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Session: 2022/23

Last modified: 19/07/2022 11:15:28

Title of Module: Development of Sport for Targeted Groups

Code: SPOR09052 SCQF Level: 9
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Health and Life Sciences
Module Co-ordinator:Laura  Wallace

Summary of Module

Throughout this module students will investigate a range of targeted groups (e.g. females, people with disabilities, people from areas of social deprivation) to understand the barriers that these groups face in relation to sports participation, and how interventions aim to reduce and remove these barriers. This module will build on the theoretical underpinning and practical applications of this knowledge from the L7 module on the Fundamentals of Sport and Exercise, and L8 module of Sport Policy and Development, to enhance students’ understanding of the challenges faced by these groups, and the work undertaken by various agencies to address these challenges.  

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, IT skills and problem solving. 

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 

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

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.

Online with mandatory face-to-face learning on Campus

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.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:


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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1


Term 2check markTerm 3


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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Identify and analyse barriers related to a specific target group and how these are addressed through policy development

L2. Examine the application of targeted provision within the sport development and sport coaching industries

L3. Plan a sport development programme targeted at a specific underrepresented group

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 9.

Demonstrating an understanding of the main areas and knowledge of the theory required within the subject area.

Showing a critical understanding of a selection of theories, concepts, terminology.

Practice: Applied Knowledge and Understanding SCQF Level 9.

Applying knowledge, skills and understanding within a range of professional contexts.

Using a selection of the principal skills and techniques associated with addressing social issues through sport

Generic Cognitive skills SCQF Level 9.

Understanding critical analysis of information and issues related to targeted provision. Drawing on a range of sources in making judgements on the development of policy and integration of policy into practice.

Communication, ICT and Numeracy Skills SCQF Level 9.

Using of a range of ICT applications to plan a suitable programme for targeted provision. Drawing on a range of sources to identify provision and present suitable solutions.

Autonomy, Accountability and Working with others SCQF Level 9.

Exercising autonomy in the choice of targeted groups and programmes chosen. Displaying an awareness of the skills and roles required working as part of a team to plan an appropriate programme.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
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 local Sport Development departments, governing bodies and other relevant agencies. Tutorials will be used to support students in the application of theory to practice, with practical sessions allowing them to gain an understanding of the provision for targeted groups from industry professionals.

Additional information, resources and directed learning materials will be provided on VLE.
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 Activity12
Tutorial/Synchronous Support Activity16
Laboratory/Practical Demonstration/Workshop8
Independent Study164
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

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

(**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)

Engagement Requirements

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 BoardSport and Exercise
Assessment Results (Pass/Fail) No
Subject PanelSport & Exercise L7-11
ModeratorLiz Carlin
External ExaminerM Moran
Accreditation Details
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
The students in this module are asked to complete a written assignment and a case study assessment.

Written assignment
Case Study
(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.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Essaycheck mark  400

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Case study check markcheck mark600
Combined Total For All Components100% 0 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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  1. More than one assessment method can be used to assess individual learning outcomes.
  2. 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.

Equality and Diversity
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
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.