programme specification fdsc sport (coaching and fitness)...level 3 award in sports conditioning...

FdSc Sport (Coaching and Fitness) – 07.09.16

Appendix L

Academic Quality & Standards Policy Committee

Proposed Changes to a Programme between Scheduled Reviews

Please provide the following information. Significant changes (Intermediate or Major) require further discussion with Academic Registry and the School.

PART 1

Date of Submission 27 July 2016

1 Partner Askham Bryan College

2 TU School School of Social Sciences, Business and Law

3 Programme Title FdSc Sport (Coaching & Fitness) FdSc Sport (Adventure & Outdoor Education)

4 Date of Programme Approval

20th May 2015

5 Partner Programme Leader Billy Miller

6 TU School Link Tutor Simon Hood

7 Date of Last Periodic Programme Review

N/A

8 Please give details of any previous changes that have been made since the last approval/review activity: None

9 Give details of proposed changes, the rationale, and confirm whether it will require a change to the Programme Specification (please include all module titles and module codes/levels/credits for which changes are proposed): Academic & Professional Skills (Level 4, 20 credits) This module is delivered as a cross college module which is taken as a core module for

students in five different subject areas. Consultation with the academic teams across all

courses has identified an element of apathy from some of the students for both the

study skills and the ICT elements. The learning outcomes for the module remain valid

but discussions with the academic teams and student feedback from module

evaluations have highlighted that students would prefer stronger integration with other


modules on their course and that some elements of the ICT are too basic. It is

considered therefore, that the indicative content and the assessment are not pitched

sufficiently or strategically to provide the support that students need to achieve well in

other aspects of the course or to provide challenge to the average and higher achieving

students.

To increase engagement and productivity we are seeking to align this module more

strategically to each of the courses and address study skills needs specific to individual

courses, whilst maintaining a common core of skills development. The core content of

the module will be consistent across all cohorts, but the timing will vary to meet the

needs of the specific courses.

Elements for Change

Assessment

We are proposing to change the assessment to an electronic portfolio (Pass/Fail) and

reflective essay (100% weighted). Students and the course teams have both articulated

that the current exam does not meet the needs of the students and that an assessment

which is a ‘developmental and reflective journey’ would be preferable and more

appropriate in demonstrating academic and ICT skills, and identifying future study skills

needs. The use of an E-Portfolio is also being proposed as a means of deploying an

innovative and interactive method of assessment making use of technological advances

in the sector, the students will be required to upload to the portfolio documents to

demonstrate their digital competency including using Word, Excel, PowerPoint and the

internet. We are also proposing an essay plan and annotated bibliography as formative

assessment to ensure that students are prepared for their summative ‘reflective essay’

assessment, this will also be uploaded to the E-Portfolio.

Indicative Content

Feedback from students identified issues of pace in relation to the ICT element, with

suggestions that advanced aspects of PowerPoint, Word and internet related functions

be incorporated within the level 4 module. As such the Academic Skills team felt it

appropriate to propose to incorporate more advanced ICT operations within the module.

Analysis of examination results across courses and modules at the college has

identified that many students are not preparing or performing as well as they should in

examinations we propose to include in the indicative content exam preparation and

techniques. Finally, course managers have noted that students often struggle in

presenting reports in an appropriate manner to enable appropriate communication, so to

assist students in preparing for some of their assessments that require a report to be

produced we are proposing to include within the module some sessions on report

writing.

10 Date the proposed changes to come into effect/which cohorts will be affected?

September 2016

11 Consultation

11.1 a) Have relevant Module/Pathway Leaders/External Partners been consulted about the proposed change?

YES


b) What comments/difficulties have they highlighted?

Module tutors and pathway leaders are keen on the proposed changes.

c) Any modules identified in box 9, are they shared modules for other awards?

YES

d) If YES, please list the award title(s): Harper Adams Validated FdSc Agriculture with Land Management FdSc Uplands Agriculture with Land Management FdSc Countryside Management FdSc Animal Management FdSc Equine Business and Event Management FdSc Equine Leisure and Event Management FdSc Equine Science and Management FdSc Equine Sports Management FdSc Arboriculture FdSc Horticulture FdSc Landscape and Garden Management FdSc Sports Surface Management BSc (Hons) Animal Management and Science

(Above awards not validated by TU)

11.2 a) Have students been consulted about the proposed change?

YES

b) What comments/difficulties have they highlighted?

Students identified issues of pace in relation to the ICT element, with suggestions that advanced aspects of Powerpoint, Word and internet related functions be incorporated within the level 4 module.

11.3 a) Is the External Examiner agreeable with the proposed changes?

YES NO

b) If No, please identify what comments/difficulties they have highlighted?

The EE has not been approached about the changes

11.4 a) Is the Professional Statutory Regulatory Body (PSRB) agreeable with the proposed changes?

YES NO

b) If NO, please identify what comments/difficulties they have highlighted:

N/A

12 Collaborative Provision (UK and International) – not applicable for Validated Provision

a) Are there any implications for collaborative provision (e.g. franchise provision), associated with the proposed change between scheduled periodic programme review?

N/A

b) If YES, please indicate what they are:


13 Resources

a) Are there any resource implications associated with the proposed change?

NO

b) If YES, please indicate what they are (staffing, equipment, learning resources, software/hardware licences, space, etc.):

E-Portfolio has been purchased already to support this development

c) Have relevant departments been consulted about the identified implications (e.g. L&IS, ITaCS)?

YES

d) Have any changes to resources been agreed and by whom?

ICT at Askham Bryan College have agreed the use of the E-Portfolio system


PART 2: Minor Changes

CONFIRMATION OF STATUS:

Confirm Minor Change YES √ NO

Date Partner notified of status 08.09.2016

FOR ACADEMIC REGISTRY USE ONLY:

Assess level and volume of change since approval/last review

Academic Registry agree and confirm the modification to this one, 20 credit module as MINOR. The proposed modification to the assessment type and indicative content is to provide a greater degree of challenge and embedding of academic and professional skills development for all student studying this module across a number of programmes. In future it is advisable to ensure External Examiner endorsement of changes is received prior to the submission of the change form.

Confirm minor change YES Y NO

Update Programme Documentation Update Shared Programme

Documentation

Modules (if appropriate) Y Modules (if appropriate)

Programme Specification (if appropriate)

Y Programme Specification (if appropriate)

Programme Catalogue (if appropriate)

Programme Catalogue (if appropriate)

AR SharePoint Site Y AR SharePoint Site

Shared drive with amended documents

Y Shared drive with amended documents

Forward To

Please identify Link Tutor for information


Programme Specification: FdSc Sport (Coaching and Fitness)

1 Awarding

Institution/Body

Teesside University [TU]

2 Teaching Institution Askham Bryan College

3 Delivery Location(s)

[if different from TU]

Askham Bryan College, York Campus

4 Programme

Externally Accredited

by (e.g. PSRB)

None

5 Award Title(s) FdSc Sport (Coaching and Fitness)

6 Teesside University

Link School

School of Social Sciences, Business and Law

7 FHEQ Level

Foundation Degree Level 5

8 Bologna Cycle

Intermediate qualification within the first cycle of the

overarching FQ-EHEA

9 JACS Code and JACS

Description

10 Mode of Attendance

Full Time and Part Time

11 Relevant QAA

Subject

Benchmarking

Group(s)

Hospitality, leisure, sport and tourism. The Quality

Assurance Agency for Higher Education 2008

ISBN 978 1 84482 826 5

Benchmarks: 2.4, 3.21 to 3.26, 4.1 to 4.4, 6.16 to 6.21

12 Relevant Additional

External Reference

Points

(e.g. National

Occupational

Standards, PSB

Standards)

Skills Active Foundation Degree Sector Framework for the

Active Leisure and Learning Sector.

Sports Development

Specific Framework and Coaching Specific Framework.

Skills Active National Occupational Standards: Sports

Coach.


Skills Active National Occupational Standards: Facilitating

the professional development of athletes and players’

UK Codes of Practice. The UK Coaching Framework: A 3-7-

11 Action Plan

Framework for Higher Education Qualifications (FHEQ)

The modules completed on this course will allow students

the opportunity to explore various National Governing Body

(NGB) awards. Students will be signposted to the various

NGB awards and will include but are not exclusive to:

The FA and County FA

Level 1 Award in Coaching Football

The FA Youth Award - Module 1 Developing the

Environment

CYQ

Level 2 Gym Instructors Award

Level 3 Diploma in Personal Training and Instructing

Level 3 Award in Sports Conditioning

British Gymnastics

Martial Arts Coaching

Badminton England

RFU

The sports coaching module, practical skills and fitness as

well as physical instructing and fitness will follow the

coaching / teaching models used on numerous NGB

coaching awards and will allow students to gain valuable

underpinning knowledge related to the coaching / teaching

process.

Students will be signposted to the various courses offered

by NGB’s and advised of the cost associated with these

courses. Fees and costs associated with these awards will

not be covered within the tuition fees.

13 Date of Approval/

Revision


14 Criteria for Admission

to the Programme

Applicants will normally be expected to enter the

/programme with a minimum of 120 UCAS points at A level

or equivalent, with a minimum of 5 GCSEs at grade C or

above to include English, Maths and Science.

Equivalent qualifications may be considered.

It should be noted that the course adopts the colleges safe

guarding policy and all Students will be subject to the DBS

(Disclosure and Barring Services) process

Applications from non-traditional and/or mature learners will

be encouraged and their acceptance on the programme will

reflect their work experience and ability to adapt to Higher

Education.

Accreditation of Prior (Experiential) Learning (APEL) will

allow students the opportunity to provide industry based

evidence to count towards modules across the course

including, but not exclusive to, Contemporary sports

Coaching, Practical Skills and Fitness and Work Based

Learning modules.

Students will be expected to purchase some specialist

clothing and basic equipment for use in practical situations

to study the FdSc Sport (Coaching and Fitness).

15 Educational Aims of the Programme

The overarching aim of this programme is to provide students with the necessary

skills to operate in the adventure and outdoor education sector.

The specific aims of the Sport Coaching and Fitness Education Foundation Degree

are:

1. Enable students to acquire an underpinning in their understanding, knowledge

and practical experience of the fundamental concepts, theories, principles and

cultural contexts of Sport Coaching and Fitness.

2. Develop the ability to apply Sport Coaching and Fitness knowledge, skills

principles and practice in the field of study and in a work context.

3. Widen participation and enhance employability and career prospects in the

sports coaching profession and also to increase access to higher education

from under-represented groups in the local community

4. Enable students to become reflective critical thinkers through the development

of their intellectual and practical skills in applied aspects of Sport Coaching


and Fitness.

General aims are for the programme which are aligned with the QAA benchmarks are

to :

1. Develop students’ critical thought, intellectual reasoning and practical

precision for application to diverse settings.

2. Prepare students for employment or honours study by equipping them with a

diverse range of skills.

3. Enable students to become increasingly independent and reflective critical

thinkers in their learning, personal development and career planning.


16 Learning Outcomes

The programme will enable students to develop the knowledge and skills listed below.

On successful completion of the programme, the student will be able to:

Knowledge and Understanding

K1 Apply appropriate research and enquiry methods in planning, delivering and

reviewing coaching & sporting performance

K2 Develop an evidence based practice approach in coaching and sporting

performance management

K3 Develop their own coaching practice incorporating an evidence based

approach within relevant legal and ethical frameworks.

Cognitive/Intellectual Skills

C1 Analyse, apply and interpret data/evidence from a variety of sources

C2 Employ balanced, logical and supported argument in a range of sporting contexts

C3 Demonstrate intellectual flexibility and openness to new ideas

C4 Identify key problem areas in sports performance and choose appropriate coaching tools/methods for their resolution in a considered manner

Practical/Professional Skills

P1 Operate ethically, legally and with reference to relevant environmental

considerations in situations of varying complexity and predictability requiring

the application of a wide range of techniques

P2 Act with increasing autonomy, with reduced need for supervision and direction,

within defined guidelines

P3 Manage and apply a range of practical, academic and professional skills in the

sports coaching industry

P4 Demonstrate skills in critical thinking and problem solving.

Key Transferable Skills

T1 Reflect systematically on performance to further develop learning

T2 Demonstrate a realistic match between career aspirations in the sport coaching

and fitness industry and personal aptitudes, interests and motivations

T3 Select and use a range of communication methods appropriate to the context.

Prepare, deliver and evaluate presentations to an audience

T4 Apply numerical and statistical skills in more complex disciplinary contexts

T5 Use a range of specialist technology and software appropriate to the discipline

T6 Adopt a range of roles within a team and contribute to the effective working of

the team


Key Learning & Teaching Strategy Methods

The Foundation Degree Sports (Coaching and Fitness) programme will use a range

of learning and teaching strategies. It has a practice based focus to encourage the

development of independent, employable learners underpinned by academic

knowledge and understanding. Lectures will be supported by appropriate handouts

and supporting material (e-resources, audio, video etc.) on the College’s VLE:

Moodle.

Seminars will be used to support lectures working on; examples, case studies,

contemporary theories, work related evidence, discussion groups and reporting

sessions. To achieve this, a variety of experiential learning strategies will be

employed, with the emphasis being on active participation by students. For example

in Practical Skills and Fitness students will participate in sport in a practical

environment playing in team sports. This module will include the use of case studies

to stimulate discussion and problem solving, allowing knowledge gained to be

embedded in a practical environment. Sessions will be concluded with opportunities

for self-reflection on performance and future development.

Laboratory based practical sessions will embed theoretical scientific concepts

developed during lecture sessions, for example in Anatomy and Physiology for Sport

practical sessions will be used to develop practical laboratory skills including

microscopy and dissections which will provide students with a physical understanding

of anatomical features.

There will be opportunity for students to develop as reflective practitioners throughout

the programme. For example, in Practical Skills and Fitness, students will reflect on

their own practical skills and performance in practical situations which will allow

opportunities for critical assessment and will help inform recommendations for

improvement. Furthermore, at Level 5, in Coaching Theory and Sports Leadership,

students will reflect on their planning and delivery of a coaching session which will

help with personal development through critically evaluating coaching techniques.

Within the Work-Based Learning modules at level 4 and Level 5, students are

encouraged to critically reflect on their performance within the workplace and

reflective journals will be maintained relating to vocational skills development.

In addition guest speakers from local professionals as well as active use of

professional partner sports environments and visits to specialist facilities such as

local football clubs, fitness centres and schools which will ensure students can

ground theoretical learning in industry practice.

Tutorials will provide individual support and feedback for the student and will be led

by both the tutor and other students, using peer assessment.

To support students’ early studies at Level 4, there will be a short bridging

programme delivered before the beginning of the academic year aimed at introducing

students (particularly those making the direct transition from Level 3) to the nature of


study in higher education. In addition the module Academic and Professional

Development is designed to develop study/learning/library, research and digital

literacy skills and includes an early formative piece of work to assist in skills

development. An additional bridging programme will support the transition from level

4 to 5 and will include study skills and some sport oriented practical skills

development. These bridging programmes already run successfully for other courses

and are highly valued by students.

The above provision is underpinned by staff training and development which

encourages subject expertise, relevant vocational experience and subject-specific

pedagogy.

Teaching and learning methods are used to engage students in the learning

process and to support student achievement of the programme aims including:

Group Lectures

Computer Based Learning / E- Learning

Case Studies

Guest Speakers

Observation methods

Peer group study

Group Discussions

Practical Sessions

Laboratory work

Seminar Groups

Workshops

Tutorials

Directed Study and Reading

Independent learning

Work based tasks

Critical reflection

Personal and professional development planning

Virtual learning environments:

Group lectures will impart the principles and concepts used within the industry and

then embed these into practical elements of the course. Seminars will allow both the

students and the tutors to deliver sessions considering the practical examples of the

principles and concepts. Tutorials will provide individual support and feedback for the

student and will be led by both the tutor and other students.

Group work will include the development of projects that include research, problem

solving, team work skills, peer reflection and practical experience. Employability will

be explored through practical elements of the course and work experience will form a

vital part of the programme of study. Opportunities will exist for students to gain

valuable industry experience across a range of selected placements, for example,

health and fitness industry (Fitness First, York), teaching assistant (Hookstone Chase


Primary School), private sector coaching (Harrogate Railway FC Soccer Camps),

community based sports programmes (North Yorkshire Sports) and sports

development. Students will be expected to apply theory into practice through work

based learning and then share those experiences in the classroom environment.


17 Key Assessment Strategy/Methods

The programme’s overarching aim is to use assessment to both measure student

achievement and to promote student learning and engagement. The assessment

methods are varied to support and enhance the module design and structure. The

tasks and assessment criteria are clearly outlined to the students in the module

handbooks, with tutors fully explaining the outcomes and methods to the students for

clarity. Formative assessment feedback is integral to the teaching, learning and

assessment strategy of the programme

Assessment methods used in the course are:

Portfolios

Written reports

Essays

Case studies

Observation of practical performance and leadership

Reflective development plans

Literature reviews

Presentations

Data handling

Examinations

At level 4 the assessment strategy aims to develop students’ research skills and for

them to be able to use this information to develop their knowledge and understanding

of the well-established principles of coaching and fitness and be able to communicate

these effectively. For example in Contemporary Sports Coaching the student will

plan and execute a sports coaching session incorporating a coaching model of their

choice ensuring the content includes evidence of the motor skills. A written review of

their session will provide students the opportunity to review their own performance,

as well as their participant’s performance, reflecting on internal and external factors

and areas for development. In Anatomy and Physiology for Sport the students have

to undertake an examination to provide the opportunity for a final review of all topics

covered and demonstrate their knowledge and understanding. The reflective

logbooks used for Work Based Learning and Practice in coaching and fitness allow

students to track their progress with work and professional skills, and to reflect on

current status and plan future progress.

At level 5 the assessment strategy aims to develop knowledge and a critical

understanding of the well-established principles of coaching and fitness and be able

to apply these effectively out of the field of context and in a work place environment.

Students will critically analyse information, arguments, analysis and effectively

communicate information. In performance analysis students are asked to explore the

techniques and performance indicators required to underpin performance analysis.

This is followed by collating data collected by research in a practical environment; this

data is then reviewed and effectively communicated in a short presentation. In

Physical Instruction and Fitness students will produce a report detailing the physical


demands of the modern athlete backed by solid research and evidence. This will be

followed by detailed planning of a fitness training cycle that will challenged students

to explore fitness methodology.


18 Programme Modules

Level 4

Code Title Credits

Core/

Option

Non-

Compensatable Compensatable

Academic & Professional Development 20 Core X

Work-Based Learning 1 20 Core X

Sport as a Business 20 Core X

Anatomy and Physiology for Sport 20 Core X

Practical Skills & Fitness 20 core X

Contemporary Sports Coaching 20 core X

Level 5

Code Title Credits

Core/

Option

Non-

Compensatable Compensatable

Personal Research Project 20 Core X

Coaching Theory and Leadership 20 Core X

Work-Based Learning 2 20 Core X

Sports Psychology 20 core X

Physical Instruction & Fitness 20 core X

Performance Analysis 20 core X


19 Programme Structure

All modules will be taught simultaneously throughout both semesters. This mode of

study is used for all HE programmes at Askham Bryan College and student focus

groups have confirmed that it is a model which is liked by students as it enables

simultaneous skills development across all areas. All modules will be taught

simultaneously throughout both semesters. This mode of study is used for all HE

programmes at Askham Bryan College and student focus groups have confirmed

that it is a model which is liked by students as it enables simultaneous skills

development across all areas.

Module content is structured to ensure that skills acquisition is matched to student

needs at any point in the programme. The delivery of the Level 4 Academic and

Professional Development module ensures that core skills are taught early in the

programme as they underpin all modules. The principles and practice modules are

closely linked to match theoretical underpinnings with practical

undertaking/understanding. All modules will link to work based learning where

students will be able to understand where theoretical concepts fit in a work place

environment and how work based practice can inform and enhance

theoretical/practical components of the course.

At level 5 the emphasis is on developing academic research skills, and the

application of core principles, concepts and skills. In Coaching Theory and Sports

Leadership the emphasis moves focus from personal skills to leadership and

coaching skills, work based learning involves reflection of the business model roles

and personal performance, applied expedition skills develops the interaction

between the underpinning theoretical and practical components. The science and

technology module develops the understanding of physiology and how this this

informs equipment design and development, and the sustainability module develops

the understanding of the environment from principles and practices modules to

evaluating sustainability in context and applying these to working practice.

Full time students will attend for two academic years, with all modules running over

the full academic year.

Part-time students will attend for three academic years and will infill into the relevant

full time modules. The part-time programme will be structured so that 4 modules (80

credits) will be studied on each year of the programme. In Year 1, all modules will

be Level 4 suite of modules. In Year 2, the remaining Level 4 modules, plus two

level 5 modules will be studied, and in Year 3, the remaining four Level 5 modules

will be studied.


FdSc Sport Coaching and Fitness Part-Time Structure

Year 1 Year 2 Year 3

Academic and Professional Development (Level 4) (20 Credits)

Work Based Learning 1 (Level 4) (20 Credits)

Personal Research Project (Level 5) (20 Credits)

Anatomy and Physiology in Sport (Level 4) (20 Credits)

Practical Skills and Fitness (Level 4) (20 Credits)

Performance Analysis (Level 5) (20 Credits)

Contemporary Sports Coaching (Level 4) (20 Credits)

Sports Psychology (Level 5) (20 Credits)

Physical Instruction and Fitness (Level 5) (20 Credits)

Sport as a Business (Level 4) (20 Credits)

Coaching Theory and Sports Leadership (Level 5) (20 Credits)

Work Based Learning 2 (Level 5) (20 Credits)

FdSc Sport Coaching and Fitness Full-Time Structure

Level 4 (Year 1) Level 5 (Year 2)

Semester 1 Semester 2 Semester 1 Semester 2

Academic and Professional Development (20 Credits)

Personal Research Project (20 Credits)

Work Based Learning 1 (20 Credits)

Work Based Learning 2 (20 Credits)

Sport as a Business (20 Credits)

Coaching Theory and Sports Leadership (20 Credits)

Anatomy and Physiology in Sport (20 Credits)

Sports Psychology (20 Credits)

Practical Skills and Fitness (20 Credits)

Performance Analysis (20 Credits)

Contemporary Sports Coaching (20 Credits)

Physical Instruction and Fitness (20 Credits)

20 Support for Students and Their Learning

At Askham Bryan College we work with students at an early stage of the

programme/module, to identify differences in their previous educational

experience, their individual learning approaches and needs. This support begins

at the application stage where on HE Open days members of the Student Support

Services team are available to offer support and guidance to any prospective

student who wishes to understand more fully the support which is available to

them. Once they are enrolled on programme further advice and guidance is

available for students with recognised learning needs and where necessary


students will be supported in applying for available grants to provide

equipment/services to support these needs.

In addition to the formal processes operated by Student Support Services there

are many less formal ways in which students are supported in their learning. The

following list is not exhaustive, but gives a flavour of the many ways in which

students may receive informal support:

a) The Level 4 Module ‘Academic and Professional Development’ is designed

not only to develop the necessary skills which underpin study at Higher

Education, but also to identify areas where students may need further

support.

b) Teaching formats such as discussion groups encourage the participation of

all students and help identify areas where students are having difficulties.

c) Learning materials can be supplied in different formats (written, online,

audio, video podcast etc) to support key concepts/knowledge. This is

particularly important at the start of a programme/module where providing

online or hard copy notes before classes can aid comprehension and

accessibility at a time when students may be struggling with the new

demands of HE study.

In addition to the above all students are allocated a personal tutor whose role is to

support the student both academically and pastorally with a clear programme

including personal development, monitoring of progress etc. Careers guidance is

given by the College’s dedicated Careers and Progression Advisor. Staff at

Askham Bryan operate an ‘open door’ policy and the level of tutor support both at

programme and module level has been praised by students, both in the recent

student submission to QAA as part of the HER of the College in 2014 and in

student focus groups.


21 Distinctive Features

The HE sports team maintain and intend to exploit a number of industry links which

will allow students access to multiple coaching contexts, Industry links that support

the coaching and fitness across the course specification include:

Harrogate Town Football Club

Manchester United Football Schools

Harrogate Railway Football Club

Tadcaster Albion FC

Knaresbourgh FC.

Ripon City FC

Fitness First, York

Hookstone Chase Primary School, Harrogate

Crossfit 606 Bradford Links have been established with the above workplaces from industry, discussions

surrounding the design and direction of the course is continually ongoing. Students

will be given the opportunity through the work based learning modules to carry out

work duties in all three industries (Fitness First, Hookstone Chase and Crossfit

606). This is a vital link and allows students the industry experience required to

engage knowledge embedded on the course. Fitness first has also registered an

interest in selecting students for the Personal Trainer (PT) programme on

completion of the course.

The course team is particularly strong in terms of industry links and current practice.

Course Manager is currently manager of Harrogate Railway Football Club

(Evostick 1st Division North league), he is also a member of the senior

coaching staff at Manchester United Soccer Schools worldwide and recently

attended the 1st team tour of America, season 2015/16

Matt Heath is an ex-professional footballer who played for many clubs

including those in the premiership (Leicester City, Leeds United etc).

Rob Youhill has played football professionally in the US.All are still active in

football as either players or in management.

Melissa Holmes is a Great British karate coach and competitor and is still

competing at International Level.

In the 2014 Higher Education Review undertaken by the QAA the following features

of good practice were identified at the College:

The significant involvement of employers in curriculum design, development

and approval processes (Expectations A4, B1, B8).

The effective use of bridging programmes to facilitate student progression

from level 5 to 6 (Expectation B4, Enhancement).

The range of specialist student support and expertise provided by the

College from application through to graduation (Expectation B4).

The integration of academic and pastoral support for students provided by


course managers and support staff, and aided by specialist software

(Expectation B4).

The extensive mechanisms to engage and respond to the student voice at

all levels (Expectation B5, Enhancement).

The proactive and systematic approach of staff across the College to the

enhancement of student learning opportunities (Enhancement).


Stage Outcomes (Undergraduate Awards only) Foundation Degree Sport (Coaching and Fitness)

Key: K = Knowledge and Understanding C = Cognitive and Intellectual P = Practical Professional T = Key Transferable [see Section 16 programme specification]

No. Programme Outcome Stage/Level 4(1)

K1 Apply appropriate research and enquiry methods in planning,

delivering and reviewing coaching & sporting performance

Identify, explain and apply selected research methods used in this

discipline

K2 Develop an evidence based practice approach in coaching and

sporting performance management

Identify a range of coaching and management techniques and relate

these to sporting performance

K3 Develop own coaching practice incorporating an evidence based

approach within relevant legal and ethical frameworks

Articulate own coaching practice and discuss a range of concepts in

relation to ethical and legal frameworks

C1 Analyse, apply and interpret data/evidence from a variety of

sources

Collect and consider data from a variety of sources within defined

guidelines

C2 Employ balanced, logical and supported argument in a range of

sporting contexts

Discuss a range of concepts in sporting contexts and justify reasoning

C3 Demonstrate intellectual flexibility and openness to new ideas Reflect on practice and progress and discuss new concepts

C4 Identify key problem areas in sports performance and choose

appropriate coaching tools/methods for their resolution in a

considered manner

Act with limited autonomy within defined guidelines

P1 Operate ethically, legally and with reference to relevant

environmental considerations in situations of varying complexity

and predictability requiring the application of a wide range of

Operate ethically in defined contexts using specified techniques


techniques

P2 Act with increasing autonomy, with reduced need for supervision

and direction, within defined guidelines

Act with limited autonomy, under supervision or direction, within defined

guidelines

P3 Manage and apply a range of practical, academic and

professional skills in the sports coaching industry

Identify a range of practical academic and professional skills in the

coaching and fitness industry

P4 Demonstrate skills in critical thinking and problem solving. Define problems and justify conclusions in defined contexts

T1 Reflect systematically on performance to further develop learning Reflect on progress, practice and performance to develop learning

T2 Demonstrate a realistic match between career aspirations and

personal aptitudes, interests and motivations

Identify areas of interest and motivation to develop career aspirations and

relate to career opportunities

T3 Select and use a range of communication methods appropriate to

the context. Prepare, deliver and evaluate presentations to an

audience

Communicate appropriately in both individual and group contexts

T4 Apply numerical and statistical skills in more complex disciplinary

contexts

Demonstrate use of numerical and statistical skills in simple contexts of

the discipline

T5 Use a range of specialist technology and software appropriate to

the discipline

Use a range of basic IT tools to support learning

T6 Adopt a range of roles within a team and contribute to the

effective working of the team

Engage in team activities to contribute to cooperative and effective team

working


Appendix 2

Map of Outcomes to Modules

Foundation Degree Sport (Coaching and Fitness)

Outcome Key- Level 4

Module Titles K1 K2 K3 C1 C2 C3 C4 P1 P2 P3 P4 T1 T2 T3 T4 T5 T6 T7

Academic &

Professional Skills X X X X X X X X X X X

Work-Based

Learning 1 X X X X X X X X X

Sport as a

Business X X X X X X X

Anatomy &

Physiology for

Sport X X X X X X

Practical Skills &

Fitness X X

X X

Contemporary

Sports Coaching X X X X

X


Foundation Degree Sport (Coaching and Fitness)

Outcome Key- Level 5

Module Titles K1 K2 K3 C1 C2 C3 C4 P1 P2 P3 P4 T1 T2 T3 T4 T5 T6 T7

Personal Research

Project X X X X X X x

X X x X x x

Coaching Theory

and Sports

Leadership X X X X X X X X X X X X

Work-Based

Learning 2 X X X X

X X X X X X

Sports Psychology X X X X X X X

Physical Instruction

& Fitness X X X X X X X X

Performance

Analysis X X X X X X X X X


Assessment Chart: Foundation Degree Sports (Coaching and Fitness)

Module Titles and Level

Formative Assessment Type and Week of Completion

Summative Assessment Type and Week of Submission

LEVEL 4

Academic and Professional Skills

Formative assessment opportunities, including an essay plan will be provided continuously throughout the year via Moodle (ICT skills tests) and will help students prepare for final summative assessments. Group tutorials and in-class discussions/interactive sessions will help prepare students for written assignment submissions

Assessment 1: Continuous with submission week 24 A continuous E-Portfolio assessment throughout the academic year via a series of short defined tasks allowing development of the range of academic and underpinning technological skills required for HE study.

Equivalent to 2500 words Assessment 2: Weeks 24 Written Assessment Individual 1000 words

Work Based Learning

Group tutorial Week 4 Formative feedback provided by employer (placement feedback) which will allow students to reflect on performance and skills development in preparation for summative assessments. Individual tutorials Weeks 20-22

Assessment 1: Week 5 Written Assessment Individual 1000 words Assessment 2: Week 25 Written assessment Individual 2500 words Assessment 3: Week 25 75 Hours work placement Pass/Fail

Sports as a Business

Formative individual tutorials to support development of event plan

A portfolio will be produced comprising of: Assessment 1: Week 19 Written event plan to support launch of service Individual 1000 words Assessment 2: Weeks 23 Individual journal of launch event


Anatomy and Physiology for Sport

Formative assessment opportunities will be provided via Moodle in the form of online tests and interactive workshops (Weeks 4-20). These formative assessments act as revisions and recap sessions which will allow student direct their own exam preparation.

Assessment 1: Week 15 A practical laboratory report, of 2000 words, will be compiled over a series of practical sessions: Assessment 2: Week 25 Examination 2 hours

Practical Skills and Fitness

This will provide opportunities for students to reflect on progress before the final summative assessment. Engage students in group discussions to discuss challenges and develop appropriate coping strategies. - Throughout

Assessment 1: Week 14 MCQ exam Assessment 2: Week 25 Practical Logbook Individual Word Limit: 2000 words

Contemporary Sports Coaching

Opportunities to engage in academic discussion during sessions with tutors, guest speakers and peers: Throughout Student delivery in the form of demonstrations- Weeks 14-20 This will provide opportunities for students to reflect on progress before the final summative assessment.

Assessment 1: Week 20 Practical Assessment Individual Word Limit N/A Assessment 2: Week 25 Written Assessment Individual Word limit: 2000 words

LEVEL 5

Personal Research Project

Project proposal: Week 4. The project proposal allows the students to gain feedback on their initial progress on their chosen project and provides an opportunity for discussion and refinement of proposed project. Formative assessment opportunities will be provided via Moodle in the form of online tests (statistics): Weeks 4-12

Assessment 1: Week 16 Written Assignment (Statistics) Individual 1000 words Assessment 2: Week 21 Written project Individual 5000 words

Coaching Theory and Sports Leadership

Opportunities to engage in academic discussion during sessions with tutors, guest speakers and peers-throughout Continuously assessing students retention of the knowledge gained with classroom interaction – Throughout Students will be able to reflect on previous research through classroom activities which provides formative opportunities for feedback

Assessment 1: Week 16 Written assignment Individual 2000 words Assessment 2: Week 23 Practical assessment (portfolio based) Individual Plan, Conduct and Review

Work Based Learning

Tutorial sessions- Weeks 7, 20-22 Formative feedback provided by employer (placement feedback) which

Assessment 1: Week 9 Presentation Group


will allow students to reflect on performance and skills development in preparation for summative assessments.

Assessment 2: Week 23 Written Assignment Individual 2000 words Assessment 3: Week 25 75 hours work placement Pass/Fail

Performance Analysis

Formative assessment opportunities will be provided via group tutorials and interactive in-class discussions

Assessment 1: Week 11 Written assignment Individual 2000 words Assessment 2: Week 25 Presentation Individual 500 word supporting notes

Physical Instruction and Fitness

Student delivery in the form of demonstrations – Weeks 4-10. This will allow students to reflect on their own demonstration and practice prior to summative assessment Formative assessment opportunities will be provided via group tutorials and interactive in-class discussions

Assessment 1: Week 13 Written Report Individual 2000 words Assessment 2: Week 24 / 25 Planning / Presentation Individual

Sports Psychology Continuously assessing students retention of the knowledge gained with classroom interaction Formative assessment opportunities will be provided via group tutorials and interactive in-class discussions

Assessment 1: Week 16 Examination 2 hours Assessment 2: Week 25 Written Assignment Individual 2000 words

programme specification fdsc sport (coaching and fitness)...level 3 award in sports conditioning...

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