Ucas or Other Admissions Code Northumbria Programme Code




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NORTHUMBRIA UNIVERSITY

UNDERGRADUATE PROGRAMME SPECIFICATION



1.

Programme or Pathway Title, and Award

B.Sc. (Hons) Applied Sport Science with Coaching




2.
UCAS or Other Admissions Code







3.
Northumbria Programme Code







4.

Mode of Delivery

On Site






Distance Learning






Distance Delivery







5.

Mode of Attendance

Full Time






Sandwich







Part Time







6.

Location of Delivery

Northumbria






Other UK please specify










Overseas please specify







7.

Collaborative Provision if applicable

Franchised







Validated







Joint







Dual













Partner Institution







8.

Date(s) of Approval/ Review

Validated July 2003, SLT Sub-C 4 April 2006, updated 20 July 2007,updated 19 Oct 2007, updated 10 September 2009, updated 26th Feb 2010, validation 29 June 2010, updated 2 March 2012




9.

QAA Subject Benchmark Group

Hospitality, Leisure, Sport & Tourism




10.

PSRB accreditation if applicable



















11.

Educational Aims of the Programme Specified in terms of the general intentions of the programme and its distinctive characteristics; these should be consistent with any relevant benchmark and with the Mission of the University.





The programme aims to produce graduates that can demonstrate a critical understanding of the processes and practices that are central to professions within sport science and coaching. It is designed to provide an academically and vocationally relevant curriculum that will stimulate students to become active learners, question existing practice and develop effective evaluative skills. A distinctive feature of this major: minor programme is the opportunity to combine elements of sport science with coaching. A distinct feature of the Coaching programme is the underpinning emphasis on the social context which allows the students to engage in active coaching in both the participation and performance domains. The programme aims to develop the application of knowledge and skills required for the assessment and enhancement of sports performance through the application of scientific knowledge and an understanding of effective coaching roles and skills. The curriculum has professional body recognition under the BASES Undergraduate Endorsement Scheme (BUES), it also reflects staff expertise and research interests. A focus on transferable skills in areas such as information technology, problem-solving, communication and reflective practice will help students to prepare for the world of work and pursue lifelong learning, in line with the University’s mission. Successful completion of the programme should provide students with a strong foundation from which they can work towards professional body accreditation.











12.

How Students are Supported in their Learning/Employability/Career Development eg curriculum design, personal development plans, placements, fieldwork, practical projects.





During induction, students are introduced to the programme, administrative procedures and the support services available within the Department and University. Each student is allocated a guidance tutor from within the Department to support them on a personal basis via a structured tutorial process and the development of individual progress files. Initially the guidance tutor is allocated randomly, but in levels 5 and 6 students will be allocated a guidance tutor from within their programme of study. Guidance tutorials are scheduled for all students twice a year and staff indicate their weekly availability for tutorials by placing a list outside their office doors. The Personal Profile process encourages students to reflect on their experiences, identify strengths and weaknesses, and set personal goals for the forthcoming portion of the academic programme.


The curriculum is designed to become progressively narrower and deeper across the 3 years of the programme. In the first semester of level 4, students study modules from across a variety of disciplines (including sport science, research methods and personal skills modules). This semester allows students the opportunity to gain an understanding of the diverse and multi-disciplinary nature of sport. It also ensures that students can experience these subjects before making choices regarding their preferences for continued study in Levels 5 and 6 of the degree. Students are supported through their programme/ option selection process by a comprehensive series of advisory events including tutorials with their personal tutor. Students who select to undertake the Applied Sport Science with Coaching programme then go onto semester 2 modules that cover two of the core areas of biomechanics, physiology and psychology of sport in greater depth. In addition, students study coaching skills and practice and have a choice of undertaking a module in physical education and school sport or the coach as a reflective practitioner. At levels 5 and 6 the emphasis is on the development of a range of sport science and coaching competencies. This programme would prove beneficial for individuals seeking employment within organisations offering sport science support to coaches or sports scientists who have an active involvement in coaching practice. At Level 6 students also undertake a vocational module and have a choice of three vocational options. They may choose to undertake a sport and exercise science work placement within a relevant host organisation or they may select to undertake a specialist teaching placement. Alternatively they may opt for the business enterprise module and work as part of a small team to create and start trading a real business of their own. The purpose of the vocational options are to provide direct opportunity for vocational development in order to enhance employability skills and competencies.


Students are supported in their personal and professional development by the Personal Profiling process and in particular within modules such as ‘Skills for Sport & Exercise Scientists (Level 4). In addition, many of the assessments within modules provide students with the opportunity to address real-life problem scenarios that often involve community links.


Careers support is built in across the three years of the programme and students are encouraged to begin career planning at an early stage Particular examples include the use of visiting lecturers, exercises requiring reflection on strengths and weaknesses, links with the Careers Centre, opportunities for liaison with outside organisations, and specific sessions related to career skills such as CV writing. Students are also made award of relevant careers websites.



13.
Learning Outcomes of Programme Specified in terms of performance capabilities to be shown on completion of the programme/pathway. Please identify numerically to correspond to the map of learning outcomes in section 18.



  1. Knowledge and Understanding







  1. Demonstrate a critical understanding of the central concepts within biomechanics, physiology and psychology of sport and exercise.

  2. Demonstrate an understanding of the need for both an inter and multi disciplinary perspective

  3. Demonstrate an understanding of biomechanics, physiology and psychology of sport and exercise through academic study and professional reflective practice

  4. Demonstrate an awareness of ethical issues within biomechanics, physiology and psychology of sport and exercise.

  5. Demonstrate knowledge and understanding of the concepts of coaching and associated coaching processes

  6. Apply a multi-disciplinary approach to the analysis of coaching practice






  1. Intellectual Skills







  1. Show evidence based reasoning

  2. Critically evaluate and assess central paradigms and concepts

  3. Apply knowledge to the solution of familiar and unfamiliar problems

  4. Competently initiate, design, conduct, analyse and report empirical data collected from a study completed under supervision.

  5. Identify measurement error during practical work

  6. Take responsibility for their own learning and professional development.







  1. Practical Skills







  1. Use a range of laboratory techniques to assess a sport performer within biomechanics and, physiology of sport and exercise.

  2. Use a range of assessment tools to assess a sport performer within the psychology of sport and exercise.

  3. Demonstrate an awareness of safety and risk assessment both within the laboratory and field based testing including the BASES Code of Conduct.

  4. Use a range of research skills and equipment to collect empirical data.

  5. Plan, design and review coaching programmes and practice

  6. Apply theoretical knowledge to real-world sport coaching contexts










  1. Transferable/Key Skills







  1. Demonstrate effective communication and presentation skills

  2. Interpret and use numerical information

  3. Use information technology effectively

  4. Demonstrates systematic problem solving skills

  5. Sensitivity to interpersonal factors in team work

  6. Plan and manage their own learning

  7. Self-appraise and reflect on practice







14.

Learning, Teaching and Assessment Strategy Specified to enable learners to achieve and demonstrate the above learning outcomes.





The programme and student experiences are designed to facilitate the transition from dependent to independent learning. This is therefore reflected in the progressive nature of the learning, teaching and assessment strategy:


Level 4

It is presumed that students arrive as predominantly dependent learners. The first semester provides an opportunity for students to develop an awareness of their own learning styles within a variety of contexts. In general, students are provided with comprehensive study materials that help to structure directed learning and initiate the development of skills necessary for independent learning. Delivery is predominantly via lectures and seminars, but students also experience a variety of learning opportunities and experiences including fieldwork.


Level 5

At this level the programme aims to provide more specialist knowledge and encourages students to take greater responsibility for their learning. There is an emphasis on assimilation of key concepts and where appropriate the development of links between theory and real world application. Within this level students begin the process of critical inquiry and evaluation. The general lecture/seminar format is maintained but within seminars and workshops students are expected to collate, analyse and present information. The tasks are less directed and allow the students more autonomy in directing their own learning. There is a move away from a reliance on key texts towards the use of a broader range of learning materials such as journal articles.

Level 6

The final year of the programme aims to develop students as independent learners. There is a focus on sustained independent learning through the production of a dissertation. Throughout this level students engage with more complex issues that are both theoretically based but reflect a real world application. Critical evaluation, synthesis and application of knowledge are key underpinning principles. During this level there are less contact hours through lecture/seminars to allow students time to pursue their independent studies. In addition, a more discursive approach is taken to engage students in tackling complex issues requiring the synthesis and evaluation of information. Vocational options provide students with an ideal opportunity to exercise greater freedom to plan and undertake an agreed programme of learning that is closely aligned with their vocational aspirations.


Overall the programme is designed to ensure alignment of learning outcomes, delivery methods and assessment practice. Each module descriptor explicitly states the link between learning outcomes and the assessment of the outcomes. The delivery methods are diverse and include lectures, seminars, laboratory practicals, workshops, fieldwork, placement and is also supported by the comprehensive use of an e-learning software system (Blackboard). Lectures provide the basic conceptual framework, drawing attention to important and controversial issues in order to stimulate student interest. Seminars and workshops offer a forum for a wide variety of activities such as designing experiments, familiarisation with specialist equipment, interpreting data, discussion and critique of research papers, case study scenarios, and the general discussion of academic and ethical issues.


Assessment, in addition to the successful achievement of the appropriate award, is seen as an essential contribution to the education of the student. Assessment is used to monitor progress, measure attainment, maintain standards, and determine progression and award grades to student performance. In accordance with the University mission the assessment is student-centred serving to motivate, promote learning and enable the students to gauge their progress. Assessment methods are designed as an integral part of the learning process and are seen as an essential contribution to the education of the student.


The programme incorporates a wide variety of assessment methods enabling the ways in which student achievement is measured and evaluated to be appropriate to the learning outcomes of each module. Appropriate techniques are chosen to fit the subject and context of the students involved. The range of assessment methods includes: examinations; portfolios; essays and assignments; laboratory reports; article critiques; workbooks; client reports; logbooks; case studies; oral presentations, project reports, learning contracts; literature reviews; posters; viva voce and group assessments. Student achievement is assessed through reference to a generic grade descriptor (provided to students via a student handbook) with specific marking criteria identified within each module outline.








15.

Programme Structure Diagrams can also be used to demonstrate the structure.







Programme Structure Refer if necessary to appended diagrams
Progression for Honours Programme





Levels 3/4


Fundamentals of anatomy and biomechanics (20 credits)

Fundamentals of psychology (20 credits)

Fundamentals of human physiology (20 credits)

Introduction to Coaching (20 credits)

Skills for sport and exercise scientists (20 credits)

Methods of enquiry in sport and exercise (20 credits)



Progression point at level 4: 120 credits, maximum 30 credits at level 3 & minimum of 90 credits at level 4.


Certificate in Higher Education awarded for 120 credits.

















Level 5

Core Modules (60 credits)

Coaching Skills and Practice (20 credits)

Research Design and Analysis (20 credits)

Principles of Strength and Conditioning (10 credits)

Introduction to Performance Analysis (10 credits)


Core Options (40 credits)

Biomechanical Analysis in Sport, Exercise and Health (20 credits)

Psychological Profiling in Sport, Exercise and Health (20 credits)

Physiological Assessment in Sport, Exercise and Health (20 credits)


Core Options (20 credits)

Physical Education and School Sport (20 credits)

The Coach as a Reflective Practitioner (20 credits)



Progression point at level 5: 120 credits at level 5.


Diploma in Higher Education awarded for 240 credits.

















Level 6


Core Modules (80 credits)

Dissertation (40 credits)

Coaching Concepts and Behaviour (20 credits)

Paediatric Sport and Exercise Science (20 credits)


Vocational Options (20credits)

One from:

Students into Schools Modules (20 credits)

Sport and Exercise Science Placement (20 credits)

Graduate Enterprise (20 credits)


Core Options (20 credits)

One from:

Applied Biomechanics and Advanced Performance Analysis (20 credits)

Physiological Basis of Training Programme Design(20 credits)

Psychological skills training (20 credits)




Honours Degree awarded for total of 360 credits, including a minimum of 120 at level 5 and 120 at level 4/3.


















16.

Interim Awards Credit Structure and Programme Learning Outcomes for Interim Awards. Please delete or add rows as appropriate, with reference to section 8 of the Assessment Regulations for Northumbria Awards and specify learning outcomes for each of the interim awards.




Award
Credit Structure

Programme Learning Outcomes May be completed with reference to section 13.




Certificate in Higher Education


120 credits. Max 30 at level 3; min 90 at level 4.

Knowledge & Understanding

  • Demonstrate a knowledge of the underlying concepts and principles associated with biomechanics, physiology and psychology of sport.

  • Demonstrate an understanding of biomechanics, physiology and psychology of sport through academic study

  • Demonstrate a knowledge of research paradigms, methods of acquiring, analysing and interpreting data

  • A2


Intellectual Skills

  • Discuss central paradigms and concepts in sport science

  • Demonstrate an ability to present, evaluate and interpret basic qualitative and quantitative data

  • B1 B3 B4 B5


Practical Skills

  • Use a range of different approaches to solving problems related to sport science


Transferable Skills (appropriate to level)

  • D1 D2 D3 D4 D5 D6 D7







Diploma in Higher Education



240 credits. Max 30 at level 3; min 90, max 120 at level 4; 120 at level 5.

Knowledge & Understanding

  • Demonstrate an understanding of biomechanics, physiology and psychology of sport through academic study

  • Demonstrate a knowledge of research paradigms, methods of acquiring, analysing and interpreting data

  • A1 A2 A3 A4 A5 A6


Intellectual Skills

  • Demonstrate an ability to present, evaluate and interpret qualitative and quantitative data

  • B1 B2 B3 B4 B5 B6


Practical Skills

  • C1 C2 C3 C4 C5 C6


Transferable Skills (appropriate to level)

  • D1 D2 D3 D4 D5 D6 D7










17.
Variation From Assessment Regulations Provide details of any approved variations from the standard University regulations.




Nil




18.
Mapping of Learning Outcomes



This section shows how the individual modules (with module learning outcomes as written in the module descriptor) together contribute to programme learning outcomes. It should be presented as a matrix of programme learning outcomes (as identified numerically in section 13), against modules. Where a module contributes to a programme learning outcome it should be flagged. The matrix will show how some learning outcomes are developed at particular stages in the programme, while others may be developed through the three levels.
Note: The symbols indicate where students undertake work that makes a significant contribution to the attainment of the programme learning outcomes. Whilst it is unlikely that students will achieve the final programme learning outcome at levels 4 and 5, some of the formative work will provide the platform to progress towards the ultimate achievement of the stated learning outcome.
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