University | Catalogues for 2003/04 | for UGs | for PGs

Department of Education, Unit Catalogue 2003/04

ED10001: Exploring effective learning

Credits: 6

Level: Certificate

Semester: 1

Assessment: CW100

Requisites:

Aims & Learning Objectives:
The aim is to review the student's own learning in order to identify approaches to learning which are effective and to develop a better understanding of the learning process in the context of study in Higher Education. The objectives are that students should understand better their own learning and be able to identify effective learning strategies; they should be able to debate and discuss critically their own learning
Content:
The nature of learning; what is learnt (skills, knowledge, values etc.); learning styles; learning in groups; autonomy in learning; communication as part of the learning process; study skills; presentation skills; time management; assessment and being assessed.

ED10001: Exploring effective learning

Credits: 6

Level: Certificate

Semester: 2

Assessment: CW100

Requisites:

ED10002: Learning: Theory & context

Credits: 6

Level: Certificate

Semester: 2

Assessment: CW100

Requisites:

Aims: This unit will consider more theoretical aspects of learning. It aims to consider a selection of theoretical perspectives on learning, and to relate these to teaching and learning in different contexts, incuding schools, colleges, universities and lifelong learning. The unit will also explore the implications fo new technologies for learning.
Learning Outcomes: By the end of the unit students should be able to:
* begin to understand the nature of learning and teaching;
* evaluate critically the merits of behavioural, cognitive and other theories of learning;
* draw together the various elements impinging on learning to better understand their own learning and ways of imparting it to others;
* establish a critical awareness of new technologies for teaching and have an appreciation of a variety of contexts in which learning occurs and can be facilitated.
Skills:
* Comprehensive and scholarly written communication (e.g. essays).
* Effective oral communication (e.g. seminar presentations).
* Ability to select, summarise and synthesis written information from multiple sources.
* Ability to apply theory into practice.
* Ability to produce work to agreed specifications and deadlines.
* Ability to work independently, without close supervision or guidance.
Content: Theories of learning: a review of a range of approaches to learning theory and the cognitive and other processes associated with learning: including memory, problem-solving and motivation. Contexts for learning: including schools, further and higher education, and a variety of lifelong learning opportunities. Session would include, for example:
* Learners and individual differences.
* Theories of learning including behavioural, cognitive, social cognitive and constructivist approaches to learning.
* Memory, thinking, problem-solving and learning.
* ICT and learning.
* Lifelong learning and Higher Education.

ED10125: Sports nutrition

Credits: 6

Level: Certificate

Semester: 2

Assessment: EX100

Requisites:

Aims & Learning Objectives:
Students completing this unit will understand the function of major macronutrients and micronutrients in the context of athletic training and performance as well as the principles and practice of rehydration. They will acquire practical skills in applying the principle of energy balance to assess dietary intake of sports performers. Students will also develop a depth of understanding that enables them to evaluate the value of nutrient supplements and the benefits of dietary manipulation pre and post competition. Students will gain knowledge of the eating disorders that sports performers are vulnerable to. Students will acquire an appreciation of how different food preparation techniques can influence a foods nutrient quality.
Content:
Students will study:
* Macro- and micro- nutrients considering fluid intakes, balanced diet, time of year, age and stage of maturation of athlete, health of athlete, athletic training and athletic performance;
* Dietary intake, including RDA, RNI, LRNI and EAR, caloric balance, nutrient balance, and fluid intake;
* Assessments of nutrient intake utilising food diaries, recall methods, manual and computer -based analysis;
* Feedback methods (written, oral, computer-based) of reporting a nutrient analysis;
* Nutrient supplements considering ergogenic aids, fluid based and food-based issues;
* Dietary manipulation for pre- and post- competition;
* The process of dehydration and its physiological effects on performance, including appropriate strategies for rehydration and recovery;
* Eating disorders - anorexia nervosa, anorexia athletica, bulimia and food faddism;
* Food preparation considering boiling, steaming, microwaving, frying, grilling and their effect on nutrient content.

ED10136: Introduction to pedagogy

Credits: 6

Level: Certificate

Semester: 2

Assessment: EX50CW50

Requisites:

Aims & Learning Objectives:
Students will identify and explore the critical dimensions involved in pedagogy, such as teachers/teaching, learners/learning, and knowledge formation/development of understanding/context. Students will appreciate the interdependency of each dimension, and will recognise the holistic concept of pedagogy in the contexts of physical education and sport.
Content:
From an introduction to the overall concept of pedagogy, each critical dimension of pedagogy will be focussed upon and will be explored with reference to examples and problematic issues. Physical education and sport will provide the source for discussion, debate, examples and problematic issues. Critical dimensions include:
(i) Teachers and teaching: teacher roles; teaching styles and approaches; teacher effectiveness; pedagogical content knowledge; formulating and using aims and objectives.
(ii) Learners and learning: introduction to learning processes and learning theories, including active learning; learning styles and strategies.
(iii) Knowledge formation/understanding/context: knowledge construction theories; issues in the development of understanding; the importance of context in pedagogy.

ED10142: Lifestyle management

Credits: 6

Level: Certificate

Semester: 1

Assessment: CW50OR50

Requisites:

Aims & Learning Objectives:
This unit provides the student with a detailed knowledge and understanding of the lifestyles of sports performers from a coaching and performance perspective. The student will understand the important factors that impact on the lifestyle of sports performers; have a knowledge of a variety of lifestyle management approaches and understand the roles and responsibilities of organisational providers in the management of sports performers in the UK. Students will asess the specific lifestyle needs of elite performers using proflies, interview and SWOT analysis techniques, and identify specific strategies to enhance a performer's lifestyle management.
Content:
Factors: performance issues, selection issues, coach relationships, health, finance, travel, education, accommodation, employment, retirement, media. Lifestyle management approaches: Career and education - school level, further education, higher education, employment, full-time athlete, special needs approach, professional sport, home based, based at training centres, ACE, scholarships. Transitions in sport; Dealing with injury, retirement, changing location, changing coach, Life after sport. Dealing with pressures; Contracts, agents, finance, media, coach, family and peer pressure. Roles and responsibilities: Aims of organisations, athlete performance enhancement, legal responsibilities, duty of care, health & safety, moral responsibilities, financial support, career development. Lifestyle management strategies; Holistic approach to lifestyle, Quality training and wellness, Rest and recovery, injury prevention , stress management and relaxation techniques, time management.

ED10143: Planning & practice

Credits: 6

Level: Certificate

Semester: 1

Assessment: EX50CW25PR25

Requisites:

Aims & Learning Objectives:
Through this unit students will study the pedagogical skills necessary in the delivery process of sports participation and performance. Students will acquire both theoretical and practical skills in order to apply relevant techniques in the planning and delivery of effective coaching sessions. Students will develop the following:
* Ability to plan for coaching
* Ability to improve technical performance in a particular sport
* Ability to implement effective coaching
Content:
Ability to plan for coaching:
* The coaching process, importance of planning and preparation, creating a season plan, creating a session plan, safety, organisational factors, importance of warm up and cool down, knowing your participants, supervision, organisation and control.
Ability to improve technical performance in a particular sport:
* Learning stages, skill development and acquisition. Differences between ability, technique and skill. Implications for coaching.
Ability to implement effective coaching students:
* Motivating participants, principles of goal setting, feedback and evaluation. Modifying coaching sessions for beginners, children, individuals and groups.

ED10146: Mental skill development

Credits: 6

Level: Certificate

Semester: 2

Assessment: EX50CW50

Requisites:

Aims & Learning Objectives:
Students completing this unit will understand and appreciate a range of psychological factors influencing sport participation. Students will understand how movement skills are developed. They will understand the concepts underpinning mental training and be able to apply a range of mental training techniques to practice and competition scenarios. Students will be able to devise a competition day action plan for performers in their sport.
Content:
Students will examine theories and models of personality, motivation, self-efficacy, arousal and concentration. Students will explain and assess the concepts and variables thought to influence the development of movement skills; concepts and variables considered will include skill acquisition, theories of learning, leadership and group size and structure. Students will study the concepts underpinning mental training, such as goal-setting, arousal and attentional control and mental practices, and be able to apply these concepts to practice and competition scenarios. Students will complete on-the-day action plans dealing with issues such as routines, relaxation and imagery.

ED10148: Sport & recreation management

Credits: 6

Level: Certificate

Semester: 2

Assessment: EX50CW50

Requisites:

Aims & Learning Objectives:
Students completing this unit will be able to apply basic principles and functions of recreation management within relevant specialised areas for coaches. Through this unit students will study some of the main principles of recreation management. The unit aims to develop the management functions specific to the needs of the modern day coach. The student will gain insight into the following areas: structure and organisation of sports provision; human resources; finance; marketing and customer services. Students will also develop a depth of understanding that allows them to evaluate the effectiveness of new initiatives.
Content:
Students will study the structure and organisation of sports provision including the concepts of play, sport, recreation and leisure; provision within the public, voluntary and private sectors and national agencies and their impact on the structure of sport. Students will also study human resources, including the management process, management styles and management functions, practices and issues, including leadership, group processes, decision-making, responsibility and authority, legislation and workplace standards, incentives and appraisals. They will examine financial objectives and business plans, financial procedures and processes, including budgeting, cash flow, profit and loss accounts, and breakeven analysis. Students will finally study marketing and customer services, including the marketing mix, SWOT analysis, market research, psychology of the customer, and marketing plans and methods.

ED10149: Working with special populations

Credits: 6

Level: Certificate

Semester: 2

Assessment: CW100

Requisites:

Aims & Learning Objectives:
By considering factors and contexts which impinge on appropriate teaching approaches for special populations, students completing this unit will be able to: identify their responsibilities in teaching both children and adults with a disability; investigate ways of making sport more accessible and positive to all populations; appreciate the individual requirements of children and adults with a disability; describe the services and opportunities for specialist sport populations; and appreciate the physical and mental developmental factors in children. Students will also consider specific populations such as the ageing population, teenagers, women, the unemployed, ethnic/ religious groups, and the corporate market. Students will examine opportunity and accessibility factors for specific populations, to include Reasons for participation, Motivation and Exercise Adherence, Reasons for drop-out.
Content:
Students will examine the responsibilities of a coach working with special populations including those related to legal aspects, health and safety, as well as ethical, moral and physical/ emotional responsibilities. Students will examine making sport more positive and accessible to special populations, analysing the benefits of sport and considering how to accommodate the needs of individuals and the community. Students will acknowledge the need to adapt communication, practices and equipment to satisfy the individual requirements of athletes with a disability. Students will consider the services and opportunities for specialist sport populations, including sports-specific rules and regulations, team selection, team training, funding, sponsorship and publicity. Students will have the opportunity to examine different types of exercise prescription and design exercise programmes for specific populations. Students will take into account the specific and individual needs of individual clients. Students will consider varied types of screening, including the use of PARQ questionnaires, to assess the current health status and fitness needs of clients. The unit will include practical sessions specifically designed for specific populations, such as water aerobics and/or armchair exercise for the ageing population, and stress management, meditation and relaxation techniques for the corporate market.

ED10162: Introduction to research methods I

Credits: 6

Level: Certificate

Semester: 1

Assessment: CW100

Requisites:

Aims & Learning Objectives:
To introduce the student to the methods and practice of research in an educational context. On completion of this unit students should be able to: critically evaluate research reports, describe various research designs employing qualitative and quantitative techniques, and understand rudimentary statistical methods; have some understanding of issues and caveats relating to research ethics, sampling, data collection and analysis, and the interpretation of findings.
Content:
The unit will introduce students to commonly used qualitative and quantitative approaches, including interviews, questionnaires, surveys and observation. They will gain understanding of sampling strategies and procedures, issues of validity and reliability, ethical considerations in research, issues in data collection and analysis, including basic techniques in statistical analysis (descriptive with simple notions of statistical significance testing), and issues concerning the presentation and discussion of research in education.

ED10180: Independence for life

Credits: 15

Level: Certificate

Modular: no specific semester

Assessment: CW100

Requisites:

Aims & Learning Objectives:
Aims: To enable candidates to define independence in terms which represent the diversity of people's needs and the individual's right to be actively involved in the processes and services which enable them to achieve personal life choices. Candidates will be required to:
* Compare individual perceptions of the consequences of disease and impairment;
* Explore existing definitions of 'rehabilitation' and their impact upon the development and delivery of timely and appropriate services which enable people to achieve personal life choices with respect to independence;
* Analyse different approaches to 'rehabilitation' and the relationship between independence and 'rehabilitation';
* Demonstrate an awareness of the knowledge, values and expectations of the stakeholders involved in the 'rehabilitation' process and the tensions that can and do arise between them.
Content:
Issues of normality/ordinariness. Issues of health, well-being and quality of life. Personal, cultural and societal views of disability and independence. Definitions of 'rehabilitation'. Approaches to independence. Emotional, social, psychological aspects of 'rehabilitation'. Ethical and legal issues. Individuals rights and public services. Professions, organisations and institutions - the impact of their policies, roles and responsibilities on 'rehabilitation'. Knowledge, language and empowerment. The politics of 'health' in relation to disability, 'rehabilitation' and independence. Statutory policies, resources and services. Disability and Employment. The nature of teams and collaborative working.

ED10181: Experience of disability

Credits: 15

Level: Certificate

Modular: no specific semester

Assessment: CW100

Requisites:

Aims & Learning Objectives:
Aims:
* To promote greater understanding and insight into the complexity of the concept of disability.
* To develop positive attitudes towards disability and disabled people;
* To enhance the quality of services which affect disabled people's abilities to achieve personal life choices. Candidates will be required to:
* Reflect on their personal knowledge, attitudes, values and beliefs about: i) Normality and disability; ii) The uniqueness of the individual;
* Compare individual views and experiences of disability;
* Explore and challenge societal and cultural perceptions and attitudes towards normality and disability and how these have evolved;
* Appraise and challenge the different definitions and models of disability and how they may influence the opportunities for people of different abilities to achieve personal life choices in society;
* Explore the relationship between language, labelling, stigma and the role of the media in relation to disability and exclusion;
* Demonstrate an understanding of the rationale for empowering/enabling people to achieve personal life choices.
Content:
This unit will encourage students to address a wide range of issues relating to disability including: quality of life, normality and normalisation, human rights; experiences of disability; attitudes to disability; disability in the past, present and future including legislation, policies and practice; the labelling of disability; issues relating to inclusion and exclusion, dependence and independence; personhood including issues relating to identify, sexuality, gender, culture, religion, empowerment and advocacy.

ED10182: Independent studies

Credits: 15

Level: Certificate

Modular: no specific semester

Assessment: CW100

Requisites:

Aims & Learning Objectives:
To enable candidates to explore a particular aspect of disability and/or rehabilitation in a specialist way. This may be in relation to an aspect of clinical practice, it may relate to a specific disability or it may focus upon particular developments in service or rehabilitation concepts. The student must draw up a Learning Contract outlining the rationale and philosophy for their intended study, method of learning and learning plan, the anticipated learning outcomes, level of study, credit weighting, assessment specification (if different from the standardised model), any resource or other implications, and duration of study. This Contract will then be subject to approval by the DARE Foundation and the University. Candidates will be required to:
* Explore, through enquiry, the specific disability/rehabilitation approach/service provision identified;
* Present evidence for intervention and change;
* Implement project work development within the identified field of study and evaluate the change effects;
* Consider the implications of change for overall service provision with respect to their particular area of interest/focus.
Content:
This unit is likely to be taken by one of the following routes:
* A student will identify a particular 'issue' from their enquiries which they wish to address. This would form an enquiry-based investigation, identifying and defining the problem, researching the literature and evidence, proposing, implementing and (where feasible) evaluating change. Students will be guided in their independent study by their tutor and supported with structured open learning materials.
* The student would be a participant in a Workshop Programme run by the DARE Foundation and commissioned by various agencies across the UK. The Workshop Programme runs over 6 months and provides a structured, supported team based action research environment. The team would identify a particular problem and then devise, develop and implement a project to address the problem. Students entering the Independent Studies unit through this mode will be required to demonstrate evidence of independent learning as well as team working and will be guided in their independent study by their tutor and supported structured open learning materials.
* The student may identify a particular area of specialism which is not offered within the Programme but is considered a valid and appropriate area of study. This unit permits the student to gain that knowledge and expertise from another source, e.g. by taking (or attending) a unit offered within another programme of the University or by another recognised university. The study proposal within the Learning Contract would need to meet the general philosophy of the programme and lead to an equivalent of 30 credits study.

ED10183: Managing expectations

Credits: 15

Level: Certificate

Modular: no specific semester

Assessment: CW100

Requisites:

Aims & Learning Objectives:
Aims: To enable candidates to understand the complexities of managing personal, organisational and societal expectations within an inclusive, user-centred service for disabled people and personal carers. Candidates will be required to:
* Demonstrate an understanding of the diversity and complexity of personal and societal/occupational expectations;
* Explore the way personal/professional/societal expectations about individuals and groups, particularly disabled people, affect the ability and rights of those people to exercise personal choice;
* Demonstrate awareness of the ethical, moral and legal dilemmas that could and do arise when the expectations of different stakeholders conflict;
* Using critical incidents, identify the knowledge and skills involved in consultation, negotiation and conciliation.
Content:
Expectations and disability. People's expectations of themselves and others. Expectations and choice in a democratic society. The notion of user-centred services. Professions - their expectations for and of their members and society's expectations of them. Expectations in relation to 'normality' and 'ability' at individual and societal levels. Ethical, legal issues relating to the notions of personal choice and services. Issues of power and control in relation to expectations. The conflict between expectations and availability of resources to meet them.

ED10190: Ethics & safety

Credits: 6

Level: Certificate

Semester: 1

Assessment: CW25EX50OR25

Requisites:

Aims: To develop an understanding of ethical and safety issues in Coach Education and Sports Development.
Learning Outcomes:
Develop an understanding of emerging issues and pressures experienced by the professional coach and their athletes. Appreciate the risk factors associated with sports performance. Be able to develop responsibility for safe working practice and injury prevention. Understand the moral and ethical issues that the coach and athlete are faced with.
Skills:
Written communication (A), oral communication (T), presentation (A), working as part of a group(A), Written Exam (F).
Content:
(i) The role of the coach in child welfare, to include child abuse, trainability of children, growth and development.
(ii)Drugs in sport, including drug testing, physiological and psychological side effects.
(iii) Safe working practice to include health and safety responsibilities, intrinsic and extrinsic risk factors for injury.
(iv) Professionalism vs. amateur, funding, media and role model status.
(v) Multidisciplinary approach to Sport Science, to include coach/athlete awareness of Jet Lag, Acclimatisation, Heat and Cold, Altitude.
(vi) Safe practice within sport and training, to include effective weight training, effective recovery strategies and therapeutic techniques.
(vii) Pressures of success, under achievement and the impact it has on injury occurrence and return to performance.

ED20003: Education in society

Credits: 6

Level: Intermediate

Semester: 1

Assessment: CW100

Requisites:

In taking this unit you cannot take ED20004

Aims & Learning Objectives: This unit will consider the role of education in society. It will be based on an assessment of the purposes of education and of educational organisations such as schools, colleges and universities. It will consider government policies towards education; how these policies are formed and what they mean in practice. Examples will be drawn from the UK and wider.
Content: Aims and purposes of education in different societies and through time; the politics of education; the role of state in education policy and practice: national curricula, national development plans, centralised and decentralised systems, the relationship between education and culture; the hidden curriculum; vocationalism; educational alternatives; Europeanisation and globalisation.

ED20004: Educational institutions as organisations

Credits: 6

Level: Intermediate

Semester: 2

Assessment: CW100

Requisites:

In taking this unit you cannot take ED20003

Aims & Learning Objectives: This unit considers educational institutions as organisations. It will look at how these institutions are organised around their key purposes. It will consider key organisational issues such as curriculum design and implementation, equal opportunities, staff development, measuring and identifying effectiveness, ways of improving the quality of provision; the learning institution.
Content: Schools/colleges/universities as organisations; purposes of the organisations and the practical implications; curriculum purposes and design; equalising opportunities: class, gender, race etc; curriculum strategies: setting, banding, streaming, differentiating, learning support/special needs, pastoral care, assessment, cross-curricular elements; measuring/identifying effectiveness and approaches to improvement; the culture of the teacher: staff development/professional development issues; open learning, lifelong learning, access to learning and accreditation of learning.

ED20126: Educational psychology

Credits: 6

Level: Intermediate

Semester: 2

Assessment: EX50ES50

Requisites:

Aims: This unit focuses on key concepts in educational psychology, particularly cognitive, developmental and social dimensions.
Learning Outcomes:
Students who have completed this unit will appreciate and be able to explore contemporary issues and theories in educational psychology and will have a greater understanding of their own and others' approaches to learning.
Skills:
Reflecting on approaches to and factors influencing learning (T, F, A). Reflecting on own learning (T, F, A). Reviewing articles, papers (T, F). Critical engagement with literature (T, F, A). Written communications (T, F, A). Working independently (F). Working in groups (F). Discussion/ oral communication (T, F).
Content:
Students will consider the cognitive and affective bases of individual learning, including issues of memory, learning, cognition, metacognition, values and emotion. The major theoretical models utilised to examine developmental psychology, particularly those of Piaget and Vygotsky, will be discussed, as will the significance of social relationships in learning. Contemporary issues in educational psychology will be addressed, including a variety of learning disorders and difficulties.

ED20127: Education and coaching law

Credits: 6

Level: Intermediate

Semester: 2

Assessment: EX100

Requisites:

Aims & Learning Objectives:
Students completing this unit will have developed an understanding of the legal framework surrounding education and coaching. It will, through a case study approach, focus on the implications of criminal and statute law for practising teachers, coaches and coach educators. It will study issues of legal interpretation, as well as identifying good practice for those involved in any aspect of coaching. Examples will be drawn from Europe and the rest of the world.
Content:
Legal framework - the following areas of the law will be studied: Health and Safety at work, risk assessment, recording and reporting of accidents, child protection, loco parentis, duty of care and higher duty of care, laws of confidentiality and public access to information, the rights and responsibilities of the media, agents and sponsors. Case Studies - students will study antecedents and consequences of a number of educational/coaching scenarios: examples of accidents, negligence, fraud, child abuse, slander, misappropriation, cheating and bribery.

ED20128: Principles of event management

Credits: 6

Level: Intermediate

Semester: 1

Assessment: CW100

Requisites:

In taking this unit you cannot take MN10071 and take MN20072

Aims: The aims of this unit are to develop both the knowledge and understanding of the techniques of event management in combination with relevant communication and management skills.
Learning Outcomes:
Students completing this unit will understand the theory and application of the theory involved in running a medium / large scale event. They will acquire the knowledge of cultural and social assumptions, expectations and legal frameworks. Relevant communication and management skills will be developed through liaison with appropriate external organisations and also through the process of formal management meetings. Presentation skills will be developed through formally presenting a business plan to relevant stakeholders.
Skills:
The following key skills are either taught and / or facilitated (T/F) or assessed (A) in this unit: Written Communication - T/F, A. Numeracy - T/F. Problem Solving - T/F, A. Working Independently - T/F, A. Working as Part of a Group - T/F, A.
Content:
Students will study:
* Principles of event management.
* The concept of the sports event, including cultural and social assumptions, expectations and legal frameworks.
* Individual group management sessions.
* Organisation of small-scale local events, drawing on resources and facilities available.
* What makes a successful event?
* Planning and management of a medium / large event, liaising with appropriate external organisations and senior event managers.
* Formulation of a business plan.
* Visits to and visits from lecturers from those governing bodies / associations involved with large-scale event management.
* Group Presentation and analysis of management activities undertaken.

ED20129: Historical development of coaching

Credits: 6

Level: Intermediate

Semester: 1

Assessment: CW50EX50

Requisites:

Aims & Learning Objectives:
Through this unit students will develop an understanding of the nature, scope and pace of change in coaching methodology and technology, along with the socio-economic and cultural factors that have facilitated/inhibited change. Students will be able to track the relationship between the development of coaching and performance accomplishments in specific sports and will be able to link this progress to changing assumptions about the nature of sport in society. Students will gain an appreciation of the potential impact upon sport of future/recent innovations in coaching.
Content:
Nature, scope and pace of change: Students will study changes in coaching technology and methodology, and assumptions about sport, from the ancient Greeks, through the Roman era to more recent techniques used in Victorian times and modern day. Socio-economic factors: Social changes will be analysed as catalysts for change: public interest, political desire, lifestyle trends, educational and research developments, trends in public expenditure, international sports development, the economics of the sports business. Potential impact of recent/future innovation: Students will make a seminar presentation on a recent innovation within a chosen sport, focusing upon the impact this is having on the coaching process within that sport and the consequent performances of athletes.

ED20130: Innovation in coaching

Credits: 6

Level: Intermediate

Semester: 2

Assessment: CW25EX50PR25

Requisites:

Aims: Students completing this unit will have developed a breadth and depth of understanding that enables them to evaluate innovations in coaching and to be challenged to be innovative themselves with methodology and technology.
Learning Outcomes:
To assess emerging methodology and technology used by the professional coach. To acquire practical skills in order to apply relevant techniques to the coaching situation effectively. Develop a level of understanding which allows them to evaluate the effectiveness of coaching innovation. To demonstrate the practicality of innovation in the area of coaching. Be able to reflect and critically analyse current literature.
Skills:
Written communication (A), oral communication (A), presentation (A), working as part of a group(A), Information Technology (T).
Content:
Methodology and technology - students will study innovation in a number of areas: Competition and training equipment, measuring and testing equipment, simulators, clothing facilities, information technology, communications, coaching and learning styles and psychological analysis.
Coach Education and Science: Applications of behavioural and cognitive psychology, physiology and training methods, applied biomechanics.
Practical Skills: Notational analysis, measurement & testing, equipment evaluation, use of Information Technology, the ability to handle and present data (plus relevant skills specific to various methodologies and technologies).
Evaluation & Innovation: Students will be expected to select a particular area of innovation and evaluate the usefulness and effectiveness of its application to the coaching situation as part of the workshop practical assessment. They will also be expected to give an oral presentation on an innovative idea of their own in relation to the coaching of a specific sport.

ED20134: Sports development and business

Credits: 6

Level: Intermediate

Semester: 2

Assessment: CW50EX50

Requisites:

Aims: To introduce students to the Sports Development Process in Britain and the ways in which sport functions as a business.
Learning Outcomes:
After completing this unit the students will: Be able to define and recognise sports development principles through a range of local and national case studies. Understand the contemporary sport and social policy framework within Britian. Be able to analyse the socio-economic, cultural and educational context of Sports Development locally and nationally. Be able to apply knowledge and understanding of the various partnerships within sports development in Britain to planning and implementing initiatives. Be able to describe and recognise a range of business functions within the world of sport. Understand the role of business in supporting, promoting and undermining sports development and the sport experience. Be able to apply knowledge and understanding of the role of the media plays in both sports development and business.
Skills:
Sports Development Planning Skills - taught and assessed. Business Planning Skills - taught and assessed. Problem Solving Skills - facilitated. Analytical skills - facilitated and assessed. Reflective skills - facilitated. Communication skills - facilitated. Numerical Skills - facilitated and assessed. Research Skills - facilitated and assessed. Collating Skills - facilitated and assessed. ICT skills - facilitated.
Content:
The principles of sports development (foundation, participation, performance and excellence). Case Studies of local and national sports development programmes and initiatives. Specific Sports Strategy Documents and major sports policies. Cross-Cutting Agendas and the role of sport in social policy delivery. The context of sports development to include: social, economic, political, cultural geographic and educational factors. The nature and role of partnerships and alliances within sports development and delivery. Business opportunities in sport. The emergence and growth of commercial sports. Characteristics of commercial sports. Spectatorism and the role of the media in sports business and sports development. Case Studies of commercial and non-commercial sports in terms of business exploitation and sports development.

ED20137: Applied principles of athletic training

Credits: 6

Level: Intermediate

Semester: 1

Assessment: CW50PR50

Requisites:

Aims: This unit will focus on the development of applied theoretical knowledge and safe practical skills in the area of athletic training. The unit will develop students understanding of the principles of training and fitness and implement training methods and strategies to analyse how these respond and are developed.
Learning Outcomes:
To develop a broad and detailed knowledge of a range of training techniques both specific and generic. To develop an understanding of how the respiratory, musculoskeltal and cardiovascular systems respond to exercise. To understand how, when and why such training techniques should be applied. Be able to prescribe exercise and training programmes for a variety of clients / performers. Be able to critically assess a number of training strategies currently used.
Skills:
Written communication (A), oral communication (T), presentation (A), practical skills (A), working as part of a group(A).
Content:
(i) Principles of training programmes, principles of training sessions, long term planning and periodisation.
(ii) Body system response to training: musculoskeletal, cardiovascular, respiratory and energy systems.
(iii) Applied knowledge and safe practical skills: Students will take part in practical sessions where they will be instructed in a range of practical techniques. Practice, demonstration of techniques as well as instruction and teaching will be covered. The theory of the principles of training - specificity, overload, progression, intensity, frequency, recovery and regression - will be applied practically to case studies.
(iv) Range of training techniques, specific and generic:
(v) Generic: resistance training (isometric, isotonic, isokinetic) fixed resistance and free weight, flexibility (active, passive, ballistic, static, proprioceptive neuro muscular facilitation - PNF), plyometric, acrobatic, cardio-vascular (mechanically aided, group and independent) continuous, interval, fartlek, circuit training, speed agility quickness - SAQ, core stability, agility.
(vi) Specific: sport, event, position specific training.
(vii) Exercise prescription: Principles of exercise prescription, and programme development and writing.

ED20152: Introduction to research methods II

Credits: 6

Level: Intermediate

Semester: 2

Assessment: EX50CW50

Requisites:

Before taking this unit you must take ED10162

Aims & Learning Objectives:
This unit aims to enable students to develop their understanding of how research methods can be best applied in the context of their professional practice. On completion of this unit students will have an understanding of techniques of small-scale enquiry, including case study and action research approaches. They will understand how to generate professionally relevant research questions, to develop an appropriate research design, and to locate and review literature in appropriate fields. They will be introduced to methods of data collection and techniques of analysis in professional contexts.
Content:
The unit will develop students' understanding of: techniques of small-scale enquiry; the relation of professional interests to academic fields of study, and the location and review of appropriate literature; the ethics and parameters of undertaking research in professional contexts, and appropriate research designs for such contexts.

ED20160: Professional placement

Credits: 60

Level: Intermediate

Academic Year

Assessment: OT100

Requisites:

Aims & Learning Objectives:
To provide practical experience in the application of knowledge and skills gained at the University, by working in a professional activity in an approved organisation working in one of the following areas:
* Coaching and Coach Education
* Physical Education Teaching
* Sports Management & Development
* To develop skills in oral and written communication, time management, problem solving, group work and decision making
Content:
The content will vary depending on the placement. In choosing the placement, the University will try to ensure the project offers adequate opportunities for the student to demonstrate a significant number of the following skills:
* Application of academic knowledge
* Practical ability
* Writing skills and oral communication
* Application of Technology
* Interpersonal skills
* Responsibility and Reliability

ED20161: Study year abroad

Credits: 60

Level: Intermediate

Academic Year

Assessment: OT100

Requisites:

Aims & Learning Objectives:
Students undertaking this unit will develop communication skills and develop the ability to work in an environment with an unfamiliar culture. Students will develop the self-confidence and maturity to operate effectively with people from a different cultural background.
Content:
Students should follow a course equivalent to 60 University of Bath credits. Programmes of work will be decided by negotiation between the Director of Studies at the University of Bath, the host University and the student. Courses should not duplicate courses given in the University of Bath degree but should complement the University of Bath programme.

ED20189: National curriculum physical education activity areas

Credits: 6

Level: Intermediate

Semester: 1

Assessment: PR100

Requisites:

Aims & Learning Objectives:
Students completing this unit will gain experience and subject knowledge in the acquisition of practical skills and subject knowledge related to the national curriculum activity areas. They will develop evaluative and diagnostic skills relevant to self and other observations.
Content:
Students will study:
* Principles of skill acquisition
* Principles of preparation
* National Curriculum Practical subject knowledge
* Athletics, Swimming, Games (Invasion, striking/fielding, net/wall), Dance, Gymnastics, Outdoor and Adventurous Activities
* Generic skills of Activity areas
* Principles of attack/defence.

ED30005: Science education in practice

Credits: 6

Level: Honours

Semester: 1

Assessment: CW100

Requisites:

Aims & Learning Objectives:
This unit considers teaching and theories of teaching within the context of science education. The unit includes practical activities within a teaching context which are designed to illustrate the underlying theories. The unit considers issues such as curriculum, assessment, purposes, elements of instructional design and the role of the teacher.
Content:
The relationship between teaching and learning; issues related to designing a curriculum for science: why teach science, how do we learn science, elements of science teaching, conceptual nature of science learning; designing a science curriculum; implementing an aspect of a science curriculum and evaluating it; assessing learning in science. This unit is intended for science, engineering and mathematics students who may be interested in a career in teaching.

ED30006: Issues in science education

Credits: 6

Level: Honours

Semester: 2

Assessment: CW100

Requisites:

Before taking this unit you must take ED30005

Aims & Learning Objectives:
This unit aims to consider some of the current issues in science education and to explore and examine some of the key implications for teachers of science in primary and secondary schools. By the end of the unit students should be able to:
a) explain the significance of these developments in school science;
b) describe examples of the practical consequences of these developments at the classroom level;
c) explain, where appropriate, basic implications for curriculum developers and policy makers in science education.
Content:
The issues will change from time to time, examples include: the nature of science; the role of ICT in science education; developments in children's learning in science (e.g. the Cognitive Acceleration through Science Education); the nature of assessment of science (with a focus on diagnostic assessment); the role of language in science education; recent developments in practical work; personal and professional subject knowledge; scientific literacy and the implications for the Public Understanding of Science.

ED30115: Undergraduate certificate in education

Credits: 60

Level: Honours

Academic Year

Assessment:

Requisites:

Aims & Learning Objectives:
Students will complete the study associated with the Postgraduate Certificate in Education.
Content:
The content is identical to that taught on the Postgraduate Certificate in Education. Students must comply with the requirements for entry onto PGCE including a satisfactory interview before they may opt for the UGCE year. Please see the Director of Studies for further information. There is an expectation that students wishing to take the UGCE year would complete, at least, ED30005 in their second year.

ED30141: Effective coaching skills

Credits: 6

Level: Honours

Semester: 1

Assessment: CW80OR10OT10

Requisites:

Aims: The aims of this unit are to develop an awareness of the holistic and integrated nature of effective coaching, to foster reflective practice and the ability to tackle a range of coaching problems in a professional manner.
Learning Outcomes: Students will develop the ability to research and reflect on every aspect of complex coaching problems, to consider a range of possible solutions and identify the most appropriate course of action.
Skills:
* Self-directed learning;
* Problem analysis, research and reflection (F/A);
* Both independent and team working (F);
* Problem-solving (F/A);
* Oral presentation (F/A);
* Written communication (A);
* Integrated, cross-discipline understanding of coaching issues (F/A).
Content: This unit uses a problem-based learning strategy. Students will study:
* A range of realistic, problematic coaching scenarios;
* Cross-discipline research material pertaining to coaching problems;
* A range of possible and preferred solutions;
* Group presentation;
* Written analysis of problem scenarios and defence of preferred solutions.

ED30151: Individual coach education project development

Credits: 6

Level: Honours

Semester: 1

Assessment: CW100

Requisites:

Before taking this unit you must take ED20131 and while taking this unit you must take ED20152

Aims & Learning Objectives:
Students will develop and produce a research project proposal, planning and devising means of collecting data to support that proposal. Students will develop an appropriate Introduction section comprising a definitive Problem Statement and rationale for the study in addition to a Review of Literature and Method section. In essence, this will comprise the first 3 chapters of their research report.
Content:
Emphasis will be placed upon the development of research ideas. Each student will prepare a research proposal for a project that is relevant to coach education. Students may be allowed to undertake co-operative work with other students in some areas of data collection, although each student will produce an individual project. Students will be required to discuss and agree an overall project design with their respective tutors. Students will pilot their research instruments.

ED30153: Physical education & the national curriculum

Credits: 12

Level: Honours

Semester: 1

Assessment: CW50EX50

Requisites:

In taking this unit you cannot take ED30154 or take ED30155 and before taking this unit you must take ED10136 and take ED20189

Aims & Learning Objectives:
To introduce students to the professional practice of secondary school teaching. This unit will enable students to:
* Develop an understanding of national curriculum requirements;
* Understand the history, development and recent developments of physical education policy;
* Become aware of the everyday issues of working within a school Physical Education department;
* During a school placement analyse and reflect on teaching and learning processes and learn to evaluate their effectiveness in relation to defined outcomes or performance indicators;
* Develop applied understanding of teaching styles, skills and applications.
Content:
i. Trace the development of Physical Education from Public School Athleticism, State provision, significant education acts 1944, Education Reform Act and inception of National Curriculum; ii. Requirements of National Curriculum. Programmes of Study, Assessment, Recording & Reporting, Equality of Opportunity and Access, Cross Curricular themes and Key skills; iii. Everyday issues for teachers, role of the teacher, pastoral care, personal tutoring and duty of care, involvement of outside agencies, special educational needs, governors and senior management roles; iv. Extra curricular activities; v. Reflect on good practice through observation.

ED30154: The practice of professional coaching

Credits: 12

Level: Honours

Semester: 1

Assessment: CW50PR50

Requisites:

In taking this unit you cannot take ED30153 or take ED30155

Aims: The unit aims to examine the theoretical basis of professional coaching, including generic coaching and educational principles, legal, moral and ethical responsibilities, current initiatives, employment issues, provision, techniques, and support systems. Contemporary ideas and problems relevant to the professional coach will be evaluated. Students will undertake a placement shadowing and assisting a professional coach in order to fully appreciate the practical demands within the vocation.
Learning Outcomes:
Students completing this unit will understand the role of the professional coach in the development of sport at all levels of participation. They will be able to appreciate both the theoretical and practical issues underpinning professional sports coaching. Students will be able to discuss and critically analyse contemporary ideas relevant to the professional coach. They will acquire competence in a variety of routine and complex tasks through practical classes, and they will learn to evaluate their effectiveness in relation to defined outcomes or performance indicators. They will appreciate the demands of professional coaching in a practical context.
Skills:
The following key skills are either taught and / or facilitated (T/F) or assessed (A) in this unit: Written Communication - T/F, A. Spoken Communication - T/F, A. Problem Solving - T/F, A. Working Independently - T/F, A. Working as part of a group - T/F.
Content:
Students will study:
* The theoretical basis of professional coaching - generic coaching, educational principles, legal, moral and ethical responsibilities.
* Current coaching initiatives, employment issues, provision techniques and support systems.
* Evaluation of contemporary ideas and problems relevant to the professional coach.
* Placement shadowing and assisting a professional coach.
* Develop appropriate coaching / evaluation proformas.

ED30155: Sports management & development

Credits: 12

Level: Honours

Semester: 1

Assessment: CW50PR50

Requisites:

In taking this unit you cannot take ED30154 or take ED30153

Aims & Learning Objectives:
Students completing this unit will have gained an understanding of the range of knowledge and skills underpinning sports management and development. Students will appreciate the range of roles within the profession and will explore the individual requirements of a specific role. They will acquire competence in a variety of routine and complex tasks through workshops and practical experience, and they will learn to evaluate their effectiveness in relation to defined outcomes or performance indicators. Students will be able to explain and discuss the relevance of sports management and development to performance and participation sports and to sports business.
Content:
(i) Skills underpinning sports management and development:Interpersonal, time management, personnel management, planning, financial, information technology, presentational, written and communication.
(ii) Range of roles within the profession: Facility Managers (public and private), Programme Managers (participation, performance, excellence), Development Officers and Managers (National Governing Body, Local Authority, Sports Council, University, Sports Organisations), Institute Managers, Performance Directors, Directors of Sport.
(iii) Routine and complex tasks (operational and functional tasks involving sports equipment, sports facilities and sport procedures).
(iv) Relevance to participation, performance and sports business: Case Studies of projects and programmes demonstrating impact.

ED30156: Continuing professional development

Credits: 6

Level: Honours

Semester: 2

Assessment: EX100

Requisites:

Aims & Learning Objectives:
Students who complete this unit will have considered the conceptualisation of professional learning as a lifelong endeavour. They will explore issues in the fields of lifelong learning and continuing professional development. They will consider the range of learning opportunities and forms of learning support. Students will be able to examine the processes and stages involved in professional induction and professional development within coaching and physical education contexts.
Content:
Students will examine the idea that professional development is a key responsibility of a professional coach and educator. The processes and stages of career-long professional development will be analysed from theoretical, historical and contemporary perspectives. Continuing professional development contexts for both coaches and physical educators will be explored, compared and contrasted in the light of current debates about lifelong learning and continuing professional development. The importance of continuing professional development to a coach will also be considered in the contexts of self and of acting as a facilitator for others' development.

ED30157: Distance & open learning

Credits: 6

Level: Honours

Semester: 2

Assessment: CW50PR50

Requisites:

Aims & Learning Objectives:
Students completing this unit will: understand the philosophies and theories of distance and open learning; appreciate system, design and operational considerations of a distance or open learning programme; and recognise the major issues of distance education, both in a generic context and in a physical education and coaching context.
Content:
The practical and theoretical bases of coaching/mentoring models involved in distance and open learning will be examined. Operational systems including e-mentoring and the use of video in distance and open learning systems will be explored, such as planning, developing self-instructional materials, learner support, interactivity, modes of learning, and methods and strategies of teaching or coaching. Students will be expected to engage in peer mentoring and validation t as part of their understanding of open and distance learning techniques. Students will create portfolios of their own practice using self-study action research approaches. Major underlying issues and problems involved relating to a physical education coaching context will be examined.

ED30158: Individual coach education project analysis

Credits: 12

Level: Honours

Semester: 2

Assessment: CW100

Requisites:

Before taking this unit you must take ED30151 and while taking this unit you must take ED30159

Aims & Learning Objectives:
Students completing this unit will undertake the data collection, complete the results, discussion and conclusion sections of their individual research project, and produce a final research project report.
Content:
Emphasis will be placed upon completing a research project report inclusive of abstract, results, discussion, conclusions, references and appendices. Additionally, the introduction, literature review and methods sections from the Individual Coach Education Project Development unit will also be incorporated into the research project report, but will not be further assessed in their own right. Students may be required to defend the research project and its conclusions at a viva-voce examination.

ED30159: Research seminar

Credits: 6

Level: Honours

Semester: 2

Assessment: PR30CW70

Requisites:

Aims & Learning Objectives:
Students completing this unit will have extended their knowledge of a range of contemporary coach education issues. Students will demonstrate an understanding of recent coaching research.
Content:
Discussion of the development of coaching research and of contemporary trends within it.

ED30164: Analysing coaches' philosophies and practices

Credits: 6

Level: Honours

Semester: 1

Assessment: CW100

Requisites:

Aims & Learning Objectives:
The unit aims to engage students in reflection and critique of the practices of other coaches, of their own practices and assumptions, and that of current coaching knowledge. It thus aims to provide an opportunity for students to apply theoretical coaching knowledge to the practical environment, thus developing and improving their personal critical praxis'
Content:
Students will observe and interview a coach of their choice with regard to their philosophies and practice. They will subsequently reflect upon, analyze and interpret the gathered data in the light of current coaching literature, and how it can inform their personal practice

Postgraduate Units:

Postgraduate units are currently being finalised for 2003/04. Please check again soon.

University | Catalogues for 2003/04 | for UGs | for PGs