Rhedir gan School of Human and Behavioural Sciences

10.000 Credyd neu 5.000 Credyd ECTS

Semester 1 a 2

Trefnydd: Mrs Trys Burke

The outdoors is a wonderful and inspirational classroom in which be able to lead, guide, and coach others is a joy and privilege. During this module we aim to extend your personal skills and help you learn how to lead and coach safely and effectively in an ever-changing and dynamic environment.

During the module, you will experience and discover ways in which outdoor leaders change their leadership styles to accommodate their group’s needs in a diverse range of water-based environments and challenging activities such as wild swimming in the Menai Straits and coasteering off the West coast of Anglesey. You will also learn various coaching techniques and strategies, for example, tools to profile a client’s performance and create a safe and appropriate development plan for them. As a Year 2 student, you will be given the opportunity to be assessed by British Canoeing Assessors for the Paddlesport Instructor and Paddlesport Leadership Awards. If you already hold these qualifications arrangements will be made for you to work towards alternative or higher levels of qualification.

This module comprises 3 blocks of water-based activity rather than a session every two weeks as seen in Year 1. This allows us to optimise our use of favourable weather and conditions and enables you to consolidate your skill development during an intensive period. It further provides you with time to collect logbook hours required for your National Governing Body assessments. Please note that the first 3-day block is in September the week before Welcome Week and you must make sure you are available for it. The second 3-day block is in March and involves developing personal paddling skills in white-water; the third a 4-day block during the exam period in May and involves your paddlesport instructor and leadership assessments.

trothwy

A basic awareness and understanding associated with safe and effective coaching or leadership in canoeing and kayaking. A basic understanding of decision-making in relation to the safe and sustainable participation of others in these activities. Some ability to assess the development needs of their own and others regarding canoeing and kayaking activities.

NB. To ensure learning outcomes are met and health and safety are maintained, practical sessions are compulsory. If you miss more than two practical sessions without genuine mitigating circumstances, you will fail the module due to not meeting the learning outcomes.

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A good awareness and understanding associated with safe and effective coaching or leadership in canoeing and kayaking. A good understanding and mostly appropriate decision-making in relation to the safe and sustainable participation of others in these activities. A good ability to assess the development needs of their own and others regarding canoeing and kayaking activities.

ardderchog

Excellent awareness and understanding associated with safe and effective coaching or leadership in canoeing and kayaking. Excellent understanding and very appropriate decision-making in relation to the safe and sustainable participation of others in these activities. An excellent ability to assess the development needs of their own and others regarding canoeing and kayaking activities.

1. Participate capably and effectively, and contribute positively to the group, whilst taking part in a variety of water-based activities on inland and in coastal environments

2. Understand and apply appropriate decision-making in relation to the safe and sustainable participation of others in these activities.

3. Accurately assess the development needs of their own (or another's) with regard to canoeing and kayaking activities.

Math	Enw	Disgrifiad	Pwysau
TRAETHAWD	Leadership & Barriers to Performance	Your first assignment explores leadership and its effect on a client’s sustained participation in water-based adventure sports. Specifically, it focuses on a leader’s decision making and ability to address various barriers an individual faces when participating in outdoor and adventurous environments. Task: Examine your reflection sheets from the three days of activity in block 1 and identify any situations in which you (or a classmate) experienced a drop in performance due to some sort of barrier, then complete the following: Describe the situation and explain the factors that led to the observed drop in performance? (100 words) Consider the actions of your tutor(s); what did they do to dispel (or maybe even purposely create) the barrier that affected your (or your classmate’s) performance? (300 words) Based on empirical evidence, suggest: tools a leader could use to help help reduce the barriers experienced above (300 words) reasons why a leader might create a barrier on purpose (300 words) (Total: 1000 Words) Submission: Your essay must contain 1000 words (give or take 10%), be double-line spaced and of font size 12. The deadline for submission is 9am on Monday 19th October 2020. Trys will be available for one-on-one tutorials directly after the handout of this assignment at the assignment brief seminar on 12/10/20 (in the library, top floor at Normal Site) at 11am and by arrangement until the deadline. Assignment Specific Assessment Criteria and Percentage Weightings Used clearly expressed language in either Welsh or English (5%). Use correct layout and referencing as per SSHES handbook available on Blackboard (10%). Provide a description of the situation and a detailed explanation of the factors that led to the drop in performance (10%). Consider the actions of the tutor(s) and provide a detailed discussion regarding what actions the leader took to dispel (or create) the barrier affecting performance (25%). Provide an analysis of empirical evidence to suggest: (a) tools a leader could use to help reduce the barriers experienced above (25%). (b) reasons why a leader might create a barrier on purpose (25%)	50.00
ARDDANGOSIAD/YMARFER	Personal Development Video	This assignment will demonstrate your ability to accurately assess your (or another’s) development needs with regard to your (their) canoeing and kayaking performance. It will also provide evidence of improvement in your personal performance or coaching performance between blocks 2 and 3. Task: Specifically, you must complete and submit a short video (min 5 – max 10 minutes) demonstrating and explaining a skill or technique identified as a weakness in your (or another’s) personal development plan. Work on your personal development plan will take place throughout the year, but a seminar to identify an appropriate technique for you to use for this assignment specifically will take place on 23/03/21 at 11am in the library, top floor, on Normal Site. You will then be expected to organise yourselves so that a video can be made, either in the pool or at Llyn Padarn. It could be on a skill required on the water or may be something more easily demonstrated as a dry land drill. Try to help each other or ask a friend to help you hold your phone/camera. If you do go on the water or in the pool remember DO NOT DO SO ON YOUR OWN, just in case! Submission: Your video must be submitted via Teams by 9am on Monday 19th April 2021. Please also submit a short note (100 words max) via Turnitin explaining why you feel this skill or technique was important to your (or the other person’s) development. Please remember the University is very strict on due dates and times. Video submissions handed in after this time will be capped at 40% as per the University’s policy unless mitigating has been sought from SSHES Admin. One-on-one tutorials are available at any time by arrangement from when the assignment is sent on 23/03/21 up until the deadline. These can be via Zoom during the Easter holidays if necessary. Assignment Specific Assessment Criteria and Percentage Weightings Video: Involves good use of clearly expressed language in either Welsh or English (10%). Video: Presentation adheres to current BC guidelines on delivery e.g., the first demonstration is silent; delivery involves an introduction, demonstration(s), an explanation, a period of activity and a summary (20%) Video: The demonstrations are clear and technically accurate (20%) Video: The explanation provides evidence that the student understands the skill/technique and its uses and nuances (20%). Video: The practice activity is appropriate for the development of the skill/technique in question (20%) Written note: provides justification as to why this skill/technique is important for the student’s paddling and/or coaching development (10%)	50.00

		Oriau
Private study	20-30 minutes of reflection in your Journals at home following each practical session 10 hours of private study required for assignment 1 10 hours of private work put into the production of assignment 2	24
Seminar	3-hour seminar explaining assignment 1 3-hour seminar working on personal performance profiles for assignment 2	6
Practical classes and workshops	Practical sessions in year two are divided into three blocks to take maximum advantage of the weather conditions and water temperatures. Consolidated effort like this also ensures maximum learning and retention of your newly acquired skills. It also frees up alternate Fridays for personal development in the outdoors and time to complete the video for assignment 2. Block 1: 3 full days of practical activity in September the week before Fresher's Week, this will include activities such as : Coasteering on the West Coast of Anglesey Wild swimming in the Menai Straits and Rolling and rescue practice either in the surf or at Four Mile Bridge on Anglesey Block 2: 3 full days of white water kayaking Block 3: 4 days of Training and Assessment in Paddlesport Leadership and Paddlesport Instruction. These are recognised national governing body awards provided by British Canoeing Assessors. Participation in them is compulsory and as such all course fees (approx £320 per person) are covered by the University, however, if you require British Canoeing certification you will need to pay the following fees yourself: governing body membership (£45), registration for the instructor course (£45) registration for the leadership course (£39) and BC Assessor fees (£20 for instructor course and £120 for the leadership course). If you already hold these awards in one discipline you will have the opportunity to be assessed in a second discipline.	70

• Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
• Defnyddio cyfrifiaduron - Medrusrwydd wrth ddefnyddio ystod o feddalwedd cyfrifiadurol
• Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
• Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
• Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
• Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
• Ymwybyddiaeth o ddiogelwch - Bod yn ymwybodol o'ch amgylchedd a hyder o ran cadw at reoliadau iechyd a diogelwch
• Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
• Gwaith Tîm - Gallu cydweithio'n adeiladol ag eraill ar dasg gyffredin, ac/neu fod yn rhan o dîm gweithio o ddydd i ddydd
• Mentora - Gallu cefnogi, helpu, arwain, ysbrydoli ac/neu hyfforddi eraill
• Gofalu - Dangos consyrn am eraill; gofalu am blant, pobl ag anableddau ac/neu'r henoed
• Rheloaeth - Gallu defnyddio, cydlynu a rheoli adnoddau (dynol, ffisegol ac/neu ariannol)
• Hunanymwybyddiaeth & Ystyried - Bod yn ymwybodol o'ch cryfderau, gwendidau, nodau ac amcanion eich hun. Gallu adolygu ,cloriannu a myfyrio'n rheolaidd ar eich perfformiad eich hun ac eraill.
• Arweinyddiaeth - Gallu arwain a rheoli, datblygu cynlluniau gweithredu ac amcanion, cynnig arweiniad a chyfarwyddyd i eraill, ac ymdopi â'r pwysau sy'n gysylltiedig ag awdurdod o'r fath

• 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
• 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 effective learning aids

Goblygiadau o ran adnoddau ar gyfer myfyrwyr

It is highly recommended that students buy a pair of neoprene gloves and neoprene socks to go inside an old pair of trainers for use on the water. Although all National Governing Body (NGB) course fees are paid for by the University, if students wish to have the certificates, they will need to pay for these themselves. Some NGB courses also require registration fees/provider fees associated with some awards which must also be covered by the students. Details regarding these costs can be found in the course description and teaching methods tabs.

Rhestrau Darllen Bangor (Talis)

http://readinglists.bangor.ac.uk/modules/jxh-2028.html

Rhestr ddarllen

Core Reading

• Berry, M., Lomax, J., and Hodgson, C. (2015) Adventure Sports Coaching ISBN978-0-415-74602-1
• Ferrero, F., (Ed) (2005) BCU Coaching Handbook (2005) ISBN: 0-9547061-6-1

Recommended

• Ferrero, F., (Ed) (2005) BCU Canoe & Kayak Handbook ISBN: 0-9531956-51
• Ferrero, F., (2006) White Water Safety and Rescue 2nd Edition ISBN:0-9547061-5-3
• Russ, D., & Collins, L. (2005) Canoe & Kayak Games ISBN:0-9550614-0-7
• Butler, R. J., & Hardy, L. (1992).The performance profile: Theory and application. The Sport Psychologist, 6(3), 253-264.
• Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance. Englewood Cliffs, NJ, US: Prentice-Hall, Inc.
• Fitts, P. M., & Posner, M. I. (1967). Human performance. Belmont, CA: Brooks/Cole

Rhagofynnol ar gyfer:

• JXH-2030: Research Expedition

Gorfodol mewn cyrsiau:

• C611: BSc Adventure Sport Science year 2 (BSC/ASS)
• C602: BSC Sport Science (ODA) year 2 (BSC/SSOA)
• C612: MSci Adventure Sport Science year 2 (MSCI/ASS)
• C609: MSci Sport Science (Outdoor Activities) year 2 (MSCI/SSOA)