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Session: 2022/23
Last modified: 19/07/2022 11:44:52
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Title of Module: Injury Prevention and Reconditioning |
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Code: SPOR10049 |
SCQF Level: 10
(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: | Colin
Brow |
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| Summary of Module |
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The aim of this module is to provide students - within their scope of practice - with relevant and contemporary knowledge and understanding of musculoskeletal injuries that can occur within real-world sport, exercise and physical activity. Students will expand upon their previous knowledge obtained in sports, health and exercise conditioning-based modules.
The knowledge and understanding gained in this module will afford exercise, coaching and physical activity-based students with the critical reflective attributes to modify physical activity input for individuals as needed to minimise injury risk. Students will also gain applied knowledge and understanding on reconditioning after an injury has occurred (once medically cleared), with the aim to return individuals towards full sport and exercise participation.
On completion of this module the student will be:
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Academically ready to deal with real-life problem solving and challenges within this and other relevant sectors.
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A work ready individual who is responsible and prepared for the real-world challenges of injury prevention while working safely with others.
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A professional who has the skills, knowledge and understanding to ensure they can meet their duty of care commitment while working with others.
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:
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Critical Thinker
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Emotionally Intelligent
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Collaborative
Work Ready:
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Problem Solver
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Motivated
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Enterprising
Successful:
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Innovative
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Resilient
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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.
Demonstrate a critical understanding of the principles of musculoskeletal injury prevention in sport, physical activity and exercise.
L2.
Critically analyse the factors associated with the aetiology of common sporting and exercise injuries that may develop during physical activity.
L3.
Critically evaluate the efficacy of reconditioning and training modifications aimed at the prevention of injuries and/or re-injury.
L4.
Design and instruct an evidence-based injury prevention or reconditioning plan with the aim of preventing (re)injury. |
| 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 knowledge that covers and integrates most of the principal areas, features, boundaries, terminology and conventions of this subject discipline.
Demonstrating a critical understanding of the principal theories, concepts and principles.
Developing detailed knowledge and understanding in one or more specialisms, some of which is informed by, or at the forefront of, a subject/discipline/sector.
Demonstrating detailed knowledge and understanding of the ways in which the subject/discipline/sector is developed, including a range of established techniques. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Using a range of the principal skills, practices and/or materials associated with this subject/discipline.
Using a few skills, practices and/or materials which are specialised, advanced, or at the forefront of a subject/discipline.
Practising in a range of professional level contexts that include a degree of unpredictability and/or specialism. |
| Generic Cognitive skills |
SCQF Level 10.
Critically reviewing and consolidating knowledge, skills, practices and thinking in a subject/discipline.
Critically identifying, defining, conceptualising and analysing complex/professional problems and issues.
Offering professional insights, interpretations and solutions to problems and issues.
Demonstrating some originality and creativity in dealing with professional issues. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Communicating with professional level peers, senior colleagues and specialists.
Presenting or conveying, formally and informally, information about specialised topics to informed audiences.
Communicating with peers, senior colleagues and specialists on a professional level.
Using a range of ICT applications to support and enhance work at this level and adjust features to suit purpose. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Working effectively, under guidance, in a peer relationship with qualified practitioners.
Exercising autonomy and initiative in professional/equivalent activities.
Exercising significant managerial responsibility for the work of others and for a range of resources.
Practising in ways that show awareness of own and others’ roles and responsibilities.
Working with others to bring about change, development and/or new thinking.
Managing complex ethical and professional issues in accordance with current professional and/or ethical codes or practices.
Recognising the limits of these codes and seek guidance where appropriate. |
| 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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A blended delivery towards teaching and learning will be utilised in this module. Synchronous teaching and learning approach will be the main focus for delivery of the educational and practical content. This will be achieved mainly by class discussions, problem-solving and group work. In conjunction, with student independent learning.
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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) |
| Laboratory/Practical Demonstration/Workshop | 12 |
| Tutorial/Synchronous Support Activity | 12 |
| Asynchronous Class Activity | 12 |
| 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:
Houglum PA (2016); Therapeutic Exercise for Musculoskeletal Injuries; 2nd Edition; Human Kinetics.
Norris C (2004); Sports Injuries. Butterworth and Heineman.
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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 | Stephanie Valentin |
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| External Examiner | E Bradley |
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| Accreditation Details | |
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| Version Number | 1 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Two components of assessments will be utilised for this module.
Assessment 1: Essay |
| Assessment 2: Class Test (practical) |
(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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