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Session: 2022/23
Last modified: 12/08/2022 11:04:50
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Title of Module: Identifying Injury in Sport and Exercise |
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Code: SPOR10027 |
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: | Colin
Brow |
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| Summary of Module |
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The aim of this module is to provide the student with knowledge of musculoskeletal injuries associated with common dysfunction in sport and exercise. This module will present the sports and exercise students with the opportunity to understand dysfunction associated with injury impairment and reasoning of injury to soft tissues such as; Ligaments Tendons, Cartilage (meniscus) and Muscle. The knowledge gained in this module will allow exercise and coaching students to develop their understanding of common musculoskeletal injuries that they will tend to encounter in real life situations. Hence be better placed to do no harm to others.
At the end of this module the student will be able to identify, recognise and help prevent common sports injuries that can develop through sport and exercise. Also, appropriately modify training for individuals when signs and symptoms of injury begin to develop. Students should be able to evaluate, within their scope of practice, the effects of common injuries related to sport and exercise and make effective use of knowledge underpinning functional and dysfunctional aspects with reference to sport and exercise participation. Identifying injury causes and modifying physical activity is a key duty of care component for students involved in physical activity. This module will help student(s) to do no harm to others.
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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.
Evaluate the role of a variety of key principles in the prevention of musculoskeletal injury in sport
L2.
Analyse the key factors associated with aetiology of common sporting injuries
L3.
Evaluate training modifications in response to overtraining and signs and symptoms of injury |
| 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.
Knowledge that covers and integrates most of the principal areas,
features, boundaries, terminology and conventions of a subject discipline |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Use a range of the principal skills, practices and/or materials associated with a
subject/discipline.
Use a few skills, practices and/or materials which are specialised, advanced, or
at the forefront of a subject/discipline. |
| Generic Cognitive skills |
SCQF Level 10.
Critically review and consolidate knowledge, skills, practices and thinking in a subject/discipline. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Communicate with professional level peers, senior colleagues and specialists |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Work effectively, under guidance, in a peer relationship with qualified practitioners |
| 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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| To foster the independent learning required for level of award, the lecturer will provide foundational information in lectures where the student is expected to enhance topics in the form of further reading and analytical review of relevant academic material. The lectures will be supported by tutorials and problem solving workshops and where appropriate practical workshops. This module will encourage student reflection and will use ‘real –life’ scenarios to help develop problem solving and learning. |
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 | 6 |
| Laboratory/Practical Demonstration/Workshop | 12 |
| 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:
Core
Peterson L and Renstrom P; (2005) Sports Injuries: Their prevention and Management. (3rd Ed) London, Dunitz.
Houglum PA (2005); Therapeutic Exercise for Musculoskeletal Injuries; 2nd Edition; Human Kinetics.
Norris C (2004) Sports Injuries. Butterworth and Heinemann
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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 | Stephanie Valentin |
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| External Examiner | E Bradley |
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| Accreditation Details | |
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| Version Number | 1.14 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assessment 1. A written type assignment on topic area(s) introduced in the module. (Weighting 50%, LO 1,2,3) |
| Assessment 2. An Academic Poster. (Weighting 50% LO 1,2,3) |
(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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