This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 05/10/2022 15:15:46
|
Title of Module: Exercise Referral in Special Populations |
|---|
|
Code: SPOR10047 |
SCQF Level: 10
(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
Sanderson |
|---|
| Summary of Module |
|---|
This module allows students to develop their knowledge of community-based exercise referral for the rehabilitation and/or management of health problems. Specifically, this module provides a critical understanding of how exercise prescription is used within an applied setting in populations with chronic health conditions, e.g. respiratory, neurological, cardiovascular, and musculoskeletal conditions. In addition to the critical review of the evidence base underpinning such exercise programmes, students will also have the opportunity to engage with these classes practically to supplement the theoretical knowledge and understanding.
This module will assist the student in the development of key ‘I am UWS Graduate Attributes’ including:
Universal:
-
Critical Thinker
-
Culturally aware
-
Socially Responsible
Work-ready:
-
Problem-solver
-
Effective communicator
-
Enterprising
Successful:
-
Innovative
-
Creative
-
Transformational
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
|  | | | | |
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.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Critically evaluate the effectiveness of exercise programmes in the rehabilitation and management of health conditions.
L2.
Apply evidence-based rationale, concepts and applied knowledge to design appropriate exercise programmes for specific populations.
L3.
Discuss the management of the exercise referral process and critically evaluate factors which may influence client engagement. |
| 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 10.
Demonstrating a comprehensive knowledge of the effects and application of exercise referral in populations with specific health conditions. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Applying knowledge, skills and understanding to the practical application of exercise prescription. |
| Generic Cognitive skills |
SCQF Level 10.
Critically identifying, defining, conceptualising and analysing complex problems and issues. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Presenting or conveying, formally and informally, information about exercise prescription. 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 practical and group sessions but also work as part of a team. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
| The teaching and learning approach will utilise a blended delivery. Core theoretical content will be predominantly delivered through a series of online materials, including recorded lectures. Synchronous sessions will comprise workshops and practical/shadowing sessions on campus and/or in the community. Learning will be achieved through directed independent study tasks, group work and/or class discussion, and practical sessions. |
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/Workshop | 18 |
| Asynchronous Class Activity | 12 |
| Practice Based Learning | 6 |
| Independent Study | 164 |
| 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:
Recommended texts:
Ehrman J.K. et al. (2018) Clinical Exercise Physiology. 4th edn. Champaign, IL: Human Kinetics.
American College of Sports Medicine (2021) ACSM Guidelines for Exercise Testing and Prescription. 11th edn. Wolters Kluwer.
American College of Sports Medicine (2016) ACSM’s Exercise Management for Persons with Chronic Diseases and Disabilities. 4th edn. Champaign, IL: Human Kinetics.
|
|
(**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 |
[Top of Page]
Supplemental Information
| Programme Board | Sport and Exercise |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Sport & Exercise L7-11 |
|---|
| Moderator | Stephanie Valentin |
|---|
| External Examiner | A Tocknell |
|---|
| Accreditation Details | N/A |
|---|
| Version Number | 1.01 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
The assessment for this module comprises two components:
Assessment 1: Written assignment |
| Assessment 2: Portfolio of practical work |
(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.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
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)
|