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Session: 2022/23
Last modified: 12/07/2022 12:05:53
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Title of Module: Policy of Sport |
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Code: SPOR08018 |
SCQF Level: 8
(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: | Eilidh
Macrae |
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| Summary of Module |
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This module will build on principles, content and terminology of L7 module Introduction to Sport Development.
This module will examine the practical implications of delivering the ever-changing sports agendas of successive governments. The module takes a chronological view of policy development and focuses on the relationship between political ideologies and sport. Main political vision in the delivery of sport policy is considered, with an emphasis on sport policy theoretical debates in Scotland. Central Government role in policy and a theoretical underpinning of why and how sport policy has developed in contemporary Britain; and how this policy cascades to local authorities and devolved government.
Indicative content (using lectures and seminars) includes topics such as: government ideology and sport policy trajectory, policy frameworks and processes; contemporary policy issues such as, urban and economic regeneration, participation among key groups, women and girls, disability, health and well-being, physical education, and social exclusion, sport in Europe and the globalisation of sport, the politicisation of sport via the Olympic Games - increasingly occupying central places on the policy agenda for sport in the UK and elsewhere.
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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.
Review the historical role of sport and discuss its implications in respect to the state and politics.
L2.
Analyse and contrast a variety of aspects relating to state sport policy.
L3.
Appraise the sport process, planning and policy and interpret government policy and interaction with agencies involved with sport provision. |
| 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 8.
Demonstrate and/or work with:
A broad knowledge of the scope, defining features, and main areas of a subject/discipline.
-Detailed knowledge in some areas.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Carry out routine lines of enquiry, development or investigation into professional level problems and issues. |
| Generic Cognitive skills |
SCQF Level 8.
Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues that are within the common understandings of the subject/discipline.
Critically evaluate evidence-based solutions/responses to defined and/or routine problems/issues.
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| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Use a range of routine skills and some advanced and specialised skills
associated with a subject/discipline, for example:
-Convey complex information to a range of audiences and for a range of purposes.
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| Autonomy, Accountability and Working with others |
SCQF Level 8.
Exercise autonomy and initiative in some activities at a professional level.
Take significant managerial or supervisory responsibility for the work of others in defined areas of work.
Take continuing account of own and others’ roles, responsibilities and contributions in carrying out and evaluating tasks.
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| 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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| Formal lectures supported by guest lectures from public, government and academia. Tutorials analysing issues from national state policy to local government on sport policy agenda. |
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) |
| Lecture/Core Content Delivery | 18 |
| Tutorial/Synchronous Support 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 Text:
Abercrombie N and Warde A (2000) Contemporary British Society Polity Press
Beech, J. and Chadwick, S. (2009) Sport Management Harlow: Prentice Hall
Recommended Text:
Collins, M (1996) Vol. 2 Leisure in Industrial and Post Industrial Societies Leisure Studies Association
Collins, M (2013) Sport and Social Exclusion Routledge London
Cross, G A Social History of Leisure since 1600 Venture Publishing State College PA
Henry I and Ko, LM (2013) Handbook of Sport Policy Routledge London
Henry, I.P. (2001) The Politics of Leisure Policy Basingstoke: Palgrave
Hill J (2002) Sport, Leisure and Culture in 20th Century Britain Palgrave, London
Houlihan, B and Lindsey I (2012) Sport, Policy in Britain: Routledge London
Houlihan, B (1991) The Government and Politics of Sport. Routledge London
King, N (2013) Local Government and Sport Services Routledge London
Polley, M (1998) Moving the Goalposts: a history of sport and society since 1945 Routledge London
Journals
Leisure Studies Recreation (ISRM)
Managing Leisure Management
Journal of Sport Management Leisure Intelligence / Mintel
Journal of Social Policy Sport Management
Social Policy and Society Leisure Manager
Public Administration
Web resources
http://www.policyinstitute.info – a Scottish think tank
http://www.scottishexecutive.gov.uk
www.scotland.gov.uk
http://www.sportdevelopment.org.uk/downloads/government/government.html
http://www.uksport.gov.uk/sitemap.asp
http://www.sportscotland.org.uk/contents/sportspolicy/sport21intro.htm
http://www.parliament.uk,
http://www.scottish.parliament.uk
European Union – www.ec.europa.eu
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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 | Rebecca O'Hanlon |
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| External Examiner | S Robson |
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| Accreditation Details | |
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| Version Number | 1.11 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| An in class Group Presentation. Weighting 30% of module marks and assessing LO1 and LO2 |
| Written Assignment (1500 words) Weighting 70% of module marks assessing LO3 |
(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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