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Session: 2022/23
Last modified: 12/05/2022 14:45:11
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Title of Module: Sports Conditioning and Injury 3 |
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Code: SPOR10031 |
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: | Tom
Macpherson |
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| Summary of Module |
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Understanding the management of athlete conditioning is of utmost importance within sport coaching. Therefore, in this module students will research key concepts that may include; periodisation, testing and monitoring, recovery, injury rehabilitiation for conditioning, athlete screening, water-based exercise, and myofascial release. After this, students will then take a range of these concepts and apply them in their coaching. In addition, students will enhance their practical knowhow by learning the advanced strength and conditioning techniques of the Olympic lifts.
This module is an integral part of the Sport Coaching programme and builds upon the knowledge gained in sports conditioning, injury prevention, and coaching science gained across Levels 7-9. In addition, this module can be seen as a step towards leading strength and conditioning training and therefore accreditation pathways. Strength and conditioning specialist roles exist within professional sport bodies, but the design and delivery of sports conditioning can be considered an important role of any modern sports coach.
This module is delivered across two terms in a long-thin approach.
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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 a critical understanding of the concepts that inform the management of athlete conditioning.
L2.
Critically reflect upon and apply the key concepts around the management of athlete conditioning within coaching practice.
L3.
Demonstrate the ability to use and coach the Olympic lifts in a practical setting. |
| 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.
Demonstrate a critical understanding of the principal theories, concepts and principles in sports conditioning and injury.
Demonstrate detailed knowledge and understanding of knowledge at the forefront of the subject.
Demonstrate knowledge and understanding of a range of established training techniques.
I AM UWS: Opportunities to be knowledgeable, research-minded, resilient, enterprising, motivated.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Use a range of the principal skills and practices associated with sports conditioning and injury.
Execute a defined project of research, development or investigation and identify and implement relevant outcomes.
Practice within professional level contexts which include a degree of unpredictability and specialism.
I AM UWS: Opportunities to be ethically-minded, culturally aware, innovative, a problem-solver. |
| Generic Cognitive skills |
SCQF Level 10.
Critically identify, define, conceptualize, and analyse complex/professional level problems and issues.
Offer professional level insights, interpretations and solutions to problems and issues.
Demonstrate some originality and creativity in dealing with professional level issues.
I AM UWS: analytical, creative, a critical thinker. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Use a wide range of routine skills and some advanced and specialized skills in support of established practices in a subject/discipline:
• Communicate with professional level peers, senior colleagues and specialists.
I AM UWS: Opportunities to be emotionally intelligent, digitally literate, an effective communicator. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Exercise autonomy and initiative in professional activities.
Practice 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.
I AM UWS: Opportunities to be collaborative, autonomous, and influential. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
SPOR09033
SPOR09036
| Module Title:
Sports Conditioning and Injury 2.
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Strength & Conditioning in Sport & Exercise
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| Other: | SPOR09033 is the pre-requisite for BSc Sport Coaching students and SPOR09036 is the pre-requisite for BSc Sport & Exercise Science students |
| 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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Intended learning outcomes will be directly assessed through a reflective video assessment and a written report. Additionally, the same learning activities will be explored throughout scheduled classes. Classes will be an excellent opportunity to share literature found; to share sports conditioning and injury experiences; and to learn from peers and a range of strength and conditioning and physiotherapy practitioners. Therefore, student attendance and engagement are to be considered essential. Online material, activities and support will be utilized to provide variety, and to promote independent gym work.
To support module assessments an interactive and reflective learning approach is taken in this module due to the experienced nature of the student body as coaching practitioners. Staff led practical workshops will take place initially across the module before students take what they have learned and integrate it into their coaching practice. Learning activities to be utilized throughout the module include review of previous assignments, student led class activities, peer review, as well as use of the University’s VLE.
Learning activities to be utilised throughout the module include guest practitioners, case study review, review of previous assignments, student led discussions, peer review, as well as use of the University’s VLE. This module is delivered across two terms in a long-thin approach. |
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 | 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:
Hoffman, J.R. (Editor). (2012). NSCA's Guide to Program Design. Leeds: Human Kinetics.
Sotiriadou, P., De Bosscher, V. (2012). Managing High Performance Sport. Routledge: London.
McGuigan, M. (2017). Monitoring Training & Performance in Athletes. Leeds: Human Kinetics.
Hausswirth, C., Mujika, I. (Editors). Recovery for Performance in Sport. Human Kinetics: Leeds.
Lloyd. R.S., Oliver, J.L. (2013). Strength and Conditioning for Young Athletes: Science and Application. Routledge, London.
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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 | Colin Brow |
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| External Examiner | C Corsby |
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| Accreditation Details | |
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| Version Number | 1.14 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Assessment 1: Reflective Video
This will assess learning outcomes L1, L2 and L3. (50%) |
Assessment 2: Presentation Report
This will assess learning outcomes L1 and L2. (50%) |
(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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