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Session: 2022/23
Last modified: 19/07/2022 12:00:47
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Title of Module: Social Issues in Sport |
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Code: SPOR09054 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Laura
Graham |
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| Summary of Module |
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Sports are social phenomena and an integral part of many cultures and societies. Understanding the nature of social interaction and the elements which shape cultures both within the U.K. and internationally is essential for those embarking on a career in sport development. The module provides students with an opportunity to demonstrate their understanding of a variety of social issues in sport development and develops their awareness of sociological theories that underpin those issues. Module content will be contextualised and flexible to reflect existing and emerging social issues.
The approach to teaching and learning will incorporate taught sessions and student-centred activities. This approach will enable students to deepen their understanding though knowledge transfer, problem-based learning, and case studies.
This module develops student in relation to the “I Am UWS” Graduate Attributes:
Universal – Inquiring, Culturally Aware, Socially Responsible
Work-Ready – Knowledgeable, Motivated, Ambitious
Successful – Autonomous, 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.
Summarise the essential theories, principles and concepts of the sociology of sport and how these are developed through the main methods of enquiry in the subject.
L2.
Review and appraise U.K. and international research utilising the core concepts of sociology of sport, and evaluate strengths of methodology, findings and conclusions.
L3.
Undertake a critical analysis of key problems and social issues in sport within both U.K. and international contexts, and format, evaluate and apply evidence-based solutions and arguments. |
| 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 9.
Demonstrating a broad and integrated knowledge and understanding of the scope, main areas and boundaries of a subject/ discipline.
Showing a critical understanding of a selection of the principal theories, concepts, and terminology.
Sharing knowledge that is detailed in some areas and/or knowledge of one or more specialisms that are informed by forefront developments. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Using key skills and knowledge in a simulated professional context with some degree of unpredictability.
Using a selection of the principal skills and techniques associated with addressing social issues through sport. |
| Generic Cognitive skills |
SCQF Level 9.
Identifying and analysing routine professional problems and issues connected with sport in society and drawing on a range of sources to propose solutions.
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Undertaking critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues drawing on a range of sources in making judgements. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Using a range of I.T. applications to research, and then both formally and informally present in the subject discipline to a mixed audience.
Practicing in ways which show a clear awareness of own and others’ roles and responsibilities. |
| 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 in this module will employ interactive workshops. recorded and asynchronous content hosted on the VLE and tutorial sessions to allow students to deepen understanding through problem-based learning and case studies. Students will be encouraged to utilise simulated contexts to ensure applicable skill acquisition. |
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 | 18 |
| Asynchronous Class Activity | 18 |
| Independent Study | 164 |
| 200
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:
Coakley, J. (2020) Sports in Society: Issues and Controversies International Edition London: McGraw-Hill.
Craig, P. (2016) Sport Sociology. London: Sage.
Giulianotti, R. (2016).?Sport: A Critical Sociology (2nd Ed). Cambridge: Polity Press.
Houlihan, B.[ed] ( 2007) Sports & Society: A Student Introduction 2nd Edition London: Sage.
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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 | David Meir |
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| External Examiner | S Robson |
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| Accreditation Details | |
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| Version Number | 1 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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The students will complete a class test and a written assignment.
Assessment 1: Class test |
| Assessment 2: Written assignment |
(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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