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Session: 2022/23

Last modified: 19/07/2022 12:28:19

Title of Module: Sport Performance Analysis.

Code: SPOR09048 SCQF Level: 9
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Health and Life Sciences
Module Co-ordinator:Mark  McKenna

Summary of Module

This module advances the knowledge and practical skills developed in previous coaching and sport science modules. Students will explore the role of performance analysis in sport performance environments and critically evaluate contemporary practices. The module will equip students with the theoretical and practical skills that are required to provide performance analysis support to athletes and coaches. 

This module will assist the student in the development of key 'I am UWS Graduate Attributes' to allow those that complete this module to be: 

Universal

  • Critical Thinker, Emotionally Intelligent, Collaborative 

Work Ready: 

  • Problem-solver, Motivated, Potential Leader 

Successful: 

  • Innovative, Resilient, Transformational


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-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.


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:

 

 

 

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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1

 

Term 2check markTerm 3

 

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Demonstrate a critical understanding of the major theories, concepts and principles at the forefront of performance analysis.

L2. Design and critically evaluate contemporary performance analysis tools.

L3. Generate performance analysis output and communicate this to a professional audience.

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 9.

Demonstrating a critical understanding of the principal theories, concepts and principles.
Demonstrating understanding of contemporary literature from performance analysis research.

Practice: Applied Knowledge and Understanding SCQF Level 9.

Using a range of the principal skills and practices associated with performance analysis.
Practicising within a professional level context which includes a degree of unpredictability and specialism.

Generic Cognitive skills SCQF Level 9.

Critically identify, define, conceptualise, and analyse professional-level problems and issues.
Offering insights, interpretations and solutions to problems and issues.
Demonstrating some originality and creativity in dealing with professional level issues.

Communication, ICT and Numeracy Skills SCQF Level 9.

Using a wide range of routine skills and some advanced and specialised skills in support of established practices in a subject/discipline:
• Communicating with professional level peers, senior colleagues and specialists.

Autonomy, Accountability and Working with others SCQF Level 9.

Exercising autonomy and initiative in professional activities.
Practising in ways which show a clear awareness of your own and others’ roles and responsibilities.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
This module will adopt a hybrid learning and teaching approach. Core theoretical content will be predominantly delivered through a series of online materials. Synchronous sessions will mostly comprise of applied practical sessions. Much of the learning will be achieved through formative practical challenges, directed independent study tasks, group work and/or class discussion, and creative problem solving.
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/Workshop18
Asynchronous Class Activity18
Practice Based Learning0
Independent Study164
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:


Indicative resources:

Hughes, M., Franks, I.M., Dancs, H. (2019). Essentials of Performance Analysis of Sport. London: Routledge.

Passos, P., Araújo, D., Volossovitch, A. (2017). Performance Analysis in Team Sports. London: Routledge.

* Contemporary journal articles will make up most of the reading on this module.

(**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

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Supplemental Information

Programme BoardSport and Exercise
Assessment Results (Pass/Fail) No
Subject PanelSport & Exercise L7-11
ModeratorKieren Elder
External ExaminerC Corsby
Accreditation DetailsN/A
Version Number

1.04

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Assessment: (also refer to Assessment Outcomes Grids below)

The assessment will require students to present practice-based work.

Assessment 1: 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.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Presentationcheck markcheck markcheck mark1000
Combined Total For All Components100% 0 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. 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)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.