Run by School of Human and Behavioural Sciences

20.000 Credits or 10.000 ECTS Credits

Semester 1 & 2

Organiser: Dr Anthony Blanchfield

Working as a sport and exercise science practitioner is an exciting and expanding career route in the UK and beyond. Practitioners may work to improve athlete performance in areas such as, strength and conditioning, performance psychology, performance physiology or sport nutrition; or focus on health and well-being of the general or clinical populations in roles such as exercise rehabilitators, health and well-being advisers or exercise professionals. This module will help you to develop the key practical and theoretical competencies needed to provide sport and exercise science support to client(s) in your preferred discipline e.g. performance or health physiology or psychology; or exercise rehabilitation.

This module will help you create a portfolio including the identification and development of competencies related to client support. To help you do this delivery of this module will include; seminars on issues related to applied practice, discipline-specific applied content, supervisory tutorials and progress review sessions.

Indicative content:

Seminars in applied practice - Models of client support, practitioner competencies, reflective practice in practitioner development, evidenced-based practice in client support, ethical approaches to supporting clients, integrating equality and diversity in applied work.

Discipline specific content - These sessions are designed to help develop your practitioner competencies including; physiological lab skills, physiological and biochemical client assessments, field-based interventions, psychological workshops and seminars. To develop these competencies you will be expected to practice and demonstrate the competencies gained individually and in supervised small-group sessions.

Supervisory tutorials - you will be assigned an academic supervisor at the beginning of the module who will guide you through your personal development.

Progress review - you will engage in progress review sessions where you will be given the opportunity to discuss progress with fellow students.

excellent

The student will show evidence of very detailed plannining and evidence-based evaluation of professional and technical competencies with direct relevance to their chosen discipline. The student will also provide extensive details of professional development activities undertaken and produce insightful and detailed reflections on the process of professional development.

The student will present an in-depth evidence-based needs analysis and a plan and evaluation of an intervention with a client integrating scientific knowledge within the rationale and intervention design. The intervention will either be undertaken as an applied intervention with a client or one based on theoretical data.

good

The student will show evidence of detailed plannining and evidence-based evaluation of professional and technical competencies related to their chosen discipline. The student will also provide details of professional development activities undertaken and produce accurate reflections on the process of professional development.

The student will present an evidence-based needs analysis and a plan and evaluation of an intervention with a client integrating scientific knowledge within the rationale and intervention design. The intervention will either be undertaken as an applied intervention with a client or one based on theoretical data.

threshold

The student will show evidence of plannining and evaluation of professional and technical competencies related to client support. The student will also provide details of some professional development activities undertaken and produce some reflections on the process of professional development.

The student will present a needs analysis and a plan and evaluation of an intervention with a client integrating some level of scientific knowledge. The intervention will either be undertaken as an applied intervention with a client or one based on theoretical data.

1. Coherently and critically presented integration of scientific knowledge within support work considering the needs of the client. Provide an evaluation of the support work and a self-reflection on applied practice with specific reference to ethical practice and equality and diversity.

2. Plan, initiate and evaluate an appropriate personal programme of development related to client support.

3. Provide an evidence-based account of achievements and activities over Semester 1.

		Hours
Practical classes and workshops	Discipline specific practical workshops will complement the seminars in this module.	10
Tutorial	Students will be assigned an academic supervisor who will provide support during the module. Students will be expected to be proactive in arranging appropriate tutorial appointments when required.	10
Seminar	During Semester 1 a series of seminars will be delivered covering topics pertinent to applied practice within sport and exercise science.	21
Private study	Private study will include: • Appropriate research and reading in order to complete the portfolio and case study. • Students may also wish to carry out additional activites e.g. attend external workshops, peer and group work, in order to improve their competencies based on the type of case study and client they plan to work with.	119
Individual Project	Students will recruit a client or work with theoretical data and carry out a case study based on the clients needs.	40

• Literacy - Proficiency in reading and writing through a variety of media
• Numeracy - Proficiency in using numbers at appropriate levels of accuracy
• Computer Literacy - Proficiency in using a varied range of computer software
• Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
• Exploring - Able to investigate, research and consider alternatives
• Information retrieval - Able to access different and multiple sources of information
• Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
• Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
• Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
• Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
• Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
• Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others

• research and assess paradigms, theories, principles, concepts and factual information, and apply such skills in explaining and solving problems
• plan, design, execute and communicate a sustained piece of independent intellectual work, which provides evidence of critical engagement with, and interpretation of, appropriate data
• apply knowledge to the solution of familiar and unfamiliar problems
• demonstrate effective written and/or oral communication and presentation skills
• work effectively independently and with others
• take and demonstrate responsibility for their own learning and continuing personal and professional development
• self-appraise and reflect on practice
• plan and design practical activities using appropriate techniques and procedures whilst demonstrating high levels of relevant skills
• project manage and execute practical activities using appropriate techniques and procedures whilst demonstrating high levels of relevant skills
• recognise and respond to moral, ethical, sustainability and safety issues that directly pertain to the context of study including relevant legislation and professional codes of conduct
• undertake fieldwork with continuous regard for safety and risk assessment.
• demonstrate an understanding of the philosophical basis of scientific paradigms
• develop transferable skills of relevance to careers outside of sport, health and exercise sciences.
• communicate succinctly at a level appropriate to different audiences.
• develop knowledge of psychometric instruments
• accurately interpret case study data
• develop justifiable and/or evidence-based interventions
• develop effective learning aids
• demonstrate effective robust data collection methods

Talis Reading list

http://readinglists.bangor.ac.uk/modules/jxh-4402.html

Reading list

Winter, E.M., Jones, A.M., Davidson, R.C., Bromley, P.D., Mercer, T.H. (2006). Sport and Exercise Physiology Testing Guidelines: Volume I - Sport Testing. Hoboken, Taylor and Francis.

Winter, E.M., Jones, A.M., Davidson, R.C., Bromley, P.D., Mercer, T.H. (2006). Sport and Exercise Physiology Testing Guidelines: Volume II - Exercise and Clinical Testing. Hoboken, Taylor and Francis.

Pescatello, L.S. (2014). ACSM's guidelines for exercise testing and prescription. ACSM.

Williams, J.M., and Krane, V. (2015). Applied sport psychology: personal growth to peak performance. Singapore, McGraw-Hill.

Butler, R.J. (2010). Professional Practice The Performance Profile: Theory and Application. The Sport Psychologist, 6(3), 253-264.

Hardy, L., and Parfitt, G. (1994). The Development of a Model for the Provision of Psychological Support to a National Squad. The Sport Psychologist, 8(2),126-143.

Compulsory in courses:

• B6AP: MSc Exercise Rehabilitation year 1 (MSC/EXREHAB)
• C6AV: MSc Sport and Exercise Physiology year 1 (MSC/SEP)
• C6AW: MSc Sport and Exercise Science year 1 (MSC/SES)
• B6AN: MSc Sport and Exercise Psychology year 1 (MSC/SPEXPSY)