This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 12/05/2022 15:03:31
|
Title of Module: Sport Physiology |
|---|
|
Code: SPOR10036 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Health and Life Sciences |
|---|
| Module Co-ordinator: | Michael
King |
|---|
| Summary of Module |
|---|
This module will build upon the theoretical knowledge gained at Level 9, giving students an opportunity to apply this knowledge in a 'real life' situation. Throughout the module students will be expected to use their critical skills. Initially they will be expected to analyse the key energy systems related to performance in a particular sport, and the influence that various factors (such as gender, age, training status, etc.) can have on physiological responses to training. Following this they will have the opportunity to work with a client of their choice, for whom they will create a training programme aimed at improving their sports performance.
The aforementioned factors will be considered when creating the programme to ensure it is relevant to the chosen client, and the sport that they participate in. Following completion of the programme the student will provide a thorough evaluation, focusing on the adaptations that have taken place, using sound academic research to support findings.
Through developing a suitable training programme students will develop transferrable attributes such as critical thinking, problem solving, planning, communication and IT skills. These attributes, and associated experience of applying the physiological principles in practice, will increase students' employability, leading to them being increasingly 'work ready' on graduation.
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
|  | | | | |
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.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Critically analyse the key systems of the body that influence sport performance
L2.
Create a programme for an athlete that will improve their performance, through physiological adaptations
L3.
Use academic research to evaluate physiological adaptations to training related to an individualised programme for an athlete |
| Employability Skills and Personal Development Planning (PDP) Skills |
|---|
| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
|
|---|
| Knowledge and Understanding (K and U) |
SCQF Level 10.
Demonstrate a comprehensive knowledge of they key systems related to exercise physiology; namely energy systems, cardiovascular, pulmonary and musculoskeletal.
Demonstrate critical understanding of the factors that can influence physiological adaptations to training.
This knowledge will enhance work-readiness of students who aim to work in the sport, health, and fitness industries upon graduation. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Use a significant range of testing procedures for measurement of physiological aspects of sports performance.
Use a theoretical knowledge to implement a relevant training programme to improve sport performance.
Through applying the knowledge gained, students will further develop their work-readiness. The sports industry is extremely competitive, with many students graduating each year. This increases the importance of adding valuable, relevant experience to enhance overall attributes. |
| Generic Cognitive skills |
SCQF Level 10.
Utilise problem solving skills to implement the most suitable programme, and to adapt in response to unforeseen circumstances.
Utilise critical thinking skills to decipher research and find the most appropriate methods of measurement and training for physiological responses.
These universal skills will be essential for students as they progress through the course, and upon graduation. Critical thinking and problem solving skills are required when working in an industry as dynamic as sport, and this experience will prove beneficial in future situations. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Present complex information about the body's systems in a formal, professional manner.
Use a range of ICT applications to support and enhance this work, and to create a 'user friendly' training programme to be followed by an athlete. Also use ICT skills to present baseline and re-test data to show improvements in athlete's physiology and performance.
Use numeracy skills to interpret test results, and graphical skills to present them appropriately.
These communication, ICT and numeracy skills are, again, universal and will lead to enhanced success in future endeavours. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Exercise autonomy and initiative in training programme planning while working as part of a team during tutorial tasks. Also use appropriate communication style when working with the chosen athlete on the training programme.
These skills are essential in the sports industry that heavily relies on partnership working. Through developing 'people skills' students will be ready to embark upon a successful career. Also, many jobs in sport require individual work and utilising initiative, often under pressure, therefore through developing this throughout the module students may increase their future success. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
|
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 |
| Tutorial/Synchronous Support Activity | 18 |
| Independent Study | 164 |
| 200
Hours Total
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Core Text: Kenney, W.L., Wilmore, J.H. & Costill, D.L.(2015) Physiology of Sport and Exercise (6th Edit.) Leeds: Human Kinetics
Other: McArdle, W.D., Katch, F.L. & Katch, V.L. (2010) Exercise Physiology: Nutrition, Energy and Human Performance (7th edit.) London: Lippincott Williams and Wilkins
Journals:
Journal of Applied Physiology, Nutrition and Metabolism
International Journal of Sport Physiology and Performance
Journal of Physiology
Journal of Strength and Conditioning Research
|
|
(**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)
|
| Engagement Requirements |
|---|
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 |
[Top of Page]
Supplemental Information
| Programme Board | Sport and Exercise |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Sport & Exercise L7-11 |
|---|
| Moderator | Laura Wallace |
|---|
| External Examiner | M Moran |
|---|
| Accreditation Details | |
|---|
| Version Number | 1.05 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| Assignment (written assignment) |
| Assignment (report of practical/ field/ clinical work) |
(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.)
|
Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
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.
|
| Equality and Diversity |
|---|
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 |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|