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Session: 2022/23
Last modified: 19/07/2022 11:50:54
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Title of Module: Paediatric Sport Science |
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Code: SPOR10052 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 10 |
ECTS: 5
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Vish
Unnithan |
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| Summary of Module |
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This module is designed to develop knowledge and practical skills on all aspects of the athletic preparation of male and female youth team sports players. Students will gain knowledge, for example on the impact of growth and maturation on sports performance and critically evaluate the approaches used in performance monitoring among youth team sports populations. This module will equip students with both the theoretical knowledge and practical skills required to evaluate and monitor the youth team sport player.
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
• Emotionally Intelligent
• Collaborative
Work Ready:
• Problem-solver
• Motivated
• Potential Leader
Successful:
• Innovative
• Resilient
• Transformational
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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.
Comprehensively understand the effects of growth and maturation on physical performance and talent identification approaches in youth team sports
L2.
Critically evaluate performance monitoring strategies in youth team sports |
| 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.
Demonstrating a comprehensive knowledge of how growth and maturation influences both physical performance and talent identification in youth team sport players.
Demonstrating a critical understanding of performance monitoring strategies for youth team sport players. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Using a wide range of performance monitoring techniques to evaluate youth team sport players. |
| Generic Cognitive skills |
SCQF Level 10.
Critically identifying, defining, conceptualising and analysing complex problems and issues. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Disseminating performance monitoring profiles of youth team sport players.
Using a range of ICT applications to acquire and integrate performance information.
Critically interpreting a wide range of numerical and graphical data from performance monitoring techniques. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Students will work individually and as part of a team to acquire the performance monitoring data. |
| 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 teaching and learning strategy will be blended delivery. Theoretical material will be mainly delivered through a series of online content, including recorded lectures. Synchronous sessions will comprise applied practical sessions regarding physical training. Much of the learning will be achieved through independent study tasks, group work and/or class discussion. |
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 | 12 |
| Asynchronous Class Activity | 6 |
| Independent Study | 82 |
| 100
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:
Strudwick, T. (2016) Soccer Science. Champaign, IL: Human Kinetics.
Lloyd, R. S. and Oliver, J. L. (2020) Strength and Conditioning for Young Athletes. 2nd edn. Abingdon, Oxon: Routledge.
The following list of indicative journals should also be used as key sources for the content within this module: Journal of Sport Sciences, Paediatric Exercise Science, international Journal of Sports Physiology and Performance and the Journal of Strength and Conditioning Research.
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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 | Laura Forrest |
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| External Examiner | E Bradley |
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| Accreditation Details | N/A |
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| Version Number | 1 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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The assessment will require students to complete a written report of practical work
Assessment 1. Written report of practical work |
(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.
The UWS Equality and Diversity Policy is located here:
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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