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Plymouth UniversityAcademic Partnerships
Truro & Penwith College
Programme QualityHandbook for
FdSc Sports Coaching
2017 – 18
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Contents1. Welcome and Introduction to FdSc Sports Coaching................................................................32. Programme Specification..........................................................................................................43. Module Records………………………………………………………………………………………26
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1. Welcome and Introduction to FdSc Sports Coaching
Welcome to the Foundation Degree in Sports Coaching. The degree has at its core an understanding of coaching related particularly to the disciplines of anatomy, physiology, learning theory and psychology. The programme develops specific practice from this base, into working with specific groups, on special issues such as nutrition and exercise, and knowledge of the methods and approaches to fitness testing. Students will develop their understanding of applied coaching in relation to chosen sporting activities, 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
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 Truro and Penwith Student Handbook available on Digital Campus which contains student support based information on issues such as finance and studying at HE along with the University’s Student Handbook https://www.plymouth.ac.uk/your-university/governance/student-handbook and your Learning, Teaching and Assessment Handbook available on your programme virtual learning environment (Moodle).
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1. Programme SpecificationAwarding Institution: Plymouth UniversityTeaching Institution: Truro and Penwith CollegeAccrediting Body:Final Award: FdScIntermediate Awards: Certificate of Higher Education (CertHE)Programme Title: Sports Coaching
UCAS Code: C610JACS Code C610Benchmarks The programme learning outcomes are consistent with
the QAA Foundation Degree Qualification Benchmark for Higher Education Qualifications.Subject benchmark statements for Hospitality, leisure, sport and tourism (honours) (QAA 2008) inform the design and content of this programme at an appropriate level.
Date of Approval: February 2012
Admissions Criteria:
Qualification(s) Required for Entry to the FdSc
Comments
Candidates must have:
Level 1 National Governing Body award in any discipline or a Sports Leader’s Award on entry.
Pass
In addition at Level 2.Key Skills requirement/Higher Level Diploma
Pass
and/orGCSEs required at Grade C and above
English and Maths
Plus at least one of the following Level 3 qualifications:
A Levels required: 60 points at A2 normally in an appropriate subject
Advanced Level Diploma Pass in Sports-related programmeBTEC National Pass normally in an appropriate
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Certificate/Diploma subject
HNC/D Pass normally in an appropriate subject
VDA: AGNVQ, AVCE, AVS Pass required normally in an appropriate subject
Access to HE or Year 0 provision
Pass – all subjects accepted but sports/science related work preferred
International Baccalaureate 16 pointsIrish/Scottish Highers/Advanced Highers
Grade D - 33/72 points respectively - All subjects accepted but sports/science related work preferred
Work Experience Normally students will have experience in some form of sports coaching role
Other non-standard awards or experiences
Normally students will have experience in some form of sports coaching role
APEL/APCL possibilities https://staff.plymouth.ac.uk//upcfacul/UoPregs/intranet.htm
Reviewed on an individual basisUniversity of Plymouth regulations apply.
Interview/portfolio requirements
Normally all students will be interviewed. In exceptional cases, alternative means of interview such as video/telephone/e-correspondence might be employed.
Independent Safeguarding Agency (ISA) / Criminal Record Bureau (CRB) clearance required
Yes
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Aims of the Programme:
The programme is intended :
1. To develop the ability to access sports coaching orientated
information from a variety of sources and to communicate the
principles in a manner appropriate to this programme of study.
2. To develop ability in a range of practical sports coaching
techniques including an understanding of group delivery and
coaching styles.
3. To develop the appreciation and application of knowledge and
understanding of the processes and mechanisms of coaching
and learning at different levels and abilities.
4. To develop the ability to communicate appropriately and
effectively to a variety of audiences using a range of formats
and approaches.
5. To prepare students for employment and progression to their chosen vocational and/or academic future
Programme Intended Learning Outcomes:
By the end of this programme the student will be able :
1. To discuss key aspects of sports coaching to demonstrate a breadth of knowledge and understanding
2. To analyse and evaluate recent developments in sports coaching, reflecting the multidisciplinary nature of coaching.
3. To demonstrate skills in practical situations using a range of appropriate coaching methods within a range of sporting standards and disciplines.
4. To analyse the impact of coaching methods on sporting performance.
5. To demonstrate, understand and reflect upon their own skills in relation to competencies to meet the needs of employers within the sports coaching sector.
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6. To evaluate and demonstrate key teaching, learning and communication skills relevant to employment within the field of sports coaching.
Brief Description of the Programme
The degree has at its core an understanding of coaching related particularly to the disciplines of anatomy, physiology, learning theory and psychology. The programme develops specific practice from this base, into working with specific groups, on special issues such as nutrition and exercise, and knowledge of the methods and approaches to fitness testing. Students will develop their understanding of applied coaching in relation to chosen sporting activities, 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
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Programme Structure and Pathways
College: Truro and Penwith CollegeYear:Course Code:Full/Part Time: Full time – 2 years
Programme Structure for FdSc Sports Coaching
Level 4/Year 1 Level 5/Year 2Module Code
Module Title No. of Credits
Core / Optional
Module Code
Module Title No. of Credits
Core / Optional
TRUR1159 Principles of Coaching & Learning 1
20 Core TRUR2154 Principles of Coaching & Learning 2
20 Core
TRUR1169 Anatomy and Physiology
20 Core TRUR2081 Fitness Testing &
Development
20 Core
TRUR1160 Team Sports 20 Core TRUR2153 Individual Sports & Outdoor Activities
20 Core
TRUR1170 Research Methods
20 Core TRUR2152 Coaching Strength &
Conditioning for Sport
20 Core
TRUR1090 Introduction to Sports
Biomechanics and Human Movement
20 Core TRUR2087 Sports and Exercise
Psychology
20 Core
TRUR1171 Nutrition 20 Core TRUR2089 Project 20 Core
Total Number of Credits at Level 4 must be 120Total Number of Credits at Level 5 must be 120A Foundation Degree therefore totals 120 level 4 credits and 120 level 5 credits
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INDICATIVE PART TIME 3 YEARS STRUCTURE
Level 4/Year 1Module Code Module Title No. of Credits Core / OptionalTRUR1159
Principles of Coaching & Learning 1 20 Core
TRUR1169
Anatomy and Physiology 20 Core
TRUR1160
Team Sports 20 Core
TRUR1170
Research Methods 20 Core
Level 4/Year 2Module Code Module Title No. of Credits Core / OptionalTRUR1090
Introduction to Sports Biomechanics and Human Movement
20 Core
TRUR1171
Nutrition 20 Core
Level 5/Year 2Module Code Module Title No. of Credits Core / Optional
TRUR2154
Principles of Coaching & Learning 2
20 Core
TRUR2081
Fitness Testing & Development
20 Core
Level 5/Year 3Module Code Module Title No. of Credits Core / Optional
TRUR2153
Individual Sports & Outdoor Activities
20 Core
TRUR2152
Coaching Strength & Conditioning for Sport
20 Core
TRUR2087
Sports and Exercise Psychology
20 Core
TRUR2089
Project 20 Core
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Progression Route(s)
On successful completion of the programme students will be able to progress to the BSc (Hons) Sports Performance & Coaching (3rd year) at Truro and Penwith College.
Any Exceptions to Regulations
None
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Teaching methods and assessments
A: Development of Knowledge and Understanding
Learning and Teaching Strategy/Method
By the end of the programme the student will be able to demonstrate knowledge and understanding of:
the major theories of sports performance and coaching and an awareness of a variety of ideas, contexts and frameworks
the wider social and environmental implications of sports coaching and is able to debate issues in relation to more general ethical perspectives
the processes and principles of sports performance and performance enhancement and their impact on coaching practice
the biological processes involved in sporting activity such as anatomy, physiology and biomechanics
key teaching, learning and communication skills relevant to the practice of coaching
Primary
Lectures and tutorials Directed independent study Learning from practical experience
and observation
Secondary Case studies Problem-solving exercises
NB: Benchmark References
Hospitality, leisure, sport and tourism (honours) (QAA 2008) and FHEQ
Assessment
Key knowledge and understanding is assessed via a combination of multiple choice tests, examinations, essays, presentations, practical demonstrations and seminar performances.
B: Cognitive and Intellectual Skills Learning and Teaching Strategy/Method
By the end of the programme the student will be able to:
critique rival theories and frameworks related to learning and coaching
analyse and synthesise situations
Primary Class and practical exercises Tutorial/seminar discussions Feedback via coursework
assessment process (essays etc)
Secondary
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related to sports coaching in an informed and systematic way
Intelligently apply appropriate principles in assessing coaching practice
demonstrate problem solving and research skills
demonstrate the accommodation of new ideas and practices
demonstrate subject-specific and generic skills, including skills of investigation and enquiry, oral and written communicative skills, the use of a range of technology systems for accessing data, resources, contacts and literature, and face-to-face skills.
For example: Practicals on data and
measurement problems including performance measurement
Presentations to and by the group
NB: Benchmark References
Hospitality, leisure, sport and tourism (honours) (QAA 2008) and FHEQ
Assessment
Assessed practicals Essays/projects/dissertations Examinations/tests Coursework on practical
application questions
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C: Key Transferable SkillsBy the end of the programme the student will be able to:
interact effectively within a team / learning group,
accommodate new principles and new knowledge
demonstrate critical reflection on issues of practice, on new knowledge and understandings, and on students' own and others' performance against agreed criteria, including the capacity to deploy and evaluate evidence and to express the outcomes of such reflection clearly and fluently.
demonstrate a developing critical and creative independence, flexibility and sensitivity across both individual and group work,
interact effectively with others including clients/peers
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
Learning and Teaching Strategy/MethodPrimary
Library and other research exercises
Group work and client work to develop awareness and practice
Data analysis from recognised performance monitoring techniques
Secondary Class and seminar
interactions and feedback Computer-based learning and
assessment
NB: Benchmark References
Hospitality, leisure, sport and tourism (honours) (QAA 2008) and FHEQ
Assessment
Coursework of all types Examination preparation and
completion Presentation assessments Practical assessments
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D: Employment Related SkillsBy the end of the programme the student will be able to:
Demonstrate skills of practical application of coaching skills to different contexts
demonstrate generic skills including skills of investigation and enquiry, oral and written communicative skills, the use of a range of technology including systems for accessing data, resources, contacts and literature, and face-to-face skills;
utilise a range of research skills, manage time, personnel and
resources effectively, by drawing on planning and organisational skills;
work in flexible, creative and independent ways, showing self-discipline, self-direction and reflection;
gather, organise and deploy ideas and information in order to formulate arguments cogently
communicate effectively in inter-personal settings, in writing and in a variety of media;
E: Practical SkillsBy the end of the programme the student will be able to:
demonstrate skill and understanding in deploying and selecting coaching techniques
demonstrate observational techniques
organise and manage supervised, self-directed projects;
apply skills in dealing with audiences, clients, and sports participants;
work productively in a group or team, showing abilities at different times to listen, contribute and lead effectively;
put to use a range of IT skills from
Learning and Teaching Strategy/Method
Laboratory work Projects Designated tasks Lectures and tutorials Learning from practical
experiences
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basic competences such as data analysis and word-processing to more complex skills using performance analysis data as appropriate, and demonstrate specific proficiencies in utilising a range of media technologies.
NB: Benchmark References
Hospitality, leisure, sport and tourism (honours) (QAA 2008) and FHEQ
Assessment
Project work Course work Competence in a range of
coaching techniques and practice
Distinctive Features of the Foundation Degree This programme provides the only degree course in Cornwall focussed
exclusively upon coaching. A mixed FE/HE environment, linked to other facilities within tertiary college
provides connections with other programmes and sports academies, and thus a wealth of sports activity on which to build practice.
Exceptional resources including regional centres for rugby and cricket. Professional performance analysis equipment and laboratory. It emphasises the development of a range of client-related transferable
skills including oral communication and presentation skills
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Learning Outcomes Maps for (insert Progamme title) at HE Levels 4 and 5
Learning Outcomes Map Level 41 Graduate Attributes and SkillsCore Programme Intended Learning Outcomes Programme Aim Programme Learning
OutcomeRelated Core Modules
Knowledge/ UnderstandingStudents will be able to demonstrate a knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that (those) area(s) of study. In particular: the major theories of sports performance and coaching and an
awareness of a variety of ideas, contexts and frameworks the wider social and environmental implications of sports
coaching and is able to debate issues in relation to more general ethical perspectives
the processes and principles of sports performance and performance enhancement and their impact on coaching practice
the biological processes involved in sporting activity such as anatomy, physiology and biomechanics
key teaching, learning and communication skills relevant to the practice of coaching
1. To develop the ability to access sports coaching orientated information from a variety of sources and to communicate the principles in a manner appropriate to this programme of study.
To discuss key aspects of sports coaching to demonstrate a breadth of knowledge and understandingTo analyse and evaluate recent developments in sports coaching, reflecting the multidisciplinary nature of coaching. To analyse the impact of coaching methods on sporting performance.
TRUR1159TRUR1160TRUR1090TRUR1169TRUR1171TRUR1170
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2. Cognitive / Intellectual Skills (generic)Students will be able to demonstrate an ability to present, evaluate, and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. They will also be able to demonstrate the ability to evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work. In particular to: critique rival theories and frameworks related to learning and
coaching analyse and synthesise situations related to sports coaching in an
informed and systematic way Intelligently apply appropriate principles in assessing coaching
practice demonstrate problem solving and research skills demonstrate the accommodation of new ideas and practices demonstrate subject-specific and generic skills, including skills of
investigation and enquiry, oral and written communicative skills, the use of a range of technology systems for accessing data, resources, contacts and literature, and face-to-face skills.
3. To develop the appreciation and application of knowledge and understanding of the processes and mechanisms of coaching and learning at different levels and abilities.4. To develop the ability to communicate appropriately and effectively to a variety of audiences using a range of formats and approaches.
To analyse the impact of coaching methods on sporting performance.To analyse the impact of coaching methods on sporting performance.
TRUR1159TRUR1160TRUR1090TRUR1169TRUR1171TRUR1170
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2. Key / Transferable Skills (generic)Students will be able to demonstrate an ability to communicate accurately and reliably, and with structured and coherent arguments. Students will also be able to demonstrate an ability to take different approaches to solving problems. In particular to: interact effectively within a team / learning group, accommodate new principles and new knowledge demonstrate critical reflection on issues of practice, on new
knowledge and understandings, and on students' own and others' performance against agreed criteria, including the capacity to deploy and evaluate evidence and to express the outcomes of such reflection clearly and fluently.
demonstrate a developing critical and creative independence, flexibility and sensitivity across both individual and group work,
interact effectively with others including clients/peers 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
3. To develop the appreciation and application of knowledge and understanding of the processes and mechanisms of coaching and learning at different levels and abilities.4. To develop the ability to communicate appropriately and effectively to a variety of audiences using a range of formats and approaches.
To demonstrate skills in practical situations using a range of appropriate coaching methods within a range of sporting standards and disciplines.To demonstrate skills through practical application within a range of sporting standards and disciplines.To analyse the impact of coaching methods on sporting performance.To evaluate and demonstrate key teaching, learning and communication skills relevant to employment within the field of sports coaching.
TRUR1159TRUR1160TRUR1090TRUR1169TRUR1171TRUR1170
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Employment-related skillsStudents will be able to demonstrate an ability to undertake further training and develop new skills within a structured and managed environment and the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility. IN particular to: Demonstrate skills of practical application of coaching skills to
different contexts demonstrate generic skills including skills of investigation and
enquiry, oral and written communicative skills, the use of a range of technology including systems for accessing data, resources, contacts and literature, and face-to-face skills;
utilise a range of research skills, manage time, personnel and resources effectively, by drawing on
planning and organisational skills; work in flexible, creative and independent ways, showing self-
discipline, self-direction and reflection; gather, organise and deploy ideas and information in order to
formulate arguments cogently communicate effectively in inter-personal settings, in writing and
in a variety of media;
2.To develop ability in a range of practical sports coaching techniques including an understanding of group delivery and coaching styles.
4. To develop the ability to communicate appropriately and effectively to a variety of audiences using a range of formats and approaches.
To demonstrate skills in practical situations using a range of appropriate coaching methods within a range of sporting standards and disciplines.To demonstrate skills through practical application within a range of sporting standards and disciplines.To analyse the impact of coaching methods on sporting performance.To demonstrate, understand and reflect upon their own skills in relation to competencies to meet the needs of employers within the sports coaching sector To evaluate and demonstrate key teaching, learning and communication skills relevant to employment within the field of sports coaching.
TRUR1159TRUR1160TRUR1090TRUR1169
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Practical Skills (subject specific)
demonstrate skill and understanding in deploying and selecting coaching techniques
demonstrate observational techniques organise and manage supervised, self-directed projects; apply skills in dealing with audiences, clients, and sports
participants; work productively in a group or team, showing abilities at different
times to listen, contribute and lead effectively; put to use a range of IT skills from basic competences such as
data analysis and word-processing to more complex skills using performance analysis data as appropriate, and demonstrate specific proficiencies in utilising a range of media technologies
2.To develop ability in a range of practical sports coaching techniques including an understanding of group delivery and coaching styles.3.To develop the appreciation and application of knowledge and understanding of the processes and mechanisms of coaching and learning at different levels and abilities.4. To develop the ability to communicate appropriately and effectively to a variety of audiences using a range of formats and approaches.
To demonstrate skills in practical situations using a range of appropriate coaching methods within a range of sporting standards and disciplines.To demonstrate skills through practical application within a range of sporting standards and disciplines.To analyse the impact of coaching methods on sporting performance.To demonstrate, understand and reflect upon their own skills in relation to competencies to meet the needs of employers within the sports coaching sector To evaluate and demonstrate key teaching, learning and communication skills relevant to employment within the field of sports coaching.
TRUR1159TRUR1160TRUR1090TRUR1169
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Foundation Degree Intended Learning Outcomes MapLevel 5
1 Graduate Attributes and SkillsCore Programme Intended Learning Outcomes Programme Aim Programme Learning
OutcomeRelated Core Modules
Knowledge/ Understandingknowledge and critical understanding of the well established principles of their area(s) of study, and the way in which those principles have developed; knowledge of the main methods of enquiry in their subject(s) and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study. They will also be able to demonstrate an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge . In particular: the major theories of sports performance and coaching and an
awareness of a variety of ideas, contexts and frameworks the wider social and environmental implications of sports
coaching and is able to debate issues in relation to more general ethical perspectives
the processes and principles of sports performance and performance enhancement and their impact on coaching practice
the biological processes involved in sporting activity such as anatomy, physiology and biomechanics
key teaching, learning and communication skills relevant to the practice of coaching
1. To develop the ability to access sports coaching orientated information from a variety of sources and to communicate the principles in a manner appropriate to this programme of study.
To discuss key aspects of sports coaching to demonstrate a breadth of knowledge and understandingTo analyse and evaluate recent developments in sports coaching, reflecting the multidisciplinary nature of coaching. To analyse the impact of coaching methods on sporting performance.
TRUR2154TRUR2081TRUR2153TRUR2152TRUR2087TRUR2089
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Cognitive / Intellectual Skills (generic)Students will be able to demonstrate an ability to apply underlying concepts and principles outside the context in which they were first studied. In particular: critique rival theories and frameworks related to learning and
coaching analyse and synthesise situations related to sports coaching in an
informed and systematic way Intelligently apply appropriate principles in assessing coaching
practice demonstrate problem solving and research skills demonstrate the accommodation of new ideas and practices demonstrate subject-specific and generic skills, including skills of
investigation and enquiry, oral and written communicative skills, the use of a range of technology systems for accessing data, resources, contacts and literature, and face-to-face skills.
3. To develop the appreciation and application of knowledge and understanding of the processes and mechanisms of coaching and learning at different levels and abilities.4. To develop the ability to communicate appropriately and effectively to a variety of audiences using a range of formats and approaches.
To analyse the impact of coaching methods on sporting performance.To analyse the impact of coaching methods on sporting performance.
TRUR2154TRUR2081TRUR2153TRUR2152TRUR2087TRUR2089
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Key / Transferable Skills (generic)Students will be able to demonstrate an ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study; use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis and effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non specialist audiences, and deploy key techniques of the discipline effectively. In particular: interact effectively within a team / learning group, accommodate new principles and new knowledge demonstrate critical reflection on issues of practice, on new
knowledge and understandings, and on students' own and others' performance against agreed criteria, including the capacity to deploy and evaluate evidence and to express the outcomes of such reflection clearly and fluently.
demonstrate a developing critical and creative independence, flexibility and sensitivity across both individual and group work,
interact effectively with others including clients/peers 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
3. To develop the appreciation and application of knowledge and understanding of the processes and mechanisms of coaching and learning at different levels and abilities.4. To develop the ability to communicate appropriately and effectively to a variety of audiences using a range of formats and approaches.
To demonstrate skills in practical situations using a range of appropriate coaching methods within a range of sporting standards and disciplines.To demonstrate skills through practical application within a range of sporting standards and disciplines.To analyse the impact of coaching methods on sporting performance.To evaluate and demonstrate key teaching, learning and communication skills relevant to employment within the field of sports coaching.
TRUR2154TRUR2081TRUR2153TRUR2152TRUR2087TRUR2089
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Employment-related skillsStudents will be able to demonstrate an ability to apply subject principles in an employment context possibly different from that in which they were first studied; undertake further training, develop existing skills and acquire new competencies that will enable them to assume significant responsibilities within organisations and demonstrate the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making. In particular: Demonstrate skills of practical application of coaching skills to
different contexts demonstrate generic skills including skills of investigation and
enquiry, oral and written communicative skills, the use of a range of technology including systems for accessing data, resources, contacts and literature, and face-to-face skills;
utilise a range of research skills, manage time, personnel and resources effectively, by drawing on
planning and organisational skills; work in flexible, creative and independent ways, showing self-
discipline, self-direction and reflection; gather, organise and deploy ideas and information in order to
formulate arguments cogently communicate effectively in inter-personal settings, in writing and
in a variety of media;
2.To develop ability in a range of practical sports coaching techniques including an understanding of group delivery and coaching styles.
4. To develop the ability to communicate appropriately and effectively to a variety of audiences using a range of formats and approaches.
To demonstrate skills in practical situations using a range of appropriate coaching methods within a range of sporting standards and disciplines.To demonstrate skills through practical application within a range of sporting standards and disciplines.To analyse the impact of coaching methods on sporting performance.To demonstrate, understand and reflect upon their own skills in relation to competencies to meet the needs of employers within the sports coaching sector To evaluate and demonstrate key teaching, learning and communication skills relevant to employment within the field of sports coaching.
TRUR2154TRUR2081TRUR2153TRUR2152TRUR2087TRUR2089
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Practical Skills (subject specific) demonstrate skill and understanding in deploying and selecting
coaching techniques demonstrate observational techniques organise and manage supervised, self-directed projects; apply skills in dealing with audiences, clients, and sports
participants; work productively in a group or team, showing abilities at different
times to listen, contribute and lead effectively; put to use a range of IT skills from basic competences such as
data analysis and word-processing to more complex skills using performance analysis data as appropriate, and demonstrate specific proficiencies in utilising a range of media technologies
2.To develop ability in a range of practical sports coaching techniques including an understanding of group delivery and coaching styles.3.To develop the appreciation and application of knowledge and understanding of the processes and mechanisms of coaching and learning at different levels and abilities.4. To develop the ability to communicate appropriately and effectively to a variety of audiences using a range of formats and approaches.
To demonstrate skills in practical situations using a range of appropriate coaching methods within a range of sporting standards and disciplines.To demonstrate skills through practical application within a range of sporting standards and disciplines.To analyse the impact of coaching methods on sporting performance.To demonstrate, understand and reflect upon their own skills in relation to competencies to meet the needs of employers within the sports coaching sector To evaluate and demonstrate key teaching, learning and communication skills relevant to employment within the field of sports coaching.
TRUR2154TRUR2081TRUR2153TRUR2152TRUR2087TRUR2089
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1. Module Records SECTION A: DEFINITIVE MODULE RECORD .
MODULE CODE: TRUR1159 MODULE TITLE: Principles of Coaching & Learning 1
CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: C610
PRE-REQUISITES: CO-REQUISITES: COMPENSATABLE: Y
SHORT MODULE DESCRIPTOR: (max 425 characters)This modules aims to enable the students to understand the concept of learning and relate this to appropriate delivery of a practical activity. The combination of practical and theory lessons will provide them with the necessary skills to conduct an effective session.
ELEMENTS OF ASSESSMENT (Use HESA KIS definitions)WRITTEN EXAMINATION COURSEWORK PRACTICE
E1 (Formally scheduled)
xx% C1 50% P1 50%
E2 (OSCE) xx% C2 P3
T1 (in-class test) xx% A1
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Truro & Penwith Subject Area - Sports
Professional body minimum pass mark requirement: N/A
MODULE AIMS:This module develops students understanding of how different styles of delivery affect learners. The module looks at how learners behave and how leaders would plan, deliver and evaluate an appropriate coaching episode.
ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:
1. Describe the theories and stages of learning.2. Formulate an awareness of the role of the coach / leader3. Demonstrate an understanding of how to prepare and deliver a practical coaching
session and evaluate its effectiveness in relation to learners and leaders
DATE OF APPROVAL: February 2012 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: Sept 2012
SCHOOL/PARTNER: Truro & Penwith College
DATE(S) OF APPROVED CHANGE: N/A
TERM: Autumn/Spring/Summer/other (please specify) AY
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Additional notes (for office use only):
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 108
MODULE LEADER: Mike Vanes OTHER MODULE STAFF:
Summary of Module Content Stages of Learning Information Processing Theories of Learning Contemporary Motor Learning Theories Delivery Styles: Teaching styles and methods of presentation Role of the coach / leader Communication Skills: verbal – non verbal Organisation Skills: Planning / facilities / equipment / safety issues Activity Knowledge: Warm ups / Cool down / progressive drills / mini games Evaluation: leader and learner
SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 35Seminar 15 Technical KnowledgeTutorial 10 Assignment prep and feedbackProject SupervisionDemonstration 10 Sporting matchesPractical Classes & Workshops 50 Practical sessionsSupervised Time in Studio/WorkshopFieldwork 10 Visits to local schoolsExternal Visits 10 Local sports clubsWork Based LearningGuided Independent Study 50 Guidebook productionOther 10 Guest LecturesTotal 200 (NB: 1 credit = 10 hours of learning; 10 credits =
100 hours, etc)
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E1T1
Coursework C1 Assignment 100% LO1 & 2Practice P1 Practical 100% LO3
Updated by: Mike Vanes Date: 08/07/2017
Approved by: Date: N/A
Recommended Texts and Sources:
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Schmidt, R.A. and Lee, T.D. ( 2015). Motor Learning and Performance. Leeds, Human Kinetics.
Bush, A. (2012) Foundations in sports coaching. Harlow: Pearson.
Crisfield, P. (2009) Analysing your coaching. Headingley: Sports Coach UK.
Stafford, I. (ed.) (2011) Coaching children in sport. Abingdon: Routledge
Whitmore, J. (2009) Coaching for performance: Growing human potential and purpose - the principles and practice of coaching and leadership. 4th edn. London: Nicholas Brealey.
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SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE: TRUR 1169 MODULE TITLE: Anatomy and Physiology
CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: B100
PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y
SHORT MODULE DESCRIPTOR: (max 425 characters)The aim of this module is to give students an understanding of the structure and function of those systems in the human body that are of direct relevance to sport and exercise
ELEMENTS OF ASSESSMENT (Use HESA KIS definitions)WRITTEN EXAMINATION COURSEWORK PRACTICE
E1 (Formally scheduled)
50% C1 50% P1 xx% or Pass/Fail
E2 (OSCE) xx%I
C2 xx% P3 xx% or Pass/Fail
T1 (in-class test) xx% A1 xx%
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Sport
Professional body minimum pass mark requirement:
MODULE AIMS: The module aims to give students an understanding of the structure and
mechanisms of the skeletal, muscular, respiratory, nervous, hormonal and cardio-vascular systems and their link to sport.
ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to: 1. Demonstrate an understanding of the structure and function of the skeletal and
muscular system2. Demonstrate an understanding of the interrelationships between the structures of
the cardio vascular, and respiratory system and their functions.3. Describe the general features of the nervous and hormonal systems and how
they control the body
DATE OF APPROVAL: 07/02/2012 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: 01/09/2012
SCHOOL/PARTNER: Truro & Penwith College
DATE(S) OF APPROVED CHANGE: N/A
TERM: Autumn/Spring/Summer/other (please specify) All year
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Additional notes (for office use only):Ignore
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems 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: 2017/18 NATIONAL COST CENTRE: 106
MODULE LEADER: James Bradley OTHER MODULE STAFF:
Summary of Module Content Human skeletal system: bones, joint types, synovial joints Muscular system: muscle types, muscle cell structure, sliding filament theory, Cardiovascular system: Structure of heart, blood and blood vessels, circulatory
system Respiratory system: Structure of components, mechanics of ventilation, gaseous
exchange Nervous system: Components of the system, Hormonal System: Components of the system, Control of the Cardiovascular and Respiratory systems
SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 45 Theory Lessons linked to LO’sSeminar 10Tutorial 10 One to one in class exam feedbackProject SupervisionDemonstrationPractical Classes & Workshops 30Supervised Time in Studio/WorkshopFieldworkExternal Visits 10 Visits to EIS and Reading FCWork Based LearningGuided Independent Study 85 Independent StudyOther 10 Guest LecturesTotal 200 (NB: 1 credit = 10 hours of learning; 10 credits =
100 hours, etc)
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Written exam
E1 Exam 100% LO2 & 3
T1
Coursework C1 Assignment 100% LO1
Practice P1
Updated by: Mike VanesDate: 08/07/2017
Approved by: Date: N/A
Recommended Texts and Sources:Marieb, E.N. (2015) Essentials of human anatomy & physiology. Global ed of 11th revised edn. Harlow, Essex: Pearson Education Limited.
McArdle, W.D., Katch, F.I. and Katch, V.L. (2015) Exercise physiology : nutrition, energy and human performance. 8 edn. Philadelphia: Wolters Kluwer.
Seeley, R.R., Stephens, T.D., and Tate, P. (2008) Essentials of Anatomy and Physiology 7th Edition. Maidenhead: McGraw Hill Higher Education
Wilmore, J.H. and Costill, D.L. (2008) Physiology of Sport and Exercise 4th Edition. Leeds: Human Kinetics
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SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE: TRUR 1171 MODULE TITLE: Nutrition
CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: B400
PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y
SHORT MODULE DESCRIPTOR: (max 425 characters)This module aims to enable the learner to demonstrate the ability to understand the main principles of nutritional theory as well as the abilities required to work with a client when assessing their nutritional needs.
ELEMENTS OF ASSESSMENT (Use HESA KIS definitions)WRITTEN EXAMINATION COURSEWORK PRACTICE
E1 (Formally scheduled)
50% C1 50% P1
E2 (OSCE) C2 P3 T1 (in-class test) A1
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Sport
Professional body minimum pass mark requirement: N/A
MODULE AIMS: To describe the fundamental principles of nutrition To promote appropriate body weights through safe and effective nutritional
strategies for a variety of client groups. To examine the role of nutrition in developing performance
ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:
1. Demonstrate a knowledge base of the key theories and concepts underpinning nutrition.
2. Apply appropriate nutritional strategies for a variety of clients using standard nutritional techniques.
3. Develop an understanding of the principles of nutrition in developing performance.
4. Reflect upon transferrable skills to develop performance..
DATE OF APPROVAL: 07/02/12 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01/09/2012
SCHOOL/PARTNER: Truro & Penwith College
DATE(S) OF APPROVED CHANGE: N/A
TERM: All Year
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Additional notes (for office use only):Ignore
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems 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: 2017/18 NATIONAL COST CENTRE: 108
MODULE LEADER: Callum Whittaker OTHER MODULE STAFF: N/A
Summary of Module Content : Macro nutrients (Carbohydrate, Lipids, Protein) and micronutrients (Vitamins
and Minerals) Energy systems and requirements Dietary Reference Values for the UK Fluid intake and hydration status Specific nutrition elements in terms of client groups Diet strategies (e.g.: Atkins Diet, GI Diet, South Beach Diet) Eating disorders Techniques in nutritional analysis Practical application and interpersonal skills working with clients. Nutritional theories that improve health and performance of individuals e.g.
Nitric Oxide
SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 40 Theory Lessons linked to LO’sSeminar 10Tutorial 10 One to one in class exam feedback
Project SupervisionDemonstrationPractical Classes & Workshops 30 Nutritional analysisSupervised Time in Studio/WorkshopFieldwork
External Visits20 Visits to Plymouth Argyle Kitchens and
Exeter ChiefsWork Based LearningGuided Independent Study 80 Independent StudyOther 10 Guest LecturesTotal 200 (NB: 1 credit = 10 hours of learning; 10 credits =
100 hours, etc)
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Written exam
E1 Exam 100% LO3
T1
Coursework C1 Assignment 100%
Practice P1
Updated by: Mike VanesDate: 08/07/2017
Approved by: Date: N/A
Recommended Texts and Sources:
Bean, A. (2013) The complete guide to sports nutrition. 7th edn. London: Bloomsbury Sport.
Burke, L. and Deakin, V. (2010) Clinical Sports Nutrition 4th Ed. North Ryde NSW: McGraw-Hill
Eberle, S.G. (2014) Endurance sports nutrition. Third edition. Champagne, ILL. USA: Human Kinetics.
Jeukendrup, A. & Gleeson, M. (2010) Sport Nutrition: an Introduction to Energy Production and Performance (2ndedn.).Leeds: Human Kinetics
McArdle, W.D., Katch, F.I. and Katch, V.L. (2015) Exercise physiology : nutrition, energy and human performance. 8 edn. Philadelphia: Wolters Kluwer.
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SECTION A: DEFINITIVE MODULE RECORD . . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE: TRUR1160 MODULE TITLE: Team Sports
CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: C610
PRE-REQUISITES: CO-REQUISITES: COMPENSATABLE: Yes
SHORT MODULE DESCRIPTOR: (max 425 characters)Students will be involved in a series of practical sessions to develop an understanding of specific sporting technique, and given the opportunity to link relevant theoretical concepts to practical sessions
ELEMENTS OF ASSESSMENT (Use HESA KIS definitions)WRITTEN EXAMINATION COURSEWORK PRACTICE
E1 (Formally scheduled)
C1 60% P1 40%
E2 (OSCE) C2 P3 T1 (in-class test) A1
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Truro & Penwith Subject Area - Sports
Professional body minimum pass mark requirement: N/A
MODULE AIMS: To advance theoretical and practical experience in a range of team activities To provide a breadth and depth of technical knowledge To further understanding in a range of activities
ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:
1. Demonstrate practical ability in at least two of the named practical disciplines.2. Describe game play, tactical awareness and coaching principles of the sports.3. Select and apply relevant theoretical concepts to a chosen coaching discipline
DATE OF APPROVAL: February 2012 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: Sept 2012
SCHOOL/PARTNER: Truro & Penwith College
DATE(S) OF APPROVED CHANGE: N/A
TERM: Autumn/Spring/Summer/other (please specify) AY
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Additional notes (for office use only):
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 108
MODULE LEADER: Tom Edyvean OTHER MODULE STAFF:
Summary of Module Content: Hockey: Practical experience, tactical and strategic play analysis of skills and
sporting performance. Football: Practical experience, tactical and strategic play analysis of skills and
sporting performance. Rugby: Practical experience, tactical and strategic play analysis of skills and sporting
performance. Basketball: Practical experience, tactical and strategic play, analysis of skills and
sporting performance. Volleyball: Practical experience, tactical and strategic play, analysis of skills and
sporting performance. Netball: Practical experience, tactical and strategic play, analysis of skills and
sporting performance.
SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 35Seminar 15 Technical knowledgeTutorial 10 Assignment Prep and feedback
Project SupervisionDemonstration 10 Sporting matchesPractical Classes & Workshops 50 Practical sessionsSupervised Time in Studio/WorkshopFieldwork 10 Visits to local schoolsExternal Visits 10 Local Sports ClubsWork Based LearningGuided Independent Study 50 Guidebook productionOther 10 Guest LecturesTotal 200 (NB: 1 credit = 10 hours of learning; 10
credits = 100 hours, etc)
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Coursework C1 Assignment 100% LO2
Practice P1 Practical 100% LO1
Updated by: Mike VanesDate: 08/07/2017
Approved by: Date: N/A
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Recommended Texts and Sources:
Anders, E. and Myers, S. (2008) Field hockey: steps to success 2 nd. ed. Leeds: Human Kinetics. (Sports instruction series, 1)
Jay, S. (2009) Youth football coaching : developing your team through the season. London: A. & C. Black.
Navin, A. (2008) Netball: skills, techniques, tactics. Ramsbury: CrowoodThompson, I. (ed.) (2010) The RFU guide to coaching positional skills London: A. & C. Black
Williams, T. and Bunce, F. (2012) Rugby skills, tactics and rules. 3rd edn. London: Bloomsbury.
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SECTION A: DEFINITIVE MODULE RECORD .
MODULE CODE: TRUR1090 MODULE TITLE: Introduction to Sports Biomechanics & Human Movement
CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: B830
PRE-REQUISITES: CO-REQUISITES: COMPENSATABLE: Yes
SHORT MODULE DESCRIPTOR: (max 425 characters)This module will introduce students to a basic range of biomechanical principles concerning force and motion.
ELEMENTS OF ASSESSMENT (Use HESA KIS definitions)WRITTEN EXAMINATION COURSEWORK PRACTICE
E1 (Formally scheduled)
50% C1 50% P1
E2 (OSCE) C2 P3 T1 (in-class test) A1
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Truro & Penwith Subject Area - Sports
Professional body minimum pass mark requirement: N/A
MODULE AIMS:This module will introduce students to how biomechanics can be applied to performance in sports people and increase their knowledge of force generation and reaction.
ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:
1. Demonstrate an understanding the principles of biomechanics and the appropriate application of these principles
2. Perform the basic methods of biomechanical calculation3. Describe biomechanical principles and evaluate their effectiveness in
improving sports performance.4. Assess the application of force in order to bring about an improvement in
performance.
DATE OF APPROVAL: February 2012 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: Sept 2012
SCHOOL/PARTNER: Truro & Penwith College
DATE(S) OF APPROVED CHANGE: N/A
TERM: Autumn/Spring/Summer/other (please specify) AY
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Additional notes (for office use only):
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 112
MODULE LEADER: Jamie Willcocks OTHER MODULE STAFF
Summary of Module Content: Biomechanical principles Motion – linear and angular Levers – all classes and their uses Planes and axis of motion Forces – Newton’s 3 laws Force representation – Free body diagrams / vector diagrams Introduction to video analysis Analysis methods and representation
SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional Information
Lecture 45 Combination of theory & practical sessions
Seminar 10Tutorial 10 One to one tutorial sessionsProject SupervisionDemonstration 10 Force analysisPractical Classes & Workshops 30Supervised Time in Studio/WorkshopFieldworkExternal Visits 20 Use of biomechanical facilitiesWork Based LearningGuided Independent Study 75OtherTotal 200 (NB: 1 credit = 10 hours of learning; 10 credits =
100 hours, etc)
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E1 Exam 100% LO1, 2 & 3
C1 Assignment 100% LO3 & 4
Updated by: Mike VanesDate: 08/07/2017
Approved by: Date: N/A
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Recommended Texts and Sources:
Blazevich A.J. (2010). Sports Biomechanics The Basics. A&C Black Ltd
Hamill, J. (2015) Biomechanical basis of human movement. 4th edn. Philadelphia: Lippincott Williams and Wilkins.
McGinnis, P.M. (2013) Biomechanics of sport and exercise. 3rd edn. Champaign, IL.: Human Kinetics.
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SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE: TRUR 1170 MODULE TITLE: Research Methods
CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: C600
PRE-REQUISITES: None
CO-REQUISITES: None
COMPENSATABLE: Yes
SHORT MODULE DESCRIPTOR: (max 425 characters)Through the production of a research skills portfolio the learners will be able to demonstrate an understanding of a wide range of techniques, data analysis alongside formal report writing skills.
ELEMENTS OF ASSESSMENT (Use HESA KIS definitions)WRITTEN EXAMINATION COURSEWORK PRACTICE
E1 (Formally scheduled)
C1 100% P1
E2 (OSCE) C2 P3 T1 (in-class test) A1
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Sport
Professional body minimum pass mark requirement: N/A
MODULE AIMS: To introduce the main features of a range of quantitative and qualitative
methods commonly used in sport science, and to develop a critical awareness of the strengths and weaknesses of these methods.
To introduce the use of basic descriptive and inferential statistics, and how to apply and present these appropriately
ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:
1. Discuss the different approaches to research design2. Analyse and present data drawing relevant conclusions from the findings3. Demonstrate an understanding of ethical issues in conducting research 4. Using relevant subject area describe the research methods required to
investigate a topic area
DATE OF APPROVAL: 07/02/12 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: SCHOOL/PARTNER: Truro & Penwith
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01/09/2012 CollegeDATE(S) OF APPROVED CHANGE: N/A
TERM All Year
Additional notes (for office use only):Ignore
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems 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: 2017/18 NATIONAL COST CENTRE: 108
MODULE LEADER: Carla Beck OTHER MODULE STAFF: N/A
Summary of Module Content : Development of understanding of qualitative and quantitative techniques Understanding and measurement of variables Hypothesis testing Methods of data collection and sampling Statistical analysis and interpretation Effective presentation of data Application of BASES ethical guidelines
SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 40 Theory Lessons linked to LO’sSeminar 20 Portfolio preparation feedbackTutorial Project SupervisionDemonstrationPractical Classes & Workshops 30 Portfolio Preparation workshopsSupervised Time in Studio/WorkshopFieldwork
External Visits 20 Visits to and variety of facilities to gather data
Work Based LearningGuided Independent Study 80 Independent StudyOther 10 Guest LecturesTotal 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100
hours, etc)
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Written exam
E1T1
Coursework C1 3 X Assignments Total = 100% LO 1-4
Practice P1
Updated by: Mike VanesDate: 08/07/2017
Approved by: Date: N/A
Recommended Texts and Sources:Davies, M. and Hughes, N. (2014) Doing a successful research project : using qualitative or quantitative methods. Second edn. Basingstoke: Palgrave Macmillan.
Grant, S., Aitchison, T. & Newell, J. (2009) Statistics for sports and exercise science: a practical approach. Harlow: Pearson Education
Gratton, C. and Jones, I. (2004) Research methods for sport studies. London: Routledge.
Williams, C. & Wragg, C. (2004) Data analysis and research for sport and exercise science: a student guide. London: Routledge
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SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE: TRUR2152 MODULE TITLE: Coaching Strength & Conditioning For Sport
CREDITS: 20 FHEQ LEVEL: 5 JACS CODE: C630
PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes
SHORT MODULE DESCRIPTOR: (max 425 characters)This module aims to give students a developed understanding of the underlying principles of coaching strength and conditioning as well as training principles. Some consideration will be given to functional anatomy and physiology related to exercise and training
ELEMENTS OF ASSESSMENT (Use HESA KIS definitions)WRITTEN EXAMINATION COURSEWORK PRACTICE
E1 (Formally scheduled)
50% C1 25% P1 25%
E2 (OSCE) C2 P3 T1 (in-class test) A1
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Sport
Professional body minimum pass mark requirement: N/A
MODULE AIMS: develop an understanding of skills involved with coaching strength and
conditioning introduce students to the various types of exercise understand the intended purpose of an exercise programme Develop an ability to administer/prescribe various modes of exercise
ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to: 1. Demonstrate factual and conceptual knowledge of the nature of exercise and
training with appropriate terminology 2. Evaluate the reliability of data using defined techniques and/or tutor guidance3. Evaluate defined problems and apply tools/methods accurately to them.4. Evaluate theories and training principles of strength and conditioning practice5. Work effectively with others as a member of a group and meet obligations to
others (for example, tutors, peers, and colleagues)
DATE OF APPROVAL: 07/02/12 FACULTY/OFFICE: Academic
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PartnershipsDATE OF IMPLEMENTATION: 01/09/2012
SCHOOL/PARTNER: Truro & Penwith College
DATE(S) OF APPROVED CHANGE: N/A
TERM: All Year
Additional notes (for office use only):Ignore
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems 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: 2017/18 NATIONAL COST CENTRE: 106
MODULE LEADER: Mark Pascoe OTHER MODULE STAFF: N/A
INDICATIVE SYLLABUS CONTENT: Theory/ Benefits of Warm Up &
Cool Down Pre exercise stretching/ Dynamic
stretch. CV Training/ Training Zones Anatomy of/ Exercises for
shoulders, chest & triceps
Anatomy of/ Exercises for back & biceps Anatomy of/ Exercises for legs Anatomy of/ Exercises for abdominal/core
muscles Fixed/ Resistance Training/ Free Weights Technique Session/ Technique Analysis Group Rotation/ Training Techniques Nutrition for exercise Speed & agility training
SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 40 Theory Lessons linked to LO’sSeminar 20 Practical preparationTutorial Project SupervisionDemonstrationPractical Classes & Workshops 30 Practical work in the gymSupervised Time in Studio/WorkshopFieldwork
External Visits20 Visits to and variety of facilities to
gather including Exeter ChiefsWork Based LearningGuided Independent Study 80 Independent StudyOther 10 Guest LecturesTotal 200 (NB: 1 credit = 10 hours of learning; 10 credits =
100 hours, etc)
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E1 Exam 100% LO1 & 4T1 %
Coursework C1 Assignment 100% LO2 &3Practice P1 Practical 100% LO5
Updated by: Mike VanesDate: 08/07/2017
Approved by: Date: N/A
Recommended Texts and Sources:
Baechle, T.R. & Earle, R.W. (2008) Essentials of Strength Training and Conditioning National Strength & Conditioning Association (3rd edn). Leeds: Human Kinetics
Chandler, T.J. and Brown, L.E. (2008) Conditioning for strength and human performance. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.
Crossley, J. (2006) Personal Training: Theory and Practice. Oxon: Hodder Arnold
Liebman, H.L. (2013) Anatomy of strength and conditioning. London: Bloomsbury.
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SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE: TRUR 2087 MODULE TITLE: Sport and Exercise Psychology
CREDITS: 20 FHEQ LEVEL: 5 JACS CODE: C813
PRE-REQUISITES: None
CO-REQUISITES: None
COMPENSATABLE: Yes
SHORT MODULE DESCRIPTOR: (max 425 characters)This module will highlight to students the importance of understanding and applying psychological theory when approaching and working with athletes/participants on either an individual or group basis.
ELEMENTS OF ASSESSMENT (Use HESA KIS definitions)WRITTEN EXAMINATION COURSEWORK PRACTICE
E1 (Formally scheduled)
50% C1 50% P1
E2 (OSCE) C2 P3 T1 (in-class test) A1
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Sport
Professional body minimum pass mark requirement: N/A
MODULE AIMS: To examine the role exercise plays in our mental well-being To help athletes/participants maximise their exercise opportunity To understand the client in order to communicate effectively To show how individual factors can influence learning and performance of
motor skills To identify how social factors can affect team performance To identify the affects emotion has on individual performance
ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:
1. To examine determinants affecting exercise behaviour 2. To explore the role physical activity plays in physical and mental health3. To develop and apply interventions that ensure goal achievement4. To compare and contrast psychology theories that explains individual
differences in sporting performance.
DATE OF APPROVAL: 07/02/12 FACULTY/OFFICE: Academic
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PartnershipsDATE OF IMPLEMENTATION: 01/09/2012
SCHOOL/PARTNER: Truro & Penwith College
DATE(S) OF APPROVED CHANGE: N/A
TERM: All Year
Additional notes (for office use only):Ignore
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems 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: 2017/18 NATIONAL COST CENTRE: 104
MODULE LEADER: Michael Vanes OTHER MODULE STAFF: N/A
INDICATIVE SYLLABUS CONTENT:
Exercise Attitudes to health related behaviour Models of behaviour change Adherence to exercise Barriers and benefits of physical activity Self-concept, esteem and body image Exercise determinants and mental health Communication skills
Sport Self confidence Group cohesion Motivation Cognitive factors on performance Arousal, anxiety and stress Personality
SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional
InformationLecture 40 Theory Lessons linked to LO’sSeminar 20 Exam preparationTutorial Project SupervisionDemonstrationPractical Classes & Workshops 30 Practical work in the gymSupervised Time in Studio/WorkshopFieldworkExternal Visits 20Work Based LearningGuided Independent Study 80 Independent StudyOther 10 Guest Lectures – Keith MincherTotal 200 (NB: 1 credit = 10 hours of learning; 10 credits
= 100 hours, etc)
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E1 Exam 100% 2Hr Exam paper linked to LO 3,4
T1
Coursework C1 ReportEssay
50%50%Total = 100%
LO, 1&2LO 1&2
Practice P1
Updated by: Mike VanesDate: 08/07/2017
Approved by: Date: N/A
Recommended Texts and Sources:
Weinberg, R. & Gould, D. (2015). Foundations of Sport and Exercise Psychology. Champaign, Illinois: Human Kinetics
Buckworth, J. Dishman, R.K. O’Connor, J.O. & Tomporowski, P.D. (2013). Exercise Psychology. Champaign, Illinois: Human Kinetics
Moore, P. (2014) Ultra performance : the psychology of endurance sports. London: Bloomsbury Publishing PLC.
Nicholls, A.R. and Jones, L. (2012) Psychology in sports coaching: Theory and practice. Abingdon: Routledge.
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SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE: TRUR 2081 MODULE TITLE: Fitness Testing and Development
CREDITS: 20 FHEQ LEVEL: 5 JACS CODE: C620
PRE-REQUISITES: None
CO-REQUISITES: None COMPENSATABLE: Yes
SHORT MODULE DESCRIPTOR: (max 425 characters)This module applies the theories studied in Anatomy and Physiology into practical contexts, focussing on the principles of fitness and designing programs appropriate for aerobic and anaerobic needs along with the adaptations that the training produces.
ELEMENTS OF ASSESSMENT (Use HESA KIS definitions)WRITTEN EXAMINATION COURSEWORK PRACTICE
E1 (Formally scheduled)
C1 100% P1
E2 (OSCE) C2 P3 T1 (in-class test) A1
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Sport
Professional body minimum pass mark requirement: N/A
MODULE AIMS:To develop student’s knowledge of fitness testing and plan and implement fitness programmes for different athletic requirements. It also ensures students understand what adaptations occur to the performer they are working with.
ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:
1. Compare and contrast the principles of fitness2. Evaluate a wide body of knowledge in fitness testing and training protocols.3. Evaluate key theories which produce adaptations in the body’s physiological
development.
DATE OF APPROVAL: 07/02/12 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: 01/09/2012
SCHOOL/PARTNER: Truro & Penwith College
DATE(S) OF APPROVED CHANGE: N/A
TERM: All Year
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Additional notes (for office use only):Ignore
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems 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: 2017/18 NATIONAL COST CENTRE: 106
MODULE LEADER: Callum Whittaker OTHER MODULE STAFF: N/A
INDICATIVE SYLLABUS CONTENT: Types of fitness- motor and physical Energetics Fatigue, EPOC and recovery strategies. Fitness testing – Lab and Field Fitness testing _ Comparison Ethical, Legal and Evaluation. Periodisation Principles of Training Types of Training Adaptations to Training Theories that progress improvement of physiological performance.
SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 40 Theory Lessons linked to LO’sSeminar 5 Assignment preparationTutorial Project SupervisionDemonstrationPractical Classes & Workshops 45 Practical work in the gymSupervised Time in Studio/WorkshopFieldwork
External Visits20 Visits to and variety of facilities –
Cornish Pirates and EISWork Based LearningGuided Independent Study 80 Independent StudyOther 10 Guest Lectures Total 200 (NB: 1 credit = 10 hours of learning; 10 credits =
100 hours, etc)
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Written exam
E1T1
Coursework C1
2500 word report
Oral Assessment
50%
50%
Total = 100%
LO, 2&3
LO 1&2
Practice P1
Updated by: Mike VanesDate: 08/07/2017
Approved by: Date: N/A
Recommended Texts and Sources:
Coulson, M. and Archer, D. (2009) Practical fitness testing: analysis in exercise and sport. London: A. & C. Black. (Fitness professionals).
Heyward, V.H. (2010) Advanced fitness assessment and exercise prescription. 6th edn. Leeds: Human Kinetics.
Kenney, W. L, Wilmore, J.H. & Costill, D.L. 5th ed. (2008) Physiology of Sport and Exercise. Champaign, Illinois: Human Kinetics
McArdle, W.D., Katch, F.I. and Katch, V.L. (2015) Exercise physiology : nutrition, energy and human performance. 8 edn. Philadelphia: Wolters Kluwer.
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SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE: TRUR 2153 MODULE TITLE: Individual Sports & Outdoor Activities
CREDITS: 20 FHEQ LEVEL: 5 JACS CODE: C610
PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes
SHORT MODULE DESCRIPTOR: (max 425 characters)Students will be involved in a series of practical sessions to develop an understanding of specific sporting technique, and given the opportunity to link relevant theoretical concepts to practical sessions..
ELEMENTS OF ASSESSMENT (Use HESA KIS definitions)WRITTEN EXAMINATION COURSEWORK PRACTICE
E1 (Formally scheduled)
C1 50% P1 50%
E2 (OSCE) C2 P3 T1 (in-class test) A1
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Sport
Professional body minimum pass mark requirement: N/A
MODULE AIMS: To advance theoretical and practical experience in both individual and outdoor activities To provide a breadth and depth of technical knowledge To further understanding in a range of activities
ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:
1. To demonstrate practical ability in at least one of the three named practical activities and climbing / kayaking or sailing.
2. To analyse the tactical awareness and coaching principles including usage of specialist equipment.
3. Compare and contrast relevant theoretical approaches to a chosen practical activity.4. Effectively reflect and analyse their own practice.
DATE OF APPROVAL: 07/02/12 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: 01/09/2012
SCHOOL/PARTNER: Truro & Penwith College
DATE(S) OF APPROVED CHANGE: N/A
TERM: Autumn/Spring/Summer/other (please specify) All Year
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Additional notes (for office use only):Ignore
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems 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: 2017/18 NATIONAL COST CENTRE: 108
MODULE LEADER: Steve Larkins/Martin Bawden
OTHER MODULE STAFF: N/A
INDICATIVE SYLLABUS CONTENT: Swimming: Practical experience and analysis of skills and sporting performance. Gymnastics: Practical experience and analysis of skills and sporting performance. Athletics: Practical experience and analysis of skills and sporting performance. Racket Sports: Practical experience and analysis of skills and sporting performance. Sailing: Practical experience including application of safety principles, equipment and
theory concepts in a practical context. Climbing: Practical experience including safety, techniques of climbing and belaying. Kayaking: Practical experience including paddling and rescue techniques
SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 20 Theory Lessons linked to LO’sSeminar 5 Assignment preparationTutorial Project SupervisionDemonstrationPractical Classes & Workshops 30 Practical work in the gymSupervised Time in Studio/WorkshopFieldwork 40 Sailing and Rockclimbing
External Visits20 Visits to and variety of facilities –
Granet PlanetWork Based LearningGuided Independent Study 80 Independent StudyOther 5 Guest Lectures Total 200 (NB: 1 credit = 10 hours of learning; 10 credits =
100 hours, etc)
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E1T1
Coursework C1ReportReport
50%50%
Total = 100%LO 2&3
Practice P1 Practical Assessment 100% LO 1,4
Updated by: Mike VanesDate: 08/07/2017
Approved by: Date: N/A
Recommended Texts and Sources:
Brahms, B. and Ross, H. (tr.) (2010) Badminton handbook: training, tactics, competition. Maidenhead: Meyer & Meyer Sport UK.
Gifford, C. (2008) Athletics. Wayland.
Hannula, D. (2003) Coaching swimming successfully. 2nd edn. Champaign, Ill.; Leeds: Human Kinetics.
Hattingh, G. (2007) The climber's handbook. London: New Holland.
Creasey. M. (2000) An Introduction to Rock Climbing, London. Southwater
Readhead (1997) Mens Gymnastics Coaching Manual. Springfield 2nd ed
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SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE: TRUR 2154 MODULE TITLE: Principles of Coaching & Learning 2
CREDITS: 20 FHEQ LEVEL: 5 JACS CODE: C610
PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes
SHORT MODULE DESCRIPTOR: (max 425 characters)This modules aims to enable the students to understand the theories of leadership and relate these to the delivery of a series of practical activities. The combination of practical and theory lessons will provide them with the necessary skills to conduct effective sessions.
ELEMENTS OF ASSESSMENT (Use HESA KIS definitions)WRITTEN EXAMINATION COURSEWORK PRACTICE
E1 (Formally scheduled)
C1 50% P1 50%
E2 (OSCE) C2 P3 T1 (in-class test) A1
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Sport
Professional body minimum pass mark requirement: N/A
MODULE AIMS:This module develops students understanding of how different leadership styles motivate learners. The modules looks at how coaches plan, deliver and evaluate consecutive coaching episodes with regard to appropriate legislation, safety and within the guidelines set by national bodies.
ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:
1. Evaluate the theories of leadership and motivation2. Analyse the responsibilities of the coach3. Demonstrate how to prepare and deliver practical coaching sessions showing
development.4. Evaluate the sessions’ effectiveness in relation to learners and coaches
DATE OF APPROVAL: 07/02/12 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: 01/09/2012
SCHOOL/PARTNER: Truro & Penwith College
DATE(S) OF APPROVED CHANGE: N/A
TERM: Autumn/Spring/Summer/other (please specify) All Year
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Additional notes (for office use only):Ignore
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems 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: 2017/18 NATIONAL COST CENTRE: 108
MODULE LEADER: Tim Evans OTHER MODULE STAFF: N/A
INDICATIVE SYLLABUS CONTENT: Motivation: performer and team Notational Analysis Theories of leadership Contemporary Motor Learning Theories Responsibilities of the coach: Ethics / risk assessment / safety / legalities Organisation Skills Activity Knowledge: Officiating / full game play / tactics Reflective Practice Evaluation: Coach and learner
SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 30 Theory Lessons linked to LO’sSeminar 5 Assignment preparationTutorial Project SupervisionDemonstrationPractical Classes & Workshops 20 Practical work in the gymSupervised Time in Studio/WorkshopFieldwork 50 School placements
External Visits10 Visits to and variety of facilities –
Exeter ChiefsWork Based LearningGuided Independent Study 80 Independent StudyOther 5 Guest Lectures Total 200 (NB: 1 credit = 10 hours of learning; 10 credits =
100 hours, etc)
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Written exam
E1T1
Coursework C1 Assignment 100% LO 1&2
Practice P1 Practical Delivery 100% LO 3,4
Updated by: Mike VanesDate: 08/07/2017
Approved by: Date: N/A
Recommended Texts and Sources:
Bush, A. (2012) Foundations in sports coaching. Harlow: Pearson.
Crisfield, P. (2009) Analysing your coaching. Headingley: Sports Coach UK.
Stafford, I. (ed.) (2011) Coaching children in sport. Abingdon: Routledge
Whitmore, J. (2009) Coaching for performance: Growing human potential and purpose - the principles and practice of coaching and leadership. 4th edn. London: Nicholas Brealey.
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SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE: TRUR 2089 MODULE TITLE: Project
CREDITS: 20 FHEQ LEVEL: 5 JACS CODE: C640
PRE-REQUISITES: None
CO-REQUISITES: None
COMPENSATABLE Yes
SHORT MODULE DESCRIPTOR: (max 425 characters)This module will provide students with the opportunity to develop an investigation of their own related to the programme. The topic must first be agreed with the module leader, with due reference to ethical and practical considerations, and for those wishing to prepare themselves for progression, with the appropriate programme leader(s).
ELEMENTS OF ASSESSMENT (Use HESA KIS definitions)WRITTEN EXAMINATION COURSEWORK PRACTICE
E1 (Formally scheduled)
C1 100% P1
E2 (OSCE) C2 P3 T1 (in-class test) A1
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Sport
Professional body minimum pass mark requirement: N/A
MODULE AIMS:To allow students the opportunity to carry out, with guidance, an original piece of research and to develop their planning, research and analytical skills.
ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to: 1. Demonstrate an understanding of research and data analysis.2. Have ability in a range of practical techniques including ethics, data collection,
analysis and interpretation and testing of a hypothesis.3. Be able to plan, execute and present an independent piece of work within a
supported framework in which qualities such as time management, problem solving and independence are evident.
4. Be able to record data accurately and to carry out manipulation of data (including qualitative data and some statistical analysis).
DATE OF APPROVAL: 07/02/12 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: SCHOOL/PARTNER: Truro & Penwith
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01/09/2012 CollegeDATE(S) OF APPROVED CHANGE: N/A
TERM: Autumn/Spring/Summer/other (please specify) All Year
Additional notes (for office use only):Ignore
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems 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: 2017/2018 NATIONAL COST CENTRE: 108
MODULE LEADER: Mark Pascoe OTHER MODULE STAFF: N/A
INDICATIVE SYLLABUS CONTENT:Development of planning, time management and research skills.Students will be expected to present a written report in standard scientific format.Each student will be assessed on the following criteria: A clearly written plan must be presented prior to commencing the project. An accurate replicable method (or methods) must be included. Results must be presented in appropriate tables, with graphs, bar charts or other
suitable methods used to display the information. Statistical analysis of results should be carried out. A comprehensive discussion of the results is required.
Report should be fully referenced
SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 40 Theory Lessons linked to LO’sSeminar 10 Assignment preparationTutorial 5 Staged feedbackProject Supervision 20 Individual SupervisionDemonstration
Practical Classes & Workshops20 Statistical analysis and data
collectionSupervised Time in Studio/WorkshopFieldwork 10 Data CollectionExternal Visits 10 Visits to and variety of facilities Work Based LearningGuided Independent Study 80 Independent StudyOther 5 Guest Lectures Total 200 (NB: 1 credit = 10 hours of learning; 10 credits =
100 hours, etc)
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Coursework C1 Assignment 100%Practice P1
Updated by: Mike Vanes Date: 08/07/2017
Approved by: Date: N/A
Recommended Texts and Sources:
Davies, M. and Hughes, N. (2014) Doing a successful research project : using qualitative or quantitative methods. Second edn. Basingstoke: Palgrave Macmillan.
Grant, S., Aitchison, T. & Newell, J. (2009) Statistics for sports and exercise science: a practical approach. Harlow: Pearson Education
Gratton, C. and Jones, I. (2004) Research methods for sport studies. London: Routledge.
Williams, C. & Wragg, C. (2004) Data analysis and research for sport and exercise science: a student guide. London: Routledge
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