Module JXH-1018:
Sports Sci career studies

Module Facts

Run by School of Sport, Health and Exercise Sciences

10 Credits or 5 ECTS Credits

Semester 1

Organiser: Dr Tommie Du Preez

Overall aims and purpose

What does your dream job look like? Whether you know the answer to this question or not, this module is designed to help. You will gain first-hand information about “a day in the life” of professionals employed in a number of popular sport science careers such as “applied sport scientist”, “sport psychologist”, “physiotherapist”, “sports coach”, “international mountain guide” and “adventure sports consultant”. This will provide you with a detailed picture of what these careers entail, and what you’ll need to do to get there. It will equip you with the information you need to make informed decisions about what you want to do, module choices, and work experience etc from the very start of your degree, to help ensure you meet the essential criteria to land your ideal job after you graduate. A well-published sport psychologist and a well-published sport physiologist, who have both worked with international athletes (e.g., Commonwealth Games athletes, International cricket team, Premier League football team), coordinate this module. They are supported by specially selected guest speakers who are employed in popular sport science careers to ensure you get the highest quality and most up-to-date content.

Course content

You will be introduced to a range of popular sport science careers, typically including: “sport scientist”, “physiotherapist (NHS and elite sport)”, “disability sport officer”, “international mountain guide”, “adventure sport consultant”, “sport coach”. As well as learning what these careers look like, you will be challenged to identify issues such as moral, ethical, legal, and health and safety considerations that underpin best practice in these careers. In other words, you will get practice at dealing with the sorts of hypothetical scenarios that might be thrown at you in job interviews (e.g., “how would you safeguard children in an outdoor expedition?”, “how would you mitigate injury risk in athletes during growth spurts?” etc). You will also receive advice on the sort of experiences and qualifications required to get a foot in the door, together with advice on what modules you should consider choosing in year 2 and year 3 in order to optimally tailor your degree program towards your desired career path.

Assessment Criteria

threshold

Basic understanding of the moral, ethical, legal and health & safety issues associated with physical activities & research into it. Some ability to analyse situations, propose, justify and prioritise best practice but limited in scope. Inaccuracies and misconcentpions evident. Little or no referenceing evident.

good

Demonstrates a good understanding of the moral, ethical, legal and health & safety issues associated with physical activity and research into it. Is able to analyse case studies with reasonable accuracy and can propose, justify and prioritise some alternative solutions to dilemmas. Few inaccurances or misconceptions. Referencing evident.

excellent

A thorough understanding cf the moral, ethical, legal and health & safety issues associated with physical activity and research into it. Demonstrates a consistent ability to effectively analyse situations, recognising where there are conflicting demands for practitioner and participant. Be able to propose solutions to deilmmas and analyse the likely effect of these on best practice. Good referencing evident.

Learning outcomes

  1. On successful completion of the module students will be able to:

    1. Analyse the moral, ethical, legal and health & safety issues associated with a number of different situations faced by practitioners and participants in physical activity (sport, exercise, physical education, outdoor education).
    1. Propose, justify and prioritise alternative solutions to the dilemmas faced by practitioners and participants in physical activity settings.
    1. Discuss professional codes of conduct associated with participating, teaching and coaching in sport and exercise, with particular reference to the requirements for those working with vulnerable people of all ages.

Assessment Methods

Type Name Description Weight
CASE STUDY Case Study

Students will be presented with scenarios faced in a range of the most popular sport science careers and asked to prepare an essay detailing how the scenario would be handled. For example “Imagine that you are a coach in a sport of your choice, and that you are coaching a group of talented 8-year old children. You will be working with this group for the next 10 years, and your goal is to oversee their development with the aim of producing international-standard performers by the time they reach age 18. What are the key issues surrounding child development that you need to consider in order to help ensure the optimal development of your children?” These are the sorts of scenarios that students will be asked to comment on during job interviews and in the resultant careers.

 85
COURSEWORK MCQ

This online multiple-choice questionnaire will probe student knowledge of the key issues faced in the career of an Applied Sport Scientist.

 15

Teaching and Learning Strategy

Hours
Private study 78
Lecture

This course will be taught through a combination of lectures, seminar, tutorials and workshops. For September 2020 we will be starting the academic year with a blended learning approach in response to Covid 19. For the most up to date information on this please look at https://www.bangor.ac.uk/courses/september-faqs.php.en

 22

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • 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
  • 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)
  • 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
  • critically assess and evaluate data and evidence in the context of research methodologies and data sources
  • 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
  • work effectively independently and with others
  • 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.
  • accurately interpret case study data

Resources

Resource implications for students

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)

Talis Reading list

http://readinglists.bangor.ac.uk/modules/jxh-1018.html

Courses including this module