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Session: 2022/23
Last modified: 26/09/2022 12:20:46
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Title of Module: Sport and Exercise Nutrition. |
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Code: SPOR08034 |
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: | Lawrence
Hayes |
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| Summary of Module |
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This module builds on the level 8 ‘Principles of Sport & Exercise Physiology’ module delivered in term 1. It introduces students to the physiological mechanisms that control energy metabolism during exercise. Students will begin by learning the metabolic pathways that are used when macronutrients are used as fuel, and how exercise duration and intensity may affect substrate selection. Later in the module students will expand on this by learning how different macronutrients contribute to the diet of athletes and how this may be different to the recommended diets of sedentary individuals. The module will also examine different strategies that may be employed by athletes in order to maximise their performance by varying the quantities, type and timing of their nutrient intake as well as how they may monitor their hydration status. The effect of dietary manipulations for exercise or performance on selected health parameters will also be investigated.
This module is a core component Sport and Exercise Science programme. The module will cover content such as; glycolysis, lipolysis and proteolysis, metabolic effects of duration and intensity, carbohydrate pre, during and post exercise, protein requirements for metabolism and recovery and fluid ingestion for optimum performance.
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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.
Explain the metabolic processes that underpin nutrition and hydration.
L2.
Analyse how a variety of nutritional modifications may affect sports training, performance and recovery.
L3.
Discuss nutritional recommendations for a variety of different athletic populations. |
| 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.
Limited knowledge and understanding of some major current issues and specialisms.
An outline knowledge and understanding of research and equivalent scholarly/academic processes. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Carry out routine lines of enquiry, development or investigation into professional level problems and issues. |
| Generic Cognitive skills |
SCQF Level 8.
Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues that are within the common understandings of the subject/discipline.
Use a range of approaches to formulate evidence-based solutions/responses to defined and/or routine problems/issues. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Convey complex information to a range of audiences and for a range of purposes. |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Deal with ethical and professional issues in accordance with current professional and/or ethical codes or practices, under guidance. |
| 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 and learning approach will utilise a combination of lectures and interactive workshop sessions and laboratory practicals. Lectures will be used to provide information on each of the primary themes within sport and exercise science. In addition, some of the learning will be achieved through practice, group and/or class discussion and evaluation. Additional information, resources and directed learning will be provided 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) |
| Tutorial/Synchronous Support Activity | 18 |
| Laboratory/Practical Demonstration/Workshop | 12 |
| Asynchronous Class Activity | 24 |
| 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:
Core Text:
Jukendrup A, (2010) Sport Nutrition: An introduction to energy production and performance 2nd Ed. Human Kinetics
McArdle W et al (2014) Exercise Physiology: nutrition, energy and human performance 8th Ed. Lippincott Williams and Wilkins
Journals:
British Journal of sports medicine
Medicine and Science in Sport and Exercise
Journal of Sport Science
Applied Physiology, Nutrition and Metabolism
European Journal of Applied Physiology
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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 | Rachel Kimble |
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| External Examiner | E Bradley |
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| Accreditation Details | |
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| Version Number | 1.06 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| This assessment will require students to provide analysis of a food diary for an athlete and provide nutritional recommendations to maximise their training, competition and/or recovery. |
| Class Test - 2 hours. |
(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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This module is appropriate for any student. Students with enabling needs support will be accommodated the fullest extent possible.
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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