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Session: 2022/23
Last modified: 12/08/2022 11:04:15
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Title of Module: Biomechanics 2 |
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Code: SPOR10020 |
SCQF Level: 10
(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: | U Chris
Ugbolue |
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| Summary of Module |
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This module will encompass aspects of analysis of human movement with emphasis on practical demonstrations and laboratory based research using 3D motion capture systems together with other performance analysis tools. Specifically, the module is designed to emphasize and explain the main theoretical principles that underlie many of the current practices in biomechanics. Additionally, this module aims to provide the student with knowledge of key factors regarding the prevention and rehabilitation of common musculoskeletal injuries and dysfunctions. Through theoretical and laboratory based practical training students will be expected to develop a depth of knowledge and skills as they become familiar with key scientific principles that govern biomechanical analysis of performance, sports injury and physical activity. Furthermore theoretical and practical issues relating to biomechanics will be strengthened as students learn to apply appropriate and contemporary approaches to biomechanical profiling in sport, exercise and health.
As students gain an insight into research processes designed to evaluate human motion and sport performance scenarios, it is anticipated that viable professional skills will be established as they prepare for employment and careers in sport, exercise and health. The module will be taught via a series of lectures, laboratories and practical demonstrations. During the laboratory sessions students will acquire the skills to collect and/or analyse data from a range of biomechanical procedures. Students will then use the data they collected or have been provided with, to present three cases (physical activity, rehabilitation, and sport performance) in the following academic formats: poster presentation and scientific report.
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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.
Review and critically evaluate literature and ‘current practice’ relevant to the biomechanical assessment of physical activity, rehabilitation, and sport performance.
L2.
Demonstrate a critical understanding of the principles underpinning a range of biomechanical hardware and their accompanying techniques.
L3.
Using appropriate hardware and software to understand how to collect, process, analyse and interpret biomechanical data sets for typical and atypical cases, as well as present data in a scientific report and poster format. |
| 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 10.
A broad knowledge of some current biomechanical issues and research techniques in the peer reviewed literature that are utilised in the analysis of human motion and performance.
A critical understanding of principal theories, concepts, and principles that underpin the biomechanics of physical activity, sports injury prevention and rehabilitation, and sport performance
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| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Define and adapt an understanding of biomechanical models and research techniques used to construct relevant model performer profiles for typical and atypical cases.
Critically discuss findings from analysed biomechanical outputs and learn to draw attention to and note key areas in progressive rehabilitation principles and sporting performance (in real time) using relevant biomechanical hardware and performance analysis software
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| Generic Cognitive skills |
SCQF Level 10.
Take an objective and critical approach to problem identification and solution, using evidence-based approaches and own initiative
Read, interpret and critically evaluate text based information from a variety of sources including journals, text books, and popular press in order to support their development and practice.
Critically analyse problems through reference to appropriate sources on information in order to identify details mono, multi and interdisciplinary aspects of the condition of the problem and to develop appropriate solution
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| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Collect, interpret and communicate verbally and in written form, complex information using a standard range of applications and procedures (e.g. Word, Excel, PowerPoint, Video recording and analysis, Technique Analysis Applications, Endnote X6, SPSS).
Collect, process, analyse, and interpret data from a wide range of environments and sources applicable to the focus of their degree in order to develop objective, reliable and valid conclusions whilst also critically evaluating the validity and reliability of such data sources.
Effective communication skills with medical and other allied health professionals regarding the rehabilitation of common musculoskeletal injuries and dysfunctions.
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| Autonomy, Accountability and Working with others |
SCQF Level 10.
Take responsibility for planning the achievement of identified goals both on their own and in a leadership role as part of a group.
Prioritise, manage time and work to both externally set and self-imposed deadlines.
Take responsibility for, and identify own learning needs, develop and apply strategies for further self development within and out with the course
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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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The teaching approach will include lectures, laboratories and practical demonstrations. The teaching approach will be interactive and problem based learning (PBL) will be developed throughout the module. PBL will be developed through the setting of case studies. Teaching will be research driven and will also involve presenting theoretical and practical aspects of biomechanics representing physical activity measurements, sports injuries and sport performance.
Throughout the module, students will work independently and in small groups on tasks and will receive formative feedback and assessment from both peers and staff. Although the teaching approach is structured the teaching methods used to achieve this will include great variety and some innovation. Innovation teaching methods will come from a mixture of the following approaches:
- Supervised biomechanics lab work.
- The deconstruction of various case studies.
- Setting and solving of problems individually and in groups.
- Some lectures will be replaced by virtual interactive lectures.
- This learning approach is in line with the overall programme strategy.
- Tasks completed via a VLE: contributing to a class / group blog, online quizzes, being formatively assessed online by their peers.
- Classroom activities may include activities such as free- writing, 5-minute papers, classroom debates, small group presentations, peer critiquing of scientific method and writing.
- Guest lecturers from biomechanical specialists will also be sought.
- Interactive seminars will be held on a range of topics to include the prevention and rehabilitation of common musculoskeletal injuries and dysfunctions. This will include “real-life” clinical example scenarios to facilitate effective problem solving and reasoning skills.
The module contains a brief orientation to the online learning environment. Within the environment there are many opportunities for interaction and discussion with the module coordinator and with other participants. The following are topics considered over the twelve (12) or ten (10) weeks of the UWS terms
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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) |
| Lecture/Core Content Delivery | 18 |
| Tutorial/Synchronous Support 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
Carr, G. (2010). Sport Mechanics for Coaches (3rd Edition). Human Kinetics: Leeds.
Grimshaw, P. (2007). Sport and Exercise Biomechanics. Taylor & Francis: Oxford
Recommended
McGinnis, P.M. (2013). Biomechanics of Sport and Exercise (3rd Edition). Human Kinetics: Leeds
Watkins, J. (2014). Fundamental Biomechanics of Sport and Exercise. Routledge.
Ozkaya N. et al. (2016) Fundamental of Biomechanics: Equilibrium, Motion and Deformation. 4th Edition. ISBN-13:9783319447377
Journals
International Journal of Performance Analysis in Sport
Journal of Biomechanics
Journal of Applied Biomechanics
Sports Biomechanics
Journal of Sports Sciences
British Journal of Sports Medicine
Sports Medicine
Medicine and Science in Sport and Exercise
Human Movement Science
Research Quarterly for Exercise and Sport
Journal of Sport Rehabilitation
Motor Control
Physiotherapy
Clinical rehabilitation
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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 | Mark Sanderson |
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| External Examiner | E Bradley |
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| Accreditation Details | |
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| Version Number | 1.11 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assessment 1. Written report of a biomechanical study. (Weighting 60%, LO 1,2,3) |
| Assessment 2. Poster presentation of a separate biomechanial investigation. (Weighting 40%, LO 1,2,3) |
(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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