This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 19/07/2022 12:00:16
|
Title of Module: Principles of Human Movement |
|---|
|
Code: SPOR08040 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 30 |
ECTS: 15
(European Credit Transfer Scheme) |
|---|
| School: | School of Health and Life Sciences |
|---|
| Module Co-ordinator: | Stephanie
Valentin |
|---|
| Summary of Module |
|---|
Building on skills and concepts covered in the first year, this module explores fundamental principles relating to human movement and performance by developing theoretical and practical knowledge in areas such as psychology, motor learning, applied anatomy, and biomechanics. As part of this process, student will have opportunities to collect, analyse, and evaluate human movement-related data.
During the course of the term, this module will assist the student in the development of key 'I am UWS Graduate Attributes' to allow those that complete this module to be:
Universal:
-
Critical Thinker
-
Analytical
-
Research-minded
Work Ready:
-
Knowledgeable
-
Digitally literate
-
Motivated
Successful:
-
Autonomous
-
Resilient
-
Transformational
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
|  | | | | |
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.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Define and understand fundamental principles and terminology relating to human movement
L2.
Analyse and interpret factors affecting or relating to human movement
L3.
Undertake introductory quantitative data collection and analysis methods to investigate human movement |
| 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 8.
Demonstrating critical understanding of principles relevant to human movement such as psychology, anatomy, motor learning, and biomechanics. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Developing and deploying a range of laboratory skills to evaluate factors that impact or relate to human movement.
Applying practical preparation and interventions strategies that account for the processes and limitations of the human movement system. |
| Generic Cognitive skills |
SCQF Level 8.
Undertaking critical analysis and evaluation of concepts, information and issues pertinent to human movement.
Using a range of approaches to formulate and critically evaluate evidence-based solutions to interventions. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Conveying complex information to a range of audiences and for a range of purposes.
Using a range of standard ICT applications to process and obtain data. |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Exercising 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:
|
|---|
Module Code:
| Module Title:
|
| Other: | |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
| The teaching and learning approach will utilise a combination of blended and face to face delivery. Core theoretical content will be predominantly delivered through a series of online materials, including recorded lectures. Face to face sessions will comprise applied practical sessions in the laboratory and tutorials. Much of the learning will be achieved through formative practical challenges, directed independent study tasks, group work and/or class discussion, and creative problem solving. |
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) |
| Laboratory/Practical Demonstration/Workshop | 30 |
| Asynchronous Class Activity | 24 |
| Independent Study | 246 |
| 300
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:
Indicative texts:
Behnke, R.S. (2012) Kinetic Anatomy. 3rd edn. Champaign, IL: Human Kinetics.
Button, C., Seifert, L., Chow, J. Y., Araujo, D., and Davids, K. (2020) Dynamics of skill acquisition: An ecological dynamics approach. 2nd edn. Champaign, IL: Human Kinetics.
Jones, I. and Gratton, C. (2015). Research methods in sports studies. 3rd edn. London: Routledge.
Magill, R. and Anderson, D. (2014) Motor learning and control: Concepts and applications. 10th edn. Boston: McGraw-Hill.
|
|
(**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 |
[Top of Page]
Supplemental Information
| Programme Board | Sport and Exercise |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Sport & Exercise L7-11 |
|---|
| Moderator | Mark Sanderson |
|---|
| External Examiner | E Bradley |
|---|
| Accreditation Details | N/A |
|---|
| Version Number | 1 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
The assessments will require students to complete a written lab report of practical work and to undertake a class test.
Assessment 1: Report of practical/ field/ clinical work |
| Assessment 2. Class test (written) |
(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.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
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.
The UWS Equality and Diversity Policy is located here:
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)
|