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Session: 2022/23
Last modified: 12/05/2022 14:40:30
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Title of Module: Developing Sport for Targeted Groups |
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Code: SPOR08028 |
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: | Laura
Wallace |
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| Summary of Module |
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Students undertaking this module will build upon knowledge gained in the L7 module, Introduction to Sport Development.
The students will investigate a range of targeted groups (e.g. females, people with disabilities, people from areas of social deprivation) to learn about the barriers that these groups face in relation to sports participation. Where targeted provision was studied in theory at L7, this module allows the students to put their knowledge into practice in a real life environment. To achieve this students will work in groups to identify a target demographic for whom they will plan a Sport Development programme.
During the course of this module students will develop an in-depth knowledge of targeted provision as well as a range of transferrable skills including team working, communication skills and problem solving.
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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.
Demonstrate an understanding of underrepresented groups in sport and the importance of targeted provision
L2.
Identify and analyse barriers related to a specific target group
L3.
Plan a sport development programme targeted at a specific underrepresented group |
| 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 knowledge of the theory required to operate in a specific sports environment.
Demonstrate an awareness of the importance of targeted sports provision.
Gain an understanding of barriers faced by particular groups and current methods used to reduce these barriers. Furthermore, develop knowledge of the barriers faced by a particular group and why these may be apparent.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Use a range of professional skills, techniques, practices and/or materials associated with sport development.
Practise the above skills in a selected local environment. Use knowledge gained to select a group that would benefit from targeted provision and evaluate an existing programme.
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| Generic Cognitive skills |
SCQF Level 8.
Present and evaluate arguments, information and ideas which are routine in sport development.
Use a range of approaches to address issues faced by underrepresented groups. In planning and delivering the programme utilise problem solving skills to ensure a positive and worthwhile experience that encourages future participation.
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| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Convey complex ideas in well-structured and coherent form.
Use a range of forms of communication effectively in both familiar and unfamiliar contexts.
Utilise suitable ICT applications to market and evaluate the programme.
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| Autonomy, Accountability and Working with others |
SCQF Level 8.
Exercise initiative and independence in carrying out defined activities at a professional level
Take responsibility for a role in team at all stages of the programme.
Ensure appropriate collaboration with all parties throughout the Sport Development process.
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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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The learning and teaching approach will use a combination of lectures, tutorials, guest speakers and practical delivery. Lectures will provide underpinning theoretical material which will be supplemented by visitors from the local Sport Development department. Tutorials will be used to support students in the application of theory to practice before practical sessions will allow them to demonstrate their knowledge and skills in a real-life situation.
Additional information, resources and directed learning materials will be provided on Moodle.
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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 | 12 |
| Tutorial/Synchronous Support Activity | 18 |
| Laboratory/Practical Demonstration/Workshop | 6 |
| 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:
Acred, C. (2014) Sport in our Society. Cambridge: Independence
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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 | Harry Warburton |
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| External Examiner | M Moran |
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| Accreditation Details | |
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| Version Number | 1.12 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Written assignment - essay (weighting 40% LO 1) |
| Written assignment - hypothetical funding bid (weighting 60% LOs 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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