Undergraduate Programme and Module Handbook 2005-2006 (archived)
Module SPRT3111: COMMUNITY PLACEMENT IN SPORT
Department: APPLIED SOCIAL SCIENCES (SPORT)
SPRT3111: COMMUNITY PLACEMENT IN SPORT
| Type | Tied | Level | 3 | Credits | 20 | Availability | Available in 2005/06 | Module Cap | None. | Location | Durham |
|---|
Prerequisites
- None.
Corequisites
- Sport and Exercise Physiology III, Physical Activity and Health, Dissertation, Sport Psychology.
Excluded Combination of Modules
- None.
Aims
- to allow students to develop a comprehensive, applied knowledge and understanding of participation and performance enhancement programmes for children.
Content
- Students will coach primary school children in various sport skills both in and outside of school time as part of a National Junior Sport Programme.
- The emphasis throughout this module is on the student taking responsibility for the management of the programme with tutors acting as facilitators rather than directing work.
- Students should liaise closely with schools, clubs and tutors and are encouraged to demonstrate leadership skills and initiative in managing the coaching programme and the link between schools and clubs.
Learning Outcomes
Subject-specific Knowledge:
- Students should be able to:
- synthesise knowledge about child development, skill acquisition and coaching methodology in the context of individual coaching programmes.
Subject-specific Skills:
- demonstrate effective coaching skills in relation to children
- plan, implement, assess and evaluate a programme of coaching for children within both a school setting and a community club,
- evaluate their own coaching and normally that of their peers,
Key Skills:
Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module
- introductory lecture outlines the nature and purpose of the module.
- intermediate group sessions are employed to address common issues and monitor progress
- individual and small group tutorials are used as appropriate to address specific issues and monitor individual progress.
- Coaching Journal and summative reflective task are employed to assess the student's knowledge, planning, analysis and evaluation.
Teaching Methods and Learning Hours
| Activity | Number | Frequency | Duration | Total/Hours | |
|---|---|---|---|---|---|
| Lectures | 6 | 2 in Term 1 and 2 in Term 2 | 1 hour | 6 | |
| Tutorials | 4 | Arranged individually | 1 hour | 4 | |
| Practicals (Placement) | 40 | Arranged individually | 1 or 2 hours | 40 | |
| Preparation and Reading | 150 | ||||
| Total | 200 |
Summative Assessment
| Component: Coaching file | Component Weighting: 60% | ||
|---|---|---|---|
| Element | Length / duration | Element Weighting | Resit Opportunity |
| coaching file | 100% | ||
| Component: Assignment | Component Weighting: 40% | ||
| Element | Length / duration | Element Weighting | Resit Opportunity |
| 3000 word assignment | 100% | ||
Formative Assessment:
Assignment: 1000 - 1500 words.
■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University