Exposition and Mapping of Learning Outcomes, Teaching & Learning and Assessment Level: 4 Definitions of Graduate Attributes and Skills Relevant to this Programme Teaching and Learning Strategy / Methods Prog Aims Prog intended Learning Outcomes Range of Assessments Related Core Modules Knowledge / Understanding: For this sub-bachelor level programme the following has been informed by the Foundation Degree Qualification Benchmark (FDQB), as well as QAA Subject Benchmark(s) By the end of this level of this programme the students will be able to demonstrate for: A threshold pass: Students will be able to demonstrate a knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that (those) area(s) of study. In particular: the major theories of health and fitness and an awareness of a variety of ideas, contexts and frameworks the wider social and environmental implications of fitness in relation to health and is able to debate issues in Primary: Lectures and tutorials Directed independent study Learning from practical experience and observation Secondary/Supplementary: Case studies Problem-solving exercises 4 6 1 3 4 6 Assessed via a combination of multiple choice tests, examinations, essays, presentations, practical demonstrations and seminar performances. TRUR1092 TRUR1093 TRUR1094 TRUR1095 TRUR1153 TRUR1097
TRUR1153 TRUR1097 By the end of this level of this programme the students will be able to demonstrate for: A threshold pass: Students will be able to demonstrate an ability to communicate accurately and reliably, and with structured and coherent arguments. Students will also be able to demonstrate an ability to take different approaches to solving problems. In particular to: interact effectively within a team / learning group, accommodate new principles and new knowledge demonstrate critical reflection on issues of practice, on new knowledge and understandings, and on students' own and others' performance against agreed criteria, including the capacity to deploy and evaluate evidence and to express the outcomes of such reflection clearly and fluently. demonstrate a developing critical and creative independence, flexibility and sensitivity across both individual and group work, interact effectively with others including clients/peers Primary: Library and other research exercises Group work and client work to develop awareness and practice Data analysis from recognised performance monitoring techniques Secondary/Supplementary: Class and seminar interactions and feedback Computer-based learning and assessment PDP 3 2 5 2 5
manage learning using resources for the discipline communicate effectively in a manner appropriate to the discipline (in standard English oral, written, using ICT) take responsibility for own learning with minimum direction manage information with the ability to select appropriate data from a range of sources and develop appropriate research strategies Employment Related Skills: For this sub-bachelor level programme the following has been informed by the Foundation Degree Qualification Benchmark (FDQB), as well as QAA Subject Benchmark(s) Coursework of all types Presentation assessments Practical assessments Reflection TRUR1094 TRUR1092 TRUR1097 TRUR1153 By the end of this level of this programme the students will be able to demonstrate for: A threshold pass: Students will be able to demonstrate an ability to undertake further training and develop new skills within a structured and managed environment and the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility. In particular to: demonstrate, understand and reflect upon their own skills in relation to competencies to meet the needs of Primary: Class and seminar interactions and feedback PDP Secondary/Supplementary: Computer-based learning and assessment 3 4 5 6 2 5 6 .
Definitions of Graduate Attributes and Skills Relevant to this Programme Teaching and Learning Strategy / Methods Prog Aims Prog intended Learning Outcomes Range of Assessments Related Core Modules Knowledge / Understanding: For this sub-bachelor level programme the following has been informed by the Foundation Degree Qualification Benchmark (FDQB), as well as QAA Subject Benchmark(s) TRUR2086 TRUR2163 TRUR2088 TRUR2164 By the end of this level of this programme the students will be able to demonstrate for: A threshold pass: Knowledge and critical understanding of the well established principles of their area(s) of study, and the way in which those principles have developed. Knowledge of the main methods of enquiry in their subject(s) and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study. They will also be able to demonstrate an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge, In particular: the major theories of health and fitness and an awareness of a variety of ideas, contexts and frameworks Primary: Lectures and tutorials Directed independent study Learning from practical experience and observation Secondary/Supplementary: Case studies Problem-solving exercises 1 4 6 1 3 4 6 Assessed via a combination of multiple choice tests, examinations, essays, presentations, practical demonstrations and seminar performances.
DATE OF APPROVAL: 07/02/12 FACULTY/OFFICE: Academic Partnerships DATE OF IMPLEMENTATION: 01/09/12 SCHOOL/PARTNER: Truro & Penwith College DATE(S) OF APPROVED CHANGE: N/A TERM: AY Additional notes (for office use only): Additional Guidance for Learning Outcomes: To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards Framework for Higher Education Qualifications Subject benchmark statements SEEC level descriptors (scroll to pdf link at bottom of page) Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law) QAA Quality Code SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes. ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 108 MODULE LEADER: Tim Evans OTHER MODULE STAFF: Summary of Module Content This module will enable students to gain knowledge of how to plan and design exercise programmes for those clients with specific health requirements, which is becoming a major area of potential employment. SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)
(This summary is indicative of what may be taught) Scheduled Activities Hours Comments/Additional Information Lecture 45 Seminar Tutorial 5 Project Supervision Demonstration Practical Classes & Workshops 10 Supervised Time in Studio/Workshop Fieldwork External Visits Work Based Learning 20 Guided Independent Study 120 Other Total 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc) Category (mode of assessment) Element Component Name Component weighting Comments Include links to learning objectives Coursework C1 Written assignment Presentation 50% 50% =100% The Report forms 50% of the overall module grade and meets LO1 to 4 The presentation (marked on content) forms 50% of the overall module grade and meets LO1 to 4 Updated by: T Evans Date: July 2017 Approved by: C Beck Date: July 2017 Recommended Texts and Sources: Brooks,D. (2004) The Complete Book of Personal Training, Leeds, Human Kinetics Brooks,D.S, (1998). Program Design for Personal Trainers, Leeds, Human Kinetics Cotton, R.T (1998) Exercise for Older Adults. ACE’s Guide for Fitness Professionals, American Council on Exercise Cotton,R.T ( 1997) Personal Trainer Manual, American Council On Exercise Goldberg & Elliot (2000) The Healing Power of Exercise, Leeds, Human Kinetics Howley, E.T, (1997) Health Fitness Instructor’s Handbook (3rd edn) Leeds, Human Kinetics Sharkey, A.K. (1990) Fitness and Health (4th edn) Leeds, Human Kinetics.
Scheduled Activities Hours Comments/Additional Information Lecture 45 Seminar Tutorial 5 Project Supervision Demonstration Practical Classes & Workshops 10 Supervised Time in Studio/Workshop Fieldwork External Visits Work Based Learning Guided Independent Study 140 Other Total 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc) Category (mode of assessment) Element Component Name Component weighting Comments Include links to learning objectives Written exam E1 Examination 100% A 2 hour exam that covers 50% of the overall module and meets LO 1, 3 & 4 Coursework C1 Essay 1 Essay 2 40% 60% = 100% 1500 word essay - meets LO 2 & 4 2000 word essay - meets LO 3 & 4 Updated by: M Vanes Date: July 2017 Approved by: C Beck Date: July 2017 Recommended Texts and Sources: Buckworth, J. Dishman, R.K. O’Connor, J.O. & Tomporowski, P.D. (2013). Exercise Psychology. Champaign, Illinois: Human Kinetics Murphy, S. (2005). The Sport Psych Handbook. Champaign, Illinois. Human Kinetics Taylor, J. & Wilson, G. (2005) Applying Sport Psychology. Champaign, Illinios. Human Kinetics Weinberg, R. & Gould, D. (2011). Foundations of Sport and Exercise Psychology. Champaign, Illinois: Human Kinetics.