concerning coach development and present via PowerPoint a meta analysis of the subject literature and research to the rest of the group. (60%). (Learning Outcome 3, 4). Please refer to general assessment criteria contained within the Programme Definitive Document and the University s Regulations 75

80 UNIT/ELEMENTS OF ASSESSMENT 18 INDICATIVE STUDENT LEARNING RESOURCES for Taught Postgraduate Programmes of Study. This unit s assessment criteria conform to those detailed in the MSc/MA Sport and Exercise Student Handbook. The unit s assessments are designed to enable students to demonstrate the achievement of relevant learning outcomes. Key text Jones, R. (Ed) (2006). The Sports Coach as Educator; reconceptualising sports coaching. London: Routledge. SCUK. (2007).The UK Coaching Framework. Leeds: scuk Indicative resources Department for Culture, Media and Sport (2002) The coaching task force final report. London: Department for Culture Media and Sport. Downie, R.S. (1990) Professions and professionalism. Journal of Philosophy of Education, 24, 2, Eraut, M. (1994) Developing professional knowledge and competence. London: Routledge. Green, M. and Houlihan, B. (2005) Elite sport development: Policy learning and political priorities. London: Routledge. Jones, R. and Armour, K. (2000a ) Sociology of sport theory and practice. London: Longman Pearson Education. Jones, R. L. (2000b) Developing an integrated coach Education programme; the case for problem based learning, 2000 pre- Olympic Congress, Sports Medicine and Physical Education International Congress on Sports Science, Abstracts Online. Available [accessed 20 July 2006] Jones, R. and Wallace, M. (2005) Another bad day at the training ground: Coping with ambiguity in the coaching context. Sport, Education and Society, 10, 1, Lyle, J. (1999 a) Coach education: Preparation for a profession, in Proceedings from the VIII Commonwealth and international Conference on Sport, Physical Education, Dance, Recreation, London: E and FN Spon. Lyle, J. (1999 b) Coaching philosophy and behaviour, in N.Cross and J.Lyle (Eds). The coaching process : Principle and practice for sport. Oxford: Butterworth-Heinemann. Lyle, J. (2002) Sport coaching concepts: A framework for coaches behaviour. London; Routledge. Moon, J.A. (1999). Reflections in learning and Professional Development: Theory and practice. London: Kogan Paul. Moon, J. A. (2004). A handbook of reflective and experiential 76

81 learning: theory and practice. London: RoutledgeFalmer. Sports Coach UK (2006) Introduction, htm, [Accessed ]. Sports Coach UK. (2006) Defining and conceptualising professions, professionalism and the professionalisation of coaching in the UK. Leeds: Sports Coach UK, internal documentation. Sport Coach UK. (2006) United Kingdom action plan for coaching, UKAPC Consultation Draft June Consultation+Draft+June+2006.htm Sports Council. (1982) Sport in the community: The next ten years. London: Sports Council. Sports Council. (1991) Coaching matters: A review of coaching and coach education in the United Kingdom. London: Sports Council. Taylor, W. (2007) Notions of Professionalism: Conversations with Coaches. Paper presented and the Leisure Studies Association conference, 3-4 th July. The Chelsea School, University of Brighton, Eastbourne. UK Sport (2001) The UK vision for coaching. London: UK Sport. Woodman L. (1993) Coaching: A science, an art, an emerging profession. Sports Science Review, 2, 2, Journals British Educational Research Journal Sports Science Review, The Sports Psychologist Research Quarterly for Exercise and Sport Journal of Sport and Exercise Psychology Leisure Studies Sport, Education and Society Physical Education and Sports Pedagogy International Review for the Sociology of sport International Journal of Physical Education Sport in Society Quest 19 ANY ADDITIONAL NOTES AND COMMENTS 20 DATE OF APPROVAL 21 DATE OF MOST RECENT CONSIDERATION: 12 th March November

82 1 UNIT TITLE The Coach as Educator 2 BRIEF SUMMARY This unit expands on traditional conceptualisations of coaching, encouraging a view of coaching as a primary role of educators. 3 UNIT CODE NUMBER 4 HOME PROGRAMME 5 HOME DEPARTMENT 8593M211 MA/MSc Exercise and Sport Exercise and Sport Science 6 SUBJECT AREA Unit 4 Anatomy and Physiology 7 UNIT LEADER(S) Bill Taylor Unit 25 Hospitality, Leisure, Sport and Tourism 8 CREDIT VALUE 20 CREDITS AT LEVEL: 7 (M) 9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) 10 UNIT STATUS 200 Mandatory Core for Coaching Studies Pathway. Core Option for Combined Route; Postgraduate Students from Faculty of Health, Psychology and Social Care; MA/MSc Outdoor Education. 11 PRE-REQUISITES 12 CO-REQUISITES 13 UNIT LEARNING OUTCOMES 14 CURRICULUM OUTLINE None None On successful completion of this unit students will be able to: 1. A critical insight into the need to re conceptualise coaching as a set of interpersonal relationships based on participant democratisation, educational advancement and novel interactions. 2. Be able being theory to bear within an analysis of the cultural and political dimensions inherent in this movement. 3. Draw on key concepts to assess the implications for this movement in the structures and delivery of coach education schemes. 4. Appreciate how pedagogical theory can contribute to a move critical and contextual understanding of coaching in an educational context. The unit curriculum will comprise of An introduction to key issues that are inherent in the notions of the coach as an educator. Coaching as a educational relationship. An exploration of education practice with coaching and the relationship with traditional physical education. 78

83 Consider the emergence of notions of communities of practice, communities of knowledge and reflection practice and educational/occupational pathways. Exam the practical relationship implied in coach mentoring and mentorship as it relates to educational practice and the transfer of craft knowledge. The role of the coach as welfare agent. Explore the concept of the coach as a leader and traditional notions of the coach as a more capable other 15 LEARNING & TEACHING ACTIVITIES 16 ASSESSMENT STRATEGIES A variety of teaching and learning strategies will be employed in the class contact sessions. Interactive lectures will introduce, define, and develop key concepts. Small group active-learning approaches will further develop the students critical, analytical, and application abilities and skills. A blended learning approach may use webct, for web-based resources and online discussion forums, individual and group formative assessments or tasks. Seminars and workshop will provide the main method of interaction these approaches will illuminate key areas of interest in response to student needs and current controversies within theory and the research literature. Discussions of key concepts and examples of coaching interventions and enterprise will enhance the students understanding and help them share notions of informed practice and up date research in this area. Where possible invited specialists will present their practice to the group locating it within the framework of coaching as education. The coursework weighting for this unit is 100%. To gain the credits for the unit students are required to gain a unit mark of 50% or above. The two coursework requirements of the unit are as follows: 1. An individually written essay format of 2000 words. The essay will consider the educational role of the coach in the students own practice. It will involve the student carrying out a small-scale analysis of the impact of a particular educational enterprise on the learner or participant they engage in (40%). (Learning Outcome 2, 3). 2. Students will be asked in groups to select an issue from the unit curriculum and from a theoretical stance present it as a conference paper to the rest of the group. This presentation will be 20 minutes in length. Students are also to submit a jointly written support paper of 2000 words in length including an abstract (60%). (Learning Outcome 1, 4). 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT Please refer to general assessment criteria contained within the Programme Definitive Document and the University s Regulations for Taught Postgraduate Programmes of Study. The unit s assessments are designed to enable students to demonstrate the achievement of relevant learning outcomes. 79

84 18 INDICATIVE STUDENT LEARNING RESOURCES Key text Jones, R. (Ed) (2006). The Sports Coach as Educator; reconceptualising sports coaching. London: Routledge. Jones, R, Armour, K, & Potrac, P. (2004). Sports Coaching Cultures: from practice to theory. London: Routledge. Indicative resources Burden, J. (2001) Volunteering, Citizenship and Action Research in, M. Graham and M. Foley (eds) Leisure Volunteering: Marginal or inclusive? Leisure Studies Association. (No 75) University of Brighton Campbell, S. (1993) Coach Education around the world. Sports Science Review, 2, 2, Chelladuria, P. (1986) Professional development of coaches. Coach education preparation for a profession. Proceedings from the VIII Commonwealth and international Conference on Sport, Physical Education, Dance, Recreation. London: E and F N Spon. Cote, J. Salmela, J. Trudel, P. Baria, A. Russell, S. (1995) The coaching model: A grounded assessment of expert gymnastic coaches knowledge. Journal of Sport and Exercise Psychology,17, 1, Department for Culture, Media and Sport (2002) The coaching task force final report. London: Department for Culture Media and Sport. Downie, R.S. (1990) Professions and professionalism. Journal of Philosophy of Education, 24, 2, Eraut, M. (1994) Developing professional knowledge and competence. London: Routledge. Green, M. and Houlihan, B. (2005) Elite sport development: Policy learning and political priorities. London: Routledge. Harris, J. (1998) Civil society, physical activity and the involvement of sports sociologists in the preparation of physical activity professionals. Sociology of Sport, 15, Houlihan, B. (1997) Sport, policy and the politics. London: Routledge. Jarvie, G. (2003) Communitarianism, sport and social capital. International Review for the Sociology of Sport, 38, 2, Jones, R. and Armour, K. (2000a ) Sociology of sport theory and practice. London: Longman Pearson Education. Jones, R. L. (2000b) Developing an integrated coach Education programme; the case for problem based learning, 2000 pre- Olympic Congress, Sports Medicine and Physical Education 80

85 International Congress on Sports Science, Abstracts Online. Available [accessed 20 July 2006] Jones, R. and Wallace, M. (2005) Another bad day at the training ground: Coping with ambiguity in the coaching context. Sport, Education and Society, 10, 1, Kidd, B. and Donnelley, P. (2000) Human rights in sport. International Review for the Sociology of Sport, 35, Lyle, J. (1999 a) Coach education: Preparation for a profession, in Proceedings from the VIII Commonwealth and international Conference on Sport, Physical Education, Dance, Recreation, London: E and FN Spon. Lyle, J. (1999 b) Coaching philosophy and behaviour, in N.Cross and J.Lyle (Eds). The coaching process : Principle and practice for sport. Oxford: Butterworth-Heinemann. Lyle, J. (2002) Sport coaching concepts: A framework for coaches behaviour. London; Routledge. Roche, M. (1993) Sport and community: Rhetoric and reality in the development of British sports policy, in J.C. Binfield and J. Stevenson (eds), Sports, culture and politics, , Sheffield: Sheffield Academic Press. Sports Coach UK (2006) Introduction, htm, [Accessed ]. Sports Coach UK. (2006) Defining and conceptualising professions, professionalism and the professionalisation of coaching in the UK. Leeds: Sports Coach UK, internal documentation. Sport Coach UK. (2006) United Kingdom action plan for coaching, UKAPC Consultation Draft June Consultation+Draft+June+2006.htm Sports Council. (1982) Sport in the community: The next ten years. London: Sports Council. Sports Council. (1991) Coaching matters: A review of coaching and coach education in the United Kingdom. London: Sports Council. Taylor, W. (2007) Notions of Professionalism: Conversations with Coaches. Paper presented and the Leisure Studies Association conference, 3-4 th July. The Chelsea School, University of Brighton, Eastbourne. UK Sport (2001) The UK vision for coaching. London: UK Sport. Woodman L. (1993) Coaching: A science, an art, an emerging 81

86 profession. Sports Science Review, 2, 2, Journals British Educational Research Journal Sports Science Review, The Sports Psychologist Research Quarterly for Exercise and Sport Journal of Sport and Exercise Psychology Leisure Studies Sport, Education and Society Physical Education and Sports Pedagogy International Review for the Sociology of sport International Journal of Physical Education Sport in Society Quest 19 ANY ADDITIONAL NOTES AND COMMENTS 20 DATE OF APPROVAL 21 DATE OF MOST RECENT CONSIDERATION: 12 th March November

87 1 UNIT TITLE Issues in Coaching Pedagogy 2 BRIEF SUMMARY This unit will examine the pedagogical foundations of coaching practice 3 UNIT CODE NUMBER 8593M212 4 HOME PROGRAMME MA/MSc Exercise and Sport 5 HOME DEPARTMENT Exercise and Sport Science 6 SUBJECT AREA Unit 4 Anatomy and Physiology 7 UNIT LEADER(S) Unit 25 Hospitality, Leisure, Sport and Tourism 8 CREDIT VALUE 10 CREDITS AT LEVEL: 9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) 10 UNIT STATUS (M) Core Option for Named Pathway, Combined Route; Postgraduate Students from Faculty of Health, Psychology and Social Care; MA/MSc Outdoor Education. 11 PRE-REQUISITES 12 CO-REQUISITES 13 UNIT LEARNING OUTCOMES None None On successful completion of this unit students will be able to: 1. Demonstrate a critical insight into the need to examine coaching in light of its pedagogical foundations and consider aspects of delivery and interaction. 2. Be able to bring theory to bear within an analysis of the cultural and social element from within coaching delivery and practice. 3. Appreciate how theory can contribute to understanding coaches/athlete interaction and the formation of their joint and individual identities. 14 CURRICULUM OUTLINE The unit curriculum will comprise of An introduction to key issues in pedagogical theory as it relates to coaching interaction. Power bases in the coaching relationship. Development in coaching methodology. The move towards holistic, humanistic and empowerment coaching relationships. Coaching knowledge. Coaching ethic and philosophy. 83

88 15 LEARNING & TEACHING ACTIVITIES A variety of teaching and learning strategies will be employed in the class contact sessions. Interactive lectures will introduce, define, and develop key concepts. Small group active-learning approaches will further develop the students critical, analytical, and application abilities and skills. A blended learning approach may use webct, for web-based resources and online discussion forums, individual and group formative assessments or tasks. Seminars and workshop will provide the main method of interaction these approaches will illuminate key areas of interest in response to student needs and current controversies within theory and the research literature. Discussions of key concepts and examples of coaching delivery and intercourse will enhance the students understanding and help them share notions of informed practice and up date research in this area. Where possible invited specialists will present their practice to the group locating it within the framework of coaching informed practice. 16 ASSESSMENT STRATEGIES The coursework weighting for this unit is 100%. To gain the credits for the unit students are required to gain a unit mark of 50% or above. There is a single coursework requirement in this unit and is follows: 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT 18 INDICATIVE STUDENT LEARNING RESOURCES 1. This will take the form of a negotiated piece of coursework of 3000 word equivalence. Both the subject area (taken for the curriculum) and the method of presentation and submission will come out of discussions between individual student and the delivery tutor. (Learning Outcome 1, 2, 3) Please refer to general assessment criteria contained within the Programme Definitive Document and the University s Regulations for Taught Postgraduate Programmes of Study. The unit s assessments are designed to enable students to demonstrate the achievement of relevant learning outcomes. Key text Cassidy, T. Jones, R. & Potrac, P. (2004). Understanding Sports Coaching: The social, cultural and pedagogical foundation of coaching practice. London: Routledge. Jones, R, Armour, K, & Potrac, P. (2004). Sports Coaching Cultures: from practice to theory. London: Routledge. Indicative resources Holt, N. L., Strean, W. B., & Bengoechea, E.G. (2002). Expanding the Teaching Games for Understanding Model: New Avenues for Future Research and Practice. Journal of Teaching in Physical Education. Vol 21, No.2 January. pp Kirk, D., & MacPhail, A. (2002). Teaching Games for Understanding and Situated 84

89 Learning: Rethinking, the Bunker Thorpe Model. Journal of Teaching in Physical Education. 21, (2) Siedentop, D., & Tannehill, D. (2000). Developing teaching skills in physical education. Ca. Mayfield Pub. Company Cote, J. Salmela, J. Trudel, P. Baria, A. Russell, S. (1995) The coaching model: A grounded assessment of expert gymnastic coaches knowledge. Journal of Sport and Exercise Psychology,17, 1, Department for Culture, Media and Sport (2002) The coaching task force final report. London: Department for Culture Media and Sport. Green, M. and Houlihan, B. (2005) Elite sport development: Policy learning and political priorities. London: Routledge. Houlihan, B. (1997) Sport, policy and the politics. London: Routledge. Jones, R. and Armour, K. (2000a ) Sociology of sport theory and practice. London: Longman Pearson Education. Jones, R. and Wallace, M. (2005) Another bad day at the training ground: Coping with ambiguity in the coaching context. Sport, Education and Society, 10, 1, Kidd, B. and Donnelley, P. (2000) Human rights in sport. International Review for the Sociology of Sport, 35, Lyle, J. (1999 ) Coaching philosophy and behaviour, in N.Cross and J.Lyle (Eds). The coaching process : Principle and practice for sport. Oxford: Butterworth-Heinemann. Lyle, J. (2002) Sport coaching concepts: A framework for coaches behaviour. London; Routledge. Cross, N. & Lyle, J. (1999) (Eds). The coaching process : Principle and practice for sport. Oxford: Butterworth- Heinemann. Sport Coach UK. (2006) United Kingdom action plan for coaching, UKAPC Consultation Draft June Consultation+Draft+June+2006.htm Sports Council. (1991) Coaching matters: A review of coaching and coach education in the United Kingdom. London: Sports Council. UK Sport (2001) The UK vision for coaching. London: UK Sport. Journals British Educational Research Journal 85

90 Sports Science Review, The Sports Psychologist Research Quarterly for Exercise and Sport Journal of Sport and Exercise Psychology Leisure Studies Sport, Education and Society Physical Education and Sports Pedagogy International Review for the Sociology of sport International Journal of Physical Education Sport in Society Quest 19 ANY ADDITIONAL NOTES AND COMMENTS 20 DATE OF APPROVAL 12 th March DATE OF MOST RECENT CONSIDERATION: 12 November

91 1 UNIT TITLE Systems Physiology and Exercise Testing 2 BRIEF SUMMARY Provides an integrated approach to cardio-respiratory and muscle physiology responses to exercise. Enables students to develop the skills to assess measurement techniques. 3 UNIT CODE NUMBER 8593M173 4 HOME PROGRAMME MA/MSc Exercise and Sport 5 HOME DEPARTMENT Exercise and Sport Science 6 SUBJECT AREA Anatomy and Physiology 7 UNIT LEADER(S) Gladys Pearson 8 CREDIT VALUE 10 CREDITS AT LEVEL: 7 (M) 9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) (see Learning & Teaching Activities box below) 10 UNIT STATUS PRE-REQUISITES None 12 CO-REQUISITES None 13 UNIT LEARNING OUTCOMES 15 LEARNING & TEACHING ACTIVITIES (See Total Amount of Student Learning box above) 16 ASSESSMENT STRATEGY Mandatory Core for Physiology Pathway Option for Ma/MSc Outdoor Education On completion of the unit students will be able to: 1. Describe the physiological response of the muscular, cardiovascular and respiratory systems to exercise; 2. Critically evaluate the limitations of the methods employed to measure physiological function; 3. Competently perform physiological exercise testing procedures; 4. Critically appraise theoretical underpinning of these procedures in order to provide, interpret and feed back results. Lectures will cover the theoretical aspects of exercise testing issues. Practical skills will be taught in the laboratory via demonstration and hands-on experience. The first part of each lecture will be in the form of student peer-led discussions on the data from the preceding practical session. Students will be expected to supplement their face-to-face contact with private study and reading of the critical literature base. The coursework weighting for this unit is 100%. To gain the credits for the unit students are required to gain a unit mark of 50% or above. Diagnostic: The first session will involve multiple choice questions (50) to assess the level of the student cohort at onset of the unit. Tutor feedback on the day. Formative: Group presentations/discussions on recently acquired physiological data. Tutor feedback on the day. 87

92 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT 18 INDICATIVE STUDENT LEARNING RESOURCES Summative: The unit will have one formal assessment divided into two inter-related parts. 1. The first part (50% weighing) will involve a laboratorybased assessment of practical competency in a battery of tests related to measures of fitness. (Learning Outcome 3). 2. The second part (50% weighing) of the assignment will entail a 20-mins-group presentation of the laboratory data, followed by 15 mins answers to questions. (Learning Outcome 1, 2, 4). Please refer to general assessment criteria contained within the Programme Definitive Document and the University s Regulations for Taught Postgraduate Programmes of Study. This unit s assessment criteria conform to those detailed in the MSc/MA Sport and Exercise Student Handbook. The unit s assessments are designed to enable students to demonstrate the achievement of relevant learning outcomes. Key text McArdle, William. D., Katch, Frank. L., & Katch, Victor. L. Exercise Physiology: Energy, Nutrition and Human Performance, 5th Edition. (Eds). ISBN: Copyright 2008 Lippincott Williams & Wilkins MyMMU Additional Reading Maud, P. J., & Foster, C. (Eds.). (2006). Physiological Assessment of Human Fitness. Second Edition. Human Kinetics. ISBN: x American College of Sports Medicine. (2005). Guidelines for exercise testing and prescription (7th Ed). ISBN X Australian Sports Commission. (2000). Physiological tests for elite athletes. Champaign, IL.: Human Kinetics. ISBN: The British Association of Sport and Exercise Sciences Guide. (2006). Sport and Exercise Physiology Testing Guidelines Volume I: Sport Testing (ISBN ) Volume II: Exercise and Clinical Testing (ISBN ). ACSM s Advanced Exercise Physiology. Lippincott Williams Wilkins. ISBN: & Pearson, S.J., & Onambélé, N.G.L. (2005). Acute changes in knee- extensors torque, fibre pennation and tendon characteristics. Chronobiology International. 22(6): IF Onambélé, N.G.L. Bruce, S.A., & Woledge, R.C. (2006). Oestrogen status in relation to the early training 88

93 responses in human thumb adductor muscles. Acta Physiologica. 188(1): Onambélé-Pearson, N.G.L., & Pearson, S.J. (2007). Time of day changes in muscle fibre length and tendon stiffness. J Biomech. 40(5): Onambélé, G.L., Burgess, K.E. & Pearson, S.J. (2006). Gender specific In vivo measurement of the structural and mechanical properties of the human patellar tendon. Journal of Orthopaedic Research. [EPub]. Journals Medicine and Science in Sports and Exercise Journal of Applied Physiology International Journal of Sports Medicine European Journal of Applied Physiology Journal of Sport Sciences Internet Sites Other Learning resources MacAuley, M., & Best, T. (Eds.). (2007). Evidence-based Sports Medicine. Second Edition. Blackwell Publishing. ISBN: Reilly, T., & Waterhouse, J.M. (Eds.). (2005). Sport, Exercise and environmental Physiology. Elsevier, Churchill Livingstone. ISBN Jones, D., Round, J., & dehaan, A. (Eds.). (2004). Skeletal Muscle From Molecules to Movement. Churchill Livingstone ISBN: ANY ADDITIONAL NOTES AND COMMENTS 20 DATE OF APPROVAL 12 th March DATE OF MOST RECENT CONSIDERATION: 12 November

94 1 UNIT TITLE Foundation Psychology 2 BRIEF SUMMARY The unit focuses on selected themes from neuroscience, cognitive and social psychology with an emphasis on individual differences in sport and exercise settings. 3 UNIT CODE NUMBER 8593M172 4 HOME PROGRAMME MA/MSc Exercise and Sport 5 HOME DEPARTMENT Exercise and Sport Science 6 SUBJECT AREA Unit 4 Anatomy and Physiology 7 UNIT LEADER(S) Nick Smith Unit 25 Hospitality, Leisure, Sport and Tourism 8 CREDIT VALUE 10 CREDITS AT LEVEL: 9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) 10 UNIT STATUS 100 Mandatory Core for Psychology Pathway. Option: MA/MSc Outdoor Education. (7) M 11 PRE-REQUISITES 12 CO-REQUISITES 13 UNIT LEARNING OUTCOMES None None On successful completion of this unit students will be able to : 1. identify and define key terms and core concepts relevant to different approaches to the study of human behaviour in sport and exercise settings; 2. explain the strengths and weaknesses of the different methods of enquiry employed by psychologists when studying human behaviour; 3. evaluate the insight into human behaviour provided by cognitive, social and neuroscience approaches in sport and exercise; 4. utilise specific theoretical approaches to interpret human behaviour in sport and exercise; 5. employ oral and written communication skills effectively to meet the assessment requirements of the unit. 14 CURRICULUM OUTLINE This unit provides students with foundation M level knowledge and skills in selected areas of psychology that are of immediate relevance to sport and exercise. The unit achieves this by focusing on selected themes from neuroscience, cognitive and social psychology alongside a consideration of individual differences. The unit content is divided into three major sections each of which overviews the key concepts, major empirical themes and the contribution to understanding provided by that approach to human behaviour. The first section of the unit underscores some of the major themes in cognitive psychology and considers the contribution of sensory, 90

95 perceptual, attentive and memorial processes to skilled human behaviour. The cognitive factors involved in the development of expertise in sport in particular are examined. The second section of the unit considers some key social psychological issues focusing particularly on the influence of social and group processes on individuals in the context of sport. This is followed by an overview of the contribution of neuroscience to psychological study. The neuropsychological basis of behaviour is examined through an approach that focuses on recent developments in cognitive neuroscience. 15 LEARNING & TEACHING ACTIVITIES The unit will feature ten keynote lectures designed to highlight theoretical, methodological or empirical issues within psychology. These will be supported by small group seminars and experimental work that will illustrate the diversity of methods employed when studying human behaviour in sport and exercise. Students will be expected to draw upon their own personal experiences within sport as one area of human achievement and use this as a stimulus for further psychological enquiry. The ratio of Self-directed study hours to contact time for the unit is 4:1 (i.e. 4 hours of self-directed study supports 1 hour of contact). 16 ASSESSMENT STRATEGIES The coursework weighting for this unit is 100%. To gain the credits for the unit students are required to gain a unit mark of 50% or above. The coursework requirements of the unit are as follows : 1. A 20 minute seminar presentation from a selected area of unit content which focuses on a particular approach to the study of human behaviour. This will be followed by a 10 minute oral defence. Students will be expected to clearly locate their work within one of the approaches to psychological study explored within the unit and to articulate the strengths and weaknesses of this approach when responding to questions (40% of coursework assessment). (Learning Outcome 1, 4, 5). 2. A 60 minute concept/knowledge test that draws upon unit knowledge and skills acquired from lectures, seminars, experimental work and directed reading and which examines the student's grasp of core material and its application (60% of coursework assessment). (Learning Outcome 1, 2, 4). 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT Please refer to general assessment criteria contained within the Programme Definitive Document and the University s Regulations for Taught Postgraduate Programmes of Study. This unit s assessment criteria conform to those detailed in the MSc/MA Sport and Exercise Student Handbook. The unit s assessments are designed to enable students to demonstrate the achievement of relevant learning outcomes. 91

96 18 INDICATIVE STUDENT LEARNING RESOURCES Andreassi, J. L. (2000). Psychophysiology: Human Behaviour and Physiological Response. London: Lawrence Erlbaum Associates. Baddeley, A. (1999). Essentials of Human Memory. Hove: Psychology Press. Brown, R. C. (2000). Group Processes: Dynamics within and between groups. Oxford: Blackwell Publishers. Carron, A.V., & Hausenblas, H.A. (1998). Group Dynamics in Sport. Morgantown, VA: Fitness Information Technology. Ericsson, K. A. (1996). The Road to Excellence. The Acquisition of Expert Performance in the Arts and Sciences, Sports and Games. London: Lawrence Erlbaum Associates. Ewen, R. B. (1993). An introduction to theories of personality. London: Lawrence Erlbaum Associates. Eysenck, M. W., & Keane, M. T. (2005). Cognitive psychology: A student's handbook (5th Edition). Hove: Psychology Press. Kerr, J. H. (1999). Experiencing Sport: Reversal Theory. Chichester: Wiley & Sons. Matthews, G., Davies, D. R., Westerman, S. J., & Stammers, R. B. (2000). Human Performance: Cognition, Stress and Individual Differences. Hove: Psychology Press. Starkes, J.L., & Ericsson, K.A. (2003). Expert performance in sports. Champaign, IL : Human Kinetics. Stirling, J. (2002). Introducing neuropsychology. Hove: Psychology Press. Ward, J. (2006). The student s guide to cognitive neuroscience. Hove: Psychology Press. 19 ANY ADDITIONAL NOTES AND COMMENTS 20 DATE OF APPROVAL 12 th March DATE OF MOST RECENT CONSIDERATION: 12 November

97 1 UNIT TITLE Social Psychology of Performance Sport 2 BRIEF SUMMARY This examines social psychological issues relating to performance sport, equipping students with knowledge and skills to aid in research and applied work in this area. 3 UNIT CODE NUMBER 8593M178 4 HOME PROGRAMME MA/MSc Exercise and Sport 5 HOME DEPARTMENT Exercise and Sports Science 6 SUBJECT AREA Unit 4 Anatomy and Physiology 7 UNIT LEADER(S) Dave Smith Unit 25 Hospitality, Leisure, Sport and Tourism 8 CREDIT VALUE 20 CREDITS AT LEVEL: 9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) 10 UNIT STATUS 200 7(M) Mandatory Core for Psychology pathway. Core Option for Combined Route, Postgraduate Students from Faculty of Health, Psychology and Social Care, MA/MSc Outdoor Education. 11 PRE-REQUISITES 12 CO-REQUISITES 13 UNIT LEARNING OUTCOMES 14 CURRICULUM OUTLINE None None On successful completion of this unit students will be able to: 1. critical analysis of current social psychology of sport research (e.g. motivation, group roles, leadership, communication, and cohesion) and highlighting of future directions; 2. relevant personal and transferable skills e.g. communication (oral and written) reasoned argument, time management and teamwork; 3. critical appraisal of theoretical concepts underpinning the topics studied; 4. from a theoretical and practical perspective how individual motivation may be affected by group variables, 5. the practical applications of relevant research and theory to coaches and sport psychologists working with a variety of groups and individuals in sport. This unit examines a range of social factors that affect the behaviour and performance of individuals and groups in sport contexts and investigates the impact of the group on an individual s motivation and performance. The unit examines key elements of the psychology of the group through a critical review of literature from sport and exercise psychology, mainstream social psychology and organisational behaviour. Research methods in the social psychology of sport and exercise are also examined. Specific applications to various sporting contexts and links to individual motivation are made throughout. Roles, role 93

98 clarity and role conflict are studied with a particular focus on the conflict within leadership roles in sports teams. Other relevant theories, models and current literature are critically reviewed in the areas of team cohesion, roles and norms, leader behaviour and conflict management. In addition, the communication process is studied focusing on networks and systems of communication in sports groups. The unit critically examines theoretical perspectives on individual and group motivation in sport, focusing particularly on attribution theory and achievement goal approaches. Current research is critically examined and applied to sport. Future directions for research will be identified and there will be a focus on the influence of group variables on the motivation of the individual. 15 LEARNING & TEACHING ACTIVITIES 16 ASSESSMENT STRATEGIES The unit comprises of a number of keynote lectures, small group tutorials and group seminars. The students are encouraged to adopt a pro-active and independent learning strategy stimulated by the lecture material and use the class contact to facilitate their learning. The practical applications to sport will be taught through the use of case studies and will draw on the sporting experiences of the unit team and the students. The coursework weighting for this unit is 100%. To gain the credits for the unit students are required to gain an average unit mark of 50% or above. The unit is assessed by a small group workshop (1.5-2hrs) on a specified topic in the social psychology of performance sport. The workshop will involve three distinct outcomes, each of which is assessed. Prior to the workshop the group will submit a critical review of the selected topic. Presentation of the workshop will form the second part of the assessment. Finally, each individual student will submit an individual reflective report on the group processes experienced in completing this task which will also address the motivational factors associated with team work. 1. Group critical review (1500 words) 20% (Learning Outcome 1, 2) 2. Group workshop presentation 40% (Learning Outcome 2, 5) 3. Individual report (2000 words) 40% (Learning Outcome 1, 4) 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT Please refer to general assessment criteria contained within the Programme Definitive Document and the University s Regulations for Taught Postgraduate Programmes of Study. The unit s assessments are designed to enable students to demonstrate the achievement of relevant learning outcomes. 18 INDICATIVE STUDENT LEARNING RESOURCES Key texts: Jowett, S., & Lavallee. D., Eds. (2007). Social Psychology of Sport. Champaign, IL; Human Kinetics. 94

99 Journals: The Sport Psychologist Journal of Sport and Exercise Psychology Journal of Applied Sport Psychology International Journal of Sport Psychology Journal of Sport Behavior Psychology of Sport and Exercise Example journal articles: Carron, A. V., Colman, M. M., Wheeler, J., & Stevens, D. (2002). Cohesion and performance in sport: A meta analysis. Journal of Sport and Exercise Psychology, 24, Harwood, C. (2002). Assessing achievement goals in sport: caveats for consultants and a case for contextualization. Journal of Applied Sport Psychology, 14, Heuze, J.P., Sarrazin, P., Masiero, M., Raimbault, N., & Thomas, J.P. (2006) The relationships of perceived motivational climate to cohesion and collective efficacy in elite female teams. Journal of Applied Sport Psychology, 18, Orbach, I., Singer, R., & Murphey, M. (1997). Changing attributional style with an attribution training technique relating to basketball dribbling. The Sport Psychologist, 11, Turman, P.D. (2003). Coaches and cohesion: the impact of coaching techniques on team cohesion in the small group sport setting. Journal of Sport Behavior, 26, Woodman, T., & Hardy, L. (2001). A case study of organizational stress in elite sport. Journal of Applied Sport Psychology, 13, Additional Reading: Brown, R. (2000). Group processes. Oxford: Blackwell Carron, A.V. & Hausenblas, H. A. (1998). Group Dynamics in Sport. Morgantown: Fitness Information Technology Huczynski, A.A. (1991). Organisational Behaviour. An Introductory Text (2nd Edn). London: Prentice Hall. Moore, P. & Collins, D. (1996). Role conflict in sports team management. In How Teams Work in Sport and Exercise (edited by J. Annet, H. Steinberg). British Psychological Society, Sport and Exercise Section Occasional Paper. Leicester: British Psychological Society. 95

100 Yukelson, D. (1998). Communicating effectively. In J.M. Williams (Ed.), Applied sport psychology: Personal growth to peak performance (3rd. ed.), pp Mountain View, CA: Mayfield. 19 ANY ADDITIONAL NOTES AND COMMENTS 20 DATE OF APPROVAL 12 th March DATE OF MOST RECENT CONSIDERATION: 12 November

101 1 UNIT TITLE Cognition and Emotion in Exercise and Sport 2 BRIEF SUMMARY Examines the relationship between emotion, cognition and performance in sport and exercise settings. Relevant theoretical positions are considered and applications drawn for sport and exercise practitioners. 3 UNIT CODE NUMBER 8593M180 4 HOME PROGRAMME MA/MSc Sport and Exercise 5 HOME DEPARTMENT Exercise and Sport Science 6 SUBJECT AREA Psychology 7 UNIT LEADER(S) Nick Smith 8 CREDIT VALUE 20 CREDITS AT LEVEL: 7 (M) 9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) 10 UNIT STATUS 11 PRE-REQUISITES 12 CO-REQUISITES 13 UNIT LEARNING OUTCOMES 200 Mandatory Core for Psychology Pathway. Core Option for Combined Route, Postgraduate Students from Faculty of Health, Psychology and Social Care, MA/MSc Outdoor Education None None On successful completion of this unit students will be able to: 1. explain key conceptual distinctions within the area of study; 2. communicate the strengths and weaknesses of unidimensional and multidimensional approaches to the study of emotion, cognition and performance; 3. identify and critique the major methodological issues relevant to the measurement of cognition and emotion in sport and exercise; 4. describe and interpret the effects of anxiety on cognitive processes underpinning performance in sport and exercise; 5. evaluate critically the strengths and weaknesses of selected theoretical models linking emotion, cognition and performance; 6 work effectively in individual and small group settings to demonstrate the achievement of unit learning outcomes 14 CURRICULUM OUTLINE This unit provides students with the necessary knowledge and skills to interpret and appraise critically selected material from the literature that has examined the effects of cognition and emotion on performance in sport and exercise settings. More broadly, the unit explores the links between cognition and emotion from both dispositional and situational perspectives. Recent theoretical positions 97

102 that attempt to explain and predict the cognitive and behavioural effects of emotions on human performance are examined with a particular focus on behaviour in sport and exercise settings. The unit content will include material selected from the following areas: Definitions of emotions; functional relations among cognitions and emotion; appraisal patterns for emotions; clarifying the conceptual and theoretical base within cognition and emotion research; conceptual and methodological developments within the measurement of cognitive processes and emotion; the nature of emotional processing in sport and exercise; emotion precursors, dimensions, modes of expression and links to human behaviour in sport and exercise; the links between negative and positive emotions and anxiety; coping processes in emotion; the contribution of psychophysiology to the study of cognition and emotion with a particular emphasis on cardiovascular markers. In exercise settings the unit will consider the effects of physical activity on emotion and mood and consider the mechanisms for exercise-induced emotion. Relevant theoretical positions will be examined that have relevance to sport (e.g. Four Factor Theory, Processing Efficiency and Attentional Control Theory). The role of worry and effort will be considered. Attentional and working memory effects and their implications for both learning and performance will be explained. Broad (sport specific) and narrow (task sub-component) band approaches to the study of the effects of anxiety on performance. The measurement of performance change; the importance of sensitivity, intra-individuality, task and sport specificity. 15 LEARNING & TEACHING ACTIVITIES The unit features a number of keynote lectures designed to highlight theoretical, methodological or empirical issues within the area of study. These will be supported by small group seminars that will use key research papers and other information sources as stimuli for debate and discussion. 40 contact hours are allocated to this aspect of the unit The unit will also be supported by an interactive Web CT site. Students will be expected to be proactive in the management of their own learning within the unit and will be encouraged to identify and develop an area of specialism within the subject area. This area of specialism can be developed by the student to meet the assessment requirements of the unit. The ratio of Self-directed study hours to contact time for the unit is 4:1 (i.e. 4 hours of selfdirected study supports 1 hour of contact). 16 ASSESSMENT STRATEGIES The coursework weighting for this unit is 100%. To gain the credits for the unit, students must gain an average unit mark of 50% or above. The coursework requirements of the 98

103 unit are as follows : 1. A 20 minute seminar presentation from an area of unit content to be followed by 10 minutes of questions from the group. The title of the seminar will be negotiated with the unit leader and the oral component can be weighted within the range 30% -70% of the coursework mark for assessments 1 and 2. Note: 20% of the marks gained from the seminar presentation and defence will be derived from peer assessment. (Learning Outcome 1, 2, 5, 6). 2. An individually produced written critique to extend the arguments presented during the seminar. The written critique will comprise a minimum of 2000 words (excluding references and appendices) depending on the weighting given to Assignment 1 above and should be handed in a week after the time of the seminar presentation. (Learning Outcome 3, 4, 5). 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT Please refer to general assessment criteria contained within the Programme Definitive Document and the University s Regulations for Taught Postgraduate Programmes of Study. The unit s assessments are designed to enable students to demonstrate the achievement of relevant learning outcomes. 18 INDICATIVE STUDENT LEARNING RESOURCES Anshel, M., & Anderson, D.I. (2002). Coping with acute stress in sport: Linking athletes' coping style, coping strategies, affect and motor performance. Anxiety, Stress and Coping, 15, Cerin, E., Szabo, A., Hunt, N., & Williams, C. (2000). Temporal patterning of precompetitive emotions: A critical review. Journal of Sports Sciences, 18, Derakshan, N., & Eysenck, M.W. (1997). Interpretive biases for one's own behaviour and physiology in high trait anxious individuals and repressors. Journal of Personality and Social Psychology, 73, Eysenck, M.W., Derakshan, N., Santos, R., & Calvo, M.G. (2007). Anxiety and cognitive performance: Attention control theory. Emotion, 7, Hanin, Y. L. (2000). Emotions in Sport. Champaign, IL: Human Kinetics. Jones, K. A., Smith, N. C., & Holmes, P S (2004). Anxiety symptom interpretation and performance predictions in high-anxious, low-anxious and repressor sport performers. Anxiety, Stress and Coping, 17, Kerr, J.H. (1997). Motivation and emotion in sport: Reversal Theory. Hove: Psychology Press. Mullen, R., & Hardy, L. (2000). State anxiety and motor performance: Testing the conscious processing hypothesis. 99

104 Journal of Sports Sciences, 18, Smith, N.C., Bellamy, M., Collins, D., & Newell, D. (2001). Testing Processing Efficiency Theory in a team sport context. Journal of Sports Sciences, 19, Steptoe, A., & Vogele, C. (1992). Individual differences in the perception of bodily sensations: The role of trait anxiety and coping style. Behaviour, Research and Therapy, 30, ANY ADDITIONAL NOTES AND COMMENTS 20 DATE OF APPROVAL 12 th March DATE OF MOST RECENT CONSIDERATION: 12 November

105 1 UNIT TITLE Neuroscience in Exercise and Sport 2 BRIEF SUMMARY This unit will allow students to explore central and peripheral physiological systems and examine critically their application to sport and exercise psychology. 3 UNIT CODE NUMBER 8593M179 4 HOME PROGRAMME MA/MSc Exercise and Sport 5 HOME DEPARTMENT Exercise and Sport Science 6 SUBJECT AREA Unit 4 Anatomy and Physiology Unit 25 Hospitality, Leisure, Sport and Tourism 7 UNIT LEADER(S) Paul Holmes 8 CREDIT VALUE 20 CREDITS AT LEVEL: 9 TOTAL AMOUNT OF 200 STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) (see Learning & Teaching Activities box below) 7 (M) 10 UNIT STATUS Mandatory Core for Psychology Pathway. Core Option for Combined Route, Postgraduate Students from Faculty of Health, Psychology and Social Care, MA/MSc Outdoor Education. 11 PRE-REQUISITES None None 12 CO-REQUISITES On successful completion of this unit students will be able to: 13 UNIT LEARNING OUTCOMES 1. critically assess neuroscience and sport and exercise neuroscience research; 2. work effectively in a small group context to collect data through EEG, ECG, EMG, and TMS; 3. apply neuroscience knowledge to justify the use of sport and exercise psychology interventions; 4. apply theoretical neuroscience approaches to a variety of sport and exercise environments. 14 CURRICULUM OUTLINE Introduction to cognitive neuroscience. Review of central neurophysiology and links to sport and exercise. The mirror neuron system and the role of video and observation in sport and exercise psychology. The mirror neuron system: using TMS to study observation in sport and exercise psychology. Practical TMS session. Attention and heart rate variability implications for performance. Heart activity and affective processes. Practical ECG session. Stress, anxiety and emotional responsivity. EMG Cognitive neuroscience and the musculoskeletal system. Practical EMG session. EEG and the use of frequency as a marker of cognition in sport: Practical EEG session. Cognitive neuroscience and mental practice A new approach for sport psychology? Mental imagery: measurement, ability, problems and solutions. Using imagery in sport and exercise environments. 101

106 15 LEARNING & TEACHING ACTIVITIES (See Total Amount of Student Learning box above) 16 ASSESSMENT STRATEGY Teaching strategies employed within this unit require students to work effectively in small groups and independently. Students will be encouraged to synthesise and apply knowledge provided in keynote lectures and discussions. There will be 4 contact hours per week for 10 weeks. Directed specialist reading, practical learning experiences, and debate in small group seminars and individual tutorials will support the lectures. Practical laboratory classes will support each physiological system considered. Students will be expected to be proactive in the management of their own learning and will be encouraged to identify an area of specialism within the unit content. The coursework weighting for this unit is 100%. To gain the credits for the unit the students are required to gain a mark of 50% or above in the assessment. 1. A 60-minute, short answer test comprising fundamental neuroscience and implications for sport and exercise. (40%). (Learning Outcome 1, 3, 4). 2. A 30 minute presentation comprising 20 minutes of student presentation and 10 minutes of questions, plus an abstract (maximum 500 words) (60%). (Learning Outcome 1, 2, 3). Students will receive detailed feedback on their presentation from tutors and peers. 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT 18 INDICATIVE STUDENT LEARNING RESOURCES Please refer to general assessment criteria contained within the Programme Definitive Document and the University s Regulations for Taught Postgraduate Programmes of Study. This unit s assessment criteria conform to those detailed in the MSc/MA Sport and Exercise Student Handbook. The unit s assessments are designed to enable students to demonstrate the achievement of relevant learning outcomes. Key text Andreassi, J. L. (2000). Psychophysiology, human behaviour and physiological response. Lawerance Erlbaum associates: Mahwah, New Jersey. Additional Reading Cacioppo, J. T., & Tassinary, L. G. (Eds.). (1990). Principles of psychophysiology: Physical, social, and inferential elements. Cambridge, MA: Cambridge University Press. Journals provided on WebCT by tutors Clarys, J. P., & Cabri. J. M. (1993). Electromyography and the study of sports movement, a review. Journal of Sport Sciences, 11, Fadiga, L., Craighero, L., & Olivier, E. (2005). Human motor cortex excitability during the perception of others action. Current Opinion in Neurobiology, 15, Goginsky, A. M., & Collins, D. J. (1996). Research design and mental practice. Journal of Sports Sciences, 14,

107 Holmes, P. S., & Collins, D. J. (2001). The PETTLEP approach to motor imagery: A functional equivalence model for sport psychologists. Journal of Applied Sport Psychology, 13, Holmes, P., & Calmels, C. (in press). A neuroscientific review of imagery and observation use in sport. Journal of Motor behaviour. Lawton, G.W., Hung, T.M., Saarela, P., & Hatfield, B.D. (1998). Electroencephalography and mental states associated with elite performance. Journal of Sport and Exercise Psychology, 20, Rizzolatti, G., & Craighero, L. (2004). The mirror-neuron system. Annual Review of Neuroscience, 27, Shaw, J. C. (1996). Intention as a component of the alpharhythm response to mental activity. International Journal of Psychophysiology, 24, Smith, D., & Collins, D. (2004). Mental practice, motor performance and the late CNV. Journal of Sport and Exercise Psychology, 26, Smith, D., Wright, C., Allsopp, A., & Westhead, H. (2007). It s all in the mind: PETTLEP-based imagery and sports performance. Journal of Applied Sport Psychology, 19, Todorov, A., Harris, S., & Fiske, S.T. (2006). Towards socially inspired social neuroscience. Brain Research, 1079, Wright, C., & Smith, D. (2007). The effect of a short-term PETTLEP imagery intervention on a cognitive task. Journal of Imagery Research in Sport and Physical Activity, 2(1), Zani, A., & Rossi, B. (1991). Cognitive psychophysiology as an interface between cognitive and sport psychology. International Journal of Sport Psychology, 22, NB the unit handbook can/should contain much more detailed references for each topic, particularly at the higher levels. This document contains the major references to learning resources 19 ANY ADDITIONAL NOTES AND COMMENTS 20 DATE OF APPROVAL 12 th March DATE OF MOST RECENT CONSIDERATION: 12 November

108 1 UNIT TITLE Needs Analysis in Consultancy 2 BRIEF SUMMARY Builds on communication skills and offers directions for effective practice with athletes and coaches. Critically considers applied tools and skills in assessment, intervention and evaluation plans. 3 UNIT CODE NUMBER 8593M181 4 HOME PROGRAMME MA/MSc Exercise and Sport 5 HOME DEPARTMENT Exercise and Sport Science 6 SUBJECT AREA Unit 4 Anatomy and Physiology Unit 25 Hospitality, Leisure, Sport and Tourism 7 UNIT LEADER(S) Paul Holmes 8 CREDIT VALUE 10 CREDITS AT 7 (M) LEVEL: 9 TOTAL AMOUNT OF 100 STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) (see Learning & Teaching Activities box below) 10 UNIT STATUS Core Option for Named Pathway, Combined Route and Postgraduate Students from Faculty of Health, Psychology and Social Care, MA/MSc Outdoor Education. 11 PRE-REQUISITES None 12 CO-REQUISITES None 13 UNIT LEARNING OUTCOMES 14 CURRICULUM OUTLINE On completion of the unit students will be able to: 1. explain and evaluate procedural models of sport psychology consultancy; 2. demonstrate awareness of the ethical issues which must be considered in applied work; 3. conduct a sport analysis to describe the psychological demands of different sports; 4. critically evaluate and demonstrate competence using a range of individual and group assessment tools; 5. conduct a needs analysis for an athlete and/or group in sport relating to those factors that influence performance or psychological well-being, 6. design an intervention plan to meet the specific needs of an individual or group. 7. Unit introduction. Overview and assessment briefing. First consultation experiences: Doing a needs analysis. Client contact procedure, discussion and tutorials. Discussion of proposals from students. Models of needs analysis: getting it right. Ethical considerations and models in consultancy. Assessment methods 1: questionnaires, surveys, behavioural observation & performance profiling. Assessment methods 2: interview skills. 104

109 Clinical psychology and referral. Discussion and consideration of case studies: Working with teams: Individual performers. The sport psychologist and the injured athlete. Student case studies. 15 LEARNING & TEACHING ACTIVITIES (See Total Amount of Student Learning box above) 16 ASSESSMENT STRATEGY The first section of the unit will utilise keynote lectures, seminars, role-play and case studies to explore the key theory content and practical skills. In the latter section of the unit student-led seminars and small group discussions will provide opportunities to reflect on the practical experiences as students conduct a needs analysis with a real client. The coursework weighting for this unit is 100%. To gain the credits for the unit students are required to gain a unit mark of 50% or above. The coursework requirements of the unit are as follows: A 30 minute seminar presentation of a needs analysis process with specified client. Included in the presentation will be: 1. a sport analysis that identifies the psychological demands of the sport, 2. a description and rationale for the methods used, 3. the results and analysis, 4. conclusions and recommendations, 5. an outline intervention plan. (Learning Outcome 1, 2, 3, 4, 5, 6). 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT Please refer to general assessment criteria contained within the Programme Definitive Document and the University s Regulations for Taught Postgraduate Programmes of Study. The unit s assessments are designed to enable students to demonstrate the achievement of relevant learning outcomes. 18 INDICATIVE STUDENT LEARNING RESOURCES Barney, S.T., Andersen, M.B., & Riggs, C.A. (1996). Supervision in sport psychology: Some recommendations for practicum training. Journal of Applied Sport Psychology, 8, Cockerill, I. (2002). Solutions in Sport Psychology. London, UK: Thomson Learning. Higgins, E. T., & Kruglanski, A. W. (2000). Motivational Science: Social and Personality Perspectives. Hove: Psychology Press. McLeod, J. (1998). An Introduction to counselling. Buckingham: Open University Press. Murphy, S.M. (Ed.), (1995). Sport Psychology Interventions. Champaign, IL: Human Kinetics. Reid, M., & Hammersley, R. (2000). Communicating 105

110 Successfully in Groups. Hove: Psychology Press. Smith, N.C., & Moore, P. (2005). Evaluating practice in sport and exercise science. The Sport and Exercise Scientist, 3, Statt, D. A. (2000). Using Psychology in Management Training. Hove: Psychology Press. NB: THIS DOCUMENT MUST BE READ IN CONJUNCTION WITH RELEVANT UNIVERSITY, FACULTY, DEPARTMENT AND COURSE HANDBOOKS. 19 ANY ADDITIONAL NOTES AND COMMENTS 20 DATE OF APPROVAL 12 th March DATE OF MOST RECENT CONSIDERATION: 12 November

111 1 UNIT TITLE Sport Development: Policy & Planning 2 BRIEF SUMMARY Critique of past and current approaches to measuring the outcomes and impact of sport and physical activity intervention, underpinned by theoretical frameworks, social and political context. 3 UNIT CODE NUMBER 8593M215 4 HOME PROGRAMME MA/MSc Exercise & Sport 5 HOME DEPARTMENT Exercise & Sport Science 6 SUBJECT AREA Unit 4 Anatomy and Physiology 7 UNIT LEADER(S) John Daniels Unit 25 Hospitality, Leisure, Sport and Tourism 8 CREDIT VALUE 10 CREDITS AT LEVEL: 9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) 10 UNIT STATUS 100 7(M) Mandatory Core for Sport Development Pathway Option: Ma/MSc Outdoor Education 11 PRE-REQUISITES 12 CO-REQUISITES 13 UNIT LEARNING OUTCOMES None None On successful completion of this unit students will be able to have attained or demonstrated: 1. Critical analysis of community sport provision and participation. 2. Detailed understanding of the structure of sport from macro to meso level. 3. Synthesis of data to establish gaps in local sports provision. 4. Originality through the formation of proposals based on gap analysis. 14 CURRICULUM OUTLINE This unit will provide a comprehensive, multidisciplinary analysis to public policy and planning in the broad field sport and physical activity. It explores theoretical perspectives and practical guidelines for the application of a range of analytical techniques, encompassing planning methods, demand forecasting, cost-benefit analysis and performance appraisal. Topics include: The structure of British sport development National policy and local needs Strategic planning Forecasting Funding projects Project appraisal Formative evaluation Costing and being cost effective Data analysis 107

112 15 LEARNING & TEACHING ACTIVITIES A variety of teaching and learning strategies will be employed in the class contact sessions. Interactive lectures will introduce, define, and develop key concepts. Small group active-learning approaches will further develop the students critical, analytical, and interpretation skills. There will be hands on experience with the Faculty s IT systems including data manipulation via statistical packages, online discussion forums and WebCT assignments. Tutorials will illuminate key problematic areas in response to students needs and in response to current controversies within the literature. Oral presentation and interviews relating to the evaluation concepts will enhance the students understanding. 16 ASSESSMENT STRATEGIES The coursework weighting for this unit is 100%. To gain the credits for the unit students are required to gain a unit mark of 50% or above. The coursework requirements of the unit are as follows: 1. Project proposal presentation (40%). (Learning Outcome 1, 2, 4). 2. Formative evaluation/appraisal of local sport provision 2000 words. (60%). (Learning Outcome 1, 3, 4). 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT Please refer to general assessment criteria contained within the Programme Definitive Document and the University s Regulations for Taught Postgraduate Programmes of Study. The unit s assessments are designed to enable students to demonstrate the achievement of relevant learning outcomes. INDICATIVE STUDENT LEARNING RESOURCES Bowden, J. (2004). Writing a report. How to prepare, write and present effective reports.(7 th Ed.). Oxford: How to books. Bramham, P., & Hylton, K. (2007). Sports development: policy process and practise. (2 nd Ed.). London: Routledge. Burgess, S. (2001). Sports development planning. London: Sport England. Burgess, S. (2000). Planning for sport. London: Sport England. Department of Culture Media & Sport. (2002). Game plan: a strategy for delivering the Government s sport and activity objectives. London: Strategy Unit. Rootman, I., Goodstadt, M., Hyndman, B,. McQueen, D., Potvin, L., Springett, J. & Ziglio, E. (2001). Evaluation in Health Promotion: principles and perspectives. Denmark: World Health Organisation /EURO; European Series. Russell, R., & Jamieson, L. (2007). Leisure Program Planning and Design. Leeds: Human Kinetics. 108

113 Sport England. (2006). Sport England: monitoring and evaluation toolkit. London: Sport England. Veal, A.J. (2002). Leisure and tourism policy and planning. (2 nd Ed). London: CAB publishing. Watt, D. (2003). Sports management and administration. (2 nd ed). London: Routledge. 19 ANY ADDITIONAL NOTES AND COMMENTS 20 DATE OF APPROVAL 12 th March DATE OF MOST RECENT CONSIDERATION: 12 November

114 1 UNIT TITLE Sport & Physical Activity: Measuring Impact 2 BRIEF SUMMARY Critique of past and current approaches to measuring outcomes and impact of sport and physical activity intervention, underpinned by theoretical frameworks, social and political context. 3 UNIT CODE NUMBER 8593M213 4 HOME PROGRAMME MA/MSc Exercise & Sport 5 HOME DEPARTMENT Exercise & Sport Science 6 SUBJECT AREA Unit 4 Anatomy and Physiology Unit 25 Hospitality, Leisure, Sport and Tourism 7 UNIT LEADER(S) John Daniels & Dr. Barbara Bell 8 CREDIT VALUE 20 CREDITS AT LEVEL: 7(M) 9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) 10 UNIT STATUS 11 PRE-REQUISITES 12 CO-REQUISITES 13 UNIT LEARNING OUTCOMES 200 Mandatory Core for Sport Development Pathway. Core Option for Combined Route, Postgraduate Students from Faculty of Health, Psychology and Social Care, MA/MSc Outdoor Education. None None On successful completion of this unit students will be able to have attained or demonstrated: 1. Comprehension of intervention evaluation in a sport/ physical activity setting. 2. Critical evaluation of current evaluation practise. 3. Originality by proposing hypothesis in a live evaluation setting for a local sports/ physical activity intervention. 4. A critical understanding of the impact of interventions through synthesis, interpretation and dissemination of relevant data. 5. Autonomy in supporting local sports networks in an evaluation setting. 14 CURRICULUM OUTLINE In this unit, the expanding field of intervention evaluation is explored with particular focus on the criticism of previous practices and the appropriate development and application of more contemporary methods. Theoretical frameworks for evaluation research will be studied in detail. The student will also have the opportunity to engage with evaluation and apply theory in a chosen setting such as physical activity or sport intervention. Topic Areas will normally include: Understanding evaluation 110

115 Paradigmatic choices in evaluation enquiry Issues in experimental evaluation The introduction of scientific realism Policy and practise Evaluating the salience of sport and physical activity. Evidence based practise: Case studies from physical activity and sport development. 15 LEARNING & TEACHING ACTIVITIES 16 ASSESSMENT STRATEGIES A variety of teaching and learning strategies will be employed in the class contact sessions. Interactive lectures will introduce, define, and develop key concepts. Small group active-learning approaches will further develop the students critical, analytical, and interpretation skills. There will be hands on experience with the Faculty s IT systems including data manipulation via statistical packages, online discussion forums and WebCT assignments. Tutorials will illuminate key problematic areas in response to students needs and in response to current controversies within the literature. Oral presentation and interviews relating to the evaluation concepts will enhance the students understanding. The coursework weighting for this unit is 100%. To gain the credits for the unit students are required to gain a unit mark of 50% or above. The coursework requirements of the unit are as follows: 1. A critical evaluation of sport development intervention evaluation. (2000 words) (40%). (Learning Outcome 2, 4). 2. Group poster and defence of a micro evaluation (2000 word equivalent) and individual submission (1000 words) of reflection on their contribution to this assignment. (60%). (Learning Outcome 4, 5). 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT Please refer to general assessment criteria contained within the Programme Definitive Document and the University s Regulations for Taught Postgraduate Programmes of Study. The unit s assessments are designed to enable students to demonstrate the achievement of relevant learning outcomes. INDICATIVE STUDENT LEARNING RESOURCES Bramham, P., & Hylton, K. (2007). Sports development: policy process and practise. (2 nd Ed.). London: Routledge. McMahon, A., Kelleher, C., Helly, G., & Duffy, E. (2002). Evaluation of a workplace cardiovascular health promotion programme in the Republic of Ireland. Health Promotion International, 17, Nutbeam, D. (1998). Evaluation health promotion progress problems and solutions. Health Promotion International, 13, Pawson, R. & Tilley, N. (2001). Realistic Evaluation. London: Sage. Rootman, I., Goodstadt, M., Hyndman, B,. McQueen, D., 111

116 Potvin, L., Springett, J. & Ziglio, E. (2001). Evaluation in Health Promotion: principles and perspectives. Denmark: World Health Organisation /EURO; European Series. Rossi, P.H., Lipsey, M.W., & Freeman, H.E. (2003). Evaluation: a systematic approach. (7 th Ed.). London: Sage. Schalock, R.L. (2001). Outcome-based evaluation. (2 nd Ed.). Berlin: Springer. Snape, R. (2005). Steps to health: an evaluation of a project to promote exercise and physical activity amongst Asian women in a post-industrial town in England. Managing Leisure, 10, Sport England. (2006). Sport England: monitoring and evaluation toolkit. London: Sport England. Stufflebeam, D.L., & Shinkfield, A.J. (2007). Evaluation theory, models and applications. Indianapolis: Wiley. Wen, L., Orr, N., Bindon, J., & Rissell, C.(2005). Promoting active transport in a workplace setting: evaluation of a pilot study in Australia. Health Promotion International, 20, Whitehead, D. (2003). Evaluating health promotion: a model for nursing practise. Journal of Advanced Nursing, 41, University of Toronto. (2005). Evaluating comprehensive workplace health promotion. Toronto: The Health Communication Unit. 19 ANY ADDITIONAL NOTES AND COMMENTS 20 DATE OF APPROVAL 12 th March DATE OF MOST RECENT CONSIDERATION: 12 November

117 1 UNIT TITLE Sport: A Broader Social Agenda 2 BRIEF SUMMARY Addresses the potential contribution of sport to a wider social policy agenda examining the salience of sport to a range of social policy settings. 3 UNIT CODE NUMBER 8593M216 4 HOME PROGRAMME MA/MSc Sport and Exercise Science 5 HOME DEPARTMENT Exercise and Sport Science 6 SUBJECT AREA Unit 4 Anatomy and Physiology 7 UNIT LEADER(S) Dr. Barbara Bell Unit 25 Hospitality, Leisure, Sport and Tourism 8 CREDIT VALUE 20 CREDITS AT LEVEL: 9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) 10 UNIT STATUS (M) Mandatory Core for Sports Development Pathway. Core Option for Combined Route, Postgraduate Students from Faculty of Health, Psychology and Social Care, MA/MSc Outdoor Education. 11 PRE-REQUISITES 12 CO-REQUISITES 13 UNIT LEARNING OUTCOMES 14 CURRICULUM OUTLINE None None On successful completion of this unit students will be able to: 1. Critically examine of theoretical contributions of sport to social policy objectives 2. Analyse evidence from significant areas of social policy, where sport has been indicated as a tool or method of intervention 3. Examine the potential for future developments in these areas 4. Identify and plan for specific outcomes for sport interventions in multi-agency settings Includes: Social policy agenda and the growing emergence of sport as a tool to achieve social benefits Regeneration, active citizenship and neighbourhood renewal Social capital and social policy Sport and social capital Sport and specific social policy areas: Education, health, Crime prevention, Economic impacts (including major events and their legacy) Planning and managing for outcomes Stakeholder analysis Engagement with the voluntary/charity sector Multi-agency and partnership working Working methods with non-traditional sport or PA participants 113

118 15 LEARNING & TEACHING ACTIVITIES 16 ASSESSMENT STRATEGIES 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT A variety of teaching and learning strategies will be employed in the class contact sessions. Interactive lectures will introduce, define, and develop key concepts. Small group active-learning approaches will further develop the students critical, analytical, and application abilities and skills. A blended learning approach will use webct, for web-based resources and online discussion forums, individual and group formative assessments or tasks. Seminars and workshop approaches will illuminate key areas of interest in response to student needs and current controversies within the literature. Seminars will include student presentations of investigations into relevant policy areas and interventions and will provide opportunities for the development of assessed coursework. This will incorporate some peer feedback. Discussions of case studies and examples of social policy interventions will enhance the students understanding and share notions of good practice and up date research in this area. The students will develop a mini- conference on social agenda with invited specialists, to present their proposed interventions and to hear from selected programmes and initiatives operating in this area. Formative feedback on poster design and content will be available, prior to final assessment. The coursework weighting for this unit is 100%. To gain the credits for the unit students are required to gain a unit mark of 50% or above. The coursework requirements of the unit are as follows: 1. Report analysing the potential for sport to contribute to specific theme or social policy issue (including stakeholder analysis and consultation), with review of relevant theory, examples and literature. (2000 words) (40%). (Learning Outcome 1, 3, 4). 2. Group workshop presentation 30 minutes drawing upon the above report, and clearly identified examples and relevant literature, students will prepare a proposal for a planned intervention, identifying specific outcomes and potential funding for a selected area. (60% of unit mark). (Learning Outcome 2, 4). Please refer to general assessment criteria contained within the Programme Definitive Document and the University s Regulations for Taught Postgraduate Programmes of Study. The unit s assessments are designed to enable students to demonstrate the achievement of relevant learning outcomes. 1 8 INDICATIVE STUDENT LEARNING RESOURCES Key Texts: Coalter, F. (2007). A wider social role for sport: who s keeping the score? London: Routledge Collins, M. F. with Kay, T. (2003) Sport and Social Exclusion. London: Routledge. Indicative resources: Alcock, P., Barnes, C., Craig, G., Harvey, A., Pearson, S. (1998). What Counts: What Works? Evaluating Antipoverty and Social Inclusion work in Local 114

119 Government. Sheffield: Sheffield Hallam University/Improvement and Development Agency. Aldridge, S., Halpen, D., Fitzpatrick, S. (2002). Social Capital: a discussion paper. London: Performance and Innovation Unit. Audit Commission (1996) Misspent Youth: Young People and Crime. Abingdon, Oxon: Audit Commission Bovaird, T., Nichols, G., Taylor, P. (1997). Approaches to estimating the wider economic and social benefits resulting from sports participation. Birmingham: Aston Business School. Coalter, F. (2001). Raising the Potential of Cultural Services. London: Local Government Association Coalter, F., Allison, M., Taylor, J. (2000). The Role of Sport in Regenerating Deprived Urban Areas. Centre for Leisure Research, Edinburgh: Scottish Executive Rowe, N. (Ed.) (2004) Driving Up Participation: the challenge for sport. London: Sport England. Collins, M. F., Henry, I., Houlihan, B., Buller, J (1999). Research Report: Sport and Social Exclusion, A report to the Policy Action Team 10, March, London: Department for Culture, Media and Sport Department of Culture Media & Sport (2002). Game Plan: a strategy for delivering the Government s sport & activity objectives. London: Strategy Unit Department of Health (2004). At Least Five a Week: Evidence on the impact of physical activity and its relationship to health: A report from the Chief Medical Officer. London: Department of Health. Gratton, C., Henry, I (2001). Sport in the city, the role for economic and social regeneration. London; Routledge Hardman. A., Stensel, D. (2003). Physical Activity & Health: The Evidence Explained. London: Routledge. Long, J., Welsh, M., Bramham, P., Butterfield, J., Hylton, K., Lloyd, E. (2002). Count me in: the dimension of Social Inclusion through Culture and Sport. Report for DCMS. Leeds: Centre for Leisure and Sport Research, Leeds Metropolitan University Nichols, G. (2007). Sport and crime reduction : the role of sports in tackling youth crime. London: Routledge Putnam, R. (2000). Bowling Alone: the collapse and revival of American community Sport England (2004). Sport Playing its part: The 115

120 contribution of sport to building safe, strong and sustainable communities. London: Sport England Journals Evaluation Health Education Health Education Research Journal of Sport Management Journal of Public Health Leisure Management Leisure Studies Managing Leisure Public Administration International Review for the Sociology of sport Sport in society World Leisure and Recreation ANY ADDITIONAL NOTES AND COMMENTS DATE OF APPROVAL 12 th March 2008 DATE OF MOST RECENT CONSIDERATION: This unit may include a field visit if possible Manchester City Centre/Eastlands Sport City, or external speakers from the city council and projects involved in sport and social objectives. Alternatively a visiting speaker will be invited to speak about the impacts of the Commonwealth Games on wider social agenda in Manchester. Students will potentially be co-organising a mini-conference where they will hear from a range of speakers of their selected areas of interest (to facilitate the production of coursework assessments). Students will be encouraged to visit and or observe at suitable projects and initiatives, to add to their understanding of the environment for challenging programmes with non-traditional participants. 12 November

121 1 UNIT TITLE Social Marketing for Sport and Physical Activity 2 BRIEF SUMMARY This unit will explore and apply social marketing theory, approaches and techniques in a sport and physical activity setting. 3 UNIT CODE NUMBER 8593M217 4 HOME PROGRAMME MA/MSc Exercise and Sport: Sport Development 5 HOME DEPARTMENT Exercise and Sport Science 6 SUBJECT AREA Unit 4 Anatomy and Physiology 7 UNIT LEADER(S) Dr. Barbara Bell Unit 25 Hospitality, Leisure, Sport and Tourism 8 CREDIT VALUE 10 CREDITS AT LEVEL: 9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) 10 UNIT STATUS 11 PRE-REQUISITES 12 CO-REQUISITES 13 UNIT LEARNING OUTCOMES (M) Core Option for Named Pathway, Combined Route, Postgraduate Students from Faculty of Health, Psychology and Social Care, MA/MSc Outdoor Educartion None None On successful completion of this unit students will be able to: 1. Critical awareness of social marketing theory and approaches, particularly relating to health-related behaviour 2. Application of the methods of social marketing for the promotion of physical activity and or sport 3. Critical analysis of relevant research, planning methods and levels of social marketing campaigns 4. Creativity and reflexivity in designing and planning of social marketing campaigns 14 CURRICULUM OUTLINE The unit will include an examination of relevant theory in social marketing and contributing disciplines, which relate to how to influence behaviour, with a particular focus on sport and physical activity promotion and health. These will include: Principles of social marketing Marketing research and objectives in social marketing Communication and the media Segmentation and targeting Planning, implementing and control in social marketing campaigns Moving beyond the individual levels of social marketing Social marketing and physical activity policy and practice Health promotion and the role of physical activity and sport 117

122 15 LEARNING & TEACHING ACTIVITIES 16 ASSESSMENT STRATEGIES A variety of teaching and learning strategies will be employed in the class contact sessions. Interactive lectures will introduce, define, and develop key concepts. Small group active-learning approaches will further develop the students critical, analytical, and application abilities and skills. A blended learning approach will use webct, for web-based resources and online discussion forums, individual and group formative assessments or tasks. Tutorials will illuminate key problematic areas in response to students needs and in response to current controversies within the literature. Seminars will include the oral presentations of environmental and organisational (SWOT) analysis and will provide some formative feedback for the development of a social marketing campaign. This may incorporate external and or peer feedback. Workshops and discussions of case studies and examples of social marketing campaigns will enhance the students understanding and share notions of good practice and up date research in this area. The coursework weighting for this unit is 100%. To gain the credits for the unit students are required to gain a unit mark of 50% or above. The coursework requirements of the unit are as follows: 1. Written summary of theory underpinning a potential social marketing campaign or project in promoting sport or physical activity (equivalent of 1000 words) (30%). (Learning Outcome 1, 3) minute oral Report and written outline for social marketing campaign to promote sport or physical activity (2000 word equivalent) (70%). (Learning Outcome 2, 4). Both assessments are individual, though there may be scope for individuals to work together on research phase. 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT 18 INDICATIVE STUDENT LEARNING RESOURCES Please refer to general assessment criteria contained within the Programme Definitive Document and the University s Regulations for Taught Postgraduate Programmes of Study. The unit s assessments are designed to enable students to demonstrate the achievement of relevant learning outcomes. Key texts: Andreasen, A. R. (2006). Social Marketing in the 21st Century. London: Sage Andreasen, A. R., Kotler, P. (2003). Strategic Marketing for nonprofit organisations. (6th Ed.) Upper Saddle River, NJ: Prenctice Hall Indicative resources: Andreasen, A. R. (1995). Marketing social change: changing behaviour to promote health, social development and the environment. San Francisco: Jossey-Bass Publications 118

123 19 ANY ADDITIONAL NOTES AND COMMENTS 20 DATE OF APPROVAL 12 th March DATE OF MOST RECENT CONSIDERATION: Bloom, P. N., Gundlach, G.T. (2001) Handbook of marketing and society. London: Sage Bruton, R., MacDonald, G. (2003) Health promotion:disciplines, diversity and developments. London: Routledge Gordon, R., McDermott, L., Stead, M., Angus, K., Hastings, G. (2006). A Review Of The Effectiveness Of Social Marketing Physical Activity Interventions. Stirling: Institute for Social Marketing Marcus, B., Forsyth, L.H. (2003). Motivating People to be physically active. Champaign ILL: Human Kinetics Rowe, N. (Ed.) (2004). Driving up participation: the challenge for sport. London: Sport England. Sport England (2004). The Framework for sport in England. London : Sport England Journals European Journal of Marketing European Sport Management Quarterly International Journal of Sport Marketing and Management Journal of Public Policy and Marketing Journal of Marketing Journal of Marketing Management Managing Leisure Public Health Research, Practice and Policy Social Marketing Quarterly Scandinavian Journal of Medicine and Science in Sports Websites National Social Marketing Centre at Social Marketing: Students will be encouraged to seek out opportunities to devise real life solutions and plans which may be proposed to relevant bodies. Links to departmental research and knowledge transfer activity will be encouraged. External agencies may be included in the feedback on proposals or plans. The unit will involve some limited group work and peer assessment (formative stage). 12 November

124 Unit Syllabus Proformas Option Units (Environmental and Geographical Science) 120

125 UNIT TITLE BRIEF SUMMARY UNIT CODE NUMBER HOME PROGRAMME HOME DEPARTMENT SUBJECT AREA UNIT LEADER(S) Habitat Ecology This unit examines the major UK habitat types, their classification and the processes that have shaped them at various spatial scales and at different periods. Focus is on climatic, topographical and other physical factors and how these interact with human influences. It considers the community structure of habitats, community dynamics and the natural and anthropogenic disturbances to habitat systems. EGS Departmental Postgraduate Network Department of Environmental and Geographical Sciences F800 Physical and Terrestrial Geographical and Environmental Sciences Stuart Marsden CREDIT VALUE 20 CREDITS AT LEVEL: M AMOUNT OF STUDENT EFFORT (HOURS) UNIT STATUS 200 LEARNING OPPORTUNITIES (HOURS) MANDATORY CORE Option: MA/MSc Outdoor Education Lecture/Seminars:16 hrs (FT/PT) Workbooks 16 hrs (DL) Workshops/Practical Exercises: 12 hrs (FT/PT) Induction Workshop /Self Assessment Exercises: 12 hrs (DL) Independent Learning: 172 hrs PRE-REQUISITES CO-REQUISITES UNIT LEARNING OUTCOMES CURRICULUM OUTLINE None None On completion of this unit, students will be able to: understand how physical and anthropogenic factors combine to produce the mosaic of UK habitats; identify patterns within UK habitat communities, and distinguish the important structural processes; fully appreciate the dynamic nature of habitats and comprehend the processes taking place as changes occur; critically evaluate the effects of important disturbance events on UK habitats as a starting point for the identification of techniques to manage their impact. This unit comprises four workbooks. The first introduces the major UK habitat types, their classification and the processes that have shaped them at various spatial scales (from macro- to meso-scales) and at different periods over the past 13,000 yrs). Focus will be on climatic, topographical and other physical factors and how these interact with human influences. Workbook 2 focuses on community structure of habitats and the processes involved in their maintenance. Primary production, energy 121

126 flow, and other classic ecological structures and processes will be covered within the context of a series of UK habitat case studies. Workbook 3 then examines processes and structures involved in community dynamics. These will focus on succession, dispersal, population changes, extinction and how these processes contribute to the dynamism of UK habitats. The final workbook superimposes the effects of both natural and anthropogenic disturbances to habitat systems. The stability and resilience of habitats, the scale of disturbance and the duration of their effects is discussed and the major causes of disturbance such as habitat change and fragmentation, recreational use, pollution and climate change are covered with a series of case studies. TEACHING AND LEARNING STRATEGIES ASSESSMENT STRATEGIES ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT INDICATIVE STUDENT LEARNING RESOURCES The unit will be delivered through four workbooks. The workbooks will provide the essential background and will emphasise areas appropriate for reflection and self-evaluation. There will be an induction workshop (attended by all students (FT/PT/DL) at the beginning of the unit offering face-to-face discussion of elements/issues of each workbook There will be four assignments of equal weighting: one linked to each workbook. These may vary year by year but examples include: critical evaluation of the physical and anthropogenic influences on habitat characteristics; schematic assessment of community structure; data handling exercise on successional processes; holistic report on the impacts of a major disturbance event on a site. Students will be assessed on the following: demonstration of a thorough understanding of the factors that influence habitat types within UK and to distinguish between their roles at different times and scales; ability to digest and collate the importance of different factors relating to community structure and to apply this knowledge to different communities; quantification of the effects of ecological processes in a given situation and analysis of these patterns temporally and spatially; prediction of the effects of a proposed disturbance on the ecology of a habitat/site and synthesis of this information into a holistic argument to minimise these effects. The primary resources will be the four workbooks which will be supplemented by a mixture of journal references, websites and texts, several of which are listed below: Resources to support work within all four workbooks are available from a variety of management organisations, including: Natural England DEFRA A wide variety of journals cover aspects of the work covered in this unit, including Journal of Applied Ecology, Biological Conservation and Environmental Management. Journal articles will form an important source of information to underpin the unit and to provide up-to-date examples. Texts that support the material in this unit include: 122

127 Dobson, M. & Frid, C. (1998) Ecology of Aquatic Systems, Addison Wesley Longman Ltd., Harlow. Fielding, A. H. & Haworth, P. F. (1999) Upland Habitats, Routledge, London. Goudie, A. (2000) The Human Impact on the Natural Environment. 5 th Edition, Blackwell, Oxford. Kent, M. & Coker, P. (1992) Vegetation Description and Analysis: A Practical Approach,. John Wiley & Sons, Chichester. Price, E. A. C. (2003) Lowland Grassland & Heathland Habitats, Routledge, London. Read, H. J. & Frater, M. (1999) Woodland Habitats, Routledge, London. Simmons, I. G. (2001) An Environmental History of Great Britain, Edinburgh University Press, Edinburgh. Stiling, P. (2002) Ecology: Theories and Applications. 4 th Edition, Prentice & Hall, Upper Saddle River, New Jersey. Warren, A. & French, J. R. (2001) Habitat Conservation: Managing the Physical Environment, John Wiley & Sons, Chichester. Wheater, C. P. (1999) Urban Habitats, Routledge, London. The British Plant Community series edited by J. S. Rodwell and published by Cambridge University Press, Cambridge is also useful. DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION 12 November

128 UNIT TITLE BRIEF SUMMARY UNIT CODE NUMBER HOME PROGRAMME HOME DEPARTMENT SUBJECT AREA UNIT LEADER(S) Habitat Management This unit provides an overview of new and established methods in habitat management, reclamation, restoration, creation and enhancement. Appropriate methodologies are placed in their scientific and legislative contexts, providing students with a framework for their evaluation. The unit normally includes attendance at a conference, held at MMU, which examines current issues in habitat management. EGS Departmental Postgraduate Network Department of Environmental and Geographical Sciences F800 Physical and Terrestrial Geographical and Environmental Sciences Liz Price CREDIT VALUE 20 CREDITS AT LEVEL: M AMOUNT OF STUDENT EFFORT (HOURS) UNIT STATUS PRE-REQUISITES CO-REQUISITES UNIT LEARNING OUTCOMES CURRICULUM OUTLINE 200 LEARNING OPPORTUNITIES (HOURS) MANDATORY CORE / CORE OPTION None Lecture/Seminar:s16 hrs (FT/PT) Workbooks: 16 hrs (DL) Conference: 12 hrs (FT/PT/DL) Independent Learning: 172 hrs None On completion of this unit, students will be able to: demonstrate an awareness of major current issues in species and habitat conservation and management including UK and EU legislation and appropriate methods of analysis for the identification and evaluation of endangered species and communities; recommend management methods available for the maintenance of a variety of major European habitat types; assess approaches to, and techniques for habitat enhancement, reclamation, restoration and creation; critically evaluate and summarize information on a range of habitat and species management issues. This unit comprises four workbooks and will present students with an overview of new and established methods in habitat management, reclamation, restoration, creation and enhancement. Appropriate methodologies will be placed in their scientific and legislative contexts, providing students with a framework for their evaluation. Workbook 1 examines management of rare, keystone and flagship species and habitats for their maintenance and long term conservation; species and habitat specific legislation in the UK and EU; management planning for species conservation and data analysis for identification, evaluation and selection of species populations and communities for conservation. Workbook 2 focuses on habitat-specific management techniques for 124

129 maintenance; spatial and temporal approaches to habitat management; causes, impacts and management of fragmented populations and habitats; impacts and management of invasive species and zonation of use for site-specific management. Workbook 3 evaluates principles and techniques of habitat enhancement, reclamation, restoration and creation including site selection and identification of desired end points, restoration/reclamation task planning and the application of critical path analysis. It also examines outcome evaluation through application of statistical analysis (e.g. z-test & bioequivalence statistics). Workbook 4 examines current issues in habitat management. TEACHING AND LEARNING STRATEGIES ASSESSMENT STRATEGIES ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT INDICATIVE STUDENT LEARNING RESOURCES The unit will be delivered through four workbooks. The workbooks will provide the essential background and will emphasise areas appropriate for reflection and self-evaluation. There will be a twoday conference and workshop, normally held at the University and attended by all students (FT/PT/DL), the theme of which will be current issues in habitat management. There will be four assignments of equal weighting: one linked to each workbook. These may vary year by year but examples include: a data analysis assignment; preparation of a conference-style poster detailing the management methods available for a specified habitat; a critical path analysis of a programme of work; a reflective evaluation of the conference. Students will be assessed on the following: comparison of available analysis methods for identification and evaluation of species and communities; selection and application of methods appropriate to the data provided; evaluation of the results of analysis; critical evaluation of the habitat management methods available for the maintenance of a chosen habitat type; definition of a task in the context of appropriate methods for reclamation, restoration, creation or enhancement of a specified habitat; generation of a critical path analysis for the successful completion of the specified task; critical evaluation of the conservation and management issues covered by the conference. The primary resources will be the four workbooks which will be supplemented by a mixture of journal references, websites and texts, several of which are listed below. Resources to support work within all four workbooks are available from a variety of management organisations, including: Natural England DEFRA A wide variety of journals cover aspects of the work covered in this unit, including Journal of Applied Ecology, Biological Conservation, British Wildlife and Environmental Management. Journal articles will form an important source of information to underpin the unit and to provide up-to-date examples.texts that support the material in this unit include: 125

130 Fasham, M. (2000) Wildlife Management and Habitat Creation on Landfill Sites: A Manual of Best Practice, Ecoscope Applied Ecologists, Muker. Gilbert, O. & Anderson, P. (1998) Habitat Creation and Repair, Oxford University Press, Oxford. Kirby, P. (2001) Habitat Management for Invertebrates: A Practical Handbook, R.S.P.B., Sandy. Krebs, C.J. (2000) Ecological Methodology, Longman, London. Morrison, M.L. (2002) Wildlife Restoration: Techniques for Habitat Analysis and Animal Monitoring, Island Press Parker, D. M. (1995) Habitat Creation: A Critical Guide, English Nature Science, Peterborough. Perrow, M. R. & Davy, A. J. (Eds) (2002) Handbook of Ecological Restoration. Volume 1: Principles of Restoration & Volume 2: Restoration in Practice, Cambridge University Press, Cambridge. Sutherland, W. J. (2006) (2 nd Ed) Ecological Census Techniques: A Handbook, Cambridge University Press, Cambridge. DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION 12 November

131 UNIT TITLE BRIEF SUMMARY UNIT CODE NUMBER HOME PROGRAMME HOME DEPARTMENT SUBJECT AREA UNIT LEADER(S) Integrated Countryside Management This unit is focused on the evaluation of both the range of plan formats used in countryside management and their implementation. It provides an appreciation of the range of factors that are often drivers of management or that must be taken into account when writing management plans, especially the management of people and the physical environment. These will vary depending on the priorities of the industry at the time, but will typically include: working with the public, links to other professionals, environmental education, recreation, aspects of social inclusion, environmental interpretation, site selection, management of physical features, views, landscape and heritage issues, managing conflicts, setting priorities, and assessing the quality of data. EGS Departmental Postgraduate Network Department of Environmental and Geographical Sciences F800 Physical and Terrestrial Geographical and Environmental Sciences Ian Drew CREDIT VALUE 20 CREDITS AT LEVEL: M AMOUNT OF STUDENT EFFORT (HOURS) UNIT STATUS PRE-REQUISITES CO-REQUISITES UNIT LEARNING OUTCOMES CURRICULUM OUTLINE 200 LEARNING OPPORTUNITIES (HOURS) MANDATORY CORE / CORE OPTION None Lectures/Seminars: 16 hrs (FT/PT) Workbooks: 16 hrs (DL) Field Course: 30 hrs (FT/PT/DL) Independent Learning: 154 hrs None On completion of this unit, students will be able to: identify the range of factors that need to be taken into account when managing people in the countryside; establish the appropriate techniques for managing and interpreting the physical environment; contextualise the approaches that can be employed in planning management projects in the countryside; critically evaluate the implementation of management plans. This unit comprises four workbooks and will introduce an appreciation of the range of factors that are often drivers of management or that must be taken into account when writing management plans, especially the management of people (Workbook 1) and the physical environment (Workbook 2). These will vary depending on the priorities perceived by the industry at the time, but will typically include: working with the public, links to other professionals, environmental education, recreation, aspects of social inclusion, environmental interpretation, site selection, management of physical features (including geology), views, landscape and heritage issues, managing conflicts, setting priorities, and assessing the quality of data. 127

132 The unit will concentrate on the evaluation of both the range of plan formats used in countryside management (Workbook 3) and the ways in which these can be implemented in real world scenarios (Workbook 4). TEACHING AND LEARNING STRATEGIES ASSESSMENT STRATEGIES ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT INDICATIVE STUDENT LEARNING RESOURCES The unit will be delivered through four workbooks, one of which will involve intensive fieldwork on a residential field course attended by all students (FT/PT/DL). The workbooks will provide the essential background and will emphasise areas appropriate for reflection and self-evaluation There will be four assignments of equal weighting: one linked to each workbook. These may vary year by year but examples include: the production of a educational project for a particular key stage; the production of a story board for the interpretation of a heritage site; the production of the outline of a management plan targeting a specific management project; a critical evaluation of the implementation of particular management practices in relation to the current plan. Students will be assessed on the following: prioritise and describe specific aspects of managing people in the countryside; illustrate appropriate strategies for managing and interpreting the physical environment; devise an appropriate plan for a specific countryside management project; critically evaluate the methods employed by practising countryside managers. The primary resources will be the four workbooks which will be supplemented by a mixture of journal references, websites and texts, several of which are listed below: Management planning resources are available from a variety of management organisations, including: Natural England DEFRA A variety of journals cover aspects of the work covered in this unit, including ECOS, Journal of Environmental Management, Applied Environmental Education and Communication. Texts that support the material in this unit include: Bishop, K. & Phillips, A. (2004) Countryside Planning: New Approaches to Management and Conservation, Earthscan, London. Bromley P. (1990) Countryside Management, E. & F. N. Spon, London. Bromley P. (1993) Countryside recreation: a handbook for managers, E. & F. N. Spon, London. Glyptus S. (1991) Countryside recreation, Longman/ILAM Leisure Management Series, London. 128

133 Keirle I. (Ed.) (2002) Countryside recreation site management: a marketing approach, Routledge, London. Kendle T. & Forbes S. (1998) Urban nature conservation: landscape management in the urban countryside, E. & F. N. Spon, London. The practical conservation series published by the Open University in conjunction with Hodder & Stoughton, London is also useful. DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION 12 November

134 UNIT TITLE BRIEF SUMMARY UNIT CODE NUMBER HOME PROGRAMME HOME DEPARTMENT SUBJECT AREA UNIT LEADER(S) Monitoring Techniques for Countryside Management This unit examines the principles behind monitoring for countryside management, including the reasons why monitoring is carried out and the general requirements for an effective monitoring programme. This is followed by a description of the major field monitoring tools available, for both remote sensing and in situ measurement of populations, landscapes and habitats. Standard methodologies for interpreting monitored data, including for example BMWP and NVC scores, will be incorporated. EGS Departmental Postgraduate Network Department of Environmental and Geographical Sciences F800 Physical and Terrestrial Geographical and Environmental Sciences Francis Brearley CREDIT VALUE 20 CREDITS AT LEVEL: M AMOUNT OF STUDENT EFFORT (HOURS) UNIT STATUS PRE-REQUISITES CO-REQUISITES UNIT LEARNING OUTCOMES 200 LEARNING OPPORTUNITIES (HOURS) MANDATORY CORE / CORE OPTION None None Lectures/Seminars:16 hrs (FT/PT) Workbooks: 16 hrs (DL) Workshops/Practical Exercises: 12 hrs (FT/PT) Induction Seminar/Self Assessment Exercises: 12 hrs (DL) Independent Learning: 172 hrs On completion of this unit, students will be able to: demonstrate the principles underpinning effective monitoring; identify and implement appropriate techniques for monitoring populations; identify and implement appropriate techniques for monitoring landscapes; identify and implement appropriate techniques for monitoring habitats. CURRICULUM OUTLINE The unit comprises four workbooks. It will start by examining principles behind monitoring, including the reasons why monitoring is carried out and the general requirements for an effective monitoring programme (Workbook 1). This will be followed by a description of the major field monitoring tools available, for both remote sensing and in situ measurement of populations (Workbook 2), landscapes (Workbook 3) and habitats (Workbook 4). Standard 130

135 TEACHING AND LEARNING STRATEGIES ASSESSMENT STRATEGIES ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT INDICATIVE STUDENT LEARNING RESOURCES methodologies for interpreting monitored data, including for example BMWP and NVC scores, will be incorporated. The unit will be delivered through four workbooks. The workbooks will provide the essential background and will emphasise areas appropriate for reflection and self-evaluation. An induction seminar (attended by all students FT/PT/DL) will provide an opportunity to introduce and demonstrate techniques and equipment. There will be four assignments of equal weighting: one linked to each workbook. These may vary year by year but examples include: species prioritisation audit; nearest neighbour sampling and interpreting mark-recapture data; analysing remotely sensed data; cluster analysis and NVC interpretation. Students will be assessed on the following: an appreciation of the reasons why monitoring takes place; ability to devise an appropriate monitoring system for populations; ability to devise an appropriate monitoring system for landscapes; ability to devise an appropriate monitoring system for habitats. The primary resources will be the four workbooks which will be supplemented by a mixture of journal references, websites and texts. Journal references and website resources will be updated where appropriate. Books will be those that emphasise practical components of data collection and analysis, and include the following: Bell J. & Wheater C.P. (2002) Field Sampling Plants and Animals, Manchester, MMU. Bibby, C. J., Burgess, N. D., Hill, D. A. & Mustoe, S. (2000) Bird Census Techniques, Academic Press, London. Bibby, C. J., Jones, M. J. and Marsden, S. J. (1998) Expedition Field Techniques: Bird Surveys, Birdlife International/Royal Geographical Society, London. Buckland, S.T., Anderson, D.R., Burnham, K.P., Laake, J.L., Borchers, D.L. and Thomas, L. (2001) Introduction to Distance Sampling: Estimating abundance of biological populations, Oxford, UK: Oxford University Press Chalmers N. & Parker P. (1989) The OU Project Guide. Fieldwork and Statistics for Ecological Projects, Shrewsbury, Field Studies Council. Kent, M. & Coker, P. (1992) Vegetation Description and Analysis: A Practical Approach, John Wiley & Sons, Chichester. Mason C.F. (1996) Biology of Freshwater Pollution 3 rd Edition, Harlow, Longman. Sutherland W.J. (1996) Ecological Census Techniques: A Handbook, Cambridge, Cambridge University Press. 131

136 Wheater C. P. & Cook P. A. (2002) Studying invertebrates. Naturalists' Handbooks Number 28, Slough, Richmond Publishing Co. Ltd. DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION 12 November

137 UNIT TITLE BRIEF SUMMARY UNIT CODE NUMBER HOME PROGRAMME HOME DEPARTMENT SUBJECT AREA UNIT LEADER(S) Countryside Management in Practice This unit considers the wider aspects and the external influences in countryside management. There is an emphasis on overall project management. Key contemporary issues addressed include sustainability, access in the countryside, its impacts and regulation of access; project management; and current policy drivers of countryside management. A 2-day conference and workshop (attended by all students) that focuses on topical issues such as national and European legislation and other drivers of countryside management forms an important part of this unit. EGS Departmental Postgraduate Network Department of Environmental and Geographical Sciences F800 Physical and Terrestrial Geographical and Environmental Sciences Simon Caporn CREDIT VALUE 20 CREDITS AT LEVEL: M AMOUNT OF STUDENT EFFORT (HOURS) UNIT STATUS PRE-REQUISITES CO-REQUISITES UNIT LEARNING OUTCOMES CURRICULUM OUTLINE TEACHING AND LEARNING STRATEGIES ASSESSMENT STRATEGIES 200 LEARNING OPPORTUNITIES (HOURS) MANDATORY CORE / CORE OPTION None Lectures/Seminars: 16 hrs (FT/PT) Workbooks: 16 hrs (DL) Conference 12 hrs (FT/PT/DL) Independent Learning: 172 hrs None On completion of this unit, students will be able to: understand in detail the concepts and practical aspects of sustainability in the context of countryside management; understand in detail the role of legislation and management agreements in determining countryside access; identify and understand the factors involved in project management; critically evaluate central contemporary issues in countryside management. The unit will use four workbooks to examine wider aspects and external influences in countryside management with an emphasis on overall project management. Key contemporary issues will be addressed such as sustainability (Workbook 1), access in the countryside, its impacts and regulation (Workbook 2); project management (Workbook 3); and current policy drivers of countryside management (Workbook 4). The unit will be delivered through four workbooks, one of which will be based around a 2-day conference and workshop (attended by all students FT/PT/DL) that will focus on topical issues such as national and European legislation and other drivers of countryside management. There will be four assignments of equal weighting: one linked to each workbook. These may vary from year to year but will typically include: a report of a sustainability scenario; a countryside access 133

138 design; a project funding application; a reflective evaluation of a conference on current issues. ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT INDICATIVE STUDENT LEARNING RESOURCES Students will be assessed on the following: plan and prioritise appropriate aspects of sustainability in countryside management; design countryside access schemes; devise an appropriate project funding application; critical evaluation of central and contemporary issues in countryside management. The primary resources will be the four workbooks which will be supplemented by a mixture of journal references, websites and texts, several of which are listed below: JNCC (Joint Nature Conservation Committee) Natural England DEFRA A variety of journals cover aspects of the work covered in this unit, including ECOS, Journal of Environmental Management, Applied Environmental Education and Communication. Texts that support the material in this unit include: Anon (2000) Countryside and Rights of Way Act Bishop, K. & Phillips, A. (2004) Countryside Planning: New Approaches to Management and Conservation, Earthscan, London. Bromley P. (1990) Countryside Management, E. & F. N. Spon, London. Bromley P. (1993) Countryside recreation: a handbook for managers, E. & F. N. Spon, London. Glyptus S. (1991) Countryside recreation, Longman/ILAM Leisure Management Series, London. Keirle I. (Ed.) (2002) Countryside recreation site management: a marketing approach, Routledge, London. The practical conservation series published by the Open University in conjunction with Hodder & Stoughton, London is also useful, for example: Lane, A. & Tait, J. (1990) Practical Conservation: Woodlands. Open University in association with Hodder & Stoughton, London DATE OF APPROVAL DATE OF MOST RECENT CONSIDERATION 12 November

139 Appendix 1 CRITERIA FOR THE AWARD OF/MA/MSc OUTDOOR EDUCATION Note: It will be presupposed that the level of work expected is norm referenced to one or two years of part-time or one year full-time study as appropriate to the programme followed, following on from graduation with honours from a relevant degree course. Category Intellect (knowledg e) imaginatio n independe nce Understand ing and competenc e Critical Judgement Communica tion skills Less than 50% Conceptual, theoretical knowledge and extent of findings weak or inaccurate. Sources employed not appropriate for the study undertaken. Requires inappropriate ly high levels of supervisory guidance for work to progress. Not sufficiently aware of issues raised in relevant literature or of the academic or heuristic viability of methods employed in own study. Work produced is poorly organised and not 50-59% 60-69% 70%+ Sound knowledge of a fair range of concepts, theories and results. In the main uses appropriate resources. Work satisfactorily provided very regular supervisory guidance is provided. Work deadlines met. General awareness of issues in relevant literature but needs prompting to see their implications for own area and inputting. Needs prompting to formulate scope and limitations of aims, methods &c. Sound structure and expression orally and in writing. Ability to deploy a wide range of concepts, theories and results and integrate these effectively into the analysis of appropriately selected source material. Works substantially independently, responding appropriately to academic guidance. Devises and maintains own schedule of work, meeting self-set and programme deadlines. Inquiry based on interpretations of issues in literature. Analytical powers above average. Awareness of scope and limitations of aim, methods &c. High standard of structure and expression in writing and orally. Very imaginative adaptation and contribution. Perspective on interpretation of received theories. Good use of appropriate sources. Excellent knowledge of a wide range of relevant concepts, theory, methods/results Work virtually autonomously (supervisor simply audits, confirming progress). Self monitoring and correcting work. Work deadlines always met or bettered. Independent questioning and acute analytical powers shown (eg distinctions drawn). Creative deployment of ideas to new fields. Acute selfawareness of scope and limits of inquiry. Communicates with great fluency in writing and orally (publishable standard). Excellent 135

140 clearly expressed. Conceptualis ation lacking or inappropriate. Conceptualisat ion and vocabulary fluent. Conceptualisatio n and vocabulary of high standard. capacity to structure work systematically and to argue logically. Evidence of special presentational and literary flair. 136