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Session: 2022/23
Last modified: 05/10/2022 15:14:11
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Title of Module: Exercise For Special Populations |
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Code: SPOR10023 |
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: | Duncan
Buchan |
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| Summary of Module |
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This module explores the pathophysiology of common disease states, their prevalence implications and subsequent benefits of exercise participation for unhealthy populations. A specific aim of the module is to provide an understanding of the issues relating to physical inactivity and the challenges of correctly identifying those in most need of becoming more physically active. A further aim of this module is to provide an understanding of the issues relating to exercise prescription for unhealthy individuals with reference to contemporary exercise guidelines.
This module consists of lectures, tutorials and practical sessions to aid in the acquisition of knowledge and understanding in relation to the aims of this module.
Indicative Content may include: Physical Inactivity, Measuring Activity Behaviours, Cardiometabolic risk prevalence, Exercise and Disease Management, Metabolic Disorders; Obesity, Weight Management, hypertension, dyslipidemia, Diabetes & The Metabolic Syndrome and cardiac disease. Content delivered will be cognisant of both local and international perspectives.
This module will work to develop a number of the key 'I am UWS' Graduate Attributes to make those who complete this module:
Universal
- Critical Thinker
- Ethically-minded
- Research-minded
Work Ready
- Problem-Solver
- Effective Communicator
- Ambitious
Successful
- Autonomous
- Resilient
- Driven
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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.
Critically understand the specialised issues associated with the measurement of activity behaviours in a laboratory and/or field setting.
L2.
Evaluate the implications of exercising on the pathogenesis of common diseases in unique populations groups.
L3.
Synthesis of effective evidence-based exercise interventions and predict their effect on a specific disease. |
| 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.
Knowledge that covers and integrates most of the principal areas,
features, boundaries, terminology and conventions of a subject discipline.
• A critical understanding of the principal theories, concepts and principles.
• Detailed knowledge and understanding in one or more specialisms some of
which is informed by or at the forefront of a subject/discipline. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Use a range of the principal skills, practices and/or materials associated with a
subject/discipline.
Use a few skills, practices and/or materials which are specialised, advanced, or
at the forefront of a subject/discipline |
| Generic Cognitive skills |
SCQF Level 10.
Critically identify, define, conceptualise, and analyse complex/professional level
problems and issues.
Offer professional level insights, interpretations and solutions to problems and issues.
Critically review and consolidate knowledge, skills, practices and thinking in a subject/discipline. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Use a wide range of routine skills and some advanced and specialised skills in
support of established practices in a subject/discipline, for example:
• Make formal presentations about specialised topics to informed audiences.
• Communicate with professional level peers, senior colleagues and specialists.
• Use a range of software to support and enhance work at this level and
specify refinements/improvements to software to increase effectiveness. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Exercise autonomy and initiative in professional/equivalent activities.
Take significant responsibility for the work of others and for a range of resources.
Practise in ways which show a clear awareness of own and others’ roles and responsibilities.
Work effectively, under guidance, in a peer relationship with qualified practitioners.
Work with others to bring about change, development and/or new thinking |
| 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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| This module consists of lectures, seminars and practical sessions to aid in the acquisition of knowledge and understanding of the methods and principals involved in the assessment of and exercise prescription for unhealthy individuals/special populations. |
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) |
| Asynchronous Class Activity | 18 |
| Laboratory/Practical Demonstration/Workshop | 12 |
| Independent Study | 164 |
| Tutorial/Synchronous Support Activity | 6 |
| 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:
Recommended:
American College of Sports Medicine (2017). Guidelines for Exercise Testing and Prescription (10th Edition). Lippincott Williams & Wilkins, Philadelphia. ISBN-13: 978-1496339072
Ehrman, J et al. (2019). Clinical Exercise Physiology-4th Edition. Human Kinetics, Champaign, IL.
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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 | Nick Sculthorpe |
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| External Examiner | A Tocknell |
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| Accreditation Details | |
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| Version Number | 2.10 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assessment 1. An essay. (weighting 50%, LO's 2 and 3) |
| Assessment 2. Demonstrations/ Poster presentations/ Exhibitions. (Weighting 50%, LO 1) |
(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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