Run by School of Sport, Health and Exercise Sciences
10 Credits or 5 ECTS Credits
Organiser: Dr Sam Oliver
Overall aims and purpose
Performing under environmental stress, such as high mountains and hot deserts, is common for many people including athletes, explorers, and the armed and emergency services. During this course, you will learn and experience first-hand (during practicals completed in our state-of the-art environmental chambers), how the human body responds to these extreme environments. Based on their experiences working with sports and industry (e.g., Sport Wales, the Army, Outlook Expeditions, Blizzard Survival), the course leaders will also share recommendations for practical strategies to help optimise performance and health of those working in extreme environments. Application of these strategies will help aid your own and others performance, health, and safeguarding when in an extreme environment.
Delivered by members of the Extremes Research Group (http://extremes.bangor.ac.uk ), you will develop in lectures and practical sessions, understanding of how extreme environments effect resting and exercising physiological responses, exercise performance, illness and injury. The course will focus particularly on how the human body adapts to extreme environments (hot, cold, altitude); the limitations to exercise in hot, cold and hypoxic environments; the relationship between extreme environments the immune system, illness and injury; strategies and methods to optimise health and performance in extreme environments; together with upskilling you on how to prepare a concise written report.
Adequate response to the task brief. Knowledge of key areas and principles in chosen topic area as presented during lectures only. Rationale for report content is ok. A basic understanding of the report content is shown. Statements are largely descriptive and occasionally referenced but rely upon secondary sources (reviews and books). No real development of arguments. Some errors in physiological understanding. The assessor can interpret content but communication, structure and formatting is weak (e.g. lacks structure and some non-scientific language and few grammatical errors).
A good response to the task brief. Reasonably comprehensive coverage and understanding of the topic and report content is shown. Good understanding of the material and evidence of independent thought that extends beyond lecture materials. A good rationale for report content. Statements are referenced with pertinent literature. Minor errors only in physiological understanding. Well organised and structured. Communication, structure and formatting are good (e.g. report is well-structured, findings from sources are clearly presented and interpreted correctly, a scientific style is evident, and there are very few typographical or grammatical errors).
An excellent response to the task brief. Comprehensive knowledge of chosen topic area and report content that extends beyond lecture material. Detailed understanding, as evidenced by good critical analysis, clarity of argument. Original thought and/or ideas are evident. An excellent rationale for the report content. Statements are well referenced with primary and up-to-date sources. No factual errors in physiological understanding. Communication and formatting are excellent (e.g. report is very well-structured, findings from sources are clearly presented and interpreted, formatting of report viva is very professional (almost perfect/perfect).
Apply knowledge of the human body to examine how it adapts to extreme environments
Appraise physiological responses to exercise in extreme environments.
Compare and contrast methods to optimise exercise or health in extreme environments.
|Written assignment, including essay||Written report||
An individual scientific report that asks students to develop a practical solution for persons operating in an extreme environment. Exceeding or undershooting the word limit by >10% will result in a reduction of one categorical grade, e.g. A- to B+
|EXAM||Online-MCQ exam 1||
Multiple choice question exam completed online that tests students knowledge on lecture content from the first half of the module.
|EXAM||Online-MCQ exam 2||
Multiple choice question exam completed online that tests students knowledge on lecture content from the second half of the module.
Teaching and Learning Strategy
|Practical classes and workshops||4|
- Literacy - Proficiency in reading and writing through a variety of media
- 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
- 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.
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
Subject specific skills
- research and assess paradigms, theories, principles, concepts and factual information, and apply such skills in explaining and solving problems
- describe, synthesise, interpret, analyse and evaluate information and data relevant to a professional or vocational context
- apply knowledge to the solution of familiar and unfamiliar problems
- demonstrate effective written and/or oral communication and presentation skills
- take and demonstrate responsibility for their own learning and continuing personal and professional development
- develop justifiable and/or evidence-based interventions
Resource implications for students
There is no additional financial requirement for this module. All core texts are available in the library.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/jxh-3039.html
o Armstrong, L.E. (2000). Performing in Extreme Environments. Champaign IL: Human Kinetics.# o West, J.B., Schoene, R.B., Luks, A.M. & Milledge, J.S. (2013). High Altitude Medicine & Physiology, 5th edition. Boca Raton, FL: CRC Press. # o Wilber R. (2004). Altitude training and athletic performance. Human Kinetics. o Armstrong, L.E. (2003). Exertional Heat Illnesses. Champaign IL: Human Kinetics. o Gleeson, M., Bishop, N.C. and Walsh, N.P. (2013). Exercise Immunology. London: Routledge. Short loan in Library; # ebook searchable from Library catalogue
Courses including this module
Compulsory in courses:
- C611: BSc Adventure Sport Science year 3 (BSC/ASS)
- C602: BSC Sport Science (ODA) year 3 (BSC/SSOA)
- 2W68: BSc Sports Science (Outdoor Activities) (with Int Exp) year 4 (BSC/SSOIE)
- C612: MSci Adventure Sport Science year 3 (MSCI/ASS)
- C609: MSci Sport Science (Outdoor Activities) year 3 (MSCI/SSOA)
Optional in courses:
- CR6H: BA Italian/Sports Science year 4 (BA/ITSSC)
- CR61: BA Sports Science/French year 4 (BA/SPSFR)
- CR62: BA Sports Science/German year 4 (BA/SPSG)
- CR6K: BA Spanish/Sports Science year 4 (BA/SPSSC)
- CQ65: BA Cymraeg/Sports Science year 3 (BA/SPSW)
- CB69: BSC Sport, Health & Exercise Sci. year 3 (BSC/SHES)
- C651: BSC Sport- Health & Physical Educ year 3 (BSC/SHPE)
- C615: BSc Sport Science (Outdoor Recreation) year 3 (BSC/SOAC)
- C600: BSC Sports Science year 3 (BSC/SPS)
- C603: BSc Sports Science year 3 (BSC/SPSC)
- C6N1: BSc Sport Science & Business Management year 3 (BSC/SSB)
- C604: BSc Sports Science (with International Experience) year 4 (BSC/SSIE)
- C608: MSci Sport, Health and Exercise Sciences year 3 (MSCI/SHS)
- C607: MSci Sport Science year 3 (MSCI/SS)