This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 19/07/2022 12:28:08
|
Title of Module: Sport Policy and Development |
|---|
|
Code: SPOR08043 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 30 |
ECTS: 15
(European Credit Transfer Scheme) |
|---|
| School: | School of Health and Life Sciences |
|---|
| Module Co-ordinator: | Rebecca
O'Hanlon |
|---|
| Summary of Module |
|---|
This module builds on students’ understanding of how sport functions within society, the structures and organisations which have roles in this, and how sport is shaped by politics and policy. The module takes a historical and contemporary view of policy development and focuses on the relationship between political ideologies and the organisation of sport in society. Topics include the history and current development of UK sport policy and politics; government ideology and its impact on the sport policy trajectory; and sport policy and practice for key groups in society.
This module will allow students to develop key ‘I am UWS graduate attributes’, specifically:
Universal – Critical Thinker, Culturally Aware and Collaborative
Work-Ready – Digitally Literate, Effective Communicator and Potential Leader
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.
Review the historical and contemporary role of sport and discuss its implications in respect to policy and politics.
L2.
Identify and discuss the application of sport policy in society.
L3.
Interpret the interrelationships between sport policy and agencies/organisations involved with sport provision in the public, private and voluntary sectors. |
| 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 8.
Demonstrating a broad knowledge of the scope, defining features, and main areas of sport policy, with detailed knowledge in some areas. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Carrying out routine lines of enquiry, development or investigation into professional level problems and issues within sport policy and politics. |
| Generic Cognitive skills |
SCQF Level 8.
Undertaking critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues that are within the common understandings in sport policy.
Using a range of approaches to formulate and critically evaluate evidence-based solutions/responses to defined and/or routine problems and issues within the sector. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Using a wide range of routine skills and some advanced and specialised skills associated with this sector, for example:
- Conveying complex information to a range of audiences and for a range of purposes.
- Using a range of standard ICT applications to process and obtain data. |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Exercising autonomy and initiative in some activities at a professional level within this sector.
Practicing in ways that show awareness of own and others’ roles, responsibilities and contributions when carrying out and evaluating tasks.
Working, under guidance, with others to acquire an understanding of current professional practice in the sport sector. |
| 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 combination of blended and face to face delivery. Core content will be delivered through a series of online materials, including recorded lectures hosted on the VLE, or during live sessions. Face to face sessions will also comprise of applied tutorials. Much of the learning will be achieved through 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) |
| Tutorial/Synchronous Support Activity | 27 |
| Asynchronous Class Activity | 27 |
| Independent Study | 246 |
| 300
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:
Henry I., and Ko, L.M. (2013) Handbook of Sport Policy. London: Routledge.
Houlihan, B., Lindsey, I., (2013) Sport Policy in Britain. London: Routledge.
Sherry E., Shulenkorf N, & Phillips P. (2016) Managing Sport Development. London: Routledge.
|
|
(**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 | Eilidh Macrae |
|---|
| External Examiner | S Robson |
|---|
| Accreditation Details | N/A |
|---|
| Version Number | 1 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| Assessment 1 – Essay |
| Assessment 2 - 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.)
|
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)
|