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Session: 2022/23
Last modified: 05/10/2022 15:11:48
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Title of Module: Applied Exercise Physiology |
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Code: SPOR10024 |
SCQF Level: 10
(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: | Rachel
Kimble |
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| Summary of Module |
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This is a core module in the Sport and Exercise Science degrees. This module advances the knowledge and skills developed in previous exercise physiology modules through detailed study and critical review of contemporary applied topics such as exercise in extreme environments and ergogenic aids. The teaching and learning approach will utilise a combination of asynchronous and synchronous delivery. Students will have the opportunity to analyse and interpret applied data and use evidence-based practice whilst developing the skills to translate these in to user friendly information. These skills will enhance employability as a practitioner in the areas of sport, exercise and health science.
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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.
Explain and interpret the effects of environmental factors on sport and exercise performance and critically evaluate strategies to overcome these environmental limitations.
L2.
Evaluate the use of various ergogenic aids utilised within an applied sporting environment.
L3.
Analyse and interpret data from applied exercise interventions or approaches and translate this information into user friendly information |
| 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.
Demonstrate a comprehensive knowledge of exercise in extreme environments, fatigue, and nutritional supplements.
Demonstrate critical understanding of environmental and nutritional strategies to enhance exercise performance.
discipline |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Use a significant range of analytical skills in the measurement of the physiological responses to exercise
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| Generic Cognitive skills |
SCQF Level 10.
Critically identify, define, conceptualise and analyse complex problems and issues
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| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Present or convey, formally and informally, information about contemporary issues in applied exercise physiology.
Use a range of ICT applications to support and enhance work at this level and adjust features to suit purpose.
Interpret, use and evaluate a wide range of numerical and graphical data to set and achieve goals/targets.
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| Autonomy, Accountability and Working with others |
SCQF Level 10.
Exercise autonomy and initiative in practical sessions 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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| Learning will be in various forms (asynchronous and synchronous delivery) in order to develop applied knowledge and understanding around the skills necessary for exercise testing and communication in applied scenarios. The module will discuss the important theoretical concepts such as exercise in extreme environments, ergogenic aids and doping in sport. The module will also examine how this information can be used, in conjunction with evidence-based interventions, to improve aspects of sports performance. Throughout the module there will be a particular focus on bridging the gap between research and the translation to the end-user (coaches and athletes). It is an expectation that students arrive to synchronous sessions having completed the pre-directed study tasks and use VLEs to enhance their understanding. |
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) |
| Asynchronous Class Activity | 24 |
| Tutorial/Synchronous Support Activity | 18 |
| Independent Study | 158 |
| 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:
Core
Mottram, D.R., Ed.. Drugs in Sport. London: Routledge.
McArdle, W.D., Katch, F.I., Katch, V.L. Exercise Physiology: Energy, nutrition and human performance. Baltimore: Lippincott Williams and Wilkins.
Recommended
Armstrong, L.E. Performing in Extreme Environments. Champaign, Ill: Human Kinetics.
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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 | Nick Sculthorpe |
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| External Examiner | A Tocknell |
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| Accreditation Details | |
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| Version Number | 1.13 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assessment 1. Written Assessment in the form a report (Weighting 50%, LO 2) |
| Assessment 2. Class Test. 3 hours (Weighting 50%, LO 1 and 3) |
(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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