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Session: 2022/23
Last modified: 28/09/2022 16:16:13
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Title of Module: Functional Kinesiology. |
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Code: SPOR08033 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 30 |
ECTS: 15
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Stephanie
Valentin |
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| Summary of Module |
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This module aims to provide students with essential knowledge of functional movement anatomy and neuromuscular function whilst introducing some fundamental biomechanical principles relating to human movement and dysfunction. The module underpins Biomechanics 1 in L9. Students will explore both the structures of neuromuscular and musculoskeletal systems, providing knowledge and skills essential for those engaging in sport and exercise science. The module incorporates research processes including planning and designing a study, and key skills in data analysis placed in the context of human movement analysis. The module will provide a fundamental platform upon which to build an understanding of applied biomechanics, human performance and musculoskeletal disorders & rehabilitation principles, covered in the later stages of the programme.
Indicative content includes tissues in exercise and health, skeletal muscle structure and function, the bony skeleton, joints and movements, and how they relate to human movement. The module will cover biomechanical principals including lever systems in human locomotion.
Students will explore the subject matter using a blended approach through a series of lectures, tutorials, practical activities and formative quizzes.
This module will aim to develop a number of the key 'I am UWS Graduate Attributes' to those who complete the module:
Universal
- Inquiring
- Ethically-minded
- Research-minded
Work-ready
- Problem-Solver
- Motivated
- Ambitious
Successful
- Autonomous
- Creative
- 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.
Relate knowledge of gross anatomy to movements of the upper extremity, lower extremity, and spinal column.
L2.
Demonstrate knowledge of research design and data handling in relation to the neuromuscular and musculoskeletal systems of human movement
L3.
Understand and apply biomechanical terminology in relation to human movement |
| 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 a broad knowledge of the scope, defining features, and main areas of human anatomy and its relationship with human function.
Develop an understanding of core principles in musculoskeletal control of human movement, and methods of data collection and analysis. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Students will identify and explain the relationship of anatomical structures and their relationship with human movement.
Students will develop skills in movement evaluation using qualitative and quantitative techniques. This is further facilitated by the planning and carrying out of an experimental study aimed to evaluate human movement. |
| Generic Cognitive skills |
SCQF Level 8.
Students will use standard muscle and movement assessment techniques,and develop research skills to formulate evidence-based solutions to defined problems.
Following feedback from formative and summative assessment, there will be opportunity for reflective practice. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Develop a comprehensive use of anatomical terminology both in writing and orally in a group setting and variety of audiences.
Students will utilise a range of standard applications (e.g. EXCEL, SPSS) to process and evaluate numerical and graphical data. |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Demonstrate working effectively in group tasks during data collection, whilst taking continuing account of own and others’ roles, responsibilities and contributions in carrying out and evaluating the tasks. |
| 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 a combination of lectures, 3-D animations, practical exercises, formative quizzes and tutorials with supporting resources, establishing a broad understanding of functional anatomy and its relationship with human movement.
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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) |
| Asynchronous Class Activity | 24 |
| Tutorial/Synchronous Support Activity | 18 |
| Laboratory/Practical Demonstration/Workshop | 12 |
| Independent Study | 246 |
| 300
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:
Behnke, R.S. (2012) Kinetic Anatomy (3rd edit.). Champaign, IL. Human Kinetics
Additional resources include:
Hamill, J., Knutzen, K.M. and Derrick, T.M. (2015) Biomechanical Basis of Human Movement (4th Edit.) London, Wolters Kluwer
Tortora, G.J. and Derrickson, B.H. (2015). Tortora's Principles of Anatomy and Physiology. Hoboken, NJ. Wiley
Smith, M.F. (2010) Research methods in sport. Learning Matters, Exeter.
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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 | U Chris Ugbolue |
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| External Examiner | E Bradley |
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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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| Class Test: One online class test comprising of multiple choice and short answer questions. It comprises 50% of the total module marks. |
| Presentation: A group presentation based on data collected as part of a student-led group mini-project. It comprises 50% of the total module marks. |
(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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