MSc in Swimming Science

Transcription

1 MSc in Swimming Science PROGRAMME REVIEW OF ON-LINE POSTGRADUATE CERTIFICATE OF SWIMMING SCIENCE AND VALIDATION OF DIPLOMA AND MASTERS IN SWIMMING SCIENCE Moray House School of Education August 2012 Address for Correspondence: Professor Ross Sanders St Leonard s Land Holyrood Road Edinburgh EH8 8AQ Telephone: r.sanders@ed.ac.uk 1

2 SUMMARY INFORMATION Awarding institution School Final Award Programme Title Programme Director Duration of study Study Mode The University of Edinburgh Moray House School of Education MSc On-Line Postgraduate Courses in Swimming Science Professor Ross Sanders Part-time: Up to 48 months from entry to Diploma level. On-line learning Proposed start date September

3 Contents 1. Summary of Major Changes to Certificate of Swimming Science 2. Background to the Programme and Context 2.1. Existing Programme Structure/Delivery 3. Review of Programme and Proposed Changes 3.1. Summary of Student Evaluations 3.2. External Examiner Comments 3.3. Rationale of Proposed Changes 3.4. Learning Outcomes 3.5. Details of the Proposed Changes 3.6. Transitional Arrangements 4. Validation of Diploma and Masters in Swimming Science Delivery Structure Course Descriptors Changes and Additions Required 5. Duration and Mode of Delivery 6. Market Case 7. Teaching, Learning and Assessment 8. Resources APPENDIX A: Original Programme Proposal: Certificate in Swim Science APPENDIX B: Prospectus APPENDIX C: Feedback from Students APPENDIX D: Exam Board APPENDIX E: Example CPD Certificate APPENDIX F : Promotional Brochure APPENDIX G: Financial Mode APPENDIX H: Programme Specification APPENDIX I : DPT Course Descriptors and Assessment Matrix 3

4 1. Summary of Major Changes The Certificate in Swimming Science course, first offered as a completely on-line course in September 2010, was designed for both local students and international students. With respect to international students a collaborative arrangement had been established with The University of Queensland (UQ) in which their students could complete specialist courses in swimming as electives for credit in the UQ Masters in Coaching Science. As a consequence of the low enrolment numbers in its initial year of availability, the courses were withdrawn from the UE offerings at the end of Semester 2, Despite many enquiries, the uptake from local students was poor due to the cost. The University of Queensland courses have remained and, after a slow start due, in part to the Australian Higher Education Scheme (HECS) that enables Australian students to defer payment until gaining full time employment, the uptake has trended upwards. Enrolments from the University of Queensland for its semester commencing February 2012 is 11. Having discussed options with Alison Fleming (School of Education Administrator) and Gale MacLeod (School Postgraduate Coordinator) and subsequently with Evelyn MacGregor (recently appointed replacement as the School Postgraduate Coordinator) and her Deputy Peter Allison, the following changes are proposed: To offer entry to the Diploma and Masters level of Postgraduate Courses in Swimming Science to those who have proven knowledge of swimming science equivalent to the content in the certificate level courses. This involves students doing CPD courses at lower cost through CoachesInfo.com. These courses have been written by swimming scientists especially for swimming coaches and teachers and are endorsed by the UK Swimming Teachers Association (STA) and the World Swimming Coach Association (WSCA). Students would then qualify for entry to Diploma level following assessment of their professional CV and a written proposal that establishes their ability to critically assess the scientific content of the CPD courses and apply it to professional practice. Addition of Diploma and Masters courses in accordance with the original plan. 4

5 2. Background to the Program Pertinent background information is presented in the original proposal included as Appendix A. Relevant history and underpinning rationale for the University of Edinburgh accredited Certificate level courses and the vision for extending to Diploma and Masters level courses is provided. Briefly, the program involved a partner organisation (CAPDM), a specialist in on-line learning. CAPDM established the on-line delivery structure had converted to on-line format material supplied by Professor Ross Sanders (Biomechanics of Swimming) and Dr Paul Gamble (Strength and Conditioning), a strength and conditioning expert from Heriot Watt University. These courses had been produced at no cost to UE. A partnership agreement has been established to sell these courses as part of a UE accredited Masters in Swimming Science program, each being 20 credit points. A third course, Instructional Methods in Teaching Swimming has been validated to complete the 60 credit point Certificate in Swimming Science. That course will be ready for on-line delivery for Semester 2, academic year (January) It was anticipated that once a critical mass of students had completed the Certificate of Swimming Science, Diploma and Masters level courses would be offered to those wishing to advance to those levels. In addition to UE marketing efforts, the courses are promoted on CoachesInfo.com, a site maintained by CAPDM devoted to the education of sports practitioners. Enquiries about the course through these sources have been numerous (circa 90). In following up the enquiries there is irrefutable evidence that the poor conversion rate of enquires to uptake is due to the prohibitive fees Existing Programme Structure/Delivery The prospectus of the course is included as Appendix B. In essence, the course is designed for swimming coaches and swimming teachers wishing to advance their qualifications beyond those obtainable from their professional organisations such as Swimming Teachers Association (STA), Swimming Teachers Association (STA), and World Swimming Coaches Association (WSCA). Professional CVs are assessed to qualify for entry. In addition to a strong record of swimming teaching and/or coaching applicants can qualify for entry by having a degree qualification in Physical Education, Sport Science, or equivalent. 3. Review of Programme and Proposed Changes Although the volume of enrolments has been lower than expected, the course has run smoothly and successfully. 5

6 3.1. Summary of Student Evaluations: Feedback from students has been very favourable for both the Strength and Conditioning and Swimming Biomechanics courses. Examples of student feedback are provided in Appendix C External Examiner Comments: An exam board has been conducted for two visiting students (University of Queensland) with one student completing Biomechanics of Swimming and the other completing Strength and Conditioning. Appendix D is a report of the Exam Board including comments from the external examiner Dr Carl Payton, Manchester Metropolitan University Rationale of Proposed Changes: The rationale for the proposed changes is as follows: Although the market is potentially large, it is price sensitive. Swimming coaches and swimming teachers are looking to upgrade their knowledge to perform their role more effectively. However, their role is not highly remunerative and academic qualifications do not necessarily enhance their earning power or career success. Enabling students to complete the certificate via a CPD route develops a group of students who are not only equipped with the pre-requisite knowledge and confidence to undertake postgraduate work at Diploma level but are also motivated to pay for the higher academic qualification. This is in keeping with QAA guidelines which identify some entrants to Masters level programmes as being individuals who have acquired experience through work or other means that enables staff responsible for admissions to be confident of the candidate's ability to succeed in the programme. By offering entry to the Diploma level the University will recruit the keen students who are already knowledgeable and ready to conduct research. This avoids the labour intensive Certificate phase of their education and enables academic staff to focus on the research oriented parts of the course for which there is a possibility of additional benefits in terms of research output. Unlike the courses at Certificate level produced by CAPDM and for which the income is shared, the proposed income split for the Diploma and Masters levels courses is more favourable for UE because these levels comprise UE material in the main (much of which already exists) Learning Outcomes The learning outcomes remain unchanged for the three certificate level courses already approved. However, the CPD courses will have content, programme length, and learning outcomes that map exactly with the content and learning outcomes of the existing certificate courses for Biomechanics of Swimming and for Strength and Conditioning. CPD courses will be produced that cover the content and learning outcomes of the Instructional Methods of Teaching Swimming. To ensure that learning outcomes have been attained by those seeking recognition of prior learning (RPL) for entry into the Diploma students will write a proposal, similar in many ways to that required for incoming PhD students (see Section 12 of the Programme Specification: Appendix H). In keeping with the basic criteria outlined in the MHSE 6

7 document APL: Entry with Advanced Standing the proposal will enable assessment of: Knowledge of the relevant literature Ability to relate theory to professional practice and to evaluate theory in the light of professional practice Development of enquiry and problem-solving skill and their application in a professional context Ability to question critically assumptions underlying knowledge and practice to formulate and defend a point of view Ability to reassess, redefine and develop professional role as a critically proactive practitioner. These have been adapted specifically for the Certificate of Swimming Science courses as follows: Knowledge of the material covered in the course content. The ability to relate that knowledge to swimming teaching and coaching practice. Enquiry and problem solving skills and their application to teaching and coaching swimming. Critically assess and justify a point of view drawing on swimming knowledge and teaching/coaching practice Ability to refine teaching and coaching practice through critical reflection. Having completed the requisite Coachesinfo CPD courses the students will have acquired the knowledge and have successfully completed the revision quizzes of those courses with a required score of greater than 90%. Importantly, their ability to critically reflect and apply the knowledge to practice will have been developed to a high level through the many Reflective Activities in those courses. Given that the CPD courses are designed to promote reflective teaching and coaching practice candidates to enter the Diploma level of the UE Swimming Science postgraduate programme should be well prepared for postgraduate study Details of the Proposed Changes Delivery Structure In addition to students progressing to postgraduate level through the usual undergraduate degree route, the Masters in Swimming Science programme of courses will cater to students with a swimming teaching and coaching background. In both cases the students have an interest in becoming specialists in teaching or coaching swimming. Thus the programme is designed to prepare them for these vocations. This differs from most academic degrees which are designed to provide a broad rather than specialist knowledge and skills base. The goal is to enable capable professionals to develop the specific knowledge and skills for application in coaching settings as well as to provide a bridge to academic research that can yield new knowledge for application in the field. This requires a blend of learning towards professional practice, gained through the Certificate level courses, supplemented at Diploma level by academic skills related to research. The culmination of the Masters programme is then the effective combination of the research skills and professional competence to address real world problems with a view to improving practice by swimming professionals. Thus, the unique nature of the cohort of students and their professional needs demands a programme structure that departs in some ways from the usual academic models. 7

8 To provide the opportunity for swimming teaching and coaching professionals to build on their experience in the field to professional expertise underpinned by academic learning, it is proposed that one pathway to the Diploma would be by CPD courses. Successful completion of 9 CPD courses with equivalent content and learning outcomes to those in the three approved courses comprising the current University of Edinburgh Certificate of Swimming Science would entitle a student to submit the proposal for entry to the Diploma level of the University of Edinburgh PG Diploma in Swimming Science. In response to recommendations by the Programme Review Panel, students would now have the option of taking a course (Coaching Performance Swimmers) relating to coaching that would include a strong performance psychology component. Thus, learn to swim teachers would be inclined to take Instructional Methods in Teaching Swimming while coaches would be inclined to take Coaching Performance Swimmers. Thus the Certificate of Swimming Science would comprise: Biomechanics of Swimming (EDUA 11262) (20 credits- compulsory) Strength and Conditioning (EDUA 11260) (20 credits - compulsory) Plus either Instructional Methods in Teaching Swimming (EDUA 11261) (20 credits) OR Coaching Performance Swimmers (20 credits) Possible Pathways for Students Students would have the following options as pathways to a Masters in Swimming Science: Path 1: Approved related undergraduate degree e.g. BSc Sport Science, Bed Physical Education UofE PG Certificate Uof E PG Diploma UofE Masters. The UofE exit awards are UofE PG Certificate (if passed), UofE PG Diploma (if passed) or Masters (if passed). Path 2: Approved proven swimming teaching/coaching background UofE Certificate Uof E Diploma UofE Masters. Path 3: 9 modules of CPD via Coachesinfo.com + approved proven background in swimming teaching/coaching RPL entry to UofE PG Diploma UofE Masters. The UofE exit awards are either PG Diploma (if passed) or Masters (if passed). No UofE PG certificate is awarded if entering the Diploma with RPL The UofE exit awards are UofE PG Certificate (if passed), UofE PG Diploma (if passed) or Masters (if passed). Qualifying for RPL 8

9 To qualify for RPL students must complete those CPD courses from the WSCA/STA schemes that correspond to the content and learning objectives of Biomechanics of Swimming, Instructional Methods in Teaching Swimming, as well as any three courses from the six courses that correspond to Strength and Conditioning for Swimming and Coaching Performance Swimmers. The correspondence of courses is outlined in the table below: UE Course CPD Courses Learning Outcomes Biomechanics of Swimming EDUA Basic Water Confidence and Front Crawl Introduction to Backstroke, Breaststroke, and Butterfly Starts, Turns, and Race Strategy Understand the mechanical principles underlying movement in the water. Apply the principles to analyse and evaluate differences between good swimming technique and poor swimming technique. Drawing on research, evaluate which aspects of a learner s technique need correcting and which can be left unchanged as harmless features of an individual swimmer s style. Recognise and understand the factors that help or hinder a learner s progress. Apply scientific principles in the analysis of swimming technique to identify ways of improving performance. Evaluate critically methods by which performance can be improved Strength and Conditioning for Swimming Introduction to Training Understand the physiological principles of Components of the training that underpin strength & Training Program conditioning. Training the Individual Apply the theory of training and evaluate how this informs the design and delivery of strength & conditioning programs for athletes. Develop the ability to source and utilise resources providing up-to-date research and theory in the field of strength & conditioning. Based on critical assessment of the physiological demands of swimming, design appropriate training interventions and monitor physical capacity. Instructional Methods in Teaching Swimming Pedagogical Approaches and Communication Strategies Structuring Programmes for Long Term Athlete Development (LTAD) Class, Group and Individual Teaching for Maximum Learning Understand what the core skills/elements of water literacy are and how they relate to future development/competence in a wide range of swimming skills and strokes. Evaluate pedagogical and instructional approaches to teaching the main content of learning programmes for participants from non-swimmer up to early club level. Drawing on research, understand the complexity of the swimming teaching environment and how elements such as effective organisation and diverse forms of communication contribute to the effectiveness of the teaching/learning and progress of the learner. 9

10 Apply the above three areas of knowledge and understanding in order to structure and present suitable and effective learning opportunities and practice situations for participants at different stages of learning and/or ability in the range of content relevant to learn to swim programmes. Coaching Performance swimmers Growing as a Coach Understand the psychological principles The Coach as Leader Mental Aspects of Performance of coaching performance swimmers. Apply psychological principles to coaching and interacting with swimmers and their parents. Develop the ability to deal effectively and fairly with situations involving conflict. Critically assess the psychological needs of individual swimmers in preparation for competition. It is important to note that RPL doesn t result in a UE Certificate in Swimming Science. This will be made clear in all advertising material and course documentation. Students enter at Diploma level with RPL receive no University of Edinburgh award until they pass the Diploma level courses. The award is then a Diploma of Swimming Science but does not include the award of Certificate of Swimming Science either explicitly or implicitly Transitional Arrangements It is proposed that the Certificate level courses be recommenced in February 2013 providing the option for students to study for the University of Edinburgh Certificate of Swimming Science. However, it is anticipated that most students will prefer the RPL route to enter at Diploma level. The Diploma level courses will be validated to enable commencement in February Validation of the New Diploma and Masters Courses In addition to the changes to the Certificate of Swimming Science described above, validation of the new courses comprising the Diploma and masters in Swimming Science is sought. The development of the courses at Diploma level is well advanced. This comprises two 20 credit courses already produced by CAPDM Analysis of Swimming and Progressing as a Coach, and a 20 credit point Research methods course produced by UE drawing on existing material and infrastructure. The Masters level comprises a research proposal (10 credit points) and a Masters thesis (50 credit points). Diploma in Swimming Science (60 credits): Research methods in Swimming (new) (20 credits) Assessment methods in swimming (on-line + project) (new) (20 credits) Progressing as a coach (on-line review of recent scientific literature on coaches info on-line assessment marked by tutor) (20 credits) Masters in Swimming Science (60 credits): Thesis proposal Research methods in Swimming (10 credits) 10

11 Thesis (50 credits) 5. Duration and Mode of Delivery In keeping with the mode of delivery of the existing Certificate of Swimming Science Courses, the Diploma and Masters courses will be delivered by on-line learning. CAPDM has established the infrastructure for submitting work and for tutor-student and student-student interaction. A sample of the on-line learning infrastructure can be viewed at: The University of Edinburgh log-in for this site is (username/password): uofe/uofe@2011 The Diploma program may be completed part-time within a minimum of two semesters and a maximum of four consecutive semesters. The 50 credit point Masters thesis may be taken across 2 to 4 consecutive semesters. A maximum of 48 months is allowed to complete the masters from the commencement of the Diploma. The flexible duration caters to the market of students who are completing the courses while employed and is in line with flexible approaches employed in taught part-time and distance learning programs. Visiting students, for example, UQ students, can take specific courses for cross-credit to the award of their university. 6. Market Case A market case was made prior to initial approval by the Board of Studies in The large number of enquiries about the course since then has indicated that a demand exists. Feedback from those enquiries has indicated that the current fees are inhibiting enrolments. The possibility of RPL for entry to the Diploma, combined with recently acquired partnerships with FINA, STA and WSCA will ensure enrolments provided the courses are marketed effectively. Some major marketing advantages have been identified that will be attractive to international students. First, the convenience and flexibility of the on-line mode of delivery will be emphasised. Second, the courses are in English. Paradoxially this is attractive to foreign students, particularly Europeans (asserted by Panel member Professor Joao Paulo Vilas Boas) as students seek qualifications in English based courses and the international sports coaching language is English. Therefore the courses will be marketed internationally emphasising that the courses are by on-line learning and in English. Much of the marketing is done via websites: The UE marketing system including the websites: o details.php o Coachesinfo.com WSCA 11

12 STA FINA (international governing body for competitive swimming) Sportscotland and Sportscotland Institute Scottish Swimming The Sports Medicine section of the FINA website features CoachesInfo.com as a live link and promotes it as a source of information on science and medicine in swimming. Coachesinfo.com is an information site for coaches with much educational material that attracts swimming coaches and teachers. It is endorsed by FINA (the international governing body for swimming) as an official information site. WSCA, based in the USA, is an international association with a website for coaches and 12

13 swimmers. WSCA accesses coaches and swimming teachers in third world countries that do not have a well established coaching system. STA is a major association in Britain for swimming coaches and teachers. STA is promoting the Coachesinfo.com CPD courses as a bridge between their award scheme and academic level awards. Arrangements are being made to promote the courses on Sportscotland and Scottish Swimming websites to yield a local market. This will enable their members to progress their knowledge and skills to a higher level. Thus, there is a local, sustainable market for the postgraduate courses in Swimming Science. In addition to the current marketing activity, marketing will be targeted to recruit students who have completed the requisite CPD courses into the Diploma level of the course. The CPD is being marketed through Coachesinfo.com, WSCA and STA. All of these endorse those courses. A record of each student s participation and successful completion is kept. Each student receives a paper certificate for each completed CPD course with the Coachesinfo.com logo and the logo of the endorsing swimming association e.g. WSCA, STA. An example appears in Appendix E. The possibility of continuing from the CPD courses to the UE Diploma and Masters courses will be promoted on all of these sites. An example of a promotional e- brochure is provided in Appendix F. Marketing efforts will be directed also to the large potential market of degree graduates seeking specialist expertise towards a coaching career. These include students of Sport Science, Human Movement Science, and Physical Education. 7. Teaching, Learning and Assessment The assessment of the Diploma and Masters level courses is in accordance with other UE masters courses. Assessment of Assessment methods in Swimming and Progressing as a Coach will be based on project work and the Research Methods course on a series of small written assignments and a project. The thesis proposal and thesis will be assessed by the University of Edinburgh academic leader of the course in accordance with the usual assessment protocol for Masters Degrees in the School of Education. Detail of assessment of courses and learning outcomes are given in the Programme Specification (Appendix H) and DPT Course Descriptors and Assessment Matrix (Appendix I) The postgraduate courses in Swimming Science will form an important part of the activities of the Centre for Aquatics Research and Education (CARE). In particular, being a postgraduate course focusing on the Diploma and Masters levels, it creates a bridge between the research and education remits. It is anticipated that the thesis work will contribute to the research output of the Institute of Sport, Physical Education, and Health Sciences. It is also possible that graduates with specialist expertise and research experience in swimming science will opt to continue their studies as PhD students. The Diploma and Masters in Swimming Science programs will deliver the expected outcomes set out by the QAA (2010) and courses will be graded at SCQF level Resources The programme will be directed by Professor Ross Sanders and could be directed, if necessary, by Dr Carla McCabe. Several staff have expertise in the course areas and can contribute as demand for the course increases with the costs covered from the income generated from the course fees. Staff members who may become 13

14 involved are Dr Carla McCabe (Biomechanics of Swimming, Assessment Methods in Swimming, Progressing as a Coach), Dr Alan MacPherson (Coaching Performance Swimmers, Progressing as a Coach), Dr David Saunders and Dr Tony Turner (Strength and Conditioning), John DeCourcy (Instructional Methods in Teaching Swimming), Dr Rosie Mulholland (Research Methods). Numerous staff at ISPEHS would be eligible to supervise theses and assess thesis proposals and would be assigned on the basis of interest and expertise in the topic area chosen by the student. A financial model is included as Appendix G. 14

15 APPENDIX A Original Programme Proposal: Certificate in Swim Science Introduction UK and Scottish sport policies emphasise the importance of raising participation in sport and improving achievement in performance sport. These policy agendas are reflected in sports policies in other major sporting nations, most especially Australia, Canada and the United States. The economic value of sporting achievement in major international competitions is an influencing factor. A consequence is an increased emphasis on raising the profile of sports coaches and growing demand for knowledge of the scientific elements of performance as it relates to specific sports. The medium-term vision is the staged development of a postgraduate Masters in Swimming Science programme for delivery through e-learning. To this end it is proposed to develop a Certificate in Swimming Science equivalent to SCQF Level 11. This initiative is completely in line with the Moray House School of Education Strategic Plan and recently emphasised by the incoming Head of School Professor Cara Aitcheson in the context of the current austere financial circumstances faced by the school due to cuts in enrolments for Initial Teacher Education. This unique opportunity has arisen from an international link with the prestigious University of Queensland encouraged initially by Principal Professor Timothy O Shea and subsequently by VP International Professor Stephen Hillier. The University of Queensland has been running a successful, fully on-line, Masters program in Coaching Science since The University of Queensland is seeking courses offered by The University of Edinburgh to complement its offerings for two main reasons: 1. CoachesInfo.com established by Professor Sanders as a way of putting sport science into practice provides cutting edge sport-specific sports science knowledge to complement their generic courses. This increases the attractiveness of the programme to coaches and increases the enrolments. 2. The marketing capability offered by CoachesInfo.com, now maintained by CAPDM Ltd., is substantial. This attracts an international market of coaches seeking academic level qualifications. The link with the University of Queensland provides an assured start-up income as they have students waiting to enrol as soon as the courses become available. Competitive Advantages Establishing University of Edinburgh as the leader in e-learning swimming science Development costs are low whilst financial and non-financial returns are potentially high E-learning infrastructure is transferable to other programmes thus reducing future development costs Realises untapped expertise of PESLS staff Increases the potential to attract research students CAPDM Ltd. highly experienced in e-learning design and delivery CoachesInfo has an established reputation as a web-based source of coach information and education and is therefore a high impact promotional mechanism for the programme Academic Strategy The proposed certificate reinforces the University of Edinburgh s reputation as a world leader in dissemination of swimming science research Evidence is manifest in 15

16 high level international publications (12 since 2007), book chapters (5 since 2008), keynote and invited addresses (7 since 2006), PhD completions (4 since 2006, 5 in progress), and international collaborations specific to swimming. The international impact of the Centre for Aquatics Research and Education (CARE) programme is evident in selected parts of a recent report to the Pool Management Committee (Appendix). Enrolments in the Certificate of Swimming Science will benefit from the international reputation of CARE and will link teaching to the CARE research programme. The programme will exploit currently underused (in teaching) expertise of staff in the department. The certificate complements but in no way reproduces existing Masters level provision in PESLS. The courses on the certificate may be taken as options by students on related programmes (such as the MSc in Strength and Conditioning). The demands of the programme have been judged to be at Level 11 and the student effort required is appropriate for 20 credits for each of the 3 courses. Whilst there are no QAA subject benchmarks which cover the area of swim science, the programme is designed with the QAA Masters degree characteristics in mind. The programme will adhere to all school of education QAE procedures including appointment of external examiners, course and programme evaluations, regular staff student liaison meetings, student evaluation. The UoE Teaching Quality Handbook has been consulted in the design of the programme, and will continue to be used by programme staff. The courses are delivered via e-learning in blocks of 12 weeks. Courses can be taken in any order. To exit with a certificate, 60 credits at level 11 are required. Students will also be able to register for individual courses as a visiting student for CPD purposes. Resource Strategy The main market for the certificate is the international community of coaches interested in improving their coaching performance. An additional market is assured and already established through the relationship with The University of Queensland. The courses in the certificate are guaranteed to enrol approx 80 students per year as part of the University of Queensland Masters in Coaching Science. The licensing and registration system recently introduced by the Amateur Swimming Association requires that swimming coaches maintain and develop their technical knowledge and skills: this is likely to fuel demand for programmes such as the proposed certificate. Further research conducted by a University of Edinburgh Masters student found that 33% of swimming coaches seek to develop their knowledge through the internet thus suggesting that the target market for this qualification will be responsive to an e-learning mode of delivery. As far as can be ascertained from our searches, there is no other PG level certificate or other programme in swim science or swim coaching available in e- learning format, and none specifically relating to swim science/ coaching, although there are MScs in broader areas of sports coaching. The resources required for this project are minimised because two of the three modules have already been produced with the assistance of a grant from the Principal s Fund. By outsourcing to CAPDM Ltd., a specialist e-learning company, production costs and risks to The University of Edinburgh have been avoided. The fee for individual courses has been agreed by college at 956 per course. As a programme which is delivered entirely via e-learning the demands on space are negligible. There may be some small demand for additional materials to be obtained by the library, however all the key journals in this field are already subscribed to as the content of the programme links very closely to the research agenda of CARE. Administrative support for the programme will be met through the Graduate School. In addition some administrative functions will be carried out by the partner organisation CAPDM Ltd.. 16

17 APPENDIX B Prospectus Postgraduate Certificate in Swimming Science Entry Requirements Generally, a degree in a related area of study such as Physical Education or Applied Sport Science OR a strong record of coaching qualifications and experience subject to appraisal by the programme director and the completion of recommended pre-session reading. Applicants whose first language is not English must also meet the College language requirements. International students Information by country English language requirements Programme The aim of this certificate programme is to provide swim coaches and others with opportunities to: Develop their scientific knowledge of strength and conditioning as applied to swim science and to develop insight enabling sound application of the knowledge in coaching practice Development of conceptual and analytical skills to enable critical evaluation of swim coaching Understand the mechanical principles underlying movement in the water Develop the ability to source and utilise resources providing upto-date research and theory in the field of strength & conditioning Understand pedagogical and instructional approaches to teaching the main content of learning programmes for participants from non-swimmer up to early club level Learning Outcomes Course participants should be able to apply the core knowledge of strength and conditioning, swimming biomechanics, and instructional methods to structure and present suitable and effective learning opportunities and practice situations for participants. They should also be able to design 17

18 appropriate training interventions taking into account the different stages of learning and levels of ability. How You Will Be Taught The courses are delivered via e-learning in blocks of 12 weeks. Courses can be taken in any order. To exit with a certificate, 60 credits at level 11 are required. Students will also be able to register for individual courses as a visiting student for CPD purposes. Resources such as key textbooks and some scientific journal articles will be used to introduce students to the advanced concepts. Each lesson comprises a set of Learning Materials that should be completed in a two week cycle. This means that each course is completed according to a 12 week semester schedule. Funding Please see our Scholarships and Student Finance Office for information about funding opportunities: Scholarships and Student Finance Office Please note All information is published in accordance with our terms and conditions. Terms & conditions Further Information School of Education (Moray House) College of Humanities and Social Science 18

19 APPENDIX C Feedback from Students From: Sue Dickens [sdickens@hms.uq.edu.au] Sent: 18 May :16 To: r.sanders@ed.ac.uk Subject: Strength and Conditioning Feedbcak Attachments: image001.jpg; ~WRD000.jpg Hi Ross Here is the feedback provided by Graham. If you could send through Damien s contact details I will request same. With thanks Sue D From: Mr Graham Prior [mailto:graham.prior@uqconnect.edu.au] Sent: Tuesday, 18 May :30 AM To: Sue Dickens Subject: RE: Reminder: Important message about your UQ Student Internet Access Sue, Thanks very much for your help much appreciated! The Edinburgh course is structured quite differently to the UQ courses in that no text books are required and students have to comment on a series of articles for each sub section. There are also several questions asked in each sub module to get students to reflect, and these reflections are kept in a book which can be referred back to. The content seems good I certainly have found it interesting, but I don t have the capacity to judge whether it will be of value in the real world, although I have learnt a lot. The teaching and feedback has been good and fairly timely, and the course leader has been very helpful. The standard of work expected is high and I have found that I have had to put in a lot of work to get a 60% mark, for example. However it would appear that I am the only student doing the course at present so providing support and feedback shouldn t be difficult! The online tools are adequate but there is a large number of references for each module and I have found it very time consuming to even get a feel for whether they, or at least some of them, are worth downloading from the UQ library. All in all a very different experience to UQ but I think a worthwhile one. I am not even half way through this course yet so some comments may change as I progress, but I will be happy to provide you with further feedback once I have finished. Regards, 19

20 Graham Prior From: Sue Dickens Sent: 17 May :47 AM To: Mr Graham Prior Subject: RE: Reminder: Important message about your UQ Student Internet Access Hi Graham You will see that I have CC d you in on the sent to ITS requesting exemption from restricted access to the Library. I will notify you of the reply. Second, as a student enrolled in the Strength and Conditioning course at University of Edinburgh, can I impose on you to provide a little feedback on a few key areas? A) content, B) teaching/feedback and C) online tools Just a brief impression from your involvement would be greatly appreciated. Kind regards Sue Dickens Instructional Designer Postgraduate Programs in Sports Coaching The University of Queensland School of Human Movement Studies St Lucia Campus P (07) Centenary- -Banner 20

21 From: Sue Dickens Sent: 07 July :33 To: Ross Sanders Subject: Swim course feedback Attachments: image001.jpg Hi Ross FYI re: Swimming course. Thanks Sue D From: Mrs Carolyn Veldhuyzen [mailto:arolyn.veldhuyzen@uqconnect.edu.au] Sent: Wednesday, 7 July :54 PM To: Sue Dickens Subject: RE: OMG Thank you, really happy! Most of the way through the Biomechanics of swimming, down to the major assignment and two smaller ones. Enjoyed it, good info, love the links to articles, very relevant to teachers and coaches. Full offer for the Grad Dip came through today so you will have to put up with me a bit longer regards Carol 21

22 APPENDIX D Exam Board CONFIDENTIAL THE UNIVERSITY OF EDINBURGH MORAY HOUSE SCHOOL OF EDUCATION PG CERTIFICATE SWIM SCIENCE Paterson s Land 9 th May 2011 Present : Dr Gale Macleod (acting Convener) Dr Carl Payton (External Examiner) Professor Ross Sanders 1. Welcome Dr Gale Macleod welcomed those present to the meeting, particularly Dr Payton. 3. Consideration of taught course marks Biomechanics of Swimming EDUA Dr Payton commented that the four assignments were interesting, applied pieces of work that were totally appropriate to a Programme of this nature. Some assignments appeared to be more challenging than others. Dr Payton agreed fully with the detailed written comments provided to the students and also the mark awarded for each of the assignments. Dr Payton notes that there are detailed general criteria for coursework assignments, but that it would have been useful for him (and also the student) to have had access to specific assessment criteria for each assignment. There does not appear to be an explicit requirement for students to reference their source material (e.g. figures, diagrams etc). if students do not do this it is not easy to ascertain what aspects of the report are their work rather than someone else s. Students should be encouraged, in the assessment criteria, to support their arguments with evidence fro scientific and coaching literature. S % All marks were agreed upon. 4. Response from programme Team Professor Sanders thanked Dr Payton for his comments and feedback on the course. 22

23 APPENDIX E Example CPD Certificate 23

24 APPENDIX F Promotional Brochure 24

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26 APPENDIX G Financial Model PROGRAMME / COURSE COSTING Summary Year 1 Year 2 Year 3 Year 4 Year 5 Start Up Costs Recurrent Costs Marketing Staffing - Certificate 7,108 7,108 7,108 7,108 7,108 Staffing - Diploma 7,536 12,323 14,895 16,515 16,515 Staffing - MSc 0 9,355 19,395 24,973 30,550 Total Staffing 19,537 28,786 41,397 48,596 54,174 Equipment Materials Total Recurrent Costs 14,644 28,786 41,397 48,596 54,174 Fee Income (School) Certificate 4,523 4,523 4,523 4,523 4,523 Diploma 4,523 15,568 21,090 26,613 26,613 MSc 0 7,236 23,517 32,562 41,607 Total Income 9,045 27,326 49,130 63,697 72,742 Annual Surplus/Deficit -5,599-1,460 7,732 15,101 18,568 Based on Student Numbers: Total Additional Students (FTE) Year 1 Year 2 Year 3 Year 4 Year 5 Certificate Diploma MSc % of gross fees for Certificate & Diploma students paid to CAPDM. CAPDM responsible for maintaining and running all online course elements at certificate and Diploma levels, no UoE staff input required. 1 hour UoE staff time included per student per course for online support. Standard time allocated as per workload model for assessment/marking. Diploma fee income includes additional 200 competency exam fee for non UoE PG Cert entrants. Income calculated using standard Online Distance Learning fee of 3,350 per 60 credit course. 26