The size of the campus promotes a friendly and supportive environment; no-one is lost in the crowd! Assessment and Feedback Assessment schedule and module handbooks will be distributed during the induction process and will also be made available on Moodle. Assessment workshops held two weeks prior to submission deadlines to provide final clarification of module assessment. Assessment feedback will be distributed via Moodle within the 20 day turnaround and the next available lecture will be scheduled for feedback. PS8. Student Numbers The following provides information that should be considered nominal, and therefore not absolutely rigid, but is of value to guide assurance of the quality of the student experience, functional issues around enabling progression opportunities to occur and staffing and resource planning: Minimum student numbers per stage = 10 Target student numbers per stage = 15 Maximum student numbers per stage = 30 PS9. Progression Route(s) Approved “progression route(s)” are those where successful achievement in this programme enables direct alignment to join a stage of another programme. This is an approach employed primarily for Foundation Degree students to “top-up” to complete a Bachelor degree, but may be employed for other award types. This is in part an automated admissions criterion and therefore progression may be impacted on by availability of a position on the progression award; however progression opportunity, if not available in the first year of application, is guaranteed within 3 years. Progression arrangements with institutions other than Plymouth University carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from that institution to guarantee progression for existing students on the programme. For progression to Plymouth University, should there be the need to withdraw the progression route programme(s) then either this will be delayed to provide progression or appropriate solutions will be found. This arrangement is guaranteed for existing students that complete their programme of study with no suspensions or repeat years and who wish to progress immediately to the University. There are no articulated progression routes for this programme. However, students will be made aware of opportunities within their subject and within the region.
and critical analysis of relevant data within regional, national and international contexts (HLST 5.2, HLST 5.4 & HS 4.2) Secondary: Analysing published research Work related learning A1, portfolios, exams. Understanding and applying the theories, concepts and principles of practice from the generic management areas of operations, human resources, economics and marketing to sports facilities and the context within which they operate (HLST 6.21) Primary: Practical Fieldwork, ICT data analysis; data handling workshops; learner-led teaching Secondary: Analysing market research, work based learning Reports, essays, presentations, case studies, portfolios, practicals, exams. CORC357 CORC358 Employing strategic planning and development planning skills in analysing, understanding and addressing the development needs of clients and broader community (HLST 6.21). Primary: Practical Fieldwork, ICT based data analysis; data handling workshops; learner-led teaching Secondary: Analysing market research, work based learning reports, case studies, ICT, presentations CORC357 CORC358 Understanding of anatomy and physiology; monitor, evaluate and analyse effects of and exercise across society including specialist and professional provision. Using research and governmental guidelines & policies to diagnose needs, prescribe and monitor appropriate exercise and sport-related activities upon health and well-being. (HLST6.17, HLST6.18, HLST 6.19 & HS 3.1 ) Primary: Lectures, seminars, workshops, learner led teaching sessions Secondary: Industry visits, guests speakers, work learning Presentations, reports, practicals, portfolios, case studies, exams CORC356 CORC357 CORC358
Demonstrate a critical awareness of the health and safety, ethical considerations, exercise prescription, population differences and the role of health promotion in improving the health and wellbeing of participants and the population (HLST 6.19 & HLST 4.5). Primary: Lectures, seminars, workshops, learner led teaching sessions Secondary: Industry visits, guests speakers, work based learning Presentations, case studies, reports, exam CORC356 CORC357 CORC358 Be able to monitor, analyse, diagnose and prescribe methods to enhance the performance of the diverse determinants of sport, health and well-being. Showing evidence of the skills required to monitor and evaluate principles and knowledge for sports performance in laboratories and/or field settings (HLST 6.18, & HS 3.1) Primary: Lectures, seminars, workshops, learner led teaching sessions Secondary: Guests speakers, work based learning Presentation, reports, practicals CORC356 CORC357 CORC358 Displaying a critical appreciation in regards to the effects of culture, societal, political, historical and economic contexts on learning, including education policies, moral, religious and philosophical underpinnings in the delivery (teaching, instructing and coaching) of enhanced sport & lifestyle performance (HLST 6.18 & HS 3.1). Primary: Lectures, seminars, workshops, learner led teaching sessions Secondary: Guests speakers, work learning Reports, essays, presentations, posters, case studies, portfolios. CORC357 CORC358 Making effective use of knowledge and understanding of the disciplines underpinning human structure and function appraising and evaluating the effects of sport and exercise intervention on the participant (HLST 6.18). Primary: Lectures, seminars, workshops, learner led teaching sessions Secondary: Reports, essays, presentations, posters, case studies. CORC356 CORC358
arranged by the Module Leader and student during the induction period. DBS Clearance may be required. Develop department projects Developmental work with outside organisations (Health Promotions, local schools and local sports clubs) DBS Clearance may be required. A2, A3, A4, A5 LO3, LO4, LO5 Exam, case studies, reflective diary, viva Lifelong Health Health & Exercise Science in Practice Practical delivery of physical education, coaching and lifelong fitness. NGB and sector specific qualifications, Developmental work with outside organisations (Health Promotions, schools and local sports clubs) DBS Clearance may be required. A1, A2, A3, A4, A5 LO1, LO2, LO3, LO4, LO5 Practical, essay, reports, case studies Lifelong Health Sport Health & Exercise Science in Practice Industry visits and guest speakers Camborne, Redruth, Pool, Brannel, Poltair, Penrice Secondary schools. Health Promotions Cornwall Athletics Club Camborne Cricket Club St Michaels Hotel Ocean Sports Carbis Bay, NGB’s, CSP, SDO’s, International Athletes’ A1, A4 LO1, LO3, LO4 Practical, essay, reports, case studies All core modules Fieldtrips Camborne, Redruth, Pool, Brannel, Poltair, Penrice Secondary schools. Health Promotions Cornwall Athletics Club Camborne Cricket Club St Michaels Hotel A1, A2, A3, A5, LO1, LO2, LO3, LO4 Report, essays, exam Lifelong Health Sport Health & Exercise Science in Practice
Written exam In test Coursework Coaching Portfolio Component weighting 50% mark 100% Practical Practical Assessment Component weighting 50% mark total 100% REFERRAL ASSESSMENT Assessed Module Learning Outcomes Element Category Component Name Component Weighting Written exam In-class test Coursework (in lieu of the original assessment) 1,2,3. Coursework Hypothetical Coaching process 100% Practical To be completed when presented for Minor Change approval and/or annually updated Updated by: Phillip Toy Date: 28/08/2017 Approved by: Date: XX/XX/XXXX Recommended Texts and Sources: Cassidy, T., Jones, R., and Potrac, P (2009) Understanding Sports Coaching: The Social, Cultural and Pedagogical Foundations of Coaching Practice. 2nd edn. London and New York: Routledge. Gordon, G., (2009) Coaching Science. Exeter: Learning Matters Ltd.