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Study and Work Based Skills for Sport and Exercise Science

  • Module code: LS4800
  • Year: 2018/9
  • Level: 4
  • Credits: 30
  • Pre-requisites: None
  • Co-requisites: None

Summary

This module aims to introduce the skills required for undergraduate study and future employment in the sports industry. The key and transferable skills for effective study are developed so that all students, irrespective of previous qualifications are adequately equipped to undertake learning and assessments. Alongside this there is also a focus on development of employability skills and practices. As part of an in depth exploration of an industry role of their choice students will be given opportunity to develop their career goals and assess their suitability for employment through reflection and a needs analysis in relation to their own professional development. As part of their journey into employment students will prepare for their work based placement module at level 5.

Aims

  • To provide learners with a broad range of academic skills to enhance learning in sport and exercise sciences.
  • To develop knowledge of and ability to apply the key industry related skills. 
  • To enable students to evaluate how academic knowledge, industry specific and key skills can be applied to enhance personal and professional practice in the industry.
  • To enable students to evaluate their personal attributes in consideration of industry roles and a subsequently create a personal development plan.

Learning outcomes

On successful completion of the module, students will be able to:

  • Demonstrate and reflect on a range of academic and transferable work-based skills required for effective learning and employment in the sports industry.
  • Demonstrate knowledge and understanding of the theories associated with core skills, for example communication, and how these skills can enhance personal and professional practice.
  • Investigate the skills and experience requirements of a sports industry role and subsequently perform a review of their suitability for the role with the aim of developing a personal development plan.
  • Demonstrate key skills of communication, problem solving, planning, teamwork and study skills.

Curriculum content

  • Study skills -

'essay' style writing and scientific laboratory report writing

format of note taking, time management, planning personal skills, independent study skills and use of notes,

Presentation skills; interaction with audience, maintaining interest, dealing with questions.

preparing and performing research and the use of referencing.

Learning autonomy and independence

  • Employability skills including identification and recognition of key and transferable practical competencies; communication, creative thinking and problem solving, self - management, the dynamics of group working; establishment and maintenance of working relationships, feedback and exchange of information, negotiations with colleagues, working practices, judgement on effectiveness of choices made, work plan, agreement of refinements to working plan; leadership skills and decision-making.
  • Personal Development Portfolio offering self-reflection on their personal and academic development, how to use feedback and planning for the future
  • Reflective practitioner activities including peer and self-assessment, forms of feedback, recognising personal strengths, areas for development and forming an action plan for personal development
  • SWOT and needs analysis - Review and audit of own skills in relation to industry requirements
  • Roles and employment opportunities within the sports industry
  • Working with clients in the sports industry; considering principles including client confidentiality, ethical and legal, screening & safeguarding

Teaching and learning strategy

The module delivery strategy is designed to consider the development of knowledge and employability skills in equal measure. Delivery will include a variety of learning experiences, which will include teaching sessions, seminars, and workshops. Lectures will provide the underpinning knowledge and skills for students to perform research into the requirements of roles within the industry. Subsequently students will perform an evaluation and analysis of the student's own current suitability and future development needs. This will be complemented by meetings with the personal tutor where students will discuss and reflect on their personal and academic development at level 4. These meetings and the use of their personal log will enable learners to monitor progress and understanding by continually reflecting on their investment and contribution to the team and their learning. Teaching strategies to develop skills and abilities will include group activities, role plays, challenges and set tasks that will provide an applied and practical context. Students will be required to reflect on their own practice to evaluate effectiveness and modify future approaches. Students will be expected to engage in critical debates that focus on examining how underpinning knowledge, industry skills and key skills are applied to roles within the industry with consideration of the balance of their relative importance. Active contribution from all students is important in the development of a collaborative learning environment that will enhance the learning experience for the individual and group as a whole.

Breakdown of Teaching and Learning Hours

Definitive UNISTATS Category Indicative Description Hours
Scheduled learning and teaching Lectures 40 Workshop 10 Seminar 16 Personal Tutorials 10 76
Guided independent study Independent studying – Academic article review Reading 112 and Research 112 224
Total (number of credits x 10) 300

Assessment strategy

Teaching sessions, workshops and seminar sessions will provide practical feed forward guidance and formative experimental opportunities to help students achieve their full potential in the summative assessment.  Further formative assessment will be provided through use of group work, role play case studies and presentations. These formative tasks will allow students to monitor both progress through feedback from peers and feed forward advice to develop understanding and application for summative assessment. Summative assessment will comprise three main components: 1. Personal Development Portfolio (PDP Journal) 2. An essay focussing on the underpinning theory behind industry core skills and the application of the skills within the industry 3. A presentation providing the culmination of industry role research, personal skills audit and needs analysis and professional development needs.  

Mapping of Learning Outcomes to Assessment Strategy (Indicative)

Learning Outcome Assessment Strategy
1) Demonstrate and reflect on a range of academic and transferable work-based skills required for effective learning and employment in the sports industry. Seminar task based learning; peer assisted learning, role play (F) Personal Development Portfolio of key skills and knowledge (S)
2) Demonstrate knowledge and understanding of the theories associated with core skills, for example communication, and how these skills can enhance personal and professional practice. Group work /Seminar tasks (F) Coursework (S)
3) Investigate the skills and experience requirements of a sports industry role and subsequently perform a review of their suitability for the role with the aim of developing a personal development plan. Seminar problem solving task (F) Presentation (S)
4) Demonstrate key skills of communication, problem solving, planning, teamwork and study skills. Formative group work and presentation (F). Coursework assignment (S) Practical competency (S)

Elements of Assessment

Description of Assessment Definitive UNISTATS Categories Percentage
Personal Development Portfolio (PDP) Coursework 30%
Essay Coursework 30%
Employment Research presentation Practical Exam 40%
Total (to equal 100%) 100%

Achieving a pass

It IS NOT a requirement that any major element of assessment is passed separately in order to achieve an overall pass for the module.

Bibliography core texts

Adler, R.B. (2013) Communicating at work: principles and practices for business and the professions. 11th edition. New York : McGraw- Hill

Berg K. E & Latin, R. W (2009).  Essentials of Research Methods in Health, Physical      Education, Exercise Science, and Recreation.  Lippincott Williams & Wilkins.

Barras, R. (2006) Speaking for yourself: a guide for students. London:Routledge

Cottrell, S. (2008). The Study Skills Handbook. (3rd Edition).  Basingstoke: Hampshire. Palgrave Macmillan

Bibliography recommended reading

Button, S & Cousins, A (1998) Study Skills: A Guide for Lifelong Learners. Distance Learning    Centre, Southbank University

Bryman, A. (2012). Social Research Methods (4th Edition). Oxford: Oxford University Press.

Cohen, Manion & Morrison (2007) Research Methods in Education. 6th Ed. Routledge.

Cottrell,S. (2011) Critical thinking skills: developing effective analysis and argument. Basingstoke: Palgrave Macmillan

Currie, E (2005) Developing and Applying Study Skills: Writing Assignments, Dissertations        and Management Reports, CIPD

Marshall, P (1997) How to Study & Learn: Your practical guide to effective study skills (2nd    edition). How to Books Ltd

Thomas, J. R. and Nelson, J. K. & Silverman, S.J. (2011). Research Methods in Physical    Activity (6th ed).  Champaign: IL.  Human Kinetics.  ISBN: 0-88011-481-9

Thompson, N (2011) Effective communication: a guide for the people professions. Basingstoke: Palgrave MacMillan

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