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Session: 2022/23
Last modified: 19/07/2022 12:27:38
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Title of Module: Talent Development in Sport |
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Code: SPOR10057 |
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: | Kieren
Elder |
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| Summary of Module |
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This module adopts a multi-perspective approach to elite sport development. Possible perspectives of interest in this module include psycho-social, scientific, and policy and management aspects of athlete and talent development.
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
· Collaborative
· Culturally aware
· Socially responsible
Work Ready:
· Knowledgeable
· Digitally literate
· Motivated
Successful:
· Innovative
· Creative
· Imaginative
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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.
Critique structural approaches to talent identification and development and reflect on their effectiveness.
L2.
Examine multi-disciplinary research into the development of excellence in sport and evaluate critically the effectiveness of talent development pathways operated by sports’ governing bodies.
L3.
Appraise the rationales for investment in talented athletes. |
| 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 knowledge of the scope, defining features, and main areas of the related disciplines of talent identification and talent development in sport.
A discerning understanding of a defined range of core theories, concepts, principles and terminology.
Awareness and understanding of some major current issues and specialisms.
Awareness and understanding of research and equivalent scholarly/academic processes. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Apply knowledge, skills and understanding:
Using a range of professional skills, techniques, practices and/or materials associated with the disciplines, a few of which are advanced and/or complex.
Carrying out routine lines of enquiry, development and investigation into professional level problems and issues.
Adapting routine practices within accepted standards. |
| Generic Cognitive skills |
SCQF Level 10.
Undertaking critical analysis, evaluation and synthesis of ideas, concepts, information and issues that are within the common understandings in the related disciplines.
Using a range of approaches to formulate and critically evaluate evidence-based solutions/responses to defined problems and issues. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Presenting or conveying, formally and informally, information about contemporary issues in talent development.
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.
Exercising autonomy and initiative in tutorials & workshops but also work as part of a team. |
| 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 asynchronous and synchronous delivery. Core theoretical content will be predominantly delivered through a series of online materials, including recorded lectures, interactive activities and required reading hosted on the VLE and completed in preparation for synchronous sessions. Synchronous sessions will comprise of interactive seminars, and workshop sessions. Much of the learning will be achieved through directed independent study tasks, group work and/or class discussion, applied workshop sessions 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) |
| Tutorial/Synchronous Support Activity | 9 |
| Asynchronous Class Activity | 9 |
| Independent Study | 82 |
| 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:
Baker, J., Cobley, S., & Schorer, S. (2020) Talent Identification and Development in Sport: International Perspectives. Routledge, London.
Collins, D. & MacNamara, A. (2018). Talent Development: A Practitioner Guide. Routledge, London.
De Bosscher, V., Shibli, S., Westerbreek, H., & Van Bottenburg, M. (2015) Successful Elite Sport Policies. Meyer & Meyer, Maidenhead.
Sotiriadou, P, et al (2013). Managing High Performance Sport. 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 |
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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 | Hayley McEwan |
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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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This module requires students to complete one integral mode of assessment.
Assessment 1: 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.
The UWS Equality and Diversity Policy is located here:
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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