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Plymouth University

Academic Partnerships

CORNWALL COLLEGE, Camborne

Programme Quality Handbook

FdSc Sport Health & Fitness

Academic Year 2016-2017

If you require any part of this Handbook in larger print, or an alternative format, please contact:

HE Operations

Tel: (01209 616256)

E-mail: ([email protected])

Please note:

All the information in this Handbook is correct at the time of printing.

The Cornwall College Group is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the College interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.

Contents1Welcome and Introduction to……..42Programme Team43Personal Tutor53.1Plymouth Portal64Programme Details74.1Enhancement Activities74.2Progression through the programme74.3HE Careers Guidance – Cornwall College84.4HE Careers Guidance – Plymouth University85Employment Opportunities86Teaching, Learning and Assessment96.1Referencing Guides97Assessment Schedules and Feedback98Student Feedback128.1Student Representation and Enhancement128.2Student Perception Surveys128.3Closing the Feedback Loop138.4Programme Committee Meetings (PCM)138.5Complaints148.6Extenuating Circumstances149Appendix159.1Programme Specification – to be the latest version associated with the programme15

Welcome and Introduction to FdSc Sport Health and Fitness

Welcome to the FdSc SPORT, HEALTH & FITNESS which has at its core an understanding of sports science, related particularly to the disciplines of anatomy, psychology, nutrition, physiology, biomechanics and injury. The programme develops specific practice from this base, into an understanding of sports leadership. Students will develop their understanding of nutrition and exercise in relation to fitness and recovery, and the stage two will culminate in a project which allows students to develop their own interest, while also acquiring and developing skills of research and investigation. We hope that you will enjoy your time with us on the course.

This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications.

This Programme Quality handbook contains important information including:

· The approved programme specification

· Module records

Note: the information in this handbook should be read in conjunction with the current edition of the College Handbook which contains student support based information on issues such as finance and studying at HE along with the University’s Student Handbook available here: https://www.plymouth.ac.uk/your-university/governance/student-handbook.

Programme Team

Programme Leader:

The Programme Leader is Phillip Toy, whose contact details are below.

Module Leaders:

Tutor

Module

Number

E-mail

Year 1

Phillip Toy

CORC1025 Sport & Fitness Coaching

01209 616145

[email protected]

CORC 1013 Personal and Employability Skills Development

Daniel Inch

CORC1024 Applied Anatomy & Physiology

[email protected]

Glen Eldridge

CORC1149 - Exercise Physiology 1

[email protected]

Louise Fletcher

CORC1026 Health and Fitness Applications

[email protected]

Claire Atterbury

CORC1147- Biomechanics

[email protected]

Glenn Eldridge

CORC 1027 Sports Development

[email protected]

Year 2

Phill Toy

TFD 203 Special Study

01209 616145

[email protected]

Nick Worley

TFD 246 Inclusive Sport & Exercise

[email protected]

Bryan Mills

CORC2120 Research Methods

01209 617582

[email protected]

Nick Worley

CORC2002 Facility Management

01209 616145

[email protected]

Louise Fletcher

CORC2008 Measurement and Evaluation of Fitness

[email protected]

CORC2122 Nutrition

Kym O’Mara

CORC2005

Sports Injuries and Therapies

[email protected]

Glenn Eldridge

CORC282 Psychology of Sport and Exercise

[email protected]

CORC283 Exercise Physiology 2

CORPORATE HE ASSISTANT REGISTRAR: Mathew Tonkin. What does the Corporate HE Assistant Registrar (CHEAR) do? The CHEAR is your point of contact in HE Operations for all administrative paperwork to do with the programme. He can be contacted on: Telephone: 01209 617757 or Ext 3757.

Email: [email protected]

Personal Tutor

Your personal tutor should be the first person at the College that you speak to if you are having any personal difficulties that are affecting your studies. These could be academic, financial, health-related or another type of problem. Your personal tutor is there to provide additional academic and personal support concerning issues that may affect your studies. Personal Tutors are particularly important for students in their first year, helping them to manage the transition from school or the workplace to university-style life. Personal tutors also assist with helping you to engage with important aspects of preparation for your career and or progression to further study and profiling your progress through the programme.

Your main support for academic issues relating to specific modules will be the lecturer who is teaching that module. Your tutor will be the person who; if the College is asked, will write a personal reference for you during, or on completion of your studies.

Programme staff will communicate with students in the following ways:

· Email - staff will communicated with you via your college and/or university email. In order to maintain professionalism staff will NOT communicate with you directly using your personal email. If you do not wish to regularly check BOTH your College and Plymouth University emails you must ensure that these are forwarded to your personal email address.

· Text messaging – Under exceptional circumstances staff may contact you via text. Please ensure that your Programme Manager has your current mobile number.

· College/Institution intranet / virtual learning environment – For module level communications staff use the Moodle Site. Please make sure that you are enrolled onto all of your modules.

· HE Operations Moodle Pages – this site houses a vast array of information relevant to your time at the College.

· Plymouth University Student Portal (see section below)

· Programme Notice-Board - Programme Notice-Board outside of Sports Science Lab

· Student pigeonholes in the Sports Science Lab

· HE bulletins

· Link to College/Institution campus map or details : https://www.cornwall.ac.uk/sites/default/files/documents/CAM_2011_Maps.pdf#pdfjs.action=download

· Links to disability support teams: https://www.cornwall.ac.uk/university/support-during-your-degree

The university personal tutoring policy is available for information and guidance.

Plymouth Portal

As a Plymouth student you are able to access the University’s e-resources through the Plymouth portal (the University’s internal staff and student website).

There is access to over £2 million of e-resources and e-journals in a variety of different subject ranges which can be used to support your studies. An excellent library guide has been developed to help you access these resources off campus and this also links you to subject specific resources. This link takes you to the universities library guide homepage http://plymouth.libguides.com/partners.

In addition the University has created a Student Study File available at www.studywithplymouth.ac.uk which signposts you to a wealth of resources including UPSU (Plymouth Student Union), Study Skills Guides and using the portal.

You will automatically have a Plymouth University e-mail account accessed through myEdesk, E-mail, calendar, contacts, (OWA) structured as follows: [email protected]. Your password will always be given in this format Dob.dd/mm/yyyy e.g Dob.10/07/1984 . You can change your password once into the portal however please make sure it is something memorable as you will need it throughout your studies.

There are instructions located on the student study file on how to forward your University emails to your preferred email address to ensure you obtain the necessary Plymouth communications throughout your studies.

To change your password at any time - click on the ‘Change Password’ on the top right hand side of the homepage.

If you have forgotten your passwords please go to http://www.plymouth.ac.uk/password and you can reset it easily. Alternatively you can go to HE Operations who will be able to reset it for you as well.

To access the portal type http:///student.plymouth.ac.uk into your browser OR if you want to go in via the extranet type www.plymouth.ac.uk and then click on Internal Students.

Enter the username and password given to you from your programme manager or Learning Resource Staff member.

The Student Community on the Portal signposts you to many resources including:

· E-resources, journals, databases - click on the myEdesk, Library, Media & IT (TIS)

· University student services and learning resources

· Link into UPSU, the University’s Student Union

· Academic information and regulations including the University student handbook

· How to work safely on the web

Programme Details

Enhancement Activities

An important aspect of this degree is its vocational nature. All students are encouraged to seek relevant employment or placement during their studies – that is why the actual ‘teaching’ timetable leaves you with some free time during the week. But additionally, many of the modules have vocational elements, such as practical experience, visits to and from individuals and organisations in your vocational area and simulations.

Rather than separating work related learning into a separate module the college has a policy of embedding work related activities across the programme. This means ensuring that there is a range of experiences which relate closely to employment and work, such as visits, visiting speakers, practical’s in simulated situations. This ensures that students have a very rich environment in which to develop their skills, and observe others working.

This programme has a requirement for professional practice hours to be evidenced in order to progress to the level 6 route, and this clearly ensures that work-related experience, skills and practice will all form an essential part of the students' learning experience. The recording of practice hours and reflection upon experience is an important and assessable component of certain modules, which call for specific reflection in relation as a part of their assessment.

Students of Cornwall College are encouraged to develop their PDPs in a variety of ways. The tutorial system, where programme leaders act as personal tutors and see their tutees on a regular basis clearly feeds into the principles of PDP. At the end of each module, students are encouraged to review what they have learnt and how it might contribute to their employability and their personal development. And there is a similar end of term and end of year review conducted by the tutor.

Progression through the programme

Your Programme Manager has access to University staff and is able to communicate your questions regarding progression to programmes at Plymouth University.

If you progress to a Plymouth University honours degree programme, your final Honours Degree classification will be calculated to include marks from each of your levels of study.

10% from Level 4 – calculated from the highest achieved 80 credits. Where modules are arranged in such a way that the 80 credits of ‘highest module marks’ cannot be identified unequivocally, the average for the best 70 credits and 90 credits will be calculated and the student given the best advantage.

30% from Level 5

60% from Level 6

If you progress onto Level 5 of a programme at Plymouth University, then 10% (of the highest achieved 80 credits or where modules are arranged in such a way that the 80 credits of ‘highest module marks’ cannot be identified unequivocally, the average for the best 70 credits and 90 credits will be calculated and the student given the best advantage) will come from your level 4 marks studied previously, 30% of your level 5 aggregate mark will be drawn from the level 5 modules studied at Plymouth University and then 60% from your level 6 aggregate mark at Plymouth University.

HE Careers Guidance – Cornwall College

HE Careers and Employability – please promote to your students

· There is a new HE Careers and Employability section on Moodle; accessible via the Learner Resources tab. This is a really useful resource which both you and your students can use. Please e-mail Heidi Channell with details of any other web resources you use and she will add them to Moodle: [email protected]

· UCAS Applications for Teacher Training open on 27th October.

· Encourage your HE students to access HE Careers Advice by e-mailing Heidi: [email protected]

· Here is a link to the Plymouth University Careers & Employability site which includes the Events Calendar:

http://www.plu.prospects.ac.uk/casa/servlet/casa.jobseeker.event.JSEventServlet?mode=showEv&event_id=SUBOPLU-07072015-EVNT-35658&source=casa.jobseeker.event.JSEventServlet%3Fmode%3DshowCal%26month%3DAll%26eventType%3DO%26seriesStr%3D&stack=null%3Anull

HE Careers Guidance – Plymouth University

As a Plymouth University student you will also be able to access the Plymouth University Careers and Employability Service which can provide a wealth of guidance and support resources.

Employment Opportunities

Whilst studying this programme you will be given the opportunity to develop further personal and employability related skills, through planned module content and also external opportunities. A range of teaching approaches are used to specifically enable you to develop and enhance your communication and team working skills. Employers and other industry professionals also input into the programme giving you further contacts.

Teaching, Learning and Assessment

Your performance in a module will be assessed during the academic year, normally through a combination of coursework and end of year examinations. You must pass the assessments in order to be credited with that module for your award. In addition, some modules may have to be passed as pre-requisites for others taken later in your programme.

The method of assessment varies between modules and your lecturers will advise you of the method(s) to be used. This reflects the need to develop a range of different knowledge, understanding and skills. During your programme you may experience some, or all, of the following types of assessment:

Coursework essay questions

· Coursework group reports

· Coursework case study problems

· Group presentations

· Small group assessed discussions

· Practical’s

· Formal examinations

· In-class tests

· Online assessments

· Portfolios

· Research project

In all cases these are chosen and designed to assess your achievement of the particular learning outcomes for the module. You will be given Assessment Criteria which are used to judge the extent of your achievement.

Please note that ALL assessment marks and results are provisional until confirmed by the Subject Assessment Panel and verified by the Award Assessment Board. If you do well enough, i.e. you average a mark of over 70% over all your modules at the end of your programme then you will qualify for the award of a Foundation Degree with distinction. You should note marks of 70% and over are awarded for outstanding work only.

Please reference the Benchmarking Skills Map within the Programme Specification for further details on how the teaching, learning and assessments are achieved within each module.

Referencing Guides

https://intranet.cornwall.ac.uk/intranet/learning-services/documents/Harvard_Referencing_July13.pdf

Assessment Schedules and Feedback

Each Programme has a designated Moodle page which houses further details of each of the modules contained with a programme. A full assessment schedule will be available via Moodle. Any changes made to the schedule will be done in consultation with the student body and will be fully communicated to the students that are affected.

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FdSc Sport Health & Fitness Handbook (2016-17)

Examination

Coursework

Practical

MODULE CODE

Examination

Test

Coursework Type

Coursework Type

Practical Type

Practical Type

Level 4, Stage 1

CORC1013 - Personal and Employability Skills

Report 50%

Essay 50%

CORC1025 - Sport and Fitness Coaching

Coursework 100%

CORC1026 - Health and Fitness Applications

Coursework 100%

CORC1027 - Sports Development

Coursework 100%

CORC1147 - Biomechanics

Test 40%

Report 60%


Assignment(1) 45%

Assignment (2) 20%

Practice 35%

CORC1201 - Applied Anatomy and Physiology

Test 30%

Lab Report 35%

Lab Report 35%

Level 5

CORC2004 - Psychology of Sport and Exercise

Examination 50%

Coursework 50%


Examination 20%

Coursework 80%

CORC2005 - Sports Injuries and Therapies

Examination 50%

Coursework 50%

CORC2008 - Measurement and Evaluation of Fitness

Coursework 100%

CORC2120 - Research Methods

Test 20%

Written Report 80%

CORC2121 - Facility Management

Test 20%

Coursework 80%

CORC2122 - Nutrition

Test 50%

Written Report 50%

TFD203 - Special Study

Coursework 100%

TFD246 - Inclusive Sport and Exercise

Coursework 100%

Marking stage

Student submits work / sits test / sits examination

Work is marked by Module Leader

Marks collated by Module Leader & submitted to Programme Manager

Work collated & passed to

Module Leader

Internal moderation stage

Students receive initial UNCONFIRMED mark

Unconfirmed mark & feedback back to students within 20 working days


Internal moderation sample selected1.

Moderation by second academic

External moderation stage

External moderation samples selected and moderated by External Examiners


Subject Assessment Panel (SAP) (ratification) stage

CONFIRMED marks issued to students

Marks approved by SAP and forwarded to College Award Assessment Board

Marks submitted to SAP for consideration and approval


1The sample for the internal moderation comprises 20% or 10 assessment pieces minimum. The sample should include a range of assessment pieces including borderlines and fails. For more guidance see the Plymouth University Marking and Moderation policy 2015

Student FeedbackStudent Representation and Enhancement

Student representation for each stage of the programme is made through programme committee membership, which should also reflect on enhancement activities and their impact and sustainability. Furthermore, programme committee meetings are not considered quorate without student representation.

Information for students on the importance of course representation has been developed in partnership with the students along with the course representation cycle. Other useful resources are available within the UPSU partner college pages.

In addition to student presence through programme committee membership, it is noted that students also have representation though the Student Unions of both institutions.

Student Perception Surveys

The National Student Survey (NSS) and Plymouth University’s Student Perception Questionnaire (SPQ) offer the opportunity for the Student Voice to be gathered from students individually. Additionally, there may be local methods for collating survey feedback on individual modules.

Student Perception Questionnaire (SPQ) and National Student Survey (NSS)

All students on Plymouth University courses in partner colleges are given the opportunity to complete a questionnaire (SPQ) between January and March in the first year of their programmes. The questionnaire is arranged under a range of headings, the answers to which give us student views on how effectively we support their learning experience, these include teaching, assessment and feedback, academic support, learning resources, personal development opportunities. Student responses are used only in statistical form to produce a subject level report and to enable comparative data to be prepared at faculty level.

In addition students are asked to participate in the National Student Survey (NSS) at the end of their programme. Both of these provide valuable information to enable staff to improve programmes and the learning experience.

What is the Student Perception Questionnaire (SPQ) and what is it for?

· to give students the chance to tell us what they feel about their experience of teaching and learning at the Cornwall College

· to allow us to identify those issues that are perceived by students as affecting their education, either positively or negatively

· to provide us with a University-wide perspective and to enable staff to prioritise our actions to improve the quality of the educational experience at Cornwall College

What does the survey achieve?

At subject level you can expect the findings of the SPQ to be discussed at staff-student liaison groups and Programme Committee Meetings within the college. A related Action Plan is prepared to address students' concerns and this is in turn linked to the University’s Quality Assurance process, addressed through formal meetings between the University and the college. The Director of Higher Education (HE) will review the questionnaire results with senior managers and programme teams as appropriate.

What is the National Student Survey (NSS) and what does it mean to me?

This national survey is designed to provide information on how universities support the student learning experience. It provides vital information to prospective students and their advisers to help them make an informed choice on what they want to study and where they should study it. The results are shown on the national Unistats website (www.unistats.ac.uk).

The survey is an important tool, both at national level and within the University – it is seeking to capture an overall view of the student experience and the results reflect upon the standing and esteem in which the University is held; it is not the tool to use to offer feedback on local course issues which should be directed as normal through course representatives, tutors, lecturers and the Students Union. The University’s own institutional student perception questionnaire will not be issued to students involved in the national survey to avoid burdening students with too many questionnaires. We will therefore rely heavily on the NSS to secure feedback about the overall student experience.

The survey is carried out by Ipsos MORI, an independent company. It will take the form of a short online questionnaire that should only take around 5 minutes to complete. All eligible final year students will be contacted and invited to complete the survey. So that Ipsos MORI can carry out the survey, the University has been asked to provide contact details for students from its current records (this includes all contact details held by the University, including personal phone numbers). The personal data will not be used for any other purpose than the survey, and will not be passed on to any other parties/companies. All the answers will be kept confidential, with results being published in subject groupings.

Closing the Feedback Loop

This includes programme committee feedback through the student representatives as well as other methods for feeding back on the Student Voice.

For information, please see: http://www1.plymouth.ac.uk/studentvoice/Pages/You-said,-we-did!.aspx).

Cornwall College has developed a student engagement framework which documents the student involvement into quality mechanisms and ensures that feedback on student concerns is delivered in a constructive way and can be demonstrated within the programme action plan. On some campus sites student representatives are governors or on the management committee, and feedback through Student Representatives meetings.

Programme Committee Meetings (PCM)

PCMs exist to enable the core programme team and student representatives to meet formally to strict agendas twice per year. These meetings are in addition to hosting the ALP’s and the EE’s visits, although they may be arranged to align. These meetings are held twice per academic year; autumn and spring. The meeting utilises the standard Plymouth University agenda for each relevant meeting. It is vital that Student Representatives from each academic year of the programme attend the meeting. It is chaired by the Programme Manager; with attendance from module leaders; learning centre staff and HE Operations.

Complaints

The College wants to ensure that its courses and its case of students are of a high quality. However, sometimes things may go wrong and you may want to complain. If this becomes the case then please follow the link below for further details.

https://www.cornwall.ac.uk/about-us/complaints-procedure

If after reviewing the procedure you are unsure of what action you would like to take or require further advice and guidance then please use the following:

E-mail: [email protected]

Extenuating Circumstances

Extenuating Circumstances is a policy to ensure that no student is disadvantaged by circumstances beyond their control; whilst maintaining academic standards. These are circumstances which:

· affect your ability to attend or complete assessment(s)

· are exceptional

· are outside your control

· can be corroborated by independent evidence

· occurred during or shortly before the assessment in question

If your participation in an examination or assessment has been affected by an extenuating circumstance; then you can ask the College to take this info consideration. You can submit a claim for extenuating circumstances to cover last submission of work, no-submission of work or non-attendance at a time specific assessment; such as an examination, test, presentation or performance or a field class.

When making a claim, students must ensure that they submit the FULLY completed Extenuating Circumstances form along with the relevant associated evidence as soon as possible, and normally no later than ten working days after the deadline for the submission of the work; or the date of the presentation, performance or test. If you are making an extenuating circumstances claim about coursework, do not wait for a decision on your claim before submitting your work. Please submit the final version of your work within 10 working days of the original deadline. However it would be preferred if the claim was submitted within 5 days in order that it can be dealt with quickly and within the timeframe.

For full details of the Extenuating Circumstances Policy please follow the link below:

https://www.plymouth.ac.uk/uploads/production/document/path/6/6017/160121_Extenuating_Circumstances_Policy_and_Procedures.docx

If you have any queries regarding the submission of the Extenuating Circumstances please speak with your Programme Manager or a member of the HE Operations Team.

Appendix Programme Specification – to be the latest version associated with the programme

PROGRAMME SPECIFICATION[footnoteRef:1] [1: This Programme Specification contains no information pertaining and/or referring to any individual and is therefore appropriate for dissemination as a public document.]

Programme Title: FdSc Sport, Health and FitnessPartner Delivering Institution: Cornwall College, CamborneState Date: September 2016First Award Date: July 2018Date(s) of Revision(s) to this Document:

This programme specification template aligns with recommendations within the UK Quality Code for Higher Education[footnoteRef:2]. The information provided, by the programme proposer, in each section is definitively agreed between the delivering institution and Plymouth University at approval. Therefore any requests for changes to content (post the conditions set at approval) must follow Plymouth University’s procedures for making changes to partnership programmes[footnoteRef:3]. [2: QAA, 2011, Chapter A3: The Programme Level, UK Quality Code for Higher Education: http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf , last accessed 28th July 2014 [n.b. this includes ‘Appendix 2: Working with programme specifications: A leaflet for further education colleges’]] [3: If required please contact Academic Partnerships Programme Administration for assistance.]

ContentsPS1.Programme Details18PS2. Brief Description of the Programme18PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)18PS4. Exceptions to Plymouth University Regulations18PS5. Programme Aims19PS6. Programme Intended Learning Outcomes (ILO)19PS7. Distinctive Features20PS8. Student Numbers20PS9. Progression Route(s)20PS10. Admissions Criteria21PS11. Academic Standards and Quality Enhancement22PS12. Programme Structure23PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment25PS14. Work Based/ Related Learning31Appendix33

PS1.Programme Details

Awarding Institution:

Plymouth University

Partner Institution and delivery site (s):

Cornwall College, Camborne

Accrediting Body:

N/A

Language of Study:

English

Mode of Study:

Full time (2 years)

Final Award:

FdSc Sport Health and Fitness

Intermediate Award:

Programme Title:

FdSc Sport Health and Fitness

UCAS Code:

CB69

JACS Code:

Benchmarks:

Informed by the Foundation degree benchmark and the relevant section at intermediate level of the Hospitality, Leisure, Sport and Tourism benchmark.

Date of Programme Approval:

14th May 2010

PS2. Brief Description of the Programme

This text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation (approx. 200-250 words)

The programme of study contains 120 credits in years 1 and 2, and includes a broad range of modules in the academic area of Sport and Exercise Sciences and health and fitness. Students’ employability skills and research skills will also be developed on the programme, and there will be opportunities to participate in realistic work based learning as part of certain modules on the programme.

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)

N/A

PS4. Exceptions to Plymouth University Regulations

(Note: Plymouth University’s Academic Regulations are available internally on the intranet: https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm)

None

PS5. Programme Aims

This programme will deliver:

1. Produce learners who can critically, systematically and reflectively analyse issues surrounding:

· Sport and Exercise Science

· Health and Fitness

2. Develop learners who are able to design, administer and evaluate sport related strategies at a variety of levels.

3. Produce learners who can demonstrate a range of academic and vocational skills to a level that will enable them to support progression to a one-year Level 6 Honours degree in appropriately specified articulations

4. Develop learners who can demonstrate a wide range of personal, practical, vocational and transferable skills which will enable them to be effective in relevant employment.

PS6. Programme Intended Learning Outcomes (ILO)

By the end of this programme the student will be able to:

Through the study of human responses to sport and exercise:

LO1: make effective use of knowledge and understanding of the disciplines underpinning human structure and function.

LO2: appraise and evaluate the effects of sport and exercise intervention on the participant.

LO3: show evidence of the skills required to monitor and evaluate human responses to sport and/or exercise

LO4: provide a critical appreciation of the relationship between sport and exercise activity and intervention in a variety of participant groups; this could include special populations such as senior citizens, disabled people and children.

LO5: monitor, analyse, diagnose and prescribe action to enhance the learning and performance of the component elements of sport

LO6: show evidence of the skills required to monitor and evaluate sports performance in laboratories and/or field settings

LO7: display a critical appreciation of the integration of the variables involved in the delivery (teaching, instructing and coaching) of enhanced sport performance.

LO8: display an awareness of current government policy on disease prevention and the relevance of exercise

LO9: show evidence of an ability to monitor health through exercise and prescribe appropriate interventions

LO10: display a broad range of skills, including awareness of health and safety, ethical considerations, exercise prescription, population differences and the role of education, health and sports bodies in improving the health of the nation.

PS7. Distinctive Features

This text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation:

1. Explores the wider social and environmental implications of area(s) of study and is able to debate issues in relation to more general ethical perspectives.

2. Focusses on recent developments in sports sciences, reflecting the multi-disciplinary nature of sports leadership.

3. Highlights a range of sporting environments applying relevant advanced techniques.

4. Explores a range of appropriate field and laboratory techniques.

5. Endeavours to meet the needs of employers within the sports industry sector.

6. Encourages key teaching, learning and communication skills relevant to employment within the field of sport.

PS8. Student Numbers

The following provides information that should be considered nominal, and therefore not absolutely rigid, but is of value to guide assurance of the quality of the student experience, functional issues around enabling progression opportunities to occur and staffing and resource planning:

Minimum student numbers per stage = 10

Target student numbers per stage =15

Maximum student numbers per stage =20

PS9. Progression Route(s)

Approved “progression route(s)” are those where successful achievement in this programme enables direct alignment to join a stage of another programme. This is an approach employed primarily for Foundation Degree students to “top-up” to complete a Bachelor degree, but may be employed for other award types.

This is in part an automated admissions criterion and therefore progression may be impacted on by availability of a position on the progression award; however progression opportunity, if not available in the first year of application, is guaranteed within 3 years.

Progression arrangements with institutions other than Plymouth University carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from that institution to guarantee progression for existing students on the programme. For progression to Plymouth University, should there be the need to withdraw the progression route programme(s) then either this will be delayed to provide progression or appropriate solutions will be found. This arrangement is guaranteed for existing students that complete their programme of study with no suspensions or repeat years and who wish to progress immediately to the University.

The contribution of marks from prior levels of study to the progression award is governed by University regulations.

PS10. Admissions Criteria

Qualification(s) Required for Entry to this Programme:

Details:

Level 2:

· Key Skills requirement / Higher Level Diploma:

Level 2 numeracy & literacy. 40 points may count towards entry.

and/or

· GCSEs required at Grade C or above:

Supporting passes usually in English and Maths.

Level 3: at least one of the following:

· AS/A Levels

At least one A2 level pass with supporting GCSEs to reach UCAS tariff 120 points (max. of 40 points key skills).

· Advanced Level Diploma:

pass

· BTEC National Certificate/Diploma:

National Certificate at MP

National Diploma at PPP

· VDA: AGNVQ, AVCE, AVS:

Sport, Science, Health Merit

· Access to HE or Year 0 provision:

Sport, Science, Health Pass

· International Baccalaureate:

Awarded a diploma 24 points

· Irish / Scottish Highers / Advanced Highers:

Grades sufficient to reach UCAS tariff 120 – 2 D level passes

Work Experience:

Cornwall College reserves the right to interview any applicant.

Other HE qualifications / non-standard awards or experiences:


APEL / APCL[footnoteRef:4] possibilities: [4: Accredited Prior Experiential Learning and Accredited Prior Certificated Learning]

The University regulations will be adhered to.

Interview / Portfolio requirements:


Independent Safeguarding Agency (ISA) / Disclosure and Barring Service (DBS) clearance required:

Yes

PS11. Academic Standards and Quality Enhancement

The Programme Leader/Manager (or the descriptor) leads the Programme Committee in the Plymouth University’s annual programme monitoring process (APM), as titled at the time of approval. APM culminates in the production, maintenance and employment of a programme level Action Plan, which evidences appropriate management of the programme in terms of quality and standards. Any formally agreed changes to this process will continue to be followed by the Programme Leader/Manager (or other descriptor) and their Programme Committee.

Elements of this process include engaging with stakeholders. For this definitive document it is important to define:

Subject External Examiner(s):

An Interim visit by External Examiner (EE) (usually between January and February) will review work that has been marked, consult students and feed back to the programme manager and module leaders and course team.

Subject Assessment Panel (SAP) reviews the assessment marking and is scrutinised by the subject EE. Representatives of the team review and present their module marks for each student on the programme.

The annual Award Assessment Board (AAB) takes place with Programme Manager, the awarding body’s partnership member and the External to receive the students work and confer progression or award.

Additional stakeholders specific to this programme:

Students have the opportunity to discuss the programme independently, twice a year in the Student Review. This forms part of the discussion for the annual programme monitoring in the autumn and spring of each academic year.

The Student Perception Questionnaire (SPQ) is administered during the year and feeds into the programme review.

Students Representatives attend Annual Programme Monitoring (APM) to contribute student views alongside Module Leaders, the Programme Manager and the Assistant Registrar to monitor module delivery and the course provision.

Curriculum meetings take place once a month to review progression, department provision, resources and staffing.

33 | Page

FdSc Sport Health & Fitness Handbook (2016-17)

PS12. Programme Structure[footnoteRef:5] [5: The provided table includes only a single line. This should be multiplied by copying and pasting to produce the correct number of modules for the level of the programme. For ease of consideration and clarity, please include a separate table for each level by again copying and pasting this table. Colour coding/ shading may be used to differentiate between new modules and existing approved modules shared with other programmes.]

The following structure diagram(s) provides the current structure for this programme:

FHEQ level: 4 & 5 For: Full Time

F/T Route Year

When in Year? (i.e. Autumn, Spring etc)

Core or Option Module

Credits

Module

1

Core

20


1

Core

20


1

Core

20


1

Core

10


1

Core

10


1

Core

20


1

Core

20


2

Core

10


2

Core

10


2

Core

20


2

Core

10


2

Core

10


2

Core

10


2

Core

20


2

Core

20


2

Core

10


FHEQ level: 4 & 5 For: Part Time

P/T Route Year

When in Year? (i.e. Autumn, Spring etc)

Core or Option Module

Credits

Module

1

Core

20


1

Core

20


1

Core

20


1

Core

20


2

Core

20


2

Core

10


2

Core

10


2

Core

10


2

Core

20


2

Core

10


3

Core

20


3

Core

10


3

Core

10


3

Core

10


3

Core

10


3

Core

20


PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment

Developing graduate attributed and skills, at any level of HE , is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalised. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme.

Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

FHEQ level: 4 & 5

Definitions of Graduate Attributes and Skills Relevant to this ProgrammeTeaching and Learning Strategy / MethodsProg AimsProg intended Learning OutcomesRange of AssessmentsRelated Core Modules

Knowledge / Understanding:

Hospitality, Leisure, Tourism & Sport 6.17, 6.18 & 6.19

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:

· the major theories of sport, health and fitness and an awareness of a variety of ideas, contexts and frameworks

· the wider social and environmental implications of area(s) of study and is able to debate issues in relation to more general ethical perspectives

· making effective use of knowledge and understanding of the disciplines underpinning human structure and function

· monitoring, analysing, diagnosing and prescribing action to enhance the learning and performance of the component elements of sport

· displaying an awareness of current government policy on disease prevention and the relevance of exercise

· showing evidence of an ability to monitor health through exercise and prescribe appropriate interventions

· displaying a broad range of skills, including awareness of health and safety, ethical considerations, exercise prescription, population differences and the role of education, health and sports bodies in improving the health of the nation.

Primary:

· Lectures and tutorials

· Directed independent study

· Learning from work experience

Secondary/Supplementary:

· Case studies

· Problem-solving exercises

· Report writing

· On line WebCT materials

· UoP student portal

All

6.17, 6.18,.6.19

Key knowledge and understanding is assessed via a combination of multiple choice tests, examinations, essays, presentations and seminar performances.

CORC1025; CORC1026

CORC1027;

CORC1149

CORC2008

TFD246

An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:

At Level s 4 and 5 students will be expected to assimilate facts and theories and use an enquiring mind to critically evaluate these in context. They are expected to become autonomous learners and actively seek knowledge through reading, research, personal communication and reflection. They will be assessed through a variety of modes including essays, tests, exams, presentations, reports, viva and case studies as appropriate to the subject with advice from Industry and the External Examiner. Students will have the opportunity to apply co-constructing assessment to ensure engagement and motivation. Students will be encouraged to become independent and creative thinkers to interpret and respond to assessment using their initiative.

Cognitive and Intellectual Skills:

Hospitality, Leisure, Tourism & Sport 6.17, 6.18


· critique rival theories and frameworks

· analyse and synthesise

· Intelligently apply appropriate principles in assessing policy or practice

· demonstrate problem solving and research skills

· appraising and evaluating the effects of sport and exercise intervention on the participant

· showing evidence of the skills required to monitor and evaluate human responses to sport and/or exercise

· providing a critical appreciation of the relationship between sport and exercise activity and intervention in a variety of participant groups; this could include special populations such as senior citizens, disabled people and children.

Primary:

· Class exercises

· Tutorial/seminar discussions

· Feedback via coursework assessment process (essays etc)

· Analysis of primary and secondary data


· Policy and practice analysis in surgeries

· Computer-based practicals on data and measurement problems

All

6.17,6.18 & 6.19

· Assessed discussions

· Essays/projects/dissertations

· Examinations/tests

· Coursework/groupwork on practical application questions

CORC 1013

CORC1025

CORC1026; CORC1027

CORC1149

CORC1147

CORC2008

TFD246

An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:

At Levels 4 and 5 students will be encouraged to take a leading role in the teaching and learning through active participation in sessions such as leading and significant contribution to work placements, seminars, workshops and practicals. Students will be encouraged to consider and potentially challenge institutional thinking and practice. Assessments will be diverse and challenging, encouraging students to use their cognitive and intellectual capacities to the full. They are expected to take part in active research and work independently with support but minimal guidance.

Key Transferable Skills:

Hospitality, Leisure, Tourism & Sport 5.2 & 5.4


· interact effectively within a team / learning group,

· manage learning using resources for the discipline

· communicate effectively in a manner appropriate to the discipline (in standard English oral, written, using ICT)

· take responsibility for own learning with minimum direction

· manage information with the ability to select appropriate data from a range of sources and develop appropriate research strategies

· research and assess paradigms, theories, principles, concepts and factual information, and apply such skills in explaining and solving problems

· critically assess and evaluate evidence in the context of research methodologies and data sources

· critically interpret data of different kinds and appraise the strengths and weaknesses of approaches adopted

· describe, synthesise, interpret, analyse and evaluate information and data relevant to a professional or vocational context

· plan, design, execute and communicate a sustained piece of independent intellectual work (at level 5) which provides evidence of critical engagement with, and interpretation of, appropriate data

· apply knowledge to the solution of familiar and unfamiliar problems

· develop a sustained reasoned argument, perhaps challenging previously held assumptions

· demonstrate effective communication and presentation skills

· work effectively independently and with others

· take and demonstrate responsibility for their own learning and continuing personal and professional development

· self-appraise and reflect on practice

· plan, design, manage and execute practical activities using appropriate techniques and procedures whilst demonstrating high levels of relevant skills

· recognise and respond to moral, ethical, sustainability and safety issues which directly pertain to the context of study including relevant legislation and professional codes of conduct

· undertake fieldwork with continuous regard for safety and risk assessment.

· demonstrate an understanding of the philosophical basis of scientific paradigms

· demonstrate evidence of competence in the scientific methods of enquiry, interpretation and analysis of relevant data and appropriate technologies.

Primary:

Library and other research exercises

Group work awareness and practice

Computer-based learning and assessment


Class and seminar interactions and feedback

All

5.2

· Coursework of all types

· Examination preparation and completion

· Assessed discussions

· Group work assessments

CORC1013

CORC1025

CORC1026

CORC1149

TFD203,

TFD246

CORC2008

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:

At Levels 4 and 5 students are expected to develop and exercise initiative and personal responsibility in their teaching, learning and work experience. All modules require independent thinking in order to make decisions in complex and unpredictable contexts, students will be required in workshops and seminars to challenge past and current information and theories relating to the subject and consider alternatives and potential solutions. Students will have to use a range of media in formative and summative assessments to communicate effective messages to a variety of audiences. Assessment is designed to foster application of social and emotional awareness in a range of contexts.

Employment Related Skills:

Hospitality, Leisure, Tourism & Sport


· plan, design and execute practical activities using appropriate techniques and procedures

· undertake fieldwork with due regard for safety and risk assessment

· plan, design, execute and communicate a sustained piece of independent intellectual work using appropriate media

· recognise and respond to moral, ethical and safety issues which directly pertain to the subject domain including relevant legislation and professional codes of conduct.

Primary:

· Practical work

· Projects

· Designated tasks

· Lectures and tutorials

· Learning from work

· Work placement

· Practical/Events


None

All

5.2

CORC1025,

CORC1026

CORC1149

TFD203

An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:

At Levels 4 and 5 the student has demonstrated an understanding of organisational and work based practices; they have put theory in to practice by applying and developing discipline related skills, and knowledge and understanding through workshops and assessed real-life problem solving scenarios. They will have to work with stakeholders in a meaningful way both in sessions and independently with positive targets and outcomes. Develop vocationally relevant managerial skills demonstrated through reflection and projection forward

Practical Skills:

Hospitality, Leisure, Tourism & Sport 6.17, 6.18 & 6.19


· Specific computer and information technology skills

· Observational techniques

· Plan, design and execute practical activities using appropriate techniques and procedures

· Administer appropriate methodologies

Primary:

Practical workProjectsDesignated tasksLectures and tutorialsLearning from workWork placementPractical/EventsSecondary/Supplementary:

None

All

5.2

· Project work

· Competence in a range of business-related communication techniques

· Practical/Placements

CORC1025

CORC1026

TFD203

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:

Students will engage with specialist and general populations to understand needs, limitations and potential. Students will independently design and implement strategies resulting in data for analysis and discussion. Students will have to practically communicate findings to a variety of audiences through a range of media and assessment types.

PS14. Work Based/ Related Learning

WBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE Programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:

FHEQ level: 4 & 5

WBL/WRL Activity:

LogisticsProg AimProg Intended LORange of AssessmentsRelated Core Module(s)

Identification skills, research skills, analysis

Placement in relevant industry setting (Health Promotions and local schools) to be jointly arranged by the Module Leader and student during the induction period. DBS Clearance may be required.

All

All

ICT, case studies, reports

All core modules

Develop department projects

Developmental work with outside organisations (Health Promotions, local schools and local sports clubs) DBS Clearance may be required.

All

All

Exam, case studies, reflective diary, viva

All core modules

Practical delivery of physical education, coaching and lifelong fitness.

NGB and other sector specific qualifications,

Developmental work with outside organisations (Health Promotions, local schools and local sports clubs) DBS Clearance may be required.

All

All

Practical, essay, reports, case studies

All core modules

Industry visits and guest speakers

Camborne, Redruth, Pool, Brannel, Poltair, Penrice Secondary schools.

Health Promotions

Cornwall Athletics Club

Camborne Cricket Club

St Michaels Hotel

Ocean Sports Carbis Bay, NGB’s, CSP, SDO’s, International Athletes’

All

All

Practical, essay, reports, case studies

All core modules

Fieldtrips

Camborne, Redruth, Pool, Brannel, Poltair, Penrice Secondary schools.

Health Promotions

Cornwall Athletics Club

Camborne Cricket Club

St Michaels Hotel

Ocean Sports Carbis Bay, GB Canoeing Sport Science Support,

All

All

Report, essays, exam

All core modules

An exposition to explain this map:

This is not designed to be a definitive or comprehensive list but to showcase the potential for industry involvement, work based and experiential learning. It is expected that all module leaders will make every effort to engage with relevant employers and organisations throughout all levels of the course to ensure that students have optimal opportunities to network with potential employers and stakeholders. The industry engagement and the experience and networking that this provides is considered to be integral to the success of graduates in gaining employment and as such is it considered a fundamental of the course.

Appendix

(To create additional appendices simply copy and paste the above heading.)

SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE:

CORC1013

MODULE TITLE:

Personal and Employability Skills Development

CREDITS: 20

FHEQ Level: 4

JACS CODE: X900

PRE-REQUISITES: None

CO-REQUISITES: None

COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: (max 425 characters)

This module is designed to equip students with the necessary knowledge and skills to develop themselves in terms of their personal and employability skills.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]

WRITTEN EXAMINATION

COURSEWORK

PRACTICAL

E1 (Examination)

%

C1 (Coursework)

100%

P1 (Practical)

% or Pass/Fail (delete as appropriate)

E2 (Clinical Examination)

%

A1 (Generic Assessment)

%

T1 (Test)

%

SUBJECT ASSESSMENT PANEL Group to which module should be linked: PESD

Professional body minimum pass mark requirement: N/A

MODULE AIMS:

· Develop conceptual and practical skills in personal development planning for study at degree level and readiness for employability.

· Equip learners with baseline personal resources for study and employment such as integrity, personal responsibility, reliability and self-motivation.

· Develop learners’ skills in team working, decision-making, problem solving and communication.

· Stimulate learners’ creativity and encourage a focus on enterprising and challenging tasks and activity.

ASSESSED LEARNING OUTCOMES: (additional guidance below)

At the end of the module the learner will be expected to be able to:

1. Evaluate and benchmark own study and analysis skills, capabilities and developmental needs.

2. Demonstrate understanding of concepts relating to personal, employability skills and work related skills.

3. Reflect upon how these concepts relate to personal and professional practice.

4. Effectively manage and self-direct personal and professional learning and development.

DATE OF APPROVAL:

09 Feb 2010

FACULTY/OFFICE:


DATE OF IMPLEMENTATION:

01 Sep 2010

SCHOOL/PARTNER:

Cornwall College

DATE(S) OF APPROVED CHANGE:

TERM/SEMESTER:

All Year

Additional notes (for office use only):

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT

Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2016 – 2017

NATIONAL COST CENTRE: 135

MODULE LEADER: Brender Willmott

OTHER MODULE STAFF: Relevant Site Leaders

SUMMARY of MODULE CONTENT

· Personal Development Planning - Personal audit, professional development, career management skills.

· Intra and Interpersonal Skills - Influencing, negotiating, conflict resolution, risk taking, problem-solving, decision making, teamwork, initiative, self-esteem, leadership, innovation, creativity and enterprise.

· Successful Communication - Interview skills, CVs and letters of application, self-presentation, presentation of information.

· Understanding the Business Context - Organizational culture, business strategy, sustainability, cultural diversity, corporate social responsibility, financial literacy.

· Project Management - Project planning, monitoring, evaluation, reporting.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]

Scheduled Activities

Hours

Comments/Additional Information

Lecture

20

Core material

Seminar

12

Smaller workshop sessions where students are supported to apply learning to themselves and their specific industry

Project Supervision

8

As part of assignment 1 students have to take part in a group project, which seminar tutors set and supervise

Guided Independent Study

160

Students are expected to put in time outside of taught sessions on the group project and their own personal development and career planning

Total

200

(NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

Category

Element

Component Name

Component Weighting

Comments include links to learning objectives

Coursework

C1

Written Essay

Report

50%

50%

Total = 100%

Updated by:

Brender Willmott

Date:

21/05/15

Approved by:

HE Operations

Date:

13/07/16

Recommended Texts and Sources:

Cottrell, S. (2010) Skills for success: the personal development planning handbook. 2nd edn. Basingstoke: Palgrave Macmillan.

Hager, P. & Holland, S. (2007) Graduate attributes learning and employability. Dordrecht: Springer.

Marsh, R. (2012) Skills for employability part two: moving into employment. Wrexham: Christal Publishing.

Journal: Carer Development International


MODULE CODE:

CORC1025

MODULE TITLE:

Sport and Fitness Coaching

CREDITS: 20

FHEQ Level: 4

JACS CODE: C610


CO-REQUISITES: None

COMPENSATABLE: Y


This module is designed to provide students with a range of skills, knowledge and the understanding to enable them and clients to participate safely in a range of sport and fitness activities.


WRITTEN EXAMINATION

COURSEWORK

PRACTICAL

E1 (Examination)

%

C1 (Coursework)

100%

P1 (Practical)



%


%

T1 (Test)

%

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Camborne


MODULE AIMS:

•To complement theoretical knowledge with practical skills in sport and fitness coaching

•To demonstrate to learners the wide range of sport and fitness coaching techniques

•To give students the confidence to be able to coach a variety of sport and fitness activities



5. Demonstrate a knowledge of the rules and regulations of a variety of sporting activities

6. Develop skills, techniques and tactics in sport and fitness activities

7. Demonstrate the ability to plan, organise, conduct, observe, analyse and evaluate coaching sessions

8. Demonstrate knowledge of the ethics of coaching with particular reference to special populations such as children and the elderly, and be aware of the need for sensitivity in designing coaching sessions

DATE OF APPROVAL:

01 June 2010

FACULTY/OFFICE:



01 Sept 2010

SCHOOL/PARTNER:

Cornwall College


01/09/10

TERM/SEMESTER:

All Year




ACADEMIC YEAR: 2016-2017


MODULE LEADER: Phil Toy

OTHER MODULE STAFF: Glenn Eldridge


Practical and theory elements of safety and emergency procedures related to sports coaching

Rules/laws of a variety of sports in the coaching situation Skills and techniques in a variety of sporting situations incorporating progression from novice to skilled performers

Observing and evaluating coaching sessions

Communication techniques

The role of the coach - facilitator, educationalist, professional etc

Ethics of coaching (NASC or Governing Body guidelines)

Consideration for special populations eg children, the elderly etc in sports coaching

Principles of learning and methods of coaching - whole/part-whole



Hours


Lecture

40


160

Total

200


Category

Element

Component Name

Component Weighting


Written exam

E

Total = 100%

T

Total = 100%

Coursework

C1

100%

Total = 100%

Practical

P

Total = 100%

Updated by:

Deborah Toseland

Date:

30/05/14

Approved by:

Phil Toy

Date:

30/05/14


Cassidy, T., Jones, R. and Potrac, P. (2009) Understanding sports coaching, 2nd edn. London: Routledge

Denison, J. (Ed) (2007) Coaching knowledge's : understanding the dynamics of sport performance. London: A & C Black.

Fitzgerald, H. (2011) Inclusive coaching: disability. Leeds: Sports Coach UK.

Gordon, D. (2009) Coaching science. Exeter: Learning Matters.

Haskins, D. (2010) Coaching the whole child. Leeds: Coachwise.

Jones, R L. (2006) The sports coach as educator: reconceptualising sports coaching. London: Routledge.

Jones, R L., Armour K. M. and Potrac, P. (2004) Sports coaching cultures - from practice to theory. London: Routledge.

Martens, R. (2012) Successful coaching, 4th edn. Champaign, IL: Human Kinetics.

Navin, A. (Ed) (2010) Sports coaching: a reference guide for students, coaches and competitors. Marlborough: Crowood.

Stafford, I. (Ed) (2011) Coaching children in sport. Abingdon: Routledge


MODULE CODE:

CORC1026

MODULE TITLE:

Health and Fitness Applications

CREDITS: 20

FHEQ Level: 4

JACS CODE: C610


CO-REQUISITES: None

COMPENSATABLE: N


This module will build on Anatomy and Physiology and Exercise and Physiology and will concentrate on the practical aspects of health and fitness related activities particularly in the use of cardiovascular and resistance machines and the use of free weights in a modern fitness facility.


WRITTEN EXAMINATION

COURSEWORK

PRACTICAL

E1 (Examination)

%

C1 (Coursework)

100%

P1 (Practical)



%


%

T1 (Test)

%



MODULE AIMS:

To provide learners with the skills, knowledge and competence to plan, deliver and evaluate exercise sessions to adults unsupervised. This module would recommend students achieve appropriate vocational certification.



assess and analyse the needs of the customer

plan an effective programme with progressions and adaptations

deliver and evaluate a safe and effective fitness programme to a beginner

monitor, assess and evaluate an individuals performance

discuss the health and safety and ethical responsibilities of a fitness instructor

DATE OF APPROVAL:

03 June 2004

FACULTY/OFFICE:



01 Sept 2004

SCHOOL/PARTNER:

Cornwall College


01/09/04

TERM/SEMESTER:

All Year






MODULE LEADER: Louise Fletcher

OTHER MODULE STAFF:


Underpinning knowledge, definitions and components.

Planning a progressive exercise programme from practical experience in warming up, cooling down, CV fitness, M S & E fitness, flexibility. This will be focused around the Principles of safe and effective exercise methods along with the appropriate methods of monitoring and evaluating performance. The roles, responsibilities and supervisory duties of the fitness instructor will be looked at along with the Code of ethics, Health and safety requirements, equipment and facilities. Promoting the correct image as a gym instructor will be addressed from the very start of the module. Specific activity instructions will be learnt which will be used to deliver a planned exercise programme.



Hours


Lecture

20

Demonstration

5

Practical Classes and Workshops

20

Supervised Time in Studio/Workshop

10


145

Total

200


Category

Element

Component Name

Component Weighting


Written exam

E

Total = 100%

T

Total = 100%

Coursework

C1

100%

Total = 100%

Practical

P

Total = 100%

Updated by:

Deborah Toseland

Date:

30/05/14

Approved by:

Phil Toy

Date:

30/05/14


Alter, M. J. (2004) Science of flexibility, 3rd edn. Champaign, IL: Human Kinetics.

"Borg, G. (1998) Borg’s Perceived Exertion and Pain Scales. Champaign, IL: Human

Kinetics"

Coulson, M. (2013) The fitness instructors handbook, 2nd edn. London: A & C Black.

Coulson, M. and Archer, D. (2008) The advanced fitness instructors handbook. London: A & C Black.

Dalgleish, J. (2001) The health and fitness handbook. Harlow: Pearson Education

Egger, G., Champion, N. and Bolton, A. (2004) The fitness leaders handbook, 4th edn. London: A&C Black.

Fleck, S. J. & Kraemer, W. J. (2003) Designing resistance training programmes, 3rd edn. Champaign, IL: Human Kinetics.

Howley, E.T. and Thompson, D.L. (2012) Fitness professional's handbook, 6th edn. Champaign, IL: Human Kinetics.


MODULE CODE:

CORC1027

MODULE TITLE:

Sports Development

CREDITS: 10

FHEQ Level: 4

JACS CODE: C620


CO-REQUISITES: None

COMPENSATABLE: Y


The learner will consider sports development as a process which enhances opportunities for people of all ages, degrees of interest and levels of ability, to develop and excel in their chosen sporting activities. It will provide the learner with the background knowledge needed to work as an SDO and raises issues for SDO’s and coaches in terms of meeting individual needs, attracting funding and developing their chosen sport.


WRITTEN EXAMINATION

COURSEWORK

PRACTICAL

E1 (Examination)

%

C1 (Coursework)

100%

P1 (Practical)



%


%

T1 (Test)

%



MODULE AIMS:

•To consider the broader issues of sports development and the climate in which sports development operates.

•To examine the current and future position of sports development arising from the policies, planning and administration of organisations involved in sport development in the UK.



9. Discuss the framework for sports development

10. Analyse the processes of planning for sports development

11. Evaluate policy documents and reports relating to sports development

DATE OF APPROVAL:

01 June 2010

FACULTY/OFFICE:



01 Sept 2010

SCHOOL/PARTNER:

Cornwall College


01/09/10

TERM/SEMESTER:

Autumn






MODULE LEADER: Sam Redd

OTHER MODULE STAFF: Louise Fletcher


•Introduction to current ideological thinking and the impacts of these on sports development policy

•The current climate in which sports development and sports practice take place

•The policy process and government involvement

•Strategic planning for sports development and the planning process

•The development of ‘Sport for All’

•Partnerships and sports networks.

•Working in sports development – the use of resources – legal issues



Hours



20

Seminar

10

Project Supervision

10

External Visits

10


50

Total

100


Category

Element

Component Name

Component Weighting


Written exam

E

Total = 100%

T

Total = 100%

Coursework

C1

100%

Total = 100%

Practical

P

Total = 100%

Updated by:

Deborah Toseland

Date:

30/05/14

Approved by:

Phil Toy

Date:

30/05/14


Bloyce, D. and Smith, A. (2010) Sport policy and development: an introduction. Abingdon: Routledge.

Collins, M.F. (ed) (2010) Examining sports development. London: Routledge.

Girginov, V. (2008) Management of sports development. Oxford: Butterworth Heinemann.

Green, M. and Houlihan, B. (2005) Elite sports development. London: Routledge.

Hill, M. (2007) In pursuit of excellence: a student guide to elite sports development. London: Routledge.

Houlihan, B. And Green, M. (2011) Routledge handbook of sports development. London: Routledge.

Houlihan, B. and White, A. (2002) Politics of sports development: development of sport or development through sport. London: Routledge.

Hylton, K., Bramham, P and Jackson, D. (2013) Sports development, policy, process and practice, 3rd edn. London: Routledge.


MODULE CODE:

CORC1201

MODULE TITLE:

Applied Anatomy and Physiology

CREDITS: 20

FHEQ Level: 4

JACS CODE: B110


CO-REQUISITES: None

COMPENSATABLE: Y


This module is designed to provide learners with the knowledge and understanding of the structure and function of the major systems of the body in the context of exercise and sports performance.


WRITTEN EXAMINATION

COURSEWORK

PRACTICAL

E1 (Examination)

%

C1 (Coursework)

70%

P1 (Practical)



%


%

T1 (Test)

30%



MODULE AIMS:

This module aims to develop the learner’s knowledge and understanding of the structure and function of a variety of systems of the human body in relation to movement, support and physical activity.



12. Analyse the role and function of the main systems of the human body

13. Explain the anatomical structure and function of the human performers musculo-skeletal and nervous systems, in relation to support and movement.

14. Demonstrate an understanding of the cardiovascular and respiratory systems and the acute and chronic adaptations to exercise.

15. Demonstrate ability to collect and analyse relevant data

DATE OF APPROVAL:

01 Sept 2014

FACULTY/OFFICE:



01 Sept 2014

SCHOOL/PARTNER:

Cornwall College


TERM/SEMESTER:

All Year






MODULE LEADER: Daniel Inch

OTHER MODULE STAFF:


•The Skeletal System: Structure and function of the skeleton, ROM of the spine, bone growth, structure and classification of joints to include assessment of ROM, Cardinal planes of movement, acute and chronic effects of exercise.

•The Muscular System: Structure and function of the muscular system (location and action of muscles), microscopic anatomy and skeletal muscle contraction, fibre types and the implications for sport, types of contraction, acute and chronic effects of exercise. Detailed joint anatomy: Bones, muscles (to include origin and insertion), tendons and ligaments, of the following – shoulder (girdle and joint); arm (elbow, radio-ulna, wrist) and hand; trunk; pelvic girdle and hip; leg (knee, ankle and foot).

•The Nervous System: Structure, function and nervous control (CNS, PNS, ANS)

•Cardiovascular (and Circulatory) System: Structure and function of the heart and its vessels, the cardiac cycle and output, the vascular system structure, control, blood pressure and the blood's composition and its function, measurement of cardiac performance, acute and chronic effects of exercise.

•Respiratory System: Structure and function, mechanics of breathing, composition and passage of air, control of respiration, measurement of respiratory performance (TV, VC etc), acute and chronic effects of exercise.



Hours


Lecture

40

Practical Classes and Workshops

20


140

Total

200


Category

Element

Component Name

Component Weighting


Written exam

E

Total = 100%

T1

100%

Total = 100%

Coursework

C1

C1

Lab Report - Muscular Contractions

Lab Report - Heart rate responses

50%

50%

Total = 100%

Practical

P

Total = 100%

Updated by:

Date:

Approved by:

Date:


Behnke, R.S. (2001) Kinetic anatomy. Champaign, IL: Human Kinetics.

"Floyd, R.T. (2012) Manual of structural kinesiology, 18th ed. New York: McGraw-Hill Gray, H. (2001) Gray's anatomy. New York: Gramercy Books."

Kapandji, A.I. (2007) The physiology of the joints, vol 1 the upper limb. Edinburgh: Churchill-Livingstone

Kapit, W. and Elson, L.M. (2001) The anatomy coloring book. Wokingham: Benjamin/Cummings.

"Hamilton, N., Weimar, W. and Luttgens, K. (2012) Kinesiology: scientific basis of human motion, 12th edn. London: McGraw-Hill."

"Marieb, E.N. (2009) Essentials of human anatomy and physiology, 9th edn. San Francisco: Pearson/Benjamin Cummings."

"Tortora, G.J. and Nielson, M.T. (2011) Principles of human anatomy, 12th edn. New Jersey: John Wiley & Sons Ltd."

"Tortora, G.J. and Grabowski, S.R. (2011) Principles of anatomy and physiology, 10th edn. New York: John Wiley & Sons Ltd."

Wirhed, R. and Gabra, G. (2006) Athletic ability and the anatomy of motion, 3rd edn. London: Mosby

Journals: - Journal of Sports Sciences - Medicine and Science in Sport and Exercise Peak Performance


MODULE CODE:

CORC1201

MODULE TITLE:

Applied Anatomy and Physiology

CREDITS: 20

FHEQ Level: 4

JACS CODE: B110


CO-REQUISITES: None

COMPENSATABLE: Y


This module is designed to provide learners with the knowledge and understanding of the structure and function of the major systems of the body in the context of exercise and sports performance.


WRITTEN EXAMINATION

COURSEWORK

PRACTICAL

E1 (Examination)

%

C1 (Coursework)

70%

P1 (Practical)



%


%

T1 (Test)

30%



MODULE AIMS:

This module aims to develop the learner’s knowledge and understanding of the structure and function of a variety of systems of the human body in relation to movement, support and physical activity.


At the end of the module the learner will