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Student Handbook

BSc (Hons) Strength & Conditioning

2016-2017

Dr Chris Edmundson

School of Sport and Wellbeing

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All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Head of School. This applies to the materials in their entirety and to any part of the materials.

Mission and Values

We create positive change in our students, staff, business partners and wider communities, enabling them to develop their full potential by providing excellent higher education, innovation and research.

Our values:

The pursuit of excellence in all that we do. Equality of opportunity for all, supporting the rights and freedoms of our

diverse community. The advancement and protection of knowledge, freedom of speech and

enquiry. Supporting the health, safety and wellbeing of all.

Student Charter The Student Charter has been developed by the University and the Students’ Union so that

students gain the maximum from their UCLan experience. It is a two-way commitment or

‘contract’ between the University and each individual student. It acts as a means of

establishing in black and white what students can expect from the University and the Union

in terms of support, and in return what we expect from our students. Read the full Student

Charter

Supporting Diversity at UCLan UCLan recognises and values individual difference and has a public duty to promote equality and remove discrimination in relation to race, gender, disability, religion or belief, sexual orientation and age. During your time at UCLan we expect you to be able to

experience "an integrated community based on mutual respect and tolerance where all staff and students can feel safe, valued and supported."

contribute to creating a positive environment where discriminatory practices and discrimination no longer happen.

Please review the UCLan Equality and Diversity Policy for further information.

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Contents page

1.1 Welcome to the course ................................................................................................ 5

1.2 Rationale, aims and learning outcomes of the course .................................................. 5

1.3 Course Team ............................................................................................................... 5

1.4 Academic advisor ........................................................................................................ 6

1.5 Administration details................................................................................................... 6

1.6 Communication............................................................................................................ 6

1.7 External Examiner ........................................................................................................... 6

2. Structure of the course ...................................................................................................... 7

2.1 Overall structure .......................................................................................................... 7

2.2 Modules available ........................................................................................................ 7

2.2.1 Progression ........................................................................................................... 8

2.3 Study Time .................................................................................................................. 8

2.3.1 Weekly timetable ............................................................................................. 8

2.3.2 Expected hours of study .................................................................................. 8

2.3.3 Attendance Requirements................................................................................ 9

2.4 Data Protection ............................................................................................................ 9

3. Approaches to teaching and learning ................................................................................ 9

3.1 Expertise of staff .......................................................................................................... 9

3.2 Learning and teaching methods ................................................................................. 10

3.3 Study skills ................................................................................................................ 11

3.4 Learning resources .................................................................................................... 12

3.4.1 Learning Information Services (LIS) .................................................................... 12

3.4.2 Electronic Resources .......................................................................................... 12

3.5 Personal development planning ................................................................................. 12

3.6 Preparing for your career ........................................................................................... 12

4. Student support, guidance and conduct .......................................................................... 13

4.1 Academic advisors .................................................................................................... 13

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4.2 Student Support ......................................................................................................... 13

4.3 Students with disabilities ............................................................................................ 13

Assessment arrangements for students with a disability .................................................. 13

4.4 Health and Safety ...................................................................................................... 14

4.5 Conduct ..................................................................................................................... 14

4.6 Students’ Union ......................................................................................................... 14

5. Assessment .................................................................................................................... 15

5.1 Assessment Strategy ................................................................................................. 15

5.2 Notification of assignments and examination arrangements ............................... 15

5.3 Referencing ............................................................................................................... 15

5.4 Confidential material .................................................................................................. 16

5.5 Dealing with difficulties in meeting assessment deadlines ......................................... 16

5.5.1 Extenuating circumstances ................................................................................. 16

5.5.2 Late submissions ................................................................................................ 17

5.6 Feedback Following Assessments ............................................................................. 17

5.7 Cheating, plagiarism, collusion or re-presentation ..................................................... 17

5.8 Appeals against assessment board decisions ........................................................... 18

6. Course regulations .......................................................................................................... 19

6.1 Course requirements ................................................................................................. 19

6.2 Classification of Awards ............................................................................................. 19

7. Student voice .................................................................................................................. 19

7.1 Course Representatives and School Presidents ........................................................ 20

7.2 Student Staff Liaison Committee Meetings (SSLC) .................................................... 20

7.3 Complaints ................................................................................................................ 21

8. Appendices ..................................................................................................................... 21

8.1 Programme Specification ........................................................................................... 21

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1. Introduction to the course

1.1 Welcome to the course The BSc (Hons) Strength & Conditioning degree is an exciting development offered by the University in the rapidly advancing field of Strength & Conditioning.

The course aims to develop both academic and practitioner skills to enable students to work effectively as both strength & conditioning coaches and applied sports scientists. Students will gain practical skills and competencies and will be able to back this up with the necessary underpinning knowledge required to perform as a strength & conditioning professional. Students will thus be able to design and deliver effective strength and conditioning programmes to a range of individuals

Content includes:

Programme design

Neuromuscular control

Functional Anatomy

Applied strength and conditioning

Exercise and health

Research methods

Biomechanics and movement analysis

Psychology

Lab time The course will make use of some of the outstanding facilities at the University, including the biomechanics and physiology labs, and the multi-million pound UCLan Sports Arena (USA). The latter houses a purpose built strength and conditioning facility, which has received a significant investment in equipment.

The course will be supported by research active staff with academic expertise and extensive S&C coaching experience within elite level sport and sports rehabilitation.

The full-time programme is delivered in two semesters over three years.

1.2 Rationale, aims and learning outcomes of the course The increasing emphasis on high levels of physical preparation in many sports has seen the demand for strength and conditioning support increase considerably in recent years. BSc (Hons) Strength and Conditioning degree is a dynamic course, which will enable you to take advantage of the growth in the cutting edge development of human performance and provide you with the necessary skills needed to work in this field.

You will undertake a balanced mix of theoretical and practical based work, with the opportunity to develop these skills in work-based environments using our growing list of partners including Blackburn, Burnley, Preston and Bolton Football clubs, and Wigan Rugby League Club.

Students undertake a first year consisting of key underpinning knowledge and skills such as functional anatomy, physiology and biomechanics, whilst maintaining a strength and conditioning emphasis, and progress on to specific strength and conditioning based modules in the second and third years including practice-based opportunities.

The course aligns with content of the UK Strength and Conditioning Association (UKSCA), British Weightlifting, and the National Strength and Conditioning Association (NCSA), and thus students will be well placed to take assessments for these qualifications as they progress through the course

1.3 Course Team Dr Chris Edmundson, Course Leader Darwin 204 3317 cjedmundson@uclan.ac.uk

Ian Bentley Darwin 226 3511 ibentley1@uclan.ac.uk

Sean Kilmurray Brook 116 4564 sfkilmurray@uclan.ac.uk

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Steve Atkins Darwin 103 3523 satkins@uclan.ac.uk

Robert Hamilton Brook 116 2795 rhamilton@uclan.ac.uk

1.4 Academic Advisor You will be allocated an Academic advisor by the end of the first week of teaching. You will be able to access this information through your My UCLan page. In many instances this will be your Course Leader. If you have any queries regarding this, please contact Greenbank Hub (details below).

1.5 Administration details Campus Administrative Services provides academic administration support for students and staff. We are located in Greenbank Building room 006 and we are open from 8.45am until 5.15pm Monday to Thursday and until 4.00pm on Fridays. The hub can provide general assistance and advice regarding specific processes such as extenuating circumstances, extensions and appeals. Course specific information is also available via school blackboard sites.

The hub telephone number is 01772 89 1998/1999 The hub email contact is GreenbankHub@uclan.ac.uk

1.6 Communication The University expects you to use your UCLan email address and check regularly for messages from staff. If you send us email messages from other addresses they risk being filtered out as potential spam and discarded unread. Your course Academic team will communicate with you via your UCLan email – it is vital that you check this regularly for updates relating to your course. Other information will be available for you on your School Blackboard site.

1.7 External Examiner The University has appointed Paul Comfort from Salford University as the External Examiner to your course. External examiner’s help to ensure that the standards of your course are comparable to those provided at other higher education institutions in the UK. If you wish to make contact with your External Examiner, you should do this through your Course Leader and not directly. External Examiner reports will be made available to you electronically. The School will also send a sample of student coursework to the external examiner(s) for external moderation purposes, once it has been marked and internally moderated by the course tutors. The sample will include work awarded the highest and lowest marks and awarded marks in the middle range.

2. Structure of the course

2.1 Overall structure The BSc (Hons) Strength & Conditioning degree can be taken either full time (over three years) or part time, in order to fit around other commitments. Work placement and year-out options are also available

Level 4 [year 1] In year one the emphasis will be on developing a broad foundation of the relevant underpinning knowledge and understanding. This will include key aspects of anatomy, physiology and biomechanics. You will also be introduced to basic research concepts and examine how evidence underpins your

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practice. In order for you to apply this knowledge you will use some examples of specific case scenarios you are likely to see when working as a strength and conditioner. You will also begin to develop some specific skills in teaching and instruction. The use of reflection as a learning tool will also be introduced and emphasised. Professionalism will also be introduced and how to develop your role as a strength and conditioning practitioner.

Level 5 [year 2] In year two you will build on the broad foundation specific skills and knowledge developed at level one. There will be an emphasis on developing your ability to learn independently. You will begin to develop critical analysis and evaluation skills. A problem-solving approach will continue to be used as a method of helping you apply they key knowledge and skills that you will continue to develop. You will gain the opportunity to experience strength and conditioning in a real life environment, working alongside a qualified practitioner. You will continue to consider the best evidence to underpin practice as well as having the opportunity to develop a specific area of interest within the student initiated module (SIM).

Level 6 [year 3 ]

In year three there will be a further shift towards independent learning. There will be opportunities to develop areas of particular interest through research ideas. You will develop higher-level critical appraisal, evaluation and problem solving skills. Critical analysis of your clinical experience will enable you to identify a setting for your negotiated physiotherapy practice placement. You will develop insight into the psychological issues which you will need to address within your work, particularly those which confront the elite athlete. However you will also consider other client groups at this level and how strength and conditioning can expand into these populations. At level three you will be expected to consistently underpin aspects of your practice with best available evidence.

2.2 Modules available

Year 1 XS1100 Intro to Sports Biomechanics XS1104 Sports Ergonomics & Analysis XS1200 Intro to Physiology for Sport & Exercise Science XS1700 Introduction to Research Methods XS1078 Functional Anatomy XS1106 Introduction to Exercise Leadership & Gym Orientation (O) XS1600 Intro to Nutrition (O)

Year 2 XS2030 Performance & Evaluation in Strength & Conditioning XS2500 Essentials of Sport Training and Conditioning PS2710 Research Methods XS2031 Common Sports Injuries and Injury Prevention XS2032 Strength & Conditioning in Practice (Sem 2 only) XS2100 Sports Biomechanics XS2102 Practical Biomechanics (O) XS2200 Physiology of Human Performance (O) XS2601 Sports Nutrition (O) TL2061 Essentials of skill Development (O)

Year 3 XS3900 Double Research Project XS3204 Advanced Methods in Performance Assessment & Conditioning XS3102 Advances in Sports Ergonomics TL3510 Careers in Sport (O) XS3200 Exercise Referral (O) XS3101 Biomechanics of Posture & Injury in Sport (O)

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Numbers of modules: Full-time students undertake six modules per year except in the third year where the dissertation counts as a double module.

The full list of options indicated may not all be delivered every year, and this may depend on how many students choose that particular option. When accepting your offer of a place to study on this course, you are accepting that not all of these options will be running. At (or before) the start of each year, you will have an opportunity to discuss your course and preferred options with your tutor. The University will do all it reasonably can to ensure that you are able to undertake your preferred options.

2.2.1 Progression

Discussions about your progression through the course normally take place in February each year. It is an opportunity for you to make plans for your study over the next academic year. The course team will tell you about the various modules / combinations available and you will both agree on the most appropriate (and legal) course of study for you.

2.3 Study Time

2.3.1 Weekly timetable

Your timetable will be available online via https://apps.uclan.ac.uk/WeeklyTimetable.

Please be aware your timetable may vary throughout the academic year therefore it is vital that you check your timetable on a regular basis.

2.3.2 Expected hours of study

The normal amount of work involved in achieving a successful outcome to your studies is to study for 10 hours per each credit you need to achieve – this includes attendance at UCLan and time spent in private study.

The contact time with module tutors is not the total number of learning hours. The contact time is simply the number of teaching hours and is a fraction of the total learning hours. The total number of learning hours includes personal study hours. The total number of learning hours depends on the level of study. Students should at all levels expect to engage in no less than 36 hours of learning and study each week. The following table outlines the key components of the approximate learning hours and should be viewed as an example only.

Activity Total number of hours

Lectures, seminars, workshops

Personal learning and study, library research, writing assignments

12 hours

24 hours

Total workload per week 36 hours

During any internship it is normal to follow a typical full-time working week with extra time needed for the internship assignments. Remember: It is students’ responsibility to manage their time effectively. Note that time is “perishable” and lost time can never be regained.

2.3.3 Attendance Requirements

You are required to attend all timetabled learning activities for each module. Notification of illness or exceptional requests for leave of absence must be made to

GreenbankHub@uclan.ac.uk, you will then receive an automated response with an absence form that

you must complete.

Students should report non-attendance to the hub email – GreenbankHubAttendance@uclan.ac.uk or by

telephoning the hub on 01772 891998 or 01772 891999.

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International Students It is your responsibility under the UK Border Agency (UKBA), Points Based System (PBS) – that you MUST attend your course of study regularly; under PBS, UCLan is obliged to tell UKBA if you withdraw from a course, defer or suspend your studies, or if you fail to attend the course regularly. Your attendance will be monitored closely.

If you have not gained the required authorisation for leave of absence, do not respond to communications from the University and if you are absent for four weeks or more, you may be deemed to have withdrawn from the course. If this is the case, then the date of withdrawal will be recorded as the last day of attendance. Each time you are asked to enter your details on SAM you must remember that the University has a responsibility to keep information up to date and that you must only enter your own details on the system. To enter any other names would result in inaccurate records and be dishonest. Any student who is found to make false entries can be disciplined under the student guide to regulations.

2.4 Data Protection All of the personal information obtained from you and other sources in connection with your studies at the University will be held securely and will be used by the University both during your course and after you leave the University for a variety of purposes. These are all explained during the enrolment process at the commencement of your studies. If you would like a more detailed explanation of the University’s policy on the use and disclosure of personal information, please contact the Information Governance Officer, Clerk to the Board Service, University of Central Lancashire, Preston, PR1 2HE or email DPFOIA@uclan.ac.uk

3. Approaches to teaching and learning

3.1 Expertise of staff Chris Edmundson is the Course Leader for the Strength & Conditioning degree. He has a PhD in Sports Biomechanics and Physiology and a first class honours degree in Sports Science. He is an accredited Strength & Conditioning Coach through the UK Strength & Conditioning Association, a British Weightlifting Coach, and also a certified strength and conditioning coach through the National Strength & Conditioning Association. He has been a high performance coach and strength and conditioning specialist for over ten years, looking after professional athletes and teams including Blackpool Football club, Burnley Football Club, Rapha-Condo cycling team and Team Sports Cover

Ian Bentley is a lecturer in Strength & Conditioning, and currently undertaking a PhD investigating kinetics parameters related to resistance sled training. As well as lecturing at UCLan Ian is responsible for Strength & Conditioning development at Wigan Warriors Rugby Club

All staff who teach on the degree have both academic and coaching backgrounds. Many also compete in various sporting events. Expertise and experience cover a wide range of sports from local to international level, with many staff working with the National sporting bodies such as British Cycling, UK Sport and Sport for England

As such the degree is contemporary and delivered in a manner that ensures academic and practical coaching skills are developed in parallel

3.2 Learning and teaching methods The programme team is committed to enabling you to develop into independent & autonomous learners. In acknowledgement that you each learn in a different way you will experience a variety of teaching

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styles & formats. This variety [outlined below] is intended to give you a rich assortment of learning experiences

Key Note Lectures Lectures will be used to introduce concepts, give information and to ‘set the scene’ for your learning. PowerPoint presentations are often made available in advance via eLearn so that you have the opportunity to review material prior to a session. If you are a part-time student some of these lectures may be delivered on-line, with support & discussion provided by on-line chat facilities, where you will have the opportunity to ask any questions.

Group Work Seminars, tutorials, discussions, debates and workshops will be used to develop your problem-solving ability and to allow you to explore and discuss concepts, ideas and information. You will be expected to ‘come prepared’ to these sessions, ready to discuss your ideas and understanding of a subject area in order to allow further development of ideas as a group. Group reflection and knowledge sharing workshops will be used during and after practice-based modules to encourage you to share your experiences & learning. There will be some opportunity to develop these discussions with other professional groups such as Sports Therapy and Physiotherapy students, with whom you will share some modules. This will also provide you with the opportunity to work alongside professional groups who you may well be expected to work alongside in the future. If you are a part-time student, your time of attendance may be altered to facilitate some shared learning opportunities, although both the above programmes will also have a part-time route

Problem based learning Problem based learning PBL approaches where scenarios/trigger are one of the techniques used to develop learning in some modules. In PBL you work out what you need to learn and how to apply this new knowledge as solutions to the problem. In PBL the Lecturer’s role is one of facilitator, keeping you on track and helping you to identify relevant resources. In PBL you will assume a high degree of responsibility for your learning, work with others, set relevant learning goals for yourself and the group as a whole. You will need to take the initiative and be prepared to present demonstrations of your learning achievements.

Practical Skills Sessions Practical sessions allow you to acquire and practice the necessary skills for safe and effective practice. These sessions may also be linked directly to the genuine case studies to help you to integrate theory with the practice.

Independent / self-directed study / research For each hour of tutor contact that you have within a module you will be expected to do 1-2 hours of additional study in your own time.

As you progress on the course, answers to your questions will not always be readily available in standard textbooks. You will need use your independent study time to find and use contemporary, research-based materials (journal articles, conference papers, Internet postings, current research programme briefs, research work in progress, and so on). Self-directed study will enable you to develop the skills for Lifelong Learning (LLL) and Continued Professional Development (CPD) that are essential components of your future professional responsibility.

eLearn (Managed Learning Environment) The universities managed learning environment is called eLearn (previously called WebCT). eLearn is a key component of the department’s teaching strategy and as such it is a major teaching and learning resource in each module. eLearn module sites will include information such as module descriptors, module handbooks, module assessments and provide you with access to lecture. eLearn also provides access to other supporting materials which include directed study notes to prepare in advance of

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timetabled sessions, material relating to taught sessions, live electronic links, discussion sites and chat rooms.

Lecturing staff will use eLearn to communicate with students. The use of electronic discussion boards and chat rooms will enable you to discuss pertinent issues with colleagues and academic staff. This facility will be used consistently if you are a part-time student, and it is therefore important that you have access to a broadband connection to support the delivery of material such as videos and on-line lectures.

Presentations Presentations are often used to enable you to feedback to the student group following a period of directed or self-directed study. You will develop your presentation skills throughout the three levels of the programme. A variety of different modes of presentations will be used including verbal, poster, PowerPoint. Presentations in a variety of formats are a key feature of the assessment strategy on your programme.

Group Reflection and Knowledge Sharing Following your experiential learning, you will take part in formal group reflection activities, which will encourage group support to enable you to develop your skills in reflective practice. Group reflection and knowledge sharing will ensure that learning from practice environments is maximised by encouraging the sharing of practice experience.

Experiential Learning As part of your studies you will have the opportunity to undertake experiential learning. You are encouraged to seek out your own experiential learning opportunities with assistance from a supervising tutor. A supervising tutor will be appointed from the course team to provide you with an appropriate academic mentor / tutor for the experiential learning period. You will receive a visit at work from their supervising tutor during the placement period. This will enable the tutor to meet with the student and the placement provider to consider issues of learning and development.

3.3 Study skills The LIS provide an extensive range of resources and support particularly relevant for this course.

WISER https://portal.uclan.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=_33_1 LIS https://portal.uclan.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=_25_1

3.4 Learning resources

3.4.1 Learning Information Services (LIS)

Extensive resources are available to support your studies provided by LIS – library and IT staff. Take advantage of the free training sessions designed to enable you to gain all the skills you need for your research and study.

3.4.2 Electronic Resources

LIS provide access to a huge range of electronic resources – e-journals and databases, e-books, images and texts. Considerable material will be available from Blackboard, including lecture notes, handouts, practical sessions and web links.

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3.5 Personal development planning Personal development planning will be an integral part of the programme throughout and will be facilitated by your academic advisor and the completion of a portfolio over the three years of the programme. You will be introduced to this at the beginning of the programme as part of the Managing learning and understanding the research process module, when you will complete a learning styles questionnaire and identify your personal strengths & weaknesses and strategies to develop these areas.

You will develop a personal development portfolio during your time on the course, and there will be times when you will be asked to reflect upon aspects of evidence in your portfolio. Your ability to reflect upon all aspects of your learning and practice will allow you to fine tune your thinking skills and allow you to develop as a competent strength and conditioning practitioner. Your portfolio will also become an important document for you as you look to develop employment opportunities in your final year.

3.6 Preparing for your career Your future is important to us, so to make sure that you achieve your full potential whilst at university

and beyond, your course has been designed with employability learning integrated into it. This is not

extra to your degree, but an important part of it which will help you to show future employers just how

valuable your degree is. These “Employability Essentials” take you on a journey of development that

will help you to write your own personal story of your time at university:

To begin with, you will explore your identity, your likes and dislikes, the things that are

important to you and what you want to get out of life.

Later, you will investigate a range of options including jobs and work experience,

postgraduate study and self- employment,

You will then be ready to learn how to successfully tackle the recruitment process.

You will be able to record your journey using PebblePad, the university’s e-portfolio system, which will

leave you with a permanent record of all the fantastic things you have achieved during your time at

UCLan.

It’s your future: take charge of it!

Careers offers a range of support for you including:-

career and employability advice and guidance appointments

support to find work placements, internships, voluntary opportunities, part-time employment and live projects

workshops, seminars, modules, certificates and events to develop your skills Daily drop in service available from 09:00-17:00 for CV checks and initial careers information. For more information come along and visit the team (in Foster building near the main entrance) or access our careers and employability resources via the Student Portal.

4. Student support, guidance and conduct Student Engagement Assistants (SEAs) will be members of the Student Support and Wellbeing Team in SASS, and will play a vital role in providing a student-friendly access point to the wider specialist support services. The SEAs will be based within the Student Support Hub in Foster Building 058, and will also operate from the ‘I’ Information Point in the Library. They will meet students who need help and support and any queries which can be handled immediately will be dealt with there and then. Where the issue is more complex or sensitive the SEAs will provide one to one wellbeing appointments and / or refer onto the appropriate service (internal or external). Wellbeing appointments will be available daily; some will be pre-booked, but there will also be appointments kept free to book on the day.

Your Academic Support Tutor is Maggie Ferguson, MFerguson1@uclan.ac.uk

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4.1 Academic Advisors Academic advisors are here to work with you to help you understand your assignment feedback and help you reflect and action plan in order to improve your performance within and across academic years. They will be able to help you plan for your intended future careers and encourage you to take up additional qualifications and opportunities that are available. They will help you collect evidence to create and dress CV’s. Your Academic advisor will work with you to create an individualised learning/development plan that will see you becoming active, global citizens as per the UCLan Medium Term Strategy.

4.2 Student Support The 'i' is a central Student Information Centre and your first point of contact. You can obtain information on a wide range of topics including Council Tax Exemption Certificates, Bank and Confirmation of Study Letters, Portable Financial Credits, (continuing students only, Printing and Printer Credit, UCLan Cards, the ‘I’ shop and UCLan Financial Support Bursary (first year students only).

4.3 Students with disabilities If you have a disability that may affect your studies, please either contact the Disability Advisory Service - disability@uclan.ac.uk - or let one of the course team know as soon as possible. With your agreement information will be passed on to the Disability Advisory Service. The University will make reasonable adjustments to accommodate your needs and to provide appropriate support for you to complete your study successfully. Where necessary, you will be asked for evidence to help identify appropriate adjustments.

Assessment arrangements for students with a disability Arrangements are made for students who have a disability/learning difficulty for which valid supporting evidence can be made available. Contact the Disability Adviser for advice and information, disability@uclan.ac.uk

4.4 Health and Safety As a student of the University you are responsible for the safety of yourself and for that of others around you. You must understand and follow all the regulations and safety codes necessary for a safe campus environment. Please help to keep it safe by reporting any incidents, accidents or potentially unsafe situations to a member of staff as soon as possible. Safety assessments have been undertaken for each module of your course and you will be advised of all applicable safety codes and any specific safety issues during the induction to your course and modules. You must ensure that you understand and apply all necessary safety codes. These form an essential element of your personal development and contribute to the safety of others.

4.5 Conduct You will be expected to abide by the Regulations for the Conduct of Students in the University. UCLan expects you to behave in a respectful manner demonstrated by using appropriate language in class, and switching mobile phones / other devices off prior to attending classes. If your behaviour is considered to be unacceptable, any member of staff is able to issue an informal oral warning and the University will support staff by invoking formal procedures where necessary. You can read more about UCLan expectations in the regulations for the Conduct of Students.

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4.6 Students’ Union

The Students’ Union is the representative body for all UCLan students. The organisation exists separately from the University and is led by the elected officers of the Student Affairs Committee (SAC) as well as representatives on the Students’ Council. The Students’ Union building is located at the heart of the Preston campus, and is the hub for all student activities. Representation and campaigning for students’ rights is at the core of what we do and is encompassed by our tag line of, Making Life Better for Students. Should you wish to make a change to any aspect of your student experience, whether it be academically related or not, then the Union is where your voice can be heard, actions taken, or campaigns launched. Your Union is also the home to a fantastic range of student-led societies, sports teams and multitudes of volunteering opportunities. You can also receive help in finding part-time work, whilst you study. Not sure where to go? Pop into the Opportunities Centre on the ground floor of the Students’ Union building and someone will point you in the right direction. We hope your time at University is trouble free, but should you come into difficulties around anything from academic appeals, to issues with housing, benefits or debt, then our dedicated staff team in the Advice and Representation Centre are on hand to help. As we are independently run from the university, we can offer truly impartial advice. More information on all these things, as well as details about all our (not-for-profit) commercial services, including our student supermarket (Essentials) and student-bar (Source) can be found at http://www.uclansu.co.uk/.

5. Assessment Please note that all modules will be assessed. You are expected to attempt all required assessments for each module for which you are registered, and to do so at the times scheduled unless authorised extensions, special arrangements for disability, or extenuating circumstances allow you to defer your assessment.

5.1 Assessment Strategy Assignments allow you to develop your own arguments and conclusions related to set tasks as there are often many possible solutions to a particular problem. Assessment is largely based on the ability to demonstrate clearly which approach you have taken and why.

The most appropriate method of assessment has been selected in order to meet the specified learning outcomes outlined in the module information pack. Assessment methods used include:

Formal essays and reports

Practical observations and skill competence

Individual and group presentations

Seminar papers on nominated topics

Log books, diaries and portfolio of practical work

Industry based project

The course team have devised the assessment strategy with the needs of the Strength & Conditioning industry in mind. The emphasis towards group work and practical skills, as well as written assignments reflect the need and abilities of the industry more adequately than conventional examinations you would be expected therefore to have a professional approach to a wide range of assessment situations.

Viewing Draft work The course team will view draft work as appropriate for each module, but will not view anything 10 working days before the submission date

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5.2 Notification of assignments and examination arrangements

All of the hand-in deadlines for formal assessments are published in the Module Information Packs at the start of the academic year. It is your responsibility to manage the research, synthesis and production of your assignments throughout the year to ensure you submit within the hand-in deadlines. Lead lectures, seminars and applied practical’s are designed to support your assignment submission and failure to attend any of these sessions may result in module tutors not offering additional individual tutorials.

5.3 Referencing Learning to be an effective student is also about learning to be an effective academic. In other words, it is important to understand the ways that effective academics carry out their work. Referencing is carried out by all academics in a specific way appropriate to their discipline. Students’ work becomes professional and demonstrates higher levels of academic attainment if methods and modes of referencing are learnt. If referencing is not learnt and applied, students will be deemed to be incompetent academics at first glance and this generally leads to a loss of substantial marks.

Essentially the purpose of referencing is to ensure that presented work is substantiated with and supported by appropriate theories and evidence. By referencing, presented work for the most part becomes more reliable and valid. As a result, examiners are more likely to reward greater credit to students for their work.

Please ensure that you use the Harvard method of referencing and back up all your statements and claims where appropriate. Try to include as much peer reviewed literature as possible and limited the use of web-based articles

5.4 Confidential material It is possible that during your programme of study you will require access to sensitive information, particularly when working in professional domains. It is essential that you ensure that any participants remain anonymous if they are reported as part of an assignment submission. Students should be committed to pursue their research activities (project, investigation, enquiry, survey, or any other interaction with people, including the use of data derived from that interaction) in an ethical manner. The practice of ethics is about conducting one’s research activity in a disciplined manner within legal and other regulated constraints and with minimal impact on and detriment to others. In the process of research the student should

- safeguard the interests of those involved in or affected by their work

- report their findings accurately and truthfully

- consider the consequences of their work or its misuse for those they study and other interested parties.

Students are responsible for considering the ethical implications of all research activities and should

familiarise themselves with the University’s ethical framework.

If in doubt about any ethical issues related to their research students should consult their dissertation supervisor for advice.

5.5 Dealing with difficulties in meeting assessment deadlines Assignments must be submitted no later than the date on your assignment instructions / brief. If you

anticipate that you will have difficulty in meeting assessment deadlines or you have missed or are

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likely to miss in-semester tests you must report this at the earliest possible opportunity to the relevant

module leader or Academic advisor

Authorisation of the late submission of work requires written permission. Your School is authorised to give permission for one extension period of between 1 and 10 working days where appropriate evidence of good reason has been accepted and where submission within this timescale would be reasonable taking into account your circumstances (Academic Regulations). You should complete and submit an extension request form, with any supporting evidence, to your Hub. Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstances.php We aim to let you know if the extension has been granted within 1 working day of the receipt of the request. If you are unable to submit work within 10 working days after the submission date due to verifiable extenuating circumstances, you may submit a case for consideration in accordance with the University’s Policies and Procedures on Extenuating Circumstances (Academic Regulations and Assessment Handbook).

5.5.1 Extenuating circumstances

Some students face significant events in their personal life that occur after their course has started, which have a greater impact on their students than can be solved by the use of an extension. If this applies to you, the University is ready to support you both with regard to your course and your personal wellbeing through a process called Extenuating Circumstances (see Academic Regulations and Assessment Handbook). Normally extenuating circumstances will relate to a change in your circumstances since you commenced your course, which have had a significant, adverse effect on your studies. Everyday occurrences such as colds or known conditions such as hay-fever will not qualify unless the effects are unusually severe and this is corroborated by a medical note. The University does not look sympathetically on absences or delays caused by holiday commitments or by work commitments in the case of full-time students. The normal work commitments of part-time students would not constitute an extenuating circumstance. A disability or learning difficulty does not constitute an extenuating circumstance (see Academic Regulations). Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstances.php You can apply for extenuating circumstances online via myUCLan. You must apply no later than 3 days after any examination or assessment submission date. Do not wait until you receive your assessment results to submit a claim. It is in your own interests to submit the claim as soon as possible. You will be expected to re-submit claims for extenuating circumstances for each semester. All evidence that is provided relating to extenuating circumstances will be treated in a sensitive and confidential manner. Supporting evidence will not be kept for longer than is necessary and will be destroyed shortly after the end of the current academic year. Further information about the submission process is available at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstance_submission.php In determining assessment recommendations, Assessment Boards will consider properly submitted claims from students who believe their performance has been adversely affected by extenuating circumstances. N.B. Assessment Boards are not permitted to alter individual assessment marks to take account of extenuating circumstances (Academic Regulations and Assessment Handbook).

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5.5.2 Late submissions

If you submit work late and unauthorised, a universal penalty will be applied in relation to your work:

If you submit work within 5 working days following the published submission date you will obtain the minimum pass mark for that element of assessment.

Work submitted later than 5 working days after the published submission date will be awarded a mark of 0% for that element of assessment.

Unauthorised late submission at resubmission will automatically be awarded a mark of 0% for

that element of assessment.

5.6 Feedback Following Assessments UCLan is committed to giving you clear, legible and informative feedback for all your assessments (Academic Regulations). You are expected to review and reflect on your feedback and learn from each experience to improve your performance as you progress though the course. You will be provided with generic feedback for in-module formative and summative elements of assessment which contribute to a module within 15 working days of the scheduled submission or examination date. Generic feedback on end of module assessment and dissertations will be made available within 15 days of publication of results. Feedback may be oral, written, posted on a website or other.

5.7 Cheating, plagiarism, collusion or re-presentation You are required to sign a declaration indicating that individual work submitted for an assessment is your own.

If you attempt to influence the standard of the award you obtain through cheating, plagiarism or collusion, it will be considered as a serious academic and disciplinary offence as described within the Academic Regulations and the Assessment Handbook .

Cheating is any deliberate attempt to deceive and covers a range of offences described in the Assessment Handbook.

Plagiarism describes copying from the works of another person without suitably attributing the published or unpublished works of others. This means that all quotes, ideas, opinions, music and images should be acknowledged and referenced within your assignments.

Collusion is an attempt to deceive the examiners by disguising the true authorship of an assignment by copying, or imitating in close detail another student’s work - this includes with the other student’s consent and also when 2 or more students divide the elements of an assignment amongst themselves and copy one another’s answers. It does not include the normal situation in which you learn from your peers and share ideas, as this generates the knowledge and understanding necessary for each individual to independently undertake an assignment; nor should it be confused with group work on an assignment which is specifically authorised in the assignment brief.

Re-presentation is an attempt to gain credit twice for the same piece of work.

Turnitin is a package used to assess originality and plagiarism of work. Most of your written work will need to be uploaded through Turnitin to allow lecturers to confirm that the work is your own.

The process of investigation and penalties which will be applied can be reviewed in the Assessment Handbook. If an allegation is found to be proven then the appropriate penalty will be implemented: In the case of a single offence of cheating, plagiarism, collusion or re-presentation:

the penalty will be 0% for the element of assessment, and an overall fail for the module.

the plagiarised element of assessment must be resubmitted to the required standard and the mark for the module following resubmission will be restricted to the minimum pass mark.

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when it is detected for the first time on a resubmission for an already failed module, no further resubmission for the module will be permitted, and the appropriate fail grade will be awarded.

In the event of a repeat offence of cheating, plagiarism, collusion or re-presentation (irrespective of whether the repeat offence involves the same form of unfair means) on the same or any other module within the course:

the appropriate penalty will be 0% for the module with no opportunity for re-assessment. This penalty does not preclude you being able to retake the module in a subsequent year.

The penalties will apply if you transfer from one UCLan course to another during your period of study and module credits gained on the former course are transferred to the current course. Contact the Students’ Union Advice and Representation Centre by emailing: suadvice@uclan.ac.uk for support and guidance.

5.8 Appeals against assessment board decisions If you consider that you have a reason to appeal against an assessment board decision, please bear in mind that your reasons must fall within the grounds specified in the University Academic Regulations: Section I. You cannot appeal simply because you disagree with the mark given. The specified grounds for appeal are:

1. that an Assessment Board has given insufficient weight to extenuating circumstances; 2. that the student’s academic performance has been adversely affected by extenuating

circumstances which the student has, for good reason, been unable to make known to the Assessment Board;

3. that there has been a material administrative error at a stage of the examining process, or that some material irregularities have occurred;

4. that the assessment procedure and/or examinations have not been conducted in accordance with the approved regulations.

If you want to appeal, then you must do so within 14 days of your results being published. The onus is on you to find out your results and submit your appeal on time. Contact the Students' Union Advice and Representation Centre by emailing: suadvice@uclan.ac.uk for support and guidance. Results and assessment marks will be published on the respective Blackboard page under each module heading

6. Course regulations

6.1 Course requirements There are several core modules (labelled as ‘Core’) that must be taken during each year of the degree. There are also several optional modules (O) which can be selected from in order to make up the full 6 modules for each year. It is essential that you take and pass all modules in order to progress to the next year and ultimately in order to graduate. While it is possible to repeat some modules from the previous year while still progressing to the next year, those repeated modules must still be passed in order to graduate. Furthermore some modules have perquisite modules which means it is not possible to enrol on the module until you have completed the equivalent module from the previous year. In years two and three there are several opportunities for work-based placements, internships, and additional CPD courses. Staff will let you know of any additional relevant courses or internships that are being run usually by Blackboard or e-mail Some students wish to study abroad between 1st and 2nd year or between 2nd and 3rd year. This must be planned several months in advance in order to ensure that the adopting university has modules than align sufficiently closely with that of the undergraduate degree being run at UCLan

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6.2 Classification of Awards The University publishes the principles underpinning the way in which awards and results are decided in Academic Regulations. Decisions about the overall classification of awards are made by Assessment Boards through the application of the academic and relevant course regulations. Without listing unnecessary detail, the panel sitting the module and course boards give the student every opportunity to gain the best mark. For example rounding up of marks where percentages have been awarded, and shifting the student up a category when he or she sits at a ‘9’ etc.

7. Student voice You can play an important part in the process of improving the quality of this course through the feedback you give. In addition to the on-going discussion with the course team throughout the year, there are a range of mechanisms for you to feedback about your experience of teaching and learning. We aim to respond to your feedback and let you know of our plans for improvement. For example a new module has been validated for 2015-2016 which has been written specifically for Strength & Conditioning students. This has happened due to feedback from students regarding an existing module that was tailored towards Physiotherapy students and thus not always relevant to S&C students The Students Union can support you in voicing your opinion, provide on-going advice and support, and encourage your involvement in all feedback opportunities. They will be requesting that you complete the National Student Survey (during semester 2 for students in their final year of study) or the UCLan Student Survey (all other students). The Students’ Union and University work closely together to ensure that the student voice is heard in all matters of student-life. We encourage students to provide constructive feedback throughout their time at university, through course reps, surveys and any other appropriate means, The Union’s Student Affairs Committee (SAC), members of Students’ Council and School Presidents each have particular representative responsibilities, and are involved with decision making committees as high as the University Board. Therefore it is very important students engage with the democratic processes of the Students’ Union and elect the students they see as most able to represent them.

7.1 Course Representatives and School Presidents A course representative is a student who represents their fellow students’ views and opinions to the course team, school, university and students’ union. Course representatives work proactively and diplomatically to improve the academic and non-academic experiences of students. The role of a course representative is extremely beneficial to both students on your course and the university. It enables students to have ownership of their student experience and voice their opinions and share positive practice with the course team, primarily the Student Staff Liaison Committee Meetings (see below). Course representatives will be elected every year either in April or September. Alongside receiving recognition, support and respect being a course representative is a great opportunity to enhance your employability skills. If you are interested in becoming a course representative and wish to find out more about the role visit the Students’ Union website or by emailing: coursereps@uclan.ac.uk.

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School Presidents meanwhile are annually elected representatives who voice the opinions of students

within each school. They communicate and engage with students in their school to gain feedback and

work in partnership with senior management to create positive change. They are also trained to

support and signpost course representatives where needed. If you wish to find out who is your School

President or more about the role visit the Students’ Union website or email: coursereps@uclan.ac.uk

7.2 Student Staff Liaison Committee meetings (SSLC)

The purpose of a SSLC meeting is to provide the opportunity for course representatives to feedback to staff about the course, the overall student experience and to inform developments which will improve future courses. These meetings are normally scheduled once per semester. Meetings will be facilitated using guidelines and a record of the meeting will be provided with any decisions and / or responses made and / or actions taken as a result of the discussions held. The meetings include discussion of items forwarded by course representatives, normally related to the following agenda items (dependent on time of year). The course team encourage student feedback in all areas and recognise that additional items for discussion may also be raised at the meeting

Update on actions completed since the last meeting Feedback about the previous year – discussion of external examiner’s report;

outcomes of National /UCLan student surveys. Review of enrolment / induction experience; Course organisation and management (from each individual year group, and

the course overall); Experience of modules - teaching, assessment, feedback; Experience of academic support which may include e.g. Personal

Development Planning, academic advisor arrangements; Other aspects of University life relevant to student experience e.g. learning

resources, IT, library; Any other issues raised by students or staff.

7.3 Complaints The University recognises that there may be occasions when you have cause for complaint about the service you have received, when this happens, the complaints procedure is intended to provide an accessible, fair and straightforward system which ensures as effective, prompt and appropriate response. Click on this link for more information Complaints Procedure

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8. Appendices

8.1 Programme Specification This Programme Specification provides a concise summary of the main features of the programme

and the learning outcomes that a typical student might reasonably be expected to achieve and

demonstrate if he/she takes full advantage of the learning opportunities that are provided.

Sources of information on the programme can be found in

Section 17

1. Awarding Institution / Body University of Central Lancashire

2. Teaching Institution and Location of Delivery

University of Central Lancashire, Preston Campus

3. University Department/Centre School of Sport and Wellbeing

4. External Accreditation None

5. Title of Final Award BSc (Hons) Strength and Conditioning

6. Modes of Attendance offered Full-time, part-time, sandwich

7. UCAS Code CB69 short code BSc/SC

8. Relevant Subject Benchmarking Group(s)

Hospitality Leisure Sport & Tourism 2008

9. Other external influences

UK Strength & Conditioning Association

British Weightlifting

National Strength and Conditioning Association (NSCA)

BASES

10. Date of production/revision of this form

November 2014 (updated June 2015)

11. Aims of the Programme The Aims of the BSc (Hons) Strength & Conditioning programme are to:

Develop a strength & conditioning coach who integrates theory into safe, effective and contemporary practice, through Research Informed Teaching.

Provide students with the opportunity to develop the specific and transferable skills, thereby developing the Employability and Enterprise of graduates.

Enable students to recognise and reflect upon their role within the athlete’s multidisciplinary support team.

Enable students to critically appraise and reflect upon their practise, particularly within International contexts, using the best available evidence, and maintain an on-going commitment to their own development and that of the profession.

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To enhance the understanding of Sustainability issues relating to the area of Strength and Conditioning, with particular regard to the health and wellness of clients, and wider benefits to society.

12. Learning Outcomes, Teaching, Learning and Assessment Methods

A. Knowledge and Understanding

A1 Apply & evaluate critically, knowledge relevant to Strength & Conditioning practice

A2 Critically evaluate national and international approaches to Strength & Conditioning

practice, as well as its potential impact on the wider physical activity agenda, in order

to contribute to informed debate and influence practice.

Teaching and Learning Methods

Lead/key lectures, group work, seminars, small group tutorials, workshops, discussions, debates, problem based learning, practical skills sessions, distance learning, case studies, directed study, research, portfolio development, eLearn (managed learning environment), interprofessional learning & working, group reflection, personal development planning, self-directed study, student presentations.

Assessment methods

MCQ exams, written assignments (including reflective writing, traditional essays, research proposals, literature reviews), practical exams, oral exams, presentations - individual & group, posters, , portfolio, personal development planning,

B. Subject-specific skills

B1 Undertake & evaluate the results of appropriate screening/needs analysis with the

athlete.

B2 Manipulate key scientific principles in order to develop and deliver effective and

progressive training programmes

B3 Maintain records with due regard to professional, ethical and legal standards.

B4 Skilfully apply and adapt a range of safe and effective strength & conditioning skills

according to individual need.

B5 Negotiate agreed and appropriate goals with the athlete/client which reflect SMART

principles (specific, measurable, achievable, realistic & timed).

B6 Adopt & maintain professional behaviour in line with relevant professional standards.

B7 Effectively monitor and evaluate performance and adapt programmes accordingly.

Teaching and Learning Methods

Lead/key lectures, group work, seminars, small group tutorials, workshops, discussions, debates, problem based learning, practical skills sessions, distance learning, case studies, directed study, research, clinical placements, portfolio development, eLearn (managed learning environment), interprofessional working, personal development planning, self-directed study, student presentations.

Assessment methods

MCQ exams, written assignments (including reflective writing, traditional essays, research proposals, literature reviews), practical exams, oral exams, presentations - individual & group, posters, portfolio, personal development planning.

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C. Thinking Skills

C1 Design & rationalise strength & conditioning programmes which meet individual needs.

C2 Critically evaluate individual responses to assigned programmes.

C3 Develop and debate appropriate ideas for research.

C4 Identify and reflect upon the limits of own practice and through reflective practice plan

appropriate development activities.

C5 Critically evaluate the best available evidence to underpin strength & conditioning

practice.

Teaching and Learning Methods

Lead/key lectures, group work, seminars, small group tutorials, workshops, discussions, debates, problem based learning, practical skills sessions, distance learning, case studies, directed study, research, portfolio development, eLearn (managed learning environment), interprofessional learning & working, group reflection, personal development planning, self-directed study, student presentations.

Assessment methods

Written assignments (including reflective writing, traditional essays, research proposals, literature reviews), practical exams, oral exams, presentations - individual & group, posters , portfolio, personal development planning,

D. Other skills relevant to employability and personal development

D1 Rationalise the appropriate use of a variety of current technologies

D2 Use the processes of personal development planning to effectively manage their own

learning.

D3 Demonstrate an effective range of communication skills, including a range of digital

media

D4 Make a significant and effective contribution to team working.

Teaching and Learning Methods

Lead/key lectures, group work, seminars, small group tutorials, workshops, discussions, debates, problem based learning, practical skills sessions, distance learning, case studies, directed study, research, portfolio development, Blackboard (managed learning environment), interprofessional learning & working, group reflection, personal development planning, self-directed study, student presentations

Assessment methods

Written assignments (including reflective writing, traditional essays, research proposals, literature reviews), practical exams, oral exams, presentations - individual & group, posters , portfolio, personal development planning,

13. Programme Structures* 14. Awards and

Credits* Level Module

Code

Module Title Credit

rating

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Level 6 XS3900

XS3102

XS3204

XS3101

TL3150

TL3146

XS3200

XS3604

Double Research Project (Comp)

Advances in Sports Ergonomics (Comp)

Advanced Methods in Performance Assessment

& Conditioning (Comp)

Biomechanics of Posture and Injury in Sport (O)

Careers in Sport (O)

Psychology for Sport Performance (O)

Exercise Referral (O)

Nutrition for Strength and Conditioning

Practitioners (O) – available for Army S&C

students only

40

20

20

20

20

20

20

20

Bachelor Honours

Degree in

Strength &

Conditioning

Requires 360

credits including a

minimum of 220 at

Level 5 and 100 at

Level 6

Bachelor Degree

in Strength &

Conditioning

Requires 320

credits including a

minimum of 180 at

Level 5 or above

and 60 at Level 6.

Level 5 XS2030

XS2500

PS2710

XS2031

XS2032

TL2061

XS2200

XS2100

XS2102

XS2601

Performance & Evaluation in Strength &

Conditioning (Comp)

Essentials of Sport Training & Conditioning

(Comp)

Research Methods (Comp)

Common Sports Injuries and Injury Prevention

(Comp)

Strength & Conditioning in Practice (Comp)

Essentials of Skill Development (O)

Physiology of Human Performance (O)

Sports Biomechanics (O)

Practical Biomechanics (O)

Sports Nutrition (O)

20

20

20

20

20

20

20

20

20

20

DiplomaHE

Strength &

Conditioning (exit

award)

Requires 240

credits including a

minimum of 100 at

Level 5

Level 4 XS1078

XS1100

XS1104

XS1200

XS1700

Functional Anatomy (Comp)

Introduction to Sports Biomechanics (Comp)

Sports Ergonomics and Analysis (Comp)

Introduction to Physiology for Sport & Exercise

Science (Comp)

Introduction to Research Methods (Comp)

20

20

20

20

20

CertificateHE

Requires 120

credits

25

XS1106

XS1600

Introduction to Exercise Leadership & Gym

Orientation (O)

Intro to Nutrition (O)

Exceptionally, students may take up to one 20

credit option at Stage 1 and up to one 20 credit

option at Stage 2 from the School’s module

catalogue and/or a module from the UCLan

Advantage Curriculum Pathway (ie. Language,

Futures, Volunteering modules) provided that the

option contributes to the learning outcomes of the

programme. Permission of the Course Leader is

required.

20

20

15. Personal Development Planning

Personal development planning is an integral part of the programme and will be facilitated by the

student’s academic advisor and the completion of a portfolio over the three years of the programme.

Students will be introduced to this at the beginning of the programme within the relevant modules (e.g.

XS1700 in year 1) and will run through each of the 3 years.

As well as the outlined structured support for PDP, students are continually encouraged to reflect on and

discuss their practice

16. Admissions criteria

Programme Specifications include minimum entry requirements, including academic qualifications,

together with appropriate experience and skills required for entry to study. These criteria may be

expressed as a range rather than a specific grade. Amendments to entry requirements may have been

made after these documents were published and you should consult the University’s website for the

most up to date information.

Students will be informed of their personal minimum entry criteria in their offer letter.

Applications are sought from individuals who are 18 years or over and possess the following:

At GCSE/O level: 6 passes at grade C or above, including English, Mathematics and a Science plus one

of the following

280-300 points at A' Level with one in a science based subject

Equivalent levels in Scottish Highers & Irish leaving Certificate

DDM at BTech National Diploma

Appropriate Access Course in a relevant subject area Applications are also considered from mature students (21 yrs +) who can demonstrate recent study

(within the last 4 years) in an appropriate field, and consideration will be given to experience and

Industry related qualifications.

Entry into year 2 of the course may be considered if candidates can demonstrate relevant academic

study, e.g. relevant Foundation degree.

Students will be expected to have CRB clearance before commencing any experiential work

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17. Key sources of information about the programme

University Website http://www.uclan.ac.uk/information/courses/bsc_hons_strength_and_conditioning.php

UCLanSport website

University Prospectus

UCAS website

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18. Curriculum Skills Map

Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed

Programme Learning Outcomes

Level Module Code Module Title

Core (C), Compulsory (COMP) or Option (O)

Knowledge and understanding

Subject-specific Skills Thinking Skills Other skills relevant to employability and

personal development

A1 A2 B1 B2 B3 B4 B5 B6 B7 C1 C2 C3 C4 C5 D1 D2 D3 D4

L

EV

EL

6

TL3510 Careers in Sport COMP

XS3900 Double Research Project C

XS3204 Advanced Methods in Performance Assessment & Conditioning COMP

XS3102 Advances in Sports Ergonomics COMP

XS3101 Biomechanics of Posture & Injury in Sport O

TL3146 Psychology For Sport Performance O

XS3200 Exercise Referral O

XS3604 Nutrition for Strength and Conditioning Practitioners O

LE

VE

L 5

XS2500 Essentials of sport Training and Conditioning COMP

PS2710 Research Methods COMP

TL2061 Essentials of skill Development O

XS2030 Performance & Evaluation in Strength & Conditioning COMP

XS2032 Strength & Conditioning in Practice COMP

XS2031 Common Sports Injuries and Injury Prevention COMP

XS2601 Sports Nutrition O

XS2100 Sports Biomechanics O

XS2200 Physiology of Human Performance O

XS2102 Practical Biomechanics O

LE

VE

L 4

XS1200 Intro to Physiology for Sport & Exercise Science COMP

XS1700 Introduction to Research Methods COMP

XS1078 Functional Anatomy COMP

XS1104 Sports Ergonomics & Analysis COMP

XS1100 Intro to Sports Biomechanics COMP

XS1600 Intro to Nutrition O

XS1106 Introduction to Exercise Leadership & Gym Orientation O

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