Module SPRT2441: Sport, Health and the Environment

Department: Sport and Exercise Sciences

SPRT2441: Sport, Health and the Environment

Prerequisites

• SPRT1271 Introduction to Sport, Culture & Society

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To provide students with knowledge and critical understanding of the interdisciplinary research that investigates the complex interactions between sport/physical activity, health, and the environment. This is studied with respect to the dynamic places, in which people live and move, along with the relationship between sport and the natural environment.

Content

• This module builds on and extends knowledge and skills offered in year one in relation to the socio-cultural study of sport and physical activity, health psychology, physiology, and public health.
• Content will cover critically informed, interdisciplinary research that investigates the complex interactions between sport/physical activity, health, and environment. This will be studied with respect to the dynamic places in which people live and move and the relationship between sport and the natural environment.
• The module covers a wide range of evidence, case studies and theoretical approaches drawing from numerous fields and disciplines such as: sport ecology, health geography, sociology, disability studies, psychology, and public health.

Learning Outcomes

• Engage with knowledge developed within the emerging sub-discipline of sport ecology.
• Explain, using pertinent examples from social research, a range of theories and concepts that link sport/physical activity health, place and space.
• Describe contemporary debates around the complex interrelations between sport/physical activity, health, and environment.

• With guidance, critically evaluate varied forms of research evidence and theoretical approaches, dealing with issues of sport/physical activity and health within a range of places and their potential applications.
• With guidance, critically evaluate the promotion of place-based sport/physical activity promotion.
• Demonstrate knowledge of how sport/physical activity impacts the natural environment, and vice versa.

• Communicate key concepts effectively to engage a variety of different audiences.
• Engage with a range of complex concepts to enhance problem-solving capabilities.
• Use IT and library facilities to identify and access relevant sources of information.
• Manage time appropriately in order to meet the requirements of independent study.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Staff-led content, including individual and group-based activities, will introduce students to the basic concepts & key theories underpinning sport ecology, nature, health and wellbeing.
• Interactive group activities will enable students to discuss the relative merits of specific theories, key debates and empirical research, and plan / undertake practical activities that could be incorporated as applied examples in their summative assessment
• Independently, students will be required to invest time in directed reading, research activities, and potentially group-based activity preparation.
• Assessment is structured around effectively communicating knowledge and understanding of issues pertaining to sport, health and the environment within an employment context.
• A formative assessment (storyboard) will allow students to prepare for their summative from both a process and learning perspective. Students will have an opportunity to discuss understanding gained from developing the narrative arc and linking / layering of arguments that will underpin their summative assessment, and gain feedback on their insights.
• A summative pre-recorded individual presentation will allow students to critically discuss: how sport and physical activity impacts the natural environment and vice versa; how selected theories and concepts are used to explain different relationships between sport, health and the environment; ongoing debates regarding social and environmental justice. This will provide a theory- and evidence-base for their interpretations, recommendations and decision making during the process regarding the selection of appropriate examples to support their arguments.
• Note - asynchronous content will all be delivered online. Synchronous content may be delivered face to face or online

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

• Formative feedback #1: Ongoing verbal feedback is provided during synchronous / in person teaching and learning activities (e.g. group discussions, responses to directed activities) that support students in developing their ability to communicate conceptually informed, evidenced based knowledge in an effective manner. • Formative feedback #2 (optional): Written feedback is provided on a storyboard style outline plan of the of the recorded power-point presentation that will be submitted for summative assessment.

■ 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