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Session: 2022/23
Last modified: 12/07/2022 12:04:47
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Title of Module: Physical Activity and Lifelong Health |
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Code: SPOR07014 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Harry
Warburton |
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| Summary of Module |
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A personal understanding of health, well-being, and physical activity is essential to any practitioner in the fields of sport and exercise. This module is designed to give an introduction to concepts of health and physical activity across the lifespan using a student-centred approach. The student will examine their own health behaviours in relation to the concepts discussed in classes which should help contextualise the material, resulting in deeper learning.
Topics covered in the module will include, but are not limited to: Health, wellness, fitness and healthy lifestyles, definition of physical activity, physical activity across the lifespan, benefits and risks of physical activity, measuring physical activity, physical activity and exercise guidelines and self-management and development of health behaviours.
Teaching will be delivered through lectures and interactive tutorials. Students will complete a number of assessed tasks throughout the term based on the core text (Corbin et al, 2016) enabling them to apply the key concepts to a practical context. This introductory module will form the foundation upon which the level 8 health and psychology strands will progress.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate an understanding of how physical activity affects health.
L2.
Demonstrate personal application of behavioural self-management in physical activity.
L3.
Describe the recommended physical activity guidelines and how they develop across the lifespan. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 7.
An understanding of the difference between explanations based in evidence and/or research and other forms of explanation, and of the importance of this difference in preparing academic work.
An awareness of the concepts underpinning physical activity research.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Use some of the basic and routine professional skills, techniques, practices and materials required for physical activity development.
Practice these in both routine and non-routine contexts.
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| Generic Cognitive skills |
SCQF Level 7.
Present and evaluate arguments, information and ideas which are routine to health and physical activity work. |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Use a range of forms of communication effectively in both familiar and new contexts
Convey complex ideas in well-structured and coherent form
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| Autonomy, Accountability and Working with others |
SCQF Level 7.
Work autonomously and reflectively but also develop skills in working with others i.e. taking account of own and others’ roles and responsibilities in carrying out and evaluating tasks
Exercise some initiative and independence in carrying out defined activities at a professional level
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| Learning and teaching in this module will predominately comprise formal lectures and informal tutorials. Lectures will be formulated to encourage interaction and discussion whilst still presenting the framework of essential theory. Tutorials will employ both group and individual work, informal presentations and simulated practical situations in order to ensure students are able to apply their learning. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Tutorial/Synchronous Support Activity | 18 |
| Asynchronous Class Activity | 18 |
| Independent Study | 164 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Core:
Corbin, et al (2016). Concepts of Fitness and Wellness: A comprehensive lifestyle approach, 11th ed. McGraw-Hill, Maidenhead.
Bouchard,C., Blair, S., and Haskell, W. eds. (2012). Physical Activity and Health. Human Kinetics, Leeds.
Recommended
Dugdill, Crone, and Murphy eds (2009). Physical Activity and Health Promotion: evidence-based approaches to practice. Wiley-Blackwell, Chichester.
Merchant, J., Griffin, B.L., and Charnock, A., eds (2007) Sport and Physical Activity: The role of health promotion. Palgrave Macmillan, Basingstoke.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Sport and Exercise |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Sport & Exercise L7-11 |
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| Moderator | David Carless |
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| External Examiner | S Robson |
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| Accreditation Details | |
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| Version Number | 2.06 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assessment 1. A class test. (Weighting 75% LO 1,2,3) |
| Assessment 2. Lab Portfolio. (Weighting 25% LO 2) |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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In line with current legislation (Equality Act, 2010) and the UWS Equality, Diversity, and Human Rights Code, our modules are accessible and inclusive, with reasonable adjustment for different needs where appropriate. Module materials comply with University guidance on inclusive learning and teaching, and specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. Where modules require practical learning or assessment, alternative formats and/or roles will be provided for students with physical disabilities which impact participation.
Please refer to the UWS Equality and Diversity Policy at the following link:
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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