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Session: 2022/23
Last modified: 05/05/2022 12:13:05
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Title of Module: International Field Trip |
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Code: SPOR10050 |
SCQF Level: 10
(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: | Vish
Unnithan |
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| Summary of Module |
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This module will provide an opportunity for students to extend their understanding of their respective Sport and Exercise subject area by undertaking an intensive investigation of a related topic within an international setting. The module takes students to an international destination to experience first-hand what it is like to operate in a successful sports-related industry in another country. This module will enable the students to apply theoretical concepts studied in other modules in a practical environment, developing the student’s understanding of related issues and challenges and the competitive framework in which global organisations operate. It will raise students' awareness of cross-cultural and transnational processes and issues which apply both within and outside their degree subject. It is expected that the module will enhance students' experience and employment opportunities.
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
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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.
Critically assess the operational practices in another geographic market while immersed in and exposed to that culture.
L2.
Apply professional communication and interaction skills in a multi-cultural sports environment. |
| 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 10.
Demonstrating a comprehensive knowledge of the international sporting environment that the trip is structured around.
Demonstrating a critical understanding of the cultural environment within which the sporting institution is placed. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Using a significant range of subject-based knowledge to evaluate the international sporting environment visited on the trip.
Reflecting on the philosophy of the international sporting environment visited on the trip and design strategies that will allow you to implement these constructs in your own sporting environment. |
| Generic Cognitive skills |
SCQF Level 10.
Critically identifying, defining, conceptualising and analysing complex problems and issues relating to the international sporting environment. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Presenting or conveying, formally and informally, information about contemporary issues in seen on this international sporting field trip.
Using a range of ICT applications to support and enhance work at this level and adjust features to suit purpose.
Interpreting, using and evaluating a wide range of numerical and graphical data to set and achieve goals/targets. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Working individually and as part of a team to acquire and present the information from the international sporting institution being visited. |
| 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 strategy will synchronous delivery and learning opportunities for the duration of the field trip. Much of the learning will be achieved through independent study tasks, group work and/or class discussion. |
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) |
| Independent Study | 83 |
| Work Based Learning/Placement | 14 |
| Tutorial/Synchronous Support Activity | 2 |
| Asynchronous Class Activity | 1 |
| 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:
Bartlett, R (2006) Encyclopaedia of International Sport Studies, Taylor & Francis, London.
Boyle, I., & Bradbury, T. (2015) Sports Governance: International Case Studies, Routledge, London.
Cleland, J. (2015) A Sociology of Football in a Global Context, Routledge, London.
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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
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Attendance on the field trip and submission of assessments to meet the learning outcomes of the module. |
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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 | Raleigh Gowrie |
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| External Examiner | C Corsby |
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| Accreditation Details | N/A |
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| Version Number | 1 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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A creative presentation, in the form of a video presentation; PowerPoint or hybrid presentation combining the two elements
Assessment 1. Individual Presentation |
(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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