FdSc Sports Development and Coaching YEAR 1
UNIT DIRECTORY
Unit Title:
SPORTS DEVELOPMENT
Level:
C
Credit Value:
20
ECTS Credit Value:
10
PRE-AND CO-REQUISITES
None.
AIMS
To give learners an understanding of sports development concepts and
practices. Learners will have the opportunity to examine the planning process
and delivery of sports development programmes and be able to evaluate the
effectiveness of such programmes.
INTENDED LEARNING OUTCOMES
On completion of this unit the student is expected to:
1.
Describe key concepts of sports development.
2.
Explain the role of organisations involved in sports development,
commenting on examples of current schemes and programmes.
3.
Demonstrate an understanding of the planning process involved in a
sports development programme.
4.
Discuss the effectiveness of a sports development scheme, comparing its
objectives to outcomes.
LEARNING AND TEACHING METHODS
The module is delivered by means of weekly lectures and seminars, visits by
guest lecturers from the field of sports development and practical workshops.
Speakers can be used from the sports industry, in particular sports development
officers. Students will also have the opportunity to undertake independent
research.
ASSESSMENT
Summative
ILO’s 01 – 04 will be assessed by coursework (100%).
Indicative
ILO’s 01 – 02 will be assessed by a time constrained exercise that has prior
disclosure, 2000 words (40%) and ILO 03 – 04 assessed by an individual written
report, 3000 words (60%).
Indicative Content

Key Concepts in Sports Development
Basic sports development pyramid, NGB sports development pyramids
e.g. The Football Association, England Basketball, England Netball. Mass
participation and sporting excellence continuum. Current cross-cutting
agendas e.g. pro-health, pro-education, anti-crime, anti-drug,
regeneration.

Disadvantaged Groups in Sports Participation
Target groups e.g. Young people, 50+, women, black and ethnic
minorities, disabled. Barriers e.g. cultural, historical, economical,
educational, social.
 Role of Organisations in Sports Development
Increasing participation and sporting excellence e.g. Sport England, UK
Sport, Youth Sports Trust, Sports Coach UK, NGB’s, National Sports
Institutes, Department for Culture, Media and Sport.
 Planning in Sports Development
Planning e.g. targets, funding eg Awards for All, Barclays Spaces for
Sports, Football Foundation, National Sports Foundation, Sportsmatch,
Tesco Sport, promotion. Monitoring e.g. quality. Evaluation e.g. aims,
objectives, SWOT analysis.
INDICATIVE LEARNING RESOURCES
Books
Bloyce, D. and Smith, A., 2009.
Routledge.
Sport, Policy and Development.
Oxon:
Burgess, S., 2000. Planning for Sport: Ten Key Steps to Producing a Sports
Development Plan Coachwise.
Collins, M., 2009. Examining Sports Development. London : Routledge.
Green, M., & Houlihan, B., 2005. Elite Sport Development : Policy, Learning and
Practical Priorities London: Routledge.
Houlihan, B. & White, A., 2002. The Politics of Sports Development. London:
Routledge.
Hylton, K., & Bramham, P., 2007. Sports Development: Policy, Process and
nd
Practice. 2 ed. London: Routledge.
Watt, D. C., 2004. Sports Development and Administration. 2
Routledge.
Journals
Society of Sport Journal
Journal of Sport, Education and Society
Sociology of Sport Journal
Web Based Sources
www.youthsporttrust.org
www.sportengland.org
www.biglotteryfund.org.uk
www.awardsforall.org.uk
nd
ed. London:
Unit Title:
SPORTS COACHING
Level:
C
Credit Value:
20
ECTS Credit Value:
10
PRE-AND CO-REQUISITES
None.
AIMS
The aim of the unit is to introduce students to the essential principles that
support the coaching process. Students will examine the underpinning
knowledge of the coaching methodology and apply this to a practical coaching
context.
INTENDED LEARNING OUTCOMES
On completion of this unit the student is expected to:
1.
Identify and explain the components of the coaching process.
2.
Apply suitable coaching ethics and conduct.
3.
Plan a short term coaching programme.
4.
Analyse a short term coaching programme.
LEARNING AND TEACHING METHODS
The module will include a range of formal lectures, student directed private
study, practical coaching experience and a range of coursework assessments.
Students will work in small group situations that will allow them to coach and be
coached in a range of sporting activities. In addition the students will have the
opportunity to be mentored by an experienced coach, whilst assisting a sports
team.
ASSESSMENT
Summative
ILO’s 01 - 04 will be assessed by coursework 100%.
Indicative
ILO’s 01 - 02 will be assessed by an individual written report, 2500 words (50%)
and ILO’s 03 – 04 assessed through observation and written portfolio, 2500
words (50%).
INDICATIVE CONTENT

Coaching Process
Philosophy, the coach’s role, effective coaching, coaching styles

Coaching Issues
Coaching ethics, professional standards and codes of conduct, target
groups, legislation

Preparation for Coaching
Planning and preparing for coaching, coaching practice and experience,
coach evaluation (feedback e.g. use of video)

Coach Development
Coach education schemes, programmes, reflective coaching practice
INDICATIVE LEARNING RESOURCES
Books
Armour, K. M., Jones, R., & Potrac, P., 2003. Sports Coaching Cultures London:
Routledge.
Cassidy, T., Jones, R. L., & Potrac, P., 2009. Understanding Sports Coaching:
The Social, Cultural and Pedagogical Foundations of Coaching Practice 2nd ed.
London: Routledge
Gordon, D.A., 2009.
Learning Matters.
Coaching Science: Active Learning in Sport. Devon:
Hughes, M., 2004. Notational Analysis of Sport: Systems for Better Coaching
and Performance in Sport 2nd ed. London: Routledge.
Lyle, J., 2002 Sports Coaching Concepts: a Framework for Coaching Behaviour.
London: Routledge.
rd
Martens, R., 2004. Successful Coaching. 3 ed. Champaign, IL: Human Kinetics.
Pyke, F., 2001. Better Coaching: Advanced Coaches Manual. 2nd ed. Bruce
ACT: Australian Sports Commission.
Journals
Coaching Edge
International Journal of Sports Science and Coaching
Sports Coach
The Coach
Weblinks
www.sportscoachuk.org
www.sportengland.org
Unit Title:
SPORTS PHYSIOLOGY
Level:
C
Credit Value:
20
ECTS Credit Value:
10
PRE-AND CO-REQUISITES
None.
AIMS
The aim of the unit is to introduce students to the key underpinning knowledge of
the cardio–respiratory system and the energy systems and gain understanding
of the skeletal and neuromuscular systems.
INTENDED LEARNING OUTCOMES
On completion of this unit the student is expected to:
1.
Analyse the structure and function of the skeletal system.
2.
Discuss the characteristics of the neuro-muscular systems.
3.
Analyse the cardio-respiratory system and the effects of exercise.
4.
Examine the energy systems and their relation to exercise types and
intensities.
LEARNING AND TEACHING METHODS
The unit delivery will include a range of formal lectures and student directed
private study. Students will also work in individual and group situations to
complete related practical elements.
ASSESSMENT
Summative
ILO’s 01 – 02 will be assessed by coursework (60%)
ILO’s 03 – 04 will be assessed by exam (40%
Indicative
ILO 01 – 02 will be assessed by an individual written report, 3000 words (60%)
and ILO’s 03 – 04 will be assessed by a formal, 2 hours (40%).
INDICATIVE CONTENT

Skeletal System
The articulated skeleton, skeletal tissues

Neuro-muscular System
Nervous system, functioning of neurones, autonomic nervous system,
muscle tissue, movement, central control of muscle contraction

Cardio-respiratory System
Overview to the structure and function of cardio-respiratory system,
diffusion, oxygen transportation, oxygen disassociation, adaptations to
exercise

Energy Systems
ATP, anaerobic respiration, aerobic respiration, causes of fatigue, effects
of training
INDICATIVE LEARNING RESOURCES
Books
Boyle, M., 2003. Functional Training for Sports: Superior Conditioning for
Today's Athlete Champaign, IL: Human Kinetics.
Farrally, M., 2005.
Foundation
An Introduction to Sports Physiology. National Coaching
Griffin, M., & Sewell, D., 2005. Sport and Exercise Science: an introduction
London: Hodder Education.
th
Martini, F., & Nath, J. L., 2006. Fundamentals of Anatomy and Physiology 8 ed.
Harlow: Pearson.
Maud, P., & Foster. C., 2005. Physiological Assessment of Human Fitness 2nd
ed. Champaign, IL: Human Kinetics.
McArdle, W. D., Katch, F. L. & Katch, V.L., 2009. Exercise Physiology: Energy,
th
Nutrition, and Human Performance 7 ed. Philadelphia, PA: Lippincott Williams &
Wilkins.
Powers, S., & Howley, E.T., 2008. Exercise Physiology: Theory and Application
7th ed. Maidenhead: McGraw-Hill.
Wilmore, J AND Costill, D., 2005. Physiology of Sport and Exercise 3rd ed.
Champaign, IL: Human Kinetics.
Journals
Journal of Exercise Physiology
Journal of Sports Physiology
Peak Performance
European Journal of Applied Physiology
International Journal of Sports Physiology and Performance
Unit Title:
BUSINESS ADMINISTRATION FOR THE
SPORTS ORGANISATION
Level:
C
Credit Value:
20
ECTS Credit Value:
10
PRE-AND CO-REQUISITES
None.
AIMS
The unit has been designed to introduce the varied aspects of business
administration across a variety of sport organisations. It will form an important
foundation for the development of a range of business skills needed, to ensure
effective operational management of sports facilities.
The unit will aim to introduce and develop skills and understanding relating to
the financial and operational practices of a sports club, society or a small
business. It will introduce the techniques of financial accounting and the
contents of the main financial statements. It will also introduce the key aspects
of UK and European law in running a sports business.
INTENDED LEARNING OUTCOMES
On completion of this unit the student is expected to:
1.
Describe the importance of business administration; the concepts,
principles and documentations relating to business operations within a
sporting context.
2.
Develop a sports business plan, which is to include basic marketing
concepts.
3.
Employ the skills needed to prepare simple financial statements with
specific application to sport.
4.
Prepare simple management accounts, within a sport setting.
LEARNING AND TEACHING METHODS
Lectures will be used to deliver concepts and principles to develop students
understanding of business administration. Case studies, visiting speakers and
relevant examples will used for the student to demonstrate their application to
administration techniques. Student led exercises will be used to support the
overall learning experience on this unit.
ASSESSMENT
Summative
ILO’s 01- 02 will be assessed by coursework (60%)
ILO’s 03- 04 will be assessed by exam (40%)
Indicative
ILO’s 01 – 02 assessed by a business proposal (presentation and written
portfolio), 3000 words (60%) and ILO’s 03 – 04 assessed by an exam, 2 hours
(40%).
INDICATIVE CONTENT

Business Administration
Importance, documentation, range of areas to include, users of
documentation, sources of funding and accessing methodology

Concepts and Principles
Users of data, types of data management, rules of accounting practice,
financial & management account functions, types of organisations

Financial Statements
Construction and interpretation of double entry book keeping, trial
balance, profit and loss and balance sheet, ratio analysis

Management Accounting
Construction and interpretation of cash flow analysis, budgeting, types
of costs and their application in marginal costing

Business Planning
Forecasting, finance applications, projections, marketing applications
INDICATIVE LEARNING RESOURCES
Books
Chelladurai, P., 2006. Human Resource Management in Sport and Recreation
2nd ed. Champaign, IL: Human Kinetics.
th
Dyson, J. R., 2007. Accounting for Non-accounting Students. 7 ed. Harlow:
FT Prentice Hall.
Ferrand, A. and McCarthy, S., 2009. Marketing the Sports Organisation:
Building Networks and Relationships. Oxon: Routledge.
Harris, P., 2006.
University Press.
An Introduction to Law 7th ed. Cambridge: Cambridge
Kotler, P., 2006. Marketing Management – Analysis, Planning, Implementation
th
and Control. 10 ed. Harlow: FT Prentice Hall.
Williams, S., 2008. The "Financial Times" Guide to Business Start Up Harlow:
Pearson.
Watt, D. C., 2003.
Routledge.
nd
Sport Management and Administration. 2 ed. London:
Journals
Accountancy
Journal of Marketing Management
Leisure Management
Marketing
Web sites
www.accaglobal.com
www.cimaglobal.com
Law Gazette www.lawgazette.co.uk
Unit Title:
MANAGING A SPORTS EVENT
Level:
C
Credit Value:
20
ECTS Credit Value:
10
PRE-AND CO-REQUISITES
None.
AIMS
The unit aims to provide the student with knowledge and understanding on
how to organise and manage a sports related event. It will also encourage the
student to appreciate the importance of ensuring effective customer care and
service delivery for a sports specific event.
INTENDED LEARNING OUTCOMES
On completion of this unit the student is expected to:
1.
Explain the underlying concepts and principles of event management in
sport and leisure.
2.
Produce a feasibility plan for a sports related event.
3.
Develop an effective system to manage the customer care and service
quality for an event.
4.
Exercise an ability to carry out, manage and evaluate the event.
5.
Discuss the factors affecting of group performance and application of
personal skills when working as part of an event committee.
LEARNING AND TEACHING METHODS
Lectures and seminars will provide the basic theoretical background to event
management and customer service concepts. Practical application will be
required throughout the unit where the lecturer will act as a facilitator to assist
in planning, managing and carrying out the event.
ASSESSMENT
Summative
ILO’s 01 - 05 will be assessed by coursework (100%)
Indicative
ILO’s 01 - 02 will be assessed by a formal presentation, 15 minutes (30%); ILO
03 will be assessed by a time constrained critique, 1500 words (30%) and
ILO’s 04 – 05 will be assessed by the delivery of an event (involves group
work), 2000 words (40%).
INDICATIVE CONTENT

Event Organisation
Range of events, rationale, characteristics of an event, impact

Feasibility Study
Types of events, aims & objectives, resources (physical, financial and
physical), scheduling, health and safety, risk assessments,
contingencies

Product & Service Quality
Customer types (internal and external), products (tangible) and services
(intangible), importance of effective customer care

Managing Customer Care and Service Quality
Setting standards (written procedures, benchmarks, customer needs),
communicating standards (training, supervision, customer and staff
empowerment, company organisation procedures, company manuals),
monitoring standards (measuring customer satisfaction, focus groups,
mystery customers, questionnaires, formal, informal customer feedback
methods), documentation (service level agreements, checklists, process
documentation, formal evaluations)

Practical Application
Planning documentation, methods for recording individual & team
performance (log sheet on performance), agenda and minutes for formal
meetings, evaluation methods and criteria

Professionalism
Communication (written & oral), uniform, team work, time management
INDICATIVE LEARNING RESOURCES
Books
Beech, J., & Chadwick, S., 2004. The Business of Sports Management.
Harlow: FT Prentice Hall.
Bowdin, G., Allen, J., O’Toole, W., Harris, R., & McDonnell, I., 2006. Events
Management. 2nd ed. Oxford: Butterworth-Heinemann.
Cook, S., 2008. Customer Care Excellence: How to Create an Effective
Customer Focus 2nd ed. London: Kogan Page.
Cook, S., 2002. Customer Care Excellence: Create an Effective Customer
Service Strategy 4TH ed. London: Kogan Page.
Knight, A., 2000. Effective Customer Care. London: Directory of Social Change
Masterman, G., 2009. Strategic Sports Events Management 2nd ed. Oxford:
Elsevier.
Westerbreek, H., Smith, A., Turner, P., Emery, P., Green, C., & Van Leeuwen,
L., 2006. Managing Sport Facilities and Major Events. London: Routledge.
Williams, C. AND Buswell, J. 2003 Service Quality in Leisure and Tourism.
Wallingford: CABI.
Journals
Event Management: an International Journal
Event Organiser: the Magazine for the Events Industry
Unit Title:
HUMAN PERFORMANCE
Level:
C
Credit Value:
20
ECTS Credit Value:
10
PRE-AND CO-REQUISITES
None.
AIMS
The aim of the unit is to introduce students to the fundamentals of nutrition for
sports performance, develop an understanding of the underpinning theory of
human movement and biomechanics, in preparation to analyse movement in
sports performance.
INTENDED LEARNING OUTCOMES
On completion of this unit the student is expected to:
1.
Examine nutritional factors which influence sports performance.
2.
Demonstrate an understanding of the necessary nutritional
requirements for sports performance.
3.
Evaluate a range of sports related human movements.
4.
Explain biomechanical principles in relation to sporting examples.
LEARNING AND TEACHING METHODS
The content will include a range of formal lectures, student directed private
study and a range of coursework assignments and exercises. Students will
also work in group situations to complete practical elements.
ASSESSMENT
Summative
ILO’s 01 – 04 will be assessed by coursework (100%)
Indicative
ILO’s 01 – 02 will be assessed by a formal presentation, 20 mins (40%) and
ILO’s 03 – 04 will be assessed by a movement analysis report, 3000 words
(60%).
INDICATIVE CONTENT

Nutrition
Fuels, nutrients, pre and post exercise nutrition, fluids, electrolytes,
energy balance, supplements.

Movement Analysis
Skeletal system, muscular system, movement patterns, types of
muscular contraction, anatomical referencing, application to
fundamental movements.

Basic principles of biomechanics
Linear and angular motion, interaction between bodies, projectile
motion, angular rotation, equilibrium in human movement.
INDICATIVE LEARNING RESOURCES
Books
Bartlett, R., 2006. Introduction to Sports Biomechanics: Analysing Human
Movement Patterns. 2nd. ed. London: Routledge.
Bean, A., 2009. The Complete Guide to Sports Nutrition: Complete Guides.
Blazevich, J., 2007. Sports Biomechanics: The Basics: Optimising Human
Performance. A & C Black Publishers, London, UK.
th
Hall, S., 2006. Basic Biomechanics. 5 ed. London: McGraw-Hill
Hamilton, N., Weimar, W., & Luttgens, K., 2008. Kinesiology: Scientific Basis
of Human Motion. 11th ed. London: McGraw-Hill.
McArdle, W. D., Katch, F. L., and Katch, V. L. 2009 Exercise Physiology:
Energy, Nutrition and Human Performance. 7th ed. Philadelphia, PA:
Lippincott, Williams & Wilkins.
nd
McGinnis, P., 2004. 2 ed. Biomechanics of Sport and Exercise. Champaign,
IL: Human Kinetics.
rd
Wirhed, R., 2006. 3 ed. Athletic Ability and the Anatomy of Motion. London:
Mosby.
Journals
International Journal of Sport Nutrition and Exercise Metabolism.
Journal of Applied Biomechanics
Journal of Sport Sciences
Sports Biomechanics
FdSc Sports Development and Coaching YEAR 2
UNIT DIRECTORY
Unit Title:
TRAINING AND FITNESS FOR ATHLETES
Level:
I
Credit Value:
20
ECTS Credit Value:
10
PRE-AND CO-REQUISITES
Sports Physiology and Human Performance at Level C are pre-requisites or
evidence of advanced prior learning relating to subject area.
AIMS
The aim of the unit is to encourage students to acquire the skills and
knowledge to carry out safe and effective fitness tests, as well as design safe
and effective fitness programmes for performance teams.
Intended Learning Outcomes
On completion of this unit the student is expected to:
1.
Conduct a range of field based fitness tests, critically evaluating the
overall reliability, validity and specificity each to suit a specified athlete
group.
2.
Critically analyse a range of training types and methods, with specific
application to sports performance.
3.
Accurately employ training principles with detailed application to sport
and exercise.
4.
Effectively plan, implement and critically evaluate a specific training
programme.
LEARNING AND TEACHING METHODS
The subject theory will include a range of formal lectures, student directed
private study and a range of field based fitness tests. Students will also work
in individual and group situations to complete practical elements.
ASSESSMENT
Summative
ILO’s 01 – 04 will be assessed by coursework (100%)
Indicative
ILO 01 will be assessed by practical fitness testing and written report, 2500
words (50%) and ILO’s 02-04 periodisation chart and report, 2500 words
(50%).
INDICATIVE CONTENT

Fitness Testing
Validity, reliability and specificity of tests, field based tests, ethical
considerations, analysis and evaluation of results

Training Principles
Specificity, overload, progression, frequency, reversibility, application to
specific activities and sports

Training Types and Methods
Aerobic/ Anaerobic, PNF, resistance, circuits, continuous, fartlek,
interval, SAQ, plyometrics, application to specific activities and sports

Training Programme
Periodisation, target setting, monitoring and evaluating
INDICATIVE LEARNING RESOURCES
Books
Bompa, T., & Haff, G.G., 2009. 5th
Champaign, IL:Human Kinetics.
ed. Periodisation Training for Sport.
th
Dick, F., 2007. Sports Training Principles. 5 ed. London: A & C Black
Dwyer, G., 2009. ACSMs Health-related Physical Fitness Assessment Manual
3rd ed. Philadelphia, PA.Lippincott Williams & Wilkins.
Hageman, S., 2001. Fitness Testing 101: A Guide for Trainers and Coaches.
Bloomington, IN: i.Universe.com
Heyward, V., 2006. Advanced Fitness Assessment and Exercise Prescription.
th
5 ed Champaign, IL: Human Kinetics
th
McAardle, W. D., Katch, F. L., & Katch, V.L., 2009. Exercise Physiology. 7
ed. Philadelphia, PA: Lippincott Williams & Wilkins.
Nieman, D., 2010. Exercise Testing and Prescription: a Health Related
th
Approach. 7 ed. London: McGraw-Hill.
Journals
International Journal of Sports Physiology and Performance
Journal of Sports Physiology
Peak Performance
Unit Title:
APPLIED SPORTS DEVELOPMENT
Level:
I
Credit value:
20
ECTS Credit Value:
10
PRE-AND CO-REQUISITES
Sports Development at Level C is a pre-requisite or evidence of advanced
prior learning relating to subject area.
AIMS
The unit will provide the student with opportunities to develop and apply sport
development principles in a practical context. It builds on the knowledge
already gained from the Sports Development module at Level C.
INTENDED LEARNING OUTCOMES
On completion of this unit the student is expected to:
1.
Discuss current issues in sport development relating to the planning and
delivery of programmes and initiatives.
2.
Critically analyse a current sport development programme, commenting
on its effectiveness and making recommendations for improvement and
change.
3.
Produce a planning document for a sports development programme
based on the needs within a local area.
4.
Critically analyse the contributions made to sports development by
national & local agencies with reference to physical, financial and human
resources.
5.
Design an effective means of monitoring and evaluating a sports
development programme, measuring targets and outcomes.
LEARNING AND TEACHING METHODS
The unit will be delivered initially by means of weekly lectures, practical
workshops and guest speakers from the field of sports development.
Students will then have the opportunity to undertake independent research.
ASSESSMENT
Summative
ILO’s 01- 05 will be assessed by coursework (100%)
Indicative
ILO’s 01- 02 will be assessed by an essay, 2000 words (40%) and ILO’s 03 –
05 will be assessed by an individual research project, 3000 words (60%).
INDICATIVE CONTENT

Sports Legacy
Impact of London 2012 Olympic and Paralympic Games e.g. National
and local sports provision. Role of organisations and individuals National
e.g. organising committee, Olympic Delivery Authority, Department for
Culture Media and Sport, National Olympic Committee, official sponsors;
local e.g. local authorities, voluntary organisations, private sector
partners.

Current Sports Development Programmes
Relating to current cross-cutting agendas e.g. pro-health e.g.
Change4lLife, pro education e.g. PESSCL, anti-crime e.g. Positive
Futures, anti-drug e.g. 100% ME, regeneration e.g. London 2012.

Research Methods
Research as a process, sources of information, data collection and
sampling (qualitative and quantitative), data analysis and presentation of
results.

Sports Development as a Job, a Career and Training
E.g. The focus of the job, perceived training needs, courses on offer.
INDICATIVE LEARNING RESOURCES
Books
Bloyce, D. and Smith, A., 2009. Sport, Policy and Development. Oxon:
Routledge.
Collins, M., With-Kay, T. 2003. Sport and Social Exclusion. London:
Routledge.
Collins, M., 2009. Examining Sports Development Abingdon: Routledge
Gooding, A., 2003. 101 Ways to Succeed in Sports Development. 3rd ed.
London: ILAM.
Houlihan, B. and White, A., 2002. The Politics of Sport Development London:
Routledge.
Hylton, K., & Bramham, P., 2007. Sport Development: Policy, Process and
nd
Practice. 2 ed Abingdon: Routledge.
Slack, T., 2006. Understanding Sport Organizations: the Application of
Organization Theory. 2nd ed. Champaign, IL: Human Kinetics.
Watt, D., 2003. Sports Development and Administration. 2nd ed. London:
Routledge.
Journals
Journal of Sports Management
Journal of Leisure Research
Society of Sport Journal
Journal of Sport, Education and Society
Sociology of Sport Journal
Web Based Sources
DoH. (2009). Be active: Be healthy. London: TSO.
Sport England (2008). Sport England Strategy 2008-2011. London: Sport
England.
DCMS/Strategy Unit (2002) Game Plan: a strategy for delivering governments
sport and physical activity objectives. Crown copyright
DCMS. (2008). Before, during and after: Making the most of the London 2012
Games. London: DCMS.
DCMS. (2008). Playing to win; A new era for sport. London: DCMS.
Weed, M. Coren, E. Fiore, J. (2009). A systematic review of the evidence
base for developing a physical activity and health legacy from the
London 2012 Olympic and Paraolympic games. London: DoH.
www.sportengland.org
www.sportdevelopment.info
www.london2012.com
Unit Title:
ADVANCED SPORTS COACHING
Level:
I
Credit Value:
20
ECTS Credit Value:
10
PRE-AND CO-REQUISITES
Sports Coaching at Level C is a pre-requisite evidence of advanced prior
learning relating to subject area.
AIMS
The aim of the unit is for students to further develop their knowledge,
understanding and practical application of the coaching process, showing an
appreciation of national government initiatives for athlete development
including the LTAD framework. Students will aim to critically analyse, review
and reflect on the role of the coach, with application to the UKCC framework.
INTENDED LEARNING OUTCOMES
On completion of this unit the student is expected to be able to:
1.
Evaluate the performance of an experienced coach.
2.
Plan, monitor and make appropriate actions in relation to formal
strategies, which will enable you to personally develop as a coach.
3.
Critically analyse your own coaching performance, with reference to
underpinning theory, UKCC framework and athlete performance.
4.
Effectively plan a long term coaching programme, with reference to
LTAD.
5.
Deliver and critically evaluate a long term coaching programme.
LEARNING AND TEACHING METHODS
To include a range of formal lectures, student directed private study and a
range of coursework assignments and exercises. Students will work in group
situations that will allow them to coach across a range of client groups and
sporting activities.
ASSESSMENT
Summative
ILO’s 01 – 05 will be assessed coursework (100%)
Indicative
ILO’s 01- 02 will be assessed by an essay, 2000 words (40%) and ILO’s 03 –
05 will be assessed by an individual practical project, 3000 words (60%).
INDICATIVE CONTENT

Personal Coach Development
Monitoring process, opportunities and barriers to progression, career
plans (UKCC Framework), and government quality standards

Advanced Coaching Applications
Long term planning (Periodisation), reflective practice, client groups
(Sports Development Continuum / LTAD Framework), performance
analysis (Video and Dartfish), individual and team coaching

Continued Professional Development
Group management, communication, coaching style,
knowledge, UKCC Framework, philosophy and behaviour

technical
Coach Evaluation
Coaching behaviour, group management, styles and methods, athlete
progression (LTAD)
INDICATIVE LEARNING RESOURCES
Books
Armour, K. M., Jones, R., & Potrac, P., 2003. Sports Coaching Cultures
London: Routledge.
Bompa, T.O. and Haff, G.G. 2009. Periodization: Theory and Methodology of
Training. Champaign, IL: Human Kinetics.
Cabral, P., 2006. The Successful Coach: Guidelines for Successful Practice.
Leeds: Coachwise.
Crisfield, P., 2003. The Successful Coach: Guidelines for Coaching Practice
Leeds: Coachwise
Gordon, D.A., 2009.
Learning Matters.
Coaching Science: Active Learning in Sport. Devon:
Lyle, J., 2002. Sports Coaching Concepts: a Framework for Coaches’
Behaviour. London: Routledge.
Martens, R., 2004. 3rd ed. Successful Coaching. Champaign, IL: Human
Kinetics.
Pyke, F., 2001. Better Coaching: Advanced Coaches Manual. 2
Australian Sports Commission.
nd
ed.
Stafford, I., 2005. Coaching For Long Term Athlete Development. Leeds:
Coachwise
Journals
Coaching Edge
Sports Coach
The Coach
Weblinks
www.sportscoachuk.org
www.ukcoachingcertificate.org
Unit Title:
WORKING WITH SPECIFIC POPULATIONS
Level:
I
Credit Value:
20
ECTS Credit Value:
10
PRE-AND CO-REQUISITES
Applied Sports Development and Applied Sports Coaching at Level I are corequisites or evidence of advanced prior learning relating to subject area.
AIMS
The unit has been designed to apply and develop the understanding of the
coaching process in the context of specific client groups, including CHD
patients, obese, natal women, elderly, disability and children.
INTENDED LEARNING OUTCOMES
On completion of this unit the student is expected to:
1.
Contrast and evaluate the roles of key organisations/ agencies that
promote and develop an active lifestyle for specific population groups.
2.
Effectively plan, implement and critically evaluate short term coaching
programmes, showing an ability to adapt sports and physical activities to
suit specific client groups.
3.
Examine the impact of adapted physical activity for specific population
groups.
4.
Critically examine the key health considerations when working with
individuals with varying specific needs.
LEARNING AND TEACHING METHODS
The unit will include a range of formal lectures, student directed private study
and a range of coursework assignments and exercises. Students will work in
small group situations that will allow them to coach a range of sporting
activities.
ASSESSMENT
Summative
ILO’s 01 – 02 will be assessed by coursework (60%)
ILO’s 03 – 04 will be assessed by exam (40%)
Indicative
ILO 01 will be assessed by a written report,1500 words (30% ), ILO 02 will be
assessed by practical assessment supported with written
documentation, 1500 words (30%) and ILO’s 03 - 04 assessed by an
exam, 2 hours (40%).
INDICATIVE CONTENT

Specific Populations in Society
Overview of population groups in society (CHD, disability, obesity,
elderly, children, cancer patients, diabetes), statistics, definitions and
terminologies, barriers to participation and legislation

Organisation Related to Specific Population Groups
Historical development, sports organisations and agencies (e.g. WHO,
Disability Sport, BHF), active opportunities

Practical Coaching Considerations for Specific Population Groups
Coaching methods and strategies, adaptation of sport and physical
activity, preparation for coaching leadership

Individual Considerations
Physiological, sociological and psychological needs and adaptations
Indicative Learning Resources
Books
Brill, P. A., 2004. Functional Fitness for Older Adults. Champain, IL: Human
Kinetics.
nd
Graham, G., 2001. Teaching Children Physical Education. 2 ed. Champaign,
IL: Human Kinetics.
Kerr, A. and Stafford, I., 2006. Coaching Disabled Performers. Leeds:
Coachwise.
Malina, R. M., Bouchard, C., & BAR-OR, O., 2004. Growth, Maturation and
nd
Physical Activity. 2 ed. Champaign, IL: Human Kinetics.
Skinner, J. S., 2005. Exercise testing and Exercise Prescription for Special
rd
Cases: Theoretical Basis and Clinical Application 3 ed. Baltimore, MD:
Lippincott Williams & Wilkins .
Smedley, G. and Day, N., 2001. Working with Disabled Sports People. Leeds:
Coachwise.
Sport England., 2001. Disability Survey 2001: Young People with a Disability
and Sport. London: Sport England Publications
Whaley, M., 2009. ACSM's Guidelines for Exercise Testing
h
Prescription.8 ed. Philadelphia, PA: Lippincott Williams & Wilkins
and
Winnick, J., 2005. Adapted Physical Education & Sport. 4th ed. Champaign,
IL: Human Kinetics.
Woolf-May, K., 2006. Exercise Prescription - The Physiological Foundations:
A Guide for Health, Sport and Exercise Professionals. Edinburgh: Elsevier
Journals
Coaching Edge
Inclusive Sport
International Journal of Sports Science and Coaching
Weblinks
English Federation of disability Sport http://www.efds.net
World Health Organisation http://www.who.int/en/
BHF http://www.bhf.org.uk/
Sport England http://www.sportengland.org.uk/
Unit Title:
PSYCHOLOGY FOR SPORTS PERFORMANCE
Level:
I
Credit value:
20
ECTS Credit Value:
10
PRE-AND CO-REQUISITES
None.
AIMS
The aim of the unit is to provide students with underpinning knowledge of
psychological concepts, theories and their practical application to sports
performance.
INTENDED LEARNING OUTCOMES
On completion of this unit the student is expected to:
1.
Evaluate the concept of motivation and its application to sports
performers.
2.
Analyse the effects of arousal, anxiety and stress on sports
performance.
3.
Evaluate the role of personality on sports performance.
4.
Critically analyse the effects of social factors on performance.
LEARNING AND TEACHING METHODS
The teaching will include a range of formal lectures, student directed private
study and a range of coursework assignments and exercises. Practical
sessions will include group interactions, sporting simulations and interviews.
ASSESSMENT
Summative
ILO’s 01 - 02 will be assessed by coursework (60%)
ILO’s 03 – 04 will be assessed by exam (40%)
Indicative
ILO’s 01 – 02 will be assessed by a written case study, 3000 words (60%) and
ILO’s 03 – 04 by an exam, 2 hours (40%).
INDICATIVE CONTENT

Motivation
Achievement motivation, attribution theory, self-efficacy, self-esteem

Emotional control
Drive theory, inverted U theory, catastrophe model, cognitive & somatic
anxiety, stress process

Personality
Trait theories, social learning theory, personality tests, profile mood
states

Social Interaction
Leadership, group dynamics, social facilitation
INDICATIVE LEARNING RESOURCES
Books
CASHMORE, E., 2008. Sport and Exercise Psychology: the Key Concepts 3rd
ed. Abingdon: Routledge.
COX, R. H., 2006. Sports Psychology: Concepts and Applications. 5th ed.
New York: McGraw-Hill.
HORN, T., 2008. Advances in Sports Psychology. 3rd ed. Champaign, IL:
Human Kinetics.
rd
LeUNES, A. AND NATION, J. R., 2002. Sports Psychology. 3 ed. Pacific
Grove, CA: Thomson Learning.
ROBERTS, G. C., 2001. Advances in Motivation in Sport and Exercise.
Champaign, IL: Human Kinetics.
WEINBERG, R. S., & GOULD, D., 2006. Foundations of Sport and Exercise
Psychology 4th ed. Champaign, IL: Human Kinetics.
WILLIAMS, J. M., 2006. Applied Sport Psychology: Personal Growth to Peak
Performance. 6th ed. London: McGraw-Hill.
Journals
International Journal of Sport and Exercise Psychology
Journal of Sport and Exercise Psychology
Journal of Sport Sciences
The Sports Psychologist
Unit Title:
PRACTICAL INDUSTRY EXPERIENCE
Level:
I
Credit Value:
20
ECTS Credit Value:
10
PRE-AND CO-REQUISITES
None.
AIMS
The unit has been devised with the industry requirements in mind; through
consultation with partnerships it seeks to address employment needs within
the industry. The work placement will run during the students second year,
normally as one day a week. The minimum period of experience will be 30
days over the Level I stage of their course, although additional hours has
shown to benefit applications for those progressing onto level H. Students will
be expected to find and organise the work experience themselves, although
students will be assisted in this process by members of the course team.
The opportunity permits students to develop an understanding of the world of
work and the application of skills and knowledge in a real life situation. It
gives the learner the experience of working practices in sport related
organisations.
INTENDED LEARNING OUTCOMES
On completion of this unit the student is expected to:
1.
Complete the job application process in relation to the work placement.
2.
Effectively apply the concepts, knowledge and skills acquired to their
work placement.
3.
Evaluate the extent to which the skills developed in Level C have been
tested in a realistic work based environment.
4.
Demonstrate competence in the ability to reflect and analyse the full
range of skills implemented during placement and needed further
develop.
LEARNING AND TEACHING METHODS
This unit will be supported by a series of tutorials to provide guidance and
enable to students to discuss progress and any concerns that may arise
during this unit.
ASSESSMENT
Summative
ILO’s 01 – 04 will be assessed by coursework (100%)
Indicative
ILO’s 01 – 04 will be assessed by a written report, 2000 words (40%) and
portfolio of evidence, 3000 words (60%).
INDICATIVE CONTENT

Negotiate Work Placement
Suitable hosts, constraints, skill development, career development,
health and safety issues, application process (CV and Letter of
Application)

Awareness of Behaviour for Placement
Preparation, documentation, code of behaviour, objectives

Application of Level C Units in the Workplace

Analysis of Skills Employed and Developed through the Placement

Reflection on Work Experience Effectiveness
Subject and skill development, evaluation on activities undertaken
INDICATIVE LEARNING RESOURCES
Books
Bowden, J., 2008. Writing a Report: How to Prepare, Write and Present
Effective Reports.8th ed. London: How To Books.
Bruckmann, C., & Hartley, P., 2001. Business Communication: An
introduction London: Routledge
Grey, D., Hayd., Cundell, S., & O’Neill, J., 2004. Learning Through the
Workplace: A Guide to Work-based Learning Cheltenham: Nelson Thornes
Kerbey, E., 2002. Professional Business Writing. 7th ed. London: McGraw-Hill
Masters, J., 2007. Working in Sport: How to find a sports related job in the UK
or abroad 2nd ed. Oxford: How to Books
Woods, C., 2002. Everything You Need to Know at Work: a Complete Manual
of Workplace Skills. London: Harlow: FT Prentice Hall.
Worth, R., 2006. Careers Skills Library :Self-Development. Facts on File
Journals
Leisure Management
Leisure Opportunities
ILAM