FdSc Sport (Coaching and Fitness) – 07.09.16 Appendix L Academic Quality & Standards Policy Committee Proposed Changes to a Programme between Scheduled Reviews Please provide the following information. Significant changes (Intermediate or Major) require further discussion with Academic Registry and the School. PART 1 Date of Submission 27 July 2016 1 Partner Askham Bryan College 2 TU School School of Social Sciences, Business and Law 3 Programme Title FdSc Sport (Coaching & Fitness) FdSc Sport (Adventure & Outdoor Education) 4 Date of Programme Approval 20 th May 2015 5 Partner Programme Leader Billy Miller 6 TU School Link Tutor Simon Hood 7 Date of Last Periodic Programme Review N/A 8 Please give details of any previous changes that have been made since the last approval/review activity: None 9 Give details of proposed changes, the rationale, and confirm whether it will require a change to the Programme Specification (please include all module titles and module codes/levels/credits for which changes are proposed): Academic & Professional Skills (Level 4, 20 credits) This module is delivered as a cross college module which is taken as a core module for students in five different subject areas. Consultation with the academic teams across all courses has identified an element of apathy from some of the students for both the study skills and the ICT elements. The learning outcomes for the module remain valid but discussions with the academic teams and student feedback from module evaluations have highlighted that students would prefer stronger integration with other
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FdSc Sport (Coaching and Fitness) – 07.09.16
Appendix L
Academic Quality & Standards Policy Committee
Proposed Changes to a Programme between Scheduled Reviews
Please provide the following information. Significant changes (Intermediate or Major) require further discussion with Academic Registry and the School.
PART 1
Date of Submission 27 July 2016
1 Partner Askham Bryan College
2 TU School School of Social Sciences, Business and Law
3 Programme Title FdSc Sport (Coaching & Fitness) FdSc Sport (Adventure & Outdoor Education)
4 Date of Programme Approval
20th May 2015
5 Partner Programme Leader Billy Miller
6 TU School Link Tutor Simon Hood
7 Date of Last Periodic Programme Review
N/A
8 Please give details of any previous changes that have been made since the last approval/review activity: None
9 Give details of proposed changes, the rationale, and confirm whether it will require a change to the Programme Specification (please include all module titles and module codes/levels/credits for which changes are proposed): Academic & Professional Skills (Level 4, 20 credits) This module is delivered as a cross college module which is taken as a core module for
students in five different subject areas. Consultation with the academic teams across all
courses has identified an element of apathy from some of the students for both the
study skills and the ICT elements. The learning outcomes for the module remain valid
but discussions with the academic teams and student feedback from module
evaluations have highlighted that students would prefer stronger integration with other
FdSc Sport (Coaching and Fitness) – 07.09.16
modules on their course and that some elements of the ICT are too basic. It is
considered therefore, that the indicative content and the assessment are not pitched
sufficiently or strategically to provide the support that students need to achieve well in
other aspects of the course or to provide challenge to the average and higher achieving
students.
To increase engagement and productivity we are seeking to align this module more
strategically to each of the courses and address study skills needs specific to individual
courses, whilst maintaining a common core of skills development. The core content of
the module will be consistent across all cohorts, but the timing will vary to meet the
needs of the specific courses.
Elements for Change
Assessment
We are proposing to change the assessment to an electronic portfolio (Pass/Fail) and
reflective essay (100% weighted). Students and the course teams have both articulated
that the current exam does not meet the needs of the students and that an assessment
which is a ‘developmental and reflective journey’ would be preferable and more
appropriate in demonstrating academic and ICT skills, and identifying future study skills
needs. The use of an E-Portfolio is also being proposed as a means of deploying an
innovative and interactive method of assessment making use of technological advances
in the sector, the students will be required to upload to the portfolio documents to
demonstrate their digital competency including using Word, Excel, PowerPoint and the
internet. We are also proposing an essay plan and annotated bibliography as formative
assessment to ensure that students are prepared for their summative ‘reflective essay’
assessment, this will also be uploaded to the E-Portfolio.
Indicative Content
Feedback from students identified issues of pace in relation to the ICT element, with
suggestions that advanced aspects of PowerPoint, Word and internet related functions
be incorporated within the level 4 module. As such the Academic Skills team felt it
appropriate to propose to incorporate more advanced ICT operations within the module.
Analysis of examination results across courses and modules at the college has
identified that many students are not preparing or performing as well as they should in
examinations we propose to include in the indicative content exam preparation and
techniques. Finally, course managers have noted that students often struggle in
presenting reports in an appropriate manner to enable appropriate communication, so to
assist students in preparing for some of their assessments that require a report to be
produced we are proposing to include within the module some sessions on report
writing.
10 Date the proposed changes to come into effect/which cohorts will be affected?
September 2016
11 Consultation
11.1 a) Have relevant Module/Pathway Leaders/External Partners been consulted about the proposed change?
YES
FdSc Sport (Coaching and Fitness) – 07.09.16
b) What comments/difficulties have they highlighted?
Module tutors and pathway leaders are keen on the proposed changes.
c) Any modules identified in box 9, are they shared modules for other awards?
YES
d) If YES, please list the award title(s): Harper Adams Validated FdSc Agriculture with Land Management FdSc Uplands Agriculture with Land Management FdSc Countryside Management FdSc Animal Management FdSc Equine Business and Event Management FdSc Equine Leisure and Event Management FdSc Equine Science and Management FdSc Equine Sports Management FdSc Arboriculture FdSc Horticulture FdSc Landscape and Garden Management FdSc Sports Surface Management BSc (Hons) Animal Management and Science
(Above awards not validated by TU)
11.2 a) Have students been consulted about the proposed change?
YES
b) What comments/difficulties have they highlighted?
Students identified issues of pace in relation to the ICT element, with suggestions that advanced aspects of Powerpoint, Word and internet related functions be incorporated within the level 4 module.
11.3 a) Is the External Examiner agreeable with the proposed changes?
YES NO
b) If No, please identify what comments/difficulties they have highlighted?
The EE has not been approached about the changes
11.4 a) Is the Professional Statutory Regulatory Body (PSRB) agreeable with the proposed changes?
YES NO
b) If NO, please identify what comments/difficulties they have highlighted:
N/A
12 Collaborative Provision (UK and International) – not applicable for Validated Provision
a) Are there any implications for collaborative provision (e.g. franchise provision), associated with the proposed change between scheduled periodic programme review?
N/A
b) If YES, please indicate what they are:
FdSc Sport (Coaching and Fitness) – 07.09.16
13 Resources
a) Are there any resource implications associated with the proposed change?
NO
b) If YES, please indicate what they are (staffing, equipment, learning resources, software/hardware licences, space, etc.):
E-Portfolio has been purchased already to support this development
c) Have relevant departments been consulted about the identified implications (e.g. L&IS, ITaCS)?
YES
d) Have any changes to resources been agreed and by whom?
ICT at Askham Bryan College have agreed the use of the E-Portfolio system
FdSc Sport (Coaching and Fitness) – 07.09.16
PART 2: Minor Changes
CONFIRMATION OF STATUS:
Confirm Minor Change YES √ NO
Date Partner notified of status 08.09.2016
FOR ACADEMIC REGISTRY USE ONLY:
Assess level and volume of change since approval/last review
Academic Registry agree and confirm the modification to this one, 20 credit module as MINOR. The proposed modification to the assessment type and indicative content is to provide a greater degree of challenge and embedding of academic and professional skills development for all student studying this module across a number of programmes. In future it is advisable to ensure External Examiner endorsement of changes is received prior to the submission of the change form.
Physical Instruction and Fitness (Level 5) (20 Credits)
Sport as a Business (Level 4) (20 Credits)
Coaching Theory and Sports Leadership (Level 5) (20 Credits)
Work Based Learning 2 (Level 5) (20 Credits)
FdSc Sport Coaching and Fitness Full-Time Structure
Level 4 (Year 1) Level 5 (Year 2)
Semester 1 Semester 2 Semester 1 Semester 2
Academic and Professional Development (20 Credits)
Personal Research Project (20 Credits)
Work Based Learning 1 (20 Credits)
Work Based Learning 2 (20 Credits)
Sport as a Business (20 Credits)
Coaching Theory and Sports Leadership (20 Credits)
Anatomy and Physiology in Sport (20 Credits)
Sports Psychology (20 Credits)
Practical Skills and Fitness (20 Credits)
Performance Analysis (20 Credits)
Contemporary Sports Coaching (20 Credits)
Physical Instruction and Fitness (20 Credits)
20 Support for Students and Their Learning
At Askham Bryan College we work with students at an early stage of the
programme/module, to identify differences in their previous educational
experience, their individual learning approaches and needs. This support begins
at the application stage where on HE Open days members of the Student Support
Services team are available to offer support and guidance to any prospective
student who wishes to understand more fully the support which is available to
them. Once they are enrolled on programme further advice and guidance is
available for students with recognised learning needs and where necessary
FdSc Sport (Coaching and Fitness) – 07.09.16
students will be supported in applying for available grants to provide
equipment/services to support these needs.
In addition to the formal processes operated by Student Support Services there
are many less formal ways in which students are supported in their learning. The
following list is not exhaustive, but gives a flavour of the many ways in which
students may receive informal support:
a) The Level 4 Module ‘Academic and Professional Development’ is designed
not only to develop the necessary skills which underpin study at Higher
Education, but also to identify areas where students may need further
support.
b) Teaching formats such as discussion groups encourage the participation of
all students and help identify areas where students are having difficulties.
c) Learning materials can be supplied in different formats (written, online,
audio, video podcast etc) to support key concepts/knowledge. This is
particularly important at the start of a programme/module where providing
online or hard copy notes before classes can aid comprehension and
accessibility at a time when students may be struggling with the new
demands of HE study.
In addition to the above all students are allocated a personal tutor whose role is to
support the student both academically and pastorally with a clear programme
including personal development, monitoring of progress etc. Careers guidance is
given by the College’s dedicated Careers and Progression Advisor. Staff at
Askham Bryan operate an ‘open door’ policy and the level of tutor support both at
programme and module level has been praised by students, both in the recent
student submission to QAA as part of the HER of the College in 2014 and in
student focus groups.
FdSc Sport (Coaching and Fitness) – 07.09.16
21 Distinctive Features
The HE sports team maintain and intend to exploit a number of industry links which
will allow students access to multiple coaching contexts, Industry links that support
the coaching and fitness across the course specification include:
Harrogate Town Football Club
Manchester United Football Schools
Harrogate Railway Football Club
Tadcaster Albion FC
Knaresbourgh FC.
Ripon City FC
Fitness First, York
Hookstone Chase Primary School, Harrogate
Crossfit 606 Bradford Links have been established with the above workplaces from industry, discussions
surrounding the design and direction of the course is continually ongoing. Students
will be given the opportunity through the work based learning modules to carry out
work duties in all three industries (Fitness First, Hookstone Chase and Crossfit
606). This is a vital link and allows students the industry experience required to
engage knowledge embedded on the course. Fitness first has also registered an
interest in selecting students for the Personal Trainer (PT) programme on
completion of the course.
The course team is particularly strong in terms of industry links and current practice.
Course Manager is currently manager of Harrogate Railway Football Club
(Evostick 1st Division North league), he is also a member of the senior
coaching staff at Manchester United Soccer Schools worldwide and recently
attended the 1st team tour of America, season 2015/16
Matt Heath is an ex-professional footballer who played for many clubs
including those in the premiership (Leicester City, Leeds United etc).
Rob Youhill has played football professionally in the US.All are still active in
football as either players or in management.
Melissa Holmes is a Great British karate coach and competitor and is still
competing at International Level.
In the 2014 Higher Education Review undertaken by the QAA the following features
of good practice were identified at the College:
The significant involvement of employers in curriculum design, development
and approval processes (Expectations A4, B1, B8).
The effective use of bridging programmes to facilitate student progression
from level 5 to 6 (Expectation B4, Enhancement).
The range of specialist student support and expertise provided by the
College from application through to graduation (Expectation B4).
The integration of academic and pastoral support for students provided by
FdSc Sport (Coaching and Fitness) – 07.09.16
course managers and support staff, and aided by specialist software
(Expectation B4).
The extensive mechanisms to engage and respond to the student voice at
all levels (Expectation B5, Enhancement).
The proactive and systematic approach of staff across the College to the
enhancement of student learning opportunities (Enhancement).
FdSc Sport (Coaching and Fitness) – 07.09.16
Stage Outcomes (Undergraduate Awards only) Foundation Degree Sport (Coaching and Fitness)
Key: K = Knowledge and Understanding C = Cognitive and Intellectual P = Practical Professional T = Key Transferable [see Section 16 programme specification]
No. Programme Outcome Stage/Level 4(1)
K1 Apply appropriate research and enquiry methods in planning,
delivering and reviewing coaching & sporting performance
Identify, explain and apply selected research methods used in this
discipline
K2 Develop an evidence based practice approach in coaching and
sporting performance management
Identify a range of coaching and management techniques and relate
these to sporting performance
K3 Develop own coaching practice incorporating an evidence based
approach within relevant legal and ethical frameworks
Articulate own coaching practice and discuss a range of concepts in
relation to ethical and legal frameworks
C1 Analyse, apply and interpret data/evidence from a variety of
sources
Collect and consider data from a variety of sources within defined
guidelines
C2 Employ balanced, logical and supported argument in a range of
sporting contexts
Discuss a range of concepts in sporting contexts and justify reasoning
C3 Demonstrate intellectual flexibility and openness to new ideas Reflect on practice and progress and discuss new concepts
C4 Identify key problem areas in sports performance and choose
appropriate coaching tools/methods for their resolution in a
considered manner
Act with limited autonomy within defined guidelines
P1 Operate ethically, legally and with reference to relevant
environmental considerations in situations of varying complexity
and predictability requiring the application of a wide range of
Operate ethically in defined contexts using specified techniques
FdSc Sport (Coaching and Fitness) – 07.09.16
techniques
P2 Act with increasing autonomy, with reduced need for supervision
and direction, within defined guidelines
Act with limited autonomy, under supervision or direction, within defined
guidelines
P3 Manage and apply a range of practical, academic and
professional skills in the sports coaching industry
Identify a range of practical academic and professional skills in the
coaching and fitness industry
P4 Demonstrate skills in critical thinking and problem solving. Define problems and justify conclusions in defined contexts
T1 Reflect systematically on performance to further develop learning Reflect on progress, practice and performance to develop learning
T2 Demonstrate a realistic match between career aspirations and
personal aptitudes, interests and motivations
Identify areas of interest and motivation to develop career aspirations and
relate to career opportunities
T3 Select and use a range of communication methods appropriate to
the context. Prepare, deliver and evaluate presentations to an
audience
Communicate appropriately in both individual and group contexts
T4 Apply numerical and statistical skills in more complex disciplinary
contexts
Demonstrate use of numerical and statistical skills in simple contexts of
the discipline
T5 Use a range of specialist technology and software appropriate to
the discipline
Use a range of basic IT tools to support learning
T6 Adopt a range of roles within a team and contribute to the
effective working of the team
Engage in team activities to contribute to cooperative and effective team
Assessment Chart: Foundation Degree Sports (Coaching and Fitness)
Module Titles and Level
Formative Assessment Type and Week of Completion
Summative Assessment Type and Week of Submission
LEVEL 4
Academic and Professional Skills
Formative assessment opportunities, including an essay plan will be provided continuously throughout the year via Moodle (ICT skills tests) and will help students prepare for final summative assessments. Group tutorials and in-class discussions/interactive sessions will help prepare students for written assignment submissions
Assessment 1: Continuous with submission week 24 A continuous E-Portfolio assessment throughout the academic year via a series of short defined tasks allowing development of the range of academic and underpinning technological skills required for HE study.
Equivalent to 2500 words Assessment 2: Weeks 24 Written Assessment Individual 1000 words
Work Based Learning
Group tutorial Week 4 Formative feedback provided by employer (placement feedback) which will allow students to reflect on performance and skills development in preparation for summative assessments. Individual tutorials Weeks 20-22
Assessment 1: Week 5 Written Assessment Individual 1000 words Assessment 2: Week 25 Written assessment Individual 2500 words Assessment 3: Week 25 75 Hours work placement Pass/Fail
Sports as a Business
Formative individual tutorials to support development of event plan
A portfolio will be produced comprising of: Assessment 1: Week 19 Written event plan to support launch of service Individual 1000 words Assessment 2: Weeks 23 Individual journal of launch event
FdSc Sport (Coaching and Fitness) – 07.09.16
Anatomy and Physiology for Sport
Formative assessment opportunities will be provided via Moodle in the form of online tests and interactive workshops (Weeks 4-20). These formative assessments act as revisions and recap sessions which will allow student direct their own exam preparation.
Assessment 1: Week 15 A practical laboratory report, of 2000 words, will be compiled over a series of practical sessions: Assessment 2: Week 25 Examination 2 hours
Practical Skills and Fitness
This will provide opportunities for students to reflect on progress before the final summative assessment. Engage students in group discussions to discuss challenges and develop appropriate coping strategies. - Throughout
Assessment 1: Week 14 MCQ exam Assessment 2: Week 25 Practical Logbook Individual Word Limit: 2000 words
Contemporary Sports Coaching
Opportunities to engage in academic discussion during sessions with tutors, guest speakers and peers: Throughout Student delivery in the form of demonstrations- Weeks 14-20 This will provide opportunities for students to reflect on progress before the final summative assessment.
Assessment 1: Week 20 Practical Assessment Individual Word Limit N/A Assessment 2: Week 25 Written Assessment Individual Word limit: 2000 words
LEVEL 5
Personal Research Project
Project proposal: Week 4. The project proposal allows the students to gain feedback on their initial progress on their chosen project and provides an opportunity for discussion and refinement of proposed project. Formative assessment opportunities will be provided via Moodle in the form of online tests (statistics): Weeks 4-12
Assessment 1: Week 16 Written Assignment (Statistics) Individual 1000 words Assessment 2: Week 21 Written project Individual 5000 words
Coaching Theory and Sports Leadership
Opportunities to engage in academic discussion during sessions with tutors, guest speakers and peers-throughout Continuously assessing students retention of the knowledge gained with classroom interaction – Throughout Students will be able to reflect on previous research through classroom activities which provides formative opportunities for feedback
Assessment 1: Week 16 Written assignment Individual 2000 words Assessment 2: Week 23 Practical assessment (portfolio based) Individual Plan, Conduct and Review
Work Based Learning
Tutorial sessions- Weeks 7, 20-22 Formative feedback provided by employer (placement feedback) which
Assessment 1: Week 9 Presentation Group
FdSc Sport (Coaching and Fitness) – 07.09.16
will allow students to reflect on performance and skills development in preparation for summative assessments.
Assessment 2: Week 23 Written Assignment Individual 2000 words Assessment 3: Week 25 75 hours work placement Pass/Fail
Performance Analysis
Formative assessment opportunities will be provided via group tutorials and interactive in-class discussions
Assessment 1: Week 11 Written assignment Individual 2000 words Assessment 2: Week 25 Presentation Individual 500 word supporting notes
Physical Instruction and Fitness
Student delivery in the form of demonstrations – Weeks 4-10. This will allow students to reflect on their own demonstration and practice prior to summative assessment Formative assessment opportunities will be provided via group tutorials and interactive in-class discussions
Assessment 1: Week 13 Written Report Individual 2000 words Assessment 2: Week 24 / 25 Planning / Presentation Individual
Sports Psychology Continuously assessing students retention of the knowledge gained with classroom interaction Formative assessment opportunities will be provided via group tutorials and interactive in-class discussions
Assessment 1: Week 16 Examination 2 hours Assessment 2: Week 25 Written Assignment Individual 2000 words