Run by School of Human and Behavioural Sciences
20.000 Credits or 10.000 ECTS Credits
Semester 1 & 2
Organiser: Dr Jamie Macdonald
Overall aims and purpose
To help students work in the outdoor activity and other industries. To allow students to apply knowledge gained in other practical and academic modules to the outdoor activities industry.
This module will provide an opportunity for students to develop and refine higher skills of relevance to this context (e.g., an awareness of learning styles, leadership skills, application of psychological skills and motor learning literatures). As such students will develop techniques (e.g., reflective practice, performance profiling, pod casting, publishing, facilitation skills) to help them continue to enhance their skills and further their career post graduation. Students will also learn how to facilitate the skill acquisition of others. In order to provide students with a meaningful experience and setting in which to develop such skills and techniques, students’ study and development will be housed within the context of progression towards (or actually attaining) National Governing Body awards in outdoor activities. Critical application of material covered in the present and other MSc modules into this setting will allow students to collate and assimilate prior and ongoing learning experiences into a vocationally relevant context.
Podcast: Podcast generally logical. Delivery generally understandable. Justification includes minimal reference to learning style and sport science literature.
Portfolio: Portfolio generally neatly presented and all required sections (1 to 6) are present each month. Basic methods of personal development are present. The minimum number of hours have been completed (equating to approximately one day per month) that are generally developmental. Application of sport science literature has been attempted but is basic and minimally referenced. The minimum of three days of eligible courses have been completed.
Podcast: Podcast will be of excellent clarity. Engaging delivery. Content alone will help all of target audience to develop skill, and justification shows evidence of substantial reading of learning style and sport science literature.
Portfolio: Portfolio will be of good quality and easy to read. Methods of personal development are well understood and referenced but rely heavily on provided resources. Timesheet hours are obviously linked to goals. Application of sport science literature is varied and reveals good knowledge of theoretical content. Courses are obviously linked to goals.
Podcast: Podcast will show originality in style and format. Confident and professional delivery. Podcast with justification reveals obvious referencing to and critical use of sport science and learning styles literature.
Portfolio: Exceptional care will have been taken in the preparation of the portfolio. Methods of personal development shows extensive reading and critical analysis. Timesheet hours show evidence of substantial engagement in personal development both in quantity and quality (e.g. volunteering). Application of sport science literature is novel, extensively referenced and reveals critical understanding. Substantial effort has been made to attend courses that particularly enhance employability and/or personal development.
Demonstrate a proficiency in conducting a scientifically guided needs analysis including the Performance Profiling technique
Demonstrate effective reflective practice and critical self-awareness in relation to relevant higher skills (e.g., psychological skills, leadership)
Plan, initiate, record, and critically evaluate an appropriate and tailored personal programme of development demonstrating critical application of goal setting theory and reflection cycle processes.
Justify and execute the use of alternative teaching formats to facilitate skill acquisition of others.
Critically appraise and apply sports science literature (e.g. psychology, biomechanics, physiology, and/or motor control and learning knowledge) to the outdoor activities domain
|o Video pod cast with two page written justification||30.00|
Teaching and Learning Strategy
National governing body award courses
- 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.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- 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
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
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
- plan, design, execute and communicate a sustained piece of independent intellectual work, which provides evidence of critical engagement with, and interpretation of, appropriate data
- 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.
- develop transferable skills of relevance to careers outside of sport, health and exercise sciences.
- communicate succinctly at a level appropriate to different audiences.
- develop justifiable and/or evidence-based interventions
- develop effective learning aids