ST4003 - Practical Sport Experience (2017/18)
|Module specification||Module approved to run in 2017/18|
|Module title||Practical Sport Experience|
|Module level||Certificate (04)|
|Credit rating for module||30|
|School||School of Human Sciences|
|Total study hours||300|
|Running in 2017/18||
This module is intended to introduce students to the practical aspects of sports performance. The module will also develop specific coaching and psychology attributes required to develop sports performance.
Guidance notes: Students must pass the practical attendance in order to successfully complete the module
The aims of this module are aligned with the qualification descriptors within the Quality Assurance Agency’s Framework for Higher Educations Qualifications. This module aims to enable students to develop safe basic performance capabilities and first aid in a number of physical activities and to then reflect and re-inforce basic scientific knowledge in these activities. Students will also learn to recognise the role that physical activity plays in the development of physical competence. Students will develop an understanding of the principles underlying effective coaching and psychological assessment in order to train athletes.
UK organisation & structure in: Sports Medicine for Coaches; Nutrition for Coaches; Safety & Injury; Skill sets
Social inclusion; Child protection
Principles of physiological, biomechanical & psychological factors of child development
Developing own and others' physical skills
Developing students’ physical and mental capacity
Accurate replication of actions, phrases and sequences
Identifying and solving problems
Basic life support, risk assessment, sports specific first aid, referral
Learning and teaching
The students will be taught using a variety of teaching methods including:
Lectures will be used to present and develop core material, practicals will be used to demonstrate and allow students to apply concepts taught in lectures/tutorials and develop their experiential learning, tutorial sessions will be used to support the lecture material and allow the students to engage in the material using problem-solving skills and directed learning will be used to develop an understanding beyond the material given in lectures. It will include exercises set within the lecture and tutorial sessions and involve using the web and library resources.
Students’ study responsibilities are articulated in the FLS Staff/Student Agreement which is available via the Faculty Web site.
On successful completion of this module students will be able to:
1. Appreciate the role of physical activitity in the wider curriculum
2. Reflect on their own and others learning
3. Demonstrate an understanding of the essentials of coaching and coach development
4. Demonstrate an understanding of psychological methods (including leadership styles) in sport
5. Appreciate physiological, biomechanical and psychological development in children
6. Demonstrate safe and effective first aid injury management in a sports situation
Practical exam: Students will demonstrate 15 min of skills, corrections and coaching to improve performance or technique (LO 2 & 3)
Practical report: Students will submit a 1,000 word report of the practical demonstration that favours their pathway in justification and includes a write up of the development of the sessions and reflection on what happened during plus justification of the strategies used (LO 2, 3 & 4)
Progress tests: Students will be assessed on coaching strategies (30 min)and psychological evaluation (30 min) (LO 1, 3, 4 & 5)
Log book: Students will complete a 1,200 word reflective log book of four individual sport sessions identifying instances of the syllabus taught in this module and submit evidence of having successfully completed the first aid assessment offered at set points of the module (LO 1, 2 & 6)
AfPE (2008) Safe Practice in Physical Education and School Sport, Coachwise Ltd
Balyi, I & Willimas, C. (2009) Coaching the young developing performer. SportsCoach UK
Capel, S. (2004) Learning to Teach Physical Education in Secondary Schools: A
student Teacher’s Guide to Professional Issues in Secondary Education, Open
Cassidy, T and Jones, R L and Potrac, P. (2004) Understanding sports coaching: The social, cultural and pedagogical foundations of coaching practice. London: Routledge
Cross, Neville, & Lyle, J. (Editors) (1999). The coaching process - principles and practice for sport. Butterworth Heinemann
Hanrahan, S & Carlson, T. (2000) Game Skills: A Fun Approach to Learning Sport
Skills, Human Kinetics
Jones, R L (ed.) (2005) The sports coach as educator: Reconceptualising sports coaching.
Kerr, A. (2001). Coaching foundation - equity in your coaching. National Coaching Foundation.
Kirkland, S., Sharma, A & Patel, M. (2010) Equity in your coaching. SportsCoach UK
Lee, M. (2007). Coaching children in sport: Principles and Practice (Kindle edition). Sport Press.
O’Neill, J, Breckon, P & Capel, S. (2006) A Practical Guide to Teaching Physical
Education in the Secondary School, Routledge Teaching Guides.
Redhead, D, Sommerville, H & Waring, G. (2005) FUNdamental Movement Ideas for
Early Years: Activity Guide, British Gymnastics
Weinberg, RS, & Gould, D. (2003). Foundations in sport & exercise psychology (3rd ed.). Champaign, IL: Human kinetics
On line Resources:
sports coach UK (www.sportscoachuk.org);
Youth Sport Trust (www.youthsporttrust.org);
National Curriculum Online (http://curriculum.qca.org.uk/);
Journal of Sport and Exercise Psychology; The Sport Psychologist; Peak Performance; Journal of Sports Science; British Journal of Physical Education; Physical Education and Sport Pedagogy; The British Journal of Teaching Physical Education