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Module JXH-3047:
Disability Sport & Rehab

Module Facts

Run by School of Sport, Health and Exercise Sciences

10 Credits or 5 ECTS Credits

Semester 2

Organiser: Dr Stuart Beattie

Overall aims and purpose

This module enables students to:

Understand the concepts and theories of disability.

Understand the role of sport in disability.

Understand how disability is influenced by biomedical, psychological and social factors.

Understand and apply the principles of goal-setting and outcome measurement in the rehabilitation setting and to use these to formulate a rehabilitation plan.

Understand the composition and functions of a multidisciplinary rehabilitation team

Appreciate how social systems influence disability in society.

Course content

Inclusive coacing in disability sport; participant pathways within disability sport; the biomedical, psychological and social factors affecting disability; formulating rehabilitation plans in different contexts including chronic desease and military injuries.

Please note: Module failure that prevents you passing the year will require resit assessment and attendance at Supplementary Assessment Week (exact date TBC but expected to be second week of July 2018).

Assessment Criteria


Students will demonstrate a basic knowledge of issues relating to sport and disability, and rehabilitation, and an ability to discuss issues. The answers may be lacking critical discussion. There may be minimal or poorly chosen references to support discussion.

C- to C+

Students will demonstrate good knowledge and understanding of issues relating to sport and disability, and rehabilitation. The answers will demonstrate some critical thought and discussion will be supported by some references to recent, relevant literature.


Students will demonstrate excellent knowledge and a clear understanding of issues relating to sport and disability, and rehabilitation. The answers will demonstrate excellent critical thought and discussion will be supported by thorough references to recent, relevant literature.

Learning outcomes

  1. Demonstrate an understanding and the application of the medical, the bio-psycho-social and rehabilitation models

  2. Formulate a rehabilitation plan with appropriate goals and outcome measures

  3. Interact with disabled individuals

  4. Demonstrate an understanding of the issues relating to sport and disability

Assessment Methods

Type Name Description Weight
COURSEWORK Coursework 1-Rehabilitation Case Study

You will write a critical essay on disability sport (target 1000 words, equivalent to an effort of approximately 10 hours). In addition to drawing upon published information, your experience in planning and delivering an inclusive lesson plan will also be relevant. Additionally, there will be opportunities to attend local disability sport sessions in order to gain first-hand experience of issues in disability sport. Specific details of the coursework will be available on Blackboard.

COURSEWORK Coursework 2-Disability & Sport

You will present a case study (target 1500 words, equivalent to an effort of approximately 15 hours) by assessing the client’s needs and constructing and critically discussing a rehabilitation plan.


Teaching and Learning Strategy

Practical classes and workshops

Weeks 1, 2 and 3 are practical workshops; attendance will result in earning a certificate in “Inclusive Coaching: Disability” from Sports Coach UK. Week 4 consists of Visual Impairment Awareness Training at the North Wales Society for the Blind, Bangor.

Private study

Reading time, preparing and completing assessments, pursuing opportunities to volunteer with local disability sport clubs.


Lecture time will consist of a combination of discussion and explanation of concepts, small group discussions and activities, interaction with visiting speakers involved with rehabilitation and disability, and formative assessment feedback opportunities.


Transferable skills

  • 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
  • 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
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • 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)
  • 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
  • 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
  • apply knowledge to the solution of familiar and unfamiliar problems
  • develop a sustained reasoned argument, perhaps challenging previously held assumptions
  • 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
  • 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


Resource implications for students

Readings are available from the University library.

Reading list

Fitzgerald, H. (2012) Inclusive Coaching: Disability. Leeds: sports coach UK.

Barnes, M. P. (2005). Oxford handbook of rehabilitation medicine. Oxford: Oxford University Press.

Care of the Combat Amputee (Textbooks of Military Medicine). Feb 2010. By Paul F.Pasquina & Rory a,. Cooper (Eds.)

Sports Nutrition for Paralympic Athletes. 2014. By Elizabeth Broad.

Additional readings will be referred to in lectures.