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Session: 2022/23
Last modified: 13/05/2022 13:20:03
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Title of Module: Sports Conditioning and Injury 1 |
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Code: SPOR08032 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 10 |
ECTS: 5
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Colin
Brow |
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| Summary of Module |
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Both sports conditioning and injury prevention are important considerations for any aspiring sport coach. This module will build upon the introductory conditioning concepts learned in Level 7, and will look exclusively at the development of speed as an athletic component. In addressing this focus, students will look at the physiology, biomechanics, motor control, and coaching of speed. In doing so students will learn about the multifaceted nature of speed development both conceptually and in an applied setting. Students will therefore learn about the mechanisms and training adaptations behind speed, as well as how to coach speed successfully. Students will also consider windows of trainability, and the concepts of growth and maturation in the development of speed.
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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 on the physiology, biomechanics, and motor control involved in speed, agility and quickness development.
L2.
Demonstrate an ability to effectively coach across multiple areas of speed, agility and quickness development.
L3.
Demonstrate an understanding of common injuries and injury prevention strategies related to speed, agility and quickness development. |
| 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 8.
Demonstrate knowledge of the scope, defining features, and main areas of speed development.
Demonstrate knowledge of windows of trainability, and growth and maturation
Demonstrate an awareness and understanding of how to coach speed development.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Use a range of professional skills, techniques, practices associated with speed development.
Adapt routine practices within accepted standards. |
| Generic Cognitive skills |
SCQF Level 8.
Critically analyse ideas, concepts, information and issues around speed development.
Use a range of approaches to formulate and critically evaluate evidence-based solutions to routine problems and issues. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Convey complex information to a range of audiences and for a range of purposes.
Use a range of standard ICT applications to process and obtain data. |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Exercise autonomy and initiative in some activities at a professional level in practice.
Manage resources within defined areas of work.
Take the lead on planning in familiar contexts.
Work, under guidance, with others to acquire an understanding of current professional practice.
Manage, under guidance, professional issues in accordance with current professional practices. |
| 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 ability to coach speed will be developed across a series of practical classes. In addition to that, the mechanisms of speed adaptations will be addressed through key lecture content. Students will be required to take part in practical sessions, and to take turns acting as both coach and athlete. Student learning will be supported through online activities on moodle. |
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) |
| Laboratory/Practical Demonstration/Workshop | 12 |
| Tutorial/Synchronous Support Activity | 1.5 |
| Independent Study | 82 |
| Asynchronous Class Activity | 4.5 |
| 100
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:
Gamble, P. (2011). Training for Sports Speed and Agility: An Evidence-based Approach. London: Routledge.
Brewer, C. (2017). Athletic Movement Skills: Training for Sports Performance. Leeds: Human Kinetics.
Dawes, J. Roozen, M. (2012). Developing Agility & Quickness. Leeds: Human Kinetics.
Brown, L.E. Ferrigno, V.A (2005). Training for SPEED, AGILITY and QUICKNESS. Leeds: Human Kinetics
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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 | Antonio Dello Iacono |
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| External Examiner | C Corsby |
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| Accreditation Details | |
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| Version Number | 1.09 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Case study presentation(100%) |
(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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