PROGRAMME SPECIFICATION

Transcription

1 MANCHESTER METROPOLITAN UNIVERSITY PS/1 PROGRAMME SPECIFICATION Basic Programme Details 1 Programme title Foundation Degree Coaching and Sport Development 2 Mode(s) and duration Full-time 2 Years Part-time 3 years + 3 Awarding institution Manchester Metropolitan University 4 Teaching institution(s) 5 Final award(s)/title(s) Foundation Degree (FdA) Coaching and Sport Development 6 NQF position Foundation Degree Level 2 7 Stage award(s)/title(s) Cert HE Coaching & Sport Development 8 Home Department Exercise and Sport Science 9 Home Faculty MMU Cheshire 10 UCAS code(s) 11 Type of collaborative provision This full and part time provision can be wholly or partly delivered by the Further Education Colleges belonging to the Cheshire and Warrington FE & HE Consortium in conjunction with MMU Cheshire. 12 Collaborative partner(s) Colleges belonging to the Cheshire & Warrington FE & HE Consortium incorporating: Macclesfield College FE Mid Cheshire College of FE Reaseheath College South Cheshire College West Cheshire College of FE Warrington Collegiate Institute 13 Date/outcome of last MMU review/approval New Programme 14 PS/1 effective date: September QAA Benchmark Statement(s) Unit 25 Hospitality, Leisure, Sport and Tourism

2 16 Date/outcome of last Subject Review March 2000 Unit 4 Anatomy and Physiology 17 PSB(s) None 18 Date/outcome of last PSB None approval(s) Programme Aims and Learning Outcomes 19 Programme Aims The overarching aim of the programme is to: Quality Approved (22/24) Curriculum Design, Content and Organisation 4 Teaching, Learning and Assessment 3 Student Progression and Achievement 4 Student Support and Guidance 4 Learning Resources 4 Quality Management and Enhancement 3 prepare students with appropriate skills, knowledge and experience to either enter employment in the field of coaching and sport development or to progress to further study. More specifically the programme aims to: provide students with a focused, multidisciplinary and progressive educational experience within the field of coaching and sport development; encourage proactive and reflective approaches to learning as vehicles for personal and intellectual development; stimulate intellectual and imaginative development through the study of the factors that influence the coaching process and involvement in sport; enable students to extend their knowledge of the coaching and sport development processes and to apply this knowledge in a variety of practical and applied environments; develop vocationally relevant personal and transferable skills which enable students to contribute to the maintenance of Programme quality and to their subsequent careers.

3 20 Programme Learning Outcomes In keeping with the format of the Subject Benchmark statements learning outcomes are expressed in terms of knowledge, intellectual skills, programme specific skill sand key skills. It is considered appropriate that on completion of the programme of study students will be able to: Knowledge Demonstrate an understanding of : the key principles relevant to the design and implementation of coaching programmes; the need for both a multi-disciplinary and inter-disciplinary approach to study within coaching and sport development; project management and problem-solving through the acquisition, interpretation and analysis of information appropriate to coaching and sport development; moral, ethical, environmental and legal issues which underpin best practice in coaching and sport development. Intellectual skills Demonstrate an ability to: assess and evaluate evidence presented in a range of forms and gathered from a range of sources; apply knowledge to the solution of familiar and unfamiliar problems; develop a reasoned argument and challenge assumptions. Programme specific skills Demonstrate an ability to: plan, design and execute practical activities using appropriate techniques and procedures; undertake tasks in a vocational setting relevant to coaching and sport development ; recognise and respond to moral, ethical and safety issues which directly pertain to coaching and sport development, including relevant legislation and professional codes of conduct. Key skills Demonstrate an ability to: communicate effectively using both written and oral methods; understand and utilise arithmetic and statistical procedures; interact effectively as part of a group to achieve task goals; solve problems in a range of contexts; critically reflect upon their own practice and that of others; plan and manage their own learning.

4 21 Stage Learning Outcomes Within each level outcomes are listed generally and not under subheadings. They may be seen most usefully as broadly developmental and indicative rather than strictly taxonomic. Level 1 On completion of Level 1 students will be able to demonstrate: knowledge of appropriate vocabularies/techniques/skills; a critical attitude to opinion and evidence; understanding of appropriate theories and procedures; an ability to produce assignments with a good standard of organisation, clarity, logical coherence and evidential support; creativity in problem-solving; ability to work within codes of safe practice; an ability to work and learn, in pursuit of specific objectives, under their own direction and motivation; an ability to work responsibly with others and to anticipate problems and difficulties; ability to relate to values and cultural implications of views, feelings and ideologies based on differences in social, sexual and ethnic/racial identity. Level 2 On completion of Level 2 students will be able to demonstrate: knowledge of the social and historical contexts of the emergence and development of subject knowledge and its applications; knowledge of the major ethical issues related to practice within coaching and sport development; understanding of shared meanings, values, codes and artefacts in relation to different cultural and social environments; an ability to undertake/create manageable projects; application of knowledge appropriately to practical situations; an ability to communicate within the appropriate conventions of professional, critical and creative discourses; an ability to pose meaningful questions about knowledge; that they can function within a team and take responsibility therein when appropriate; self-discipline and determination in working under pressure; knowledge of their personal strengths and weaknesses and understanding of the importance of further development, training and experience.

5 22 Teaching/Learning and Assessment Strategies A range of teaching and learning strategies are employed throughout the programme that are tailored to best suit student need and to achieve the stated learning outcomes of the programme and its constituent units. These will include lectures, seminars, group discussion and interpretative work, tutorials, laboratory activities and self-directed study. Throughout the programme, the emphasis will be on developing within students the ability to proactively manage their own learning. Lectures The purpose of lectures within units is two-fold. Firstly, they provide summaries of the main factual and methodological background to a topic. Secondly, depending on their focus, they also provide the student with in-depth first hand exposure to research findings and the practical experiences of teaching staff many of whom are, or have recent experience of actively working in the area of coaching and sport development. In both cases, it is expected that subsequent detail will then be provided through the student s independent access to recommended literature, other information sources and experience. Seminars Seminars are largely viewed as the intellectual property of the students, with the tutor s role being more one of a chairperson responsible for guiding the discussion through restrained and judicious questioning. In seminars the student s learning experience derives not only from their prior preparation but also from their critical evaluation of each other s work. This vital transferable skill is likely to emerge progressively throughout the Programme, as confidence in structuring coherent and cogent arguments is developed. Group Discussion and Interpretative Work An ability to work effectively within the context of a group is seen as one of the fundamental personal skills developed within the programme. The majority of units will make use of this learning environment, where the focus will often be on the interpretation of data collected within laboratory, field-based environments or relevant archives. Work of this nature encourages co-operation and respect for the views of others while developing openmindedness in the interpretation of empirical findings. Work-based learning: Placements and Practical Work Work based learning (WBL) will be delivered through a combination of placements and practical experiences. These will be used to hone vocational skills and knowledge. Students will be expected to actively engage in the day-to-day processes of coaching and sport development and to reflect upon their experiences and apply these to their academic study. Through such units students will also develop key skills that will prove invaluable to those currently in employment and to those moving on to seek employment. Placements will be found either at the College or though consultation with the careers and placement advisors. Assessment The nature of assessment varies between units within the programme depending upon the nature of the learning outcomes. Typically, such assessments may include written, oral and practical work using a variety of means of communication. Formative and summative assessment feature within the units and students will need to show that they can operate effectively both individually and as part of a working group. In this respect, assessment will focus on those knowledge-based, skills-based and personal outcomes that are viewed as important in achieving the overall aims of the programme.

6 23 Programme structures, levels, credits, awards and curriculum map Within the University s framework, the programme comprises six units at each level, each with 20 credits and each involving 200 hours of student effort. Interim and final awards are defined as in the Faculty s Parameters for Programmes and Awards: Certificate of Higher Education 120 credits (normally at level 1) Foundation Degree 240 credits (normally 120 at level 2) The term unit refers to the smallest individual unit of study a student will be permitted to pursue, normally 200 hours of student effort worth 20 Credits. The term core unit refers to a unit of study which must be followed by students wishing to attain a named degree route. The credit requirements for the Foundation degree are defined as follows: Level 1 Coaching Environment Practical Coaching - Games Anatomy and Physiology Sociology and Psychology of Sport Sport Development and Management 1 Key Skills Level 2 Coaching for Performance Practical Coaching Individual Activities Sport Development Placement Sport Development and Management 2 Sociology of Sport Project Management

7 24 Additional information 25 Points of reference The design and content of the Foundation Degree Coaching and Sport Development programme was undertaken with reference to a number of reference points. These include: Internal Documents University Mission and Strategic Aims University Learning and Teaching Strategy University Common Regulatory Framework Department of Exercise and Sport Science Research Reports External Documents QAA Subject Benchmark Statement NQF Descriptors for Qualifications at Degree level. QAA Codes of Practice Placement Learning and Students with Disabilities QAA Subject Review reports SPRITO Graduate Recruitment and Development in the Sport and Recreation Industry Cheshire & Warrington FE & HE Consortium Strategic Plan 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.