Sport and Exercise Sciences BSc (Hons)

• Reading and writing critically.
• Constructing and evaluating an argument.
• Note-taking techniques for reading and listening.
• Understanding plagiarism and academic integrity.
• Introduction to reflective practice.
• Preparing for, and delivering, powerpoint presentations.
• Referencing and citation.
• Summarising and paraphrasing written sources.
• Literature searching.
• Report writing.
• The culture and expectations of higher education.
• The assessment process including the role of assessment criteria and feedback.
• The nature of research journal publishing.

Whilst much of the content above is generic, students will be encouraged to situate skills within the context of the undergraduate discipline they are entering, which leads to some variation in emphasis for certain skills.

1.To raise awareness of the range of study skills required for successful higher education studies, including the process of academic writing, reading strategies, seminar skills, organisation of time and materials, planning for and meeting deadlines, understanding and responding to feedback.

2. To introduce students to concepts such as plagiarism, academic integrity and appropriate use of artificial intelligence tools.

3. To facilitate an effective transition into higher education by exploring, and providing guidance in, the key elements of successful undergraduate studentship including students' understanding of taking responsibility for their own learning.

4. To teach students how to undertake a literature, visual or data review for their discipline and be able to differentiate between a valid, reliable source and an unsubstantiated or irrelevant source.  

• Research and planning skills.
• Becoming familiar with topics that comprise their undergraduate degree subject.
• Developing a knowledge base for a discipline of study.
• Identifying areas of interest.
• Application and development of critical analytical skills.
• Development of self-directed study.
• Use of learning resources.

1. To develop students' skills in planning and writing an essay.

2. To familiarise students with the process of tutor supervision for a written piece of work.

3. To give students an opportunity to focus on a topic within their undergraduate degree subject.

4. To write a piece of work that allows the student to broaden and deepen knowledge on a topic of their choice.

5. To prepare and deliver an academic poster presentation outlining the student's research topic.

• Defining health in the 21st century
• Culture and health 
• The biomedical, social and biopsychosocial models of health
• Health inequality: definition, examples and impact
• Current health issues
• The emergence of the UK National Health Service
• Health promotion 
• Individual Health behaviours 
• Introduction to reflective theories (Nurses and Social Workers only)
• Introduction to big data (Life Sciences)

1. To introduce students to the social, biomedical and biopsychosocial models of health.

2. To explore contemporary issues in health care.

3. To consider the impact of inequality on health.

4. To explore examples of health promotion.

• Fractions, ratios and percentages
• Standard form, significant figures and scientific units and notation
• Errors and inaccuracies
• Basic algebra and its use in units and indices
• Shapes, volumes and area
• Graphs and equations of a line
• Using arithmetical functions in laboratory applications
• Statistics – variation and averages
• Statistical tests and their uses in the life sciences
• Symmetry in living systems
• Logs, exponential growth and rates of change

1. To provide a foundation-level knowledge of mathematics in preparation for progression to Level 4 of a Life Science degree.

2. To introduce students to fundamental concepts within maths using a selection of applications relevant to Life Sciences.

Key anatomical terms

Organisation of the body - cells, tissues and organs

The role of selected biological molecules (e.g. hormones, enzymes and DNA)

Human organ systems, an overview with a focus on specific systems

Homeostasis

Cell biology and cancer

Genetics and inherited conditions

The role of microorganisms in human health and disease, with reference to specific pathogens and commensals and immunity

On completion of this module students will be equipped to:

1. Use key anatomical terms when describing human anatomy

2. Recognize the central importance of biomolecules and cells in human body function

3. Describe some of the main organ systems in the human body, identify conditions affecting them and discuss available treatments

4. Provide an overview of the role of genetics in human health and disease

5. Identify the causes of selected infectious human diseases and their treatment

6. Provide an overview of human immunity and the role of lifestyle in health and disease

• The role and historical context of Psychology
• Social Psychology in human interaction
• Development across the lifespan
• Biological Psychology: the basics of the brain and behaviour
• Introduction to mental health
• Stress and stress management 
  
  

1. To introduce students to some of the perspectives in Psychology

2. To enable students to apply Psychology to professional practice

3. To explore a current issue in Psychology

• An introduction to metabolic processes;
• Bioenergetics and energy metabolism;
• Cardiovascular response to exercise;
• The pulmonary system and exercise;
• The neuromuscular system and exercise;
• The endocrine system during exercise;
• A balanced diet and nutrition for exercise.

The fundamental aim of this module is to stimulate interest and enjoyment in the study and application of exercise physiology. In doing this, students should develop a sound understanding of the physiological responses of the body's systems to both acute and chronic exercise., whilst also developing an understanding of the research process within exercise physiology; including information and literature retrieval, evaluation and summary. Finally, students should develop key transferable skills, including information searching, individual study, group work, learning strategies and communication skills (written and oral).

• Personality;
• Mood;
• Motivation in sport;
• Skill classification;
• Skill learning and transfer;
• Feedback;
• Memory;
• Psychological benefits of exercise;
• Exercise and mental health;
• Motivation in exercise.

The aim of the module enables students to develop a knowledge and understanding of the key principles of sport and exercise psychology through the examination of motor learning and social/personal issues and theories and also develop a knowledge and understanding of how these key issues and theories relate to sport and exercise in practical settings. The module allows students to examine the relevance of key theories to performance through group practical work and ultimatley develop an interest in the field of sport and exercise psychology. The students will develop a knowledge and understanding of the key principles of exercise psychology through examination of social/personal issues and theories and identify how key psychological issues and theories relate to exercise in practical settings.

• What is Sociology?;
• Definitions: Play, Games, Sport, Leisure, Recreation, PE;
• Concepts in the Sociology of Sport;
• Social Development of Sport;
• Social Divisions in sport and leisure: Gender, Social Class, Disability, Ethnicity, Age;
• Sport and political ideology;
• Sport and the media;
• Sport and religion;
• Sport and cultural identity;
• Sport and popular culture.

To develop in students:

• an understanding of the central definitions and concepts in the sociology of sport and exercise;
• an understanding of the processes involved in the development of sport;
• an understanding of the major trends in young people’s and adults’ participation in sport and physical activity both in PE and leisure;
• an appreciation of how participation is structured according to gender, social class, ethnicity and disability.
• an appreciation of the relationships and interactions between sport, society and culture.

Introduction to fundamental theoretical pedagogical principles including:

• Teaching and learning styles;
• Planning, structuring and controlling a session;
• Methods of communication;
• Effective questioning, use of effective feedback;
• Health and safety and risk assessment.

The application of these principles to the practice of sports coaching/teaching will be illustrated through examples drawn from selected activities (the following are illustrative only of some of the activity areas that might be included: invasion games/athletics/net games/governing body awards).

This will culminate in a three week teaching experience with local primary schools where students are able to apply their knowledge and understanding to a real life teaching environment. 

The aim of the module is to introduce students to the fundamental theoretical concepts and principles relating to effective practice within sports teaching and coaching. The module will provide an introduction to the teaching/coaching process and develop knowledge and understanding of the basic principles underpinning effective planning and delivery. This will enable the student to develop a knowledge and conceptual base which fosters understanding of pedagogical principles, which will, in turn, enable the students to recognise how these principles can be applied to enhance practice within contexts commonly experienced by physical education and coaching practitioners. Students will have the opportunity to apply the theoretical content covered within theory and practical lectures through the teaching/coaching of peers and pupils from local primary schools.

Anatomy and Kinesiology          

• Anatomical terminology;
• Planes/axes of motion;
• The skeletal and muscular systems;
• Joint actions;
• Assessing range of motion;
• Methods of assessing muscular actions during movement;
• Electromyography (EMG).

Linear Kinematics - description of objects in motion:

• Distance;
• Displacement;
• Speed;
• Velocity;
• Vectors;
• Scalars;
• Uniformly Accelerated Motion;
• Projectiles Motion.

Angular Kinematics - description of objects in angular motion:

• Angular distance and angular displacement;
• Angular speed and angular velocity;
• Acceleration and angular acceleration;
• Application of mechanical principles;
• Qualitative analysis
• Quantitative analysis;
• 2D video capture and analysis.

To enable students to:

• develop knowledge and understanding of the human muscular and skeletal systems and their relationship with sporting movements;
• develop knowledge and understanding of the biomechanical concepts of linear kinematics;
• develop knowledge and understanding of the biomechanical concepts of angular kinematics;
• develop skills in the scientific analysis and reporting of motion relating to human movement in sport.

• Referencing in appropriate APA format;
• Literature search skills, forms and types of available literature;
• Summarising and comparing literature within a given topic area.
• Forms of academic writing within sport and exercise sciences.
• Communication and presentation skills in a range of formats (e.g. powerpoint/poster).
• Why and how (skill-base) sport scientists conduct research.
• Awareness and understanding of different research methods and philosophies within sport and exercise sciences.
• Data entry and statistical analysis on SPSS.
• Data entry and spreadsheet design, descriptive statistics, graphing and presentation of results.
• Interpretation of statistical analysis.

This module aims to provide students with an opportunity to acquire the necessary skills required to undertake assignments within the area of Sport and Exercise Sciences and Physical Education. Specifically, how to write and present in a scientific format. The module provides students with opportunities to acquire skills that will ultimately form a platform for further autonomous learning at Levels 5 and 6. The main aim of this module is to introduce and develop study skills that are pertinent to Sport and Exercise Sciences and Physical Education; with a specific focus on the following areas: independent learning, referencing, writing skills, presentation skills and statistical skills.

The following areas will be covered from both a theoretical and practical perspective: 

• Measurement issues in sport and exercise physiology (validity and reliability);
• Assessment of body composition;
• Assessment of aerobic capacity;
• Sub-maximal markers of exercise intensity (including: blood lactate, RPE, heart rate);
• Assessment of maximal intensity exercise;
• Assessment of neuromuscular function;
• Field and lab-based assessment of maximal intensity intermittent exercise;
• Physiological principles of improving sport training and performance.

This module aims to further develop students’ understanding of exercise physiology. This will be achieved through exposing students to a variety of assessment techniques currently in use within exercise physiology, both laboratory and field-based. In conjunction, students will be introduced to the concepts of validity and reliability within exercise physiology and thus should be able to critically evaluate the suitability of assessment techniques for a specific population. Students should also further develop their practical laboratory measurement skills.

Emotion and performance:

• Basic concepts in emotion and sport: mood, stress, arousal and anxiety;
• Prominent theories of anxiety in the sport domain;
• The measurement of emotions: theory and practice;
• Coping, emotional intelligence and stress management strategies in sport.

Social psychology/group aspects:

• Group dynamics and group processes;
• Cohesion, leadership and communication;
• Social loafing and social facilitation;
• Attributions and self handicapping in sport;

Individual Differences:

• Aggression and passion in competitive sport;
• Sensation seeking and risk taking;
• The 2D:4D ratio;
• Personality and perfectionism.

The aims of the module are to develop students' appropriate knowledge and understanding of key conceptual issues regarding the nature of mood, stress, anxiety and arousal and their ability to appraise the strengths and weaknesses of theoretical models that attempt to describe the relationship between anxiety and sport performance. The student will also develop their ability to critically evaluate the suitability of stress management and coping strategies used in sport, with reference to relevant theory and research; as well as develop appropriate knowledge and understanding of the psychological and performance effects of being part of a group or crowd, or performing in front of an audience, on an individual/team. Students will develop appropriate knowledge and understanding of the role leaders and communication, and attributions and self-handicapping play in sport and the ability to identify the links between social psychological theory and practice (group dynamics and processes) in relation to the role and function of a range of sports personnel (e.g. coach, manager), as well as demonstrate a critical awareness when using theory to provide solutions to group-related problems. Students will develop appropriate knowledge and understanding of the role aggression and passion play in sport in general and competitive sport in particular;and their ability to identify the links between personality characteristics (e.g. perfectionism, 2D:4D ratio, sensation seeking) and sport practices/performances; and ultimately provide coherent, structured critical analyses of individual-related, group-related and anxiety-related issues in sport.

• Sociological theories of sport
• Deviance and sport (pain and injury; violence; drugs)
• Sport and health (mental illness; eating disorders; abuse and welfare)
• Masculinity, femininity, sexual identity and sport
• Commercialisation, globalisation and sport
• National identity, nationalism and sport

The aims of the module are to enable students to develop:

.

• Critical approach to the coaching and teaching processes
• Introduction to key contemporary topics in PE/Pedagogy including working with
  SEND pupils, identifying and supported talented pupils, the role of FMS and physical literacy in lifelong participation.
• Teaching intermediate adult performers and young novice performers.
• Practical teaching experience through a range of National Curriculum sports design to enable students to develop subject knowledge and applying theoretical content to a practical environment, selected from: invasion games, volleyball, net games.
• Completion of 'introduction to' governing body award ahead of teaching experience with local primary school pupils.

The purpose of this module is to encourage students to build on their fundamental knowledge of the components of the teaching and coaching processes, and apply and analyse the theory behind their constituent parts.  The specific content will enable students to apply aspects of theory in response to the actual teaching/coaching environment.  This will therefore encourage students to not only critically analyse existing coaching and teaching literature, but also appraise the application of this within the fluid coaching and teaching environment;

Students will be expected to critically engage with literature relevant to the illustrative content of the module, and use that to underpin or challenge their own practice, as well as that of others.  The emphasis throughout the module will be on 'theory through practice' whereby students will contextualise the implications of the theoretical suggestions made within literature and sport-driven policy, such as the National Curriculum and Coach Education programmes;

This module will enable students to gain primary experience of the practical environment whilst responding to the environment and demands of 'their' performers, and organising/reorganising their sessions and components of the teaching and coaching processes accordingly.

• Notational/performance analysis: theoretical rationale of objective analysis, performance indicators, hand and computer analysis, real-time and post-event analysis, focus of notation/performance analysis (inc. the influence of situational variables, performance profiling, perturbations, coach behaviour, technical/tactical performance, time-motion analysis, referee analysis).
• Electromyography (EMG): practical/ research applications, underpinning physiology, the neuromuscular system, muscle activation, preparation, factors affecting EMG signals, normalization.
• Linear Kinetics: inertia, mass, force (internal and external), ground reaction force, Newton’s laws, momentum, friction, impulse, conservation of momentum, impact, coefficient of restitution, pressure, work, power, energy.
• Fluid mechanics: projectile motion, buoyancy and buoyant forces, components of fluid forces, drag forces, lift force, Bernoulli’s principle, Magnus effect, fluid mechanics in sports performance.
• Angular kinetics: angular forces, torques and levers, centre of gravity, stability and balance, moment of inertia and linear velocity relationship, angular momentum, angular interpretation of Newton’s laws of motion.
• Biomechanical measurement techniques: force platform, 2D video capture and analysis, video digitisation, electromyography (EMG).

To enable students to:

• Develop knowledge and understanding of:
• notational/performance analysis
• electromyography
• the biomechanical concepts of linear kinetics
• the effects of fluids (air and water) on objects in motion
• the biomechanical concepts of angular kinetics
• suitable strategies for enhancing performance, based on the systematic observation and analysis of individuals and/or a team.

• Developing the research problem: identifying research topics, reading research, types of empirical study, devising specific questions, discovering what is already known, reviewing and critiquing the literature;
• The building blocks of scientific research: types of research (quantitative versus qualitative; experimental versus non-experimental), scientific parlance, sampling procedures, and measurement issues;
• Quantitative Research: Data collection methods and research designs, analytical research, historical (documentary) and reviews, Descriptive research: correlation studies, Experimental research: developing hypotheses, independent/dependent variables, control, sample selection, research designs, and experimental validity;
• Qualitative Research: beyond pure experiments: Qualitative issues, Observational methods, Interviews, Focus groups, Triangulation of methods, Alternative research methods, Quality in qualitative research;
• Developing a research idea and writing the Research Proposal;
• Principles of ethics in Sport and Exercise Sciences research;
• Common research designs and data analysis/statistics: Hypothesis testing, ‘significance’, descriptive and inferential statistics, parametric vs. non-parametric statistics; statistical ‘rules’ and diagnostic tests.

1. To build upon the knowledge and skills developed at Level 4 (Research & Study Skills), enabling a greater appreciation and understanding of the complexities of research.
2. To highlight key issues regarding research strategy, design and methods as they pertain to Sport and Exercise Sciences.
3. To utilise sociological, physiological, psychological, performance analysis, biomechanical and coaching examples to further understanding of qualitative and quantitative research methods in sport and exercise sciences.
4. To familiarise students with of the types of research designs adopted in quantitative and qualitative SES research.
5. To demonstrate the link between research design and statistical analyses.
6. To develop an appreciation of how to formulate a workable research proposal for a
Dissertation
7. To develop scientific, analytical and communicative skills.

In the first week of the module students will develop an understanding of the roles of the applied research scientist and develop core competency skills and knowledge; including research principles, code of conduct and ethical implications of conducting applied research in the sport and exercise science domain. Thereafter, students will work in their chosen area of sports science (i.e., psychology, physiology, nutrition, performance analysis/biomechanics or sociology) undertaking applied research work as directed by the relevant tutor. On completion of the project, students will then present and discuss the findings of their applied research project.

The aims of the module are:

• To allow students to gain practical experience of applied sports science research through experiential learning;
• To develop in students an understanding of the roles and functions of the applied sports scientist;
• To develop the core practical skills necessary for working in field and/or laboratory settings;

• To develop transferable work placement skills (team work, communication, report writing).

Pre-placement:

• Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
• Writing an effective CV. Constructing a letter of application.*
• Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

• The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
• Devising a strategy for integrating into the workplace and work based teams
• Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

• Devising and implementing strategies to improve own approach and performance
• Critical analysis/evaluation of approach to skill development and performance in the workplace;
• Influencing the Placement Provider’s appraisal;
• Devising an action plan to develop gaps in transferable skills based on the placement experiences;

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

• Develop their understanding of workplace practice and lifelong learning;
• Enhance their work readiness and employability prospects through development of transferable skills;
• Take responsibility for their own learning and acquisition of workplace employability skills;
• Articulate, in writing, their employability skills.

• Developing strength and power for athletes
• Conditioning for endurance sports;
• Conditioning for team sports;
• Concurrent training – implications for athletic performance;
• Pre-conditioning strategies for athletic performance
• Acute responses to training and competition, and approaches to promoting recovery;
• Performance in extreme environments;
• The travelling athlete
• The child athlete;
• Ageing and athletic performance;
• The female athlete.

• To develop a critical awareness of the principles applied to aerobic, anaerobic and resistance based training to improve sport performance;
• To develop an understanding of the implications of concurrent training on sport performance;
• To be critically aware of the mechanisms of fatigue responsible for limiting performance in extreme environments (e.g. heat, cold, altitude);
• To understand the responses of the human body after training and competition, and approaches for promoting recovery;
• To be aware of the symptoms and causes of underperformance syndrome, and implications for sporting performance;
• To be critically aware of factors affecting performance in special athletic populations (e.g. children, veterans, female athletes).

• Energy balance, a healthy balanced diet
• The role of macro- and micro-nutrients in the body
• The athlete’s diet
• Carbohydrate loading
• The efficacy of sports drinks
• Dietary manipulation
• Supplements and performance
• Nutrition and the immune system
• Nutrition for competition and optimising recovery of performance
• The aetiology of fatigue and the role of nutrition in delaying this process
• Nutrition and training adaptation

• To understand the role of nutrition in health and sport
• To be critically aware of the different nutritional strategies used to enhance performance
• To develop a critical awareness of the aetiology of fatigue and how nutrition can delay its onset
• To be critically aware of the effects of supplements on performance
• To understand nutritional strategies to enhance recovery
• To understand the effect of nutrition on the immune system
• To understand the role of nutrition in potentiating training adaptations

• Epidemiology of disease and the relationship in which lifestyle factors such as physical activity, exercise and diet have a significant impact;

• The assessment of physical activity and the risk of cardiovascular disease;

• The role of physical activity in ageing and in children’s health;

• Methods of assessing physical activity in healthy and unhealthy populations;

• Methods of prescribing exercise for various populations.

1. To develop a critical awareness of the epidemiology of chronic diseases in which lifestyle factors such as physical activity, exercise and diet have a significant impact.
2. To develop a critical knowledge of the assessment of physical activity and the risk of cardiovascular disease.
3. To develop an awareness of the role of physical activity in ageing and children’s health.
4. To develop knowledge and skills to critically evaluate the preventative and beneficial effects of physical activity on disease.
5. To understand the principles and methods of exercise prescription in healthy and unhealthy populations.

• Theoretical foundations of exercise psychology;
• Exercise issues and physical activity mediators within the general population;
• Exercise and eating disorders;
• Exercise, social physique anxiety and body image disturbance;
• Exercise addiction, bigorexia and body dysmorphia;
• Exercise and effects on mental health (anxiety, stress and depression);
• Theories of exercise behaviour and change including Social Cognitive Theory, Self-Efficacy Theory & Stage Theories;
• Intervention planning key principles and guidelines for working with different populations.

To develop in students:

• The ability to critically evaluate previous and current literature relating to exercise participation;
• An understanding of the strategies and approaches required to encourage involvement in and/or a return to exercise and fitness;
• Knowledge of the theories and psychological factors that affect engagement in exercise, culminating in the production of evidence based interventions;
• An appreciation of the psychological skills, which can be used by the exercise psychologist;
• The ability to critically discuss the potential negative impact of over involvement in exercise and fitness regimes.

• Practice and philosophy of the applied practitioner;
• Mental training core principles and application;
• Psychological issues and the young competitor, the role of the family and parental support;
• Coaching roles and working with coaches;
• Leadership styles, including the application of leader member exchange;
• Cohesion and the development of task and social cohesion;
• Stress and burnout, psychological implications and recovery;
• Injury – psychological effects and social support;
• Performance enhancement;
• Career termination.

To develop in students:

• An understanding of the key principles when working as an applied practitioner in sport psychology;
• The ability to examine theoretical issues and models pertinent to developing a working philosophy;
• An understanding of the key psychological theories known to impact upon sport performance;
• The ability to analyse theoretical issues through synthesising research material;
• The ability to develop core practical skills necessary for working with different populations;
• The ability to formulate solutions to real world sports psychology problems based upon theoretical knowledge and current research.

• Defining health;
• Physical, mental and social health;
• Politics of health promotion and public health;
• The medicalisation of life;
• Moral panics, media and health;
• Social dynamics and health;
• Sport-health ideology.

• To develop student understanding of the complexities of health;
• To develop student understanding and critical appraisal of health promotion strategies;
• To enable students to recognise the crucial impact of social dynamics on health;
• To develop student understanding and use of the sociological perspective in making sense of the relationships between sport, health and exercise.

• The sports development and policy process;
• The policy process;
• National governing bodies, county sports partnerships and local authority involvement in sports development;
• Youth sports development;
• Sports development and social inclusion;
• Sports development and public health;
• Elite sports development;
• Political ideology and sport policy;
• Sport in the Post-Modern world;
• Sport-in-development;
• The Olympics and mega-events: London 2012;
• Anti-doping policy.

The module encourages students to:

• demonstrate an appreciation of the development of sports development strategies and policies in the UK;
• make sense of the importance of analyzing and explaining these strategies and policies from a sociological perspective;
• explain and identify some of the policy issues and problems surrounding the complex interrelationships that exist among PE, sport, health, drugs and crime;
• identify the realities of 'doing' sports development and policy in practice;
• critically analyse the political influence on sport in relation to various different political ideologies in a comparative setting;
• critically analyse the role, function and import of sport in a post-modern, globalised world,
• critically analyse policies concerning key international areas of focus such as mega-events, anti-doping policy, international sport-in-development programmes.

• Defining PE;
• PE and sport;
• PE policy and National Curriculum PE;
• PE, sport and health;
• Health-related exercise;
• Youth sport;
• Exams in PE;
• Equal opportunities in PE;
• Lifelong participation and PE;
• Initial teacher training;
• Continuing professional development.

This module attempts to develop in students an appreciation of contemporary issues in physical education
(PE) and the related topic of youth sport – such as competing justifications for PE, health-related exercise, trends in youth sport and equal opportunities – from a sociological perspective. In this regard, the aims of the module are to help students make sense of competing conceptions of PE as well as the contentious nature of the relationship between health and PE, recognize the crucial impact of gender and ethnicity on the PE process and examine recent trends in youth sport, particularly as they relate to PE.

• The applied coaching and teaching process
• Coaching/teaching practice with peers and primary school children
• Reflection of the applied coaching/teaching process (planning, methods, reflection, contextual factors)
• Contemporary issues in the area of PE/Pedagogy including working with students with EAL, incorporating ICT into lessons/sessions, interpreting the current PE curriculum, and incorporating cross-curricular links in your teaching.
• Application of coaching and pedgaogy theory to practical experiences and settings
• Review and consolidation of coaching/teaching process;
• Tutor led practical.

The aim of the module is develop students application of theory to practical teaching and learning. The module encourages students to explore the applied coaching/teaching process through a critical approach to current issues within the process and, for students to be able to apply this knowledge within a coaching/teaching environment. Students will develop a critical understanding of the process of coaching/teaching by applying theory through practice during professional coaching/teaching practice. Students will therefore be more adequately prepared for a career in either teaching or coaching. This module will stimulate an evaluative grounding of students' practice within the practice-influenced theory of coaching and teaching processes.

• The application of principles of biomechanics to the understanding and analysis of selected sport and exercise activities: Impulse-momentum relationship; Newton’s laws of motion; angular momentum; inertia measures for human subjects; inverse dynamic analyses of human movement;
• Measurement techniques in sports biomechanics: Three-dimensional video analysis; gait analysis; electromyography (EMG);
• Sources of error in biomechanical measurement: Differentiation and integration; data filtering in biomechanics;
• Use of kinematic and kinetic analyses for enhancing understanding of technique in sport and exercise activities: Descriptive and analytical studies of techniques in running, jumping, striking and acrobatic movements; indirect determination of muscle function in sport and exercise movements;
• Current and future trends in sports biomechanics: Modelling and computer stimulation; injury prevention; elite sports performance; the mechanics of the stretch-shortening cycle.

To enable students to:

• Understand and apply scientific concepts in biomechanics to the analysis of sport and exercise movements;
• Appreciate the contribution of recent methodological advances in analysing human motion;
• Collect and interpret data in a way that is useful to sport and exercise scientists and professionals.

Performance Analysis:

• Taylor the 'Needs analysis' process to different sporting situations 
• Developing manual notational systems;
• Developing video and computerised match analysis systems;
• Analysing match performance. Analysis and presentation of results;
• Motion analysis and consequences for training;
• What match analysis tells us about successful strategy and tactics in sport;
• The future of performance analysis.

Sports Coaching:

• Critical approach to the coaching processes;
• Methods of conversing with, and reporting to, coaches;
• Application of performance analysis techniques to implement strategies to improve coaching behaviour and team/individual performance.
• Evaluating the effectiveness of applied interventions

To enable students to: 

• Develop knowledge and understanding of the concept of notational analysis in sports analysis;
• Develop knowledge and understanding of the specific considerations and protocols followed when developing notational models;
• Develop knowledge and understanding of different data collection techniques;
• Effectively interpret and use data collected from observation and analysis of individuals and/or groups of players;
• Develop knowledge and understanding of methods of presenting data in various formats;
• Develop a critical understanding of the process of improving coaching behaviour, by applying performance analysis techniques through observing professional coaching practice.
• Develop the ability to work independently and in a team within the applied sports setting
• Develop effective communication, influencing and self reflection  

• Injury epidemiology and aetiology in sports.
• The anatomy of sports injuries.
• Injury prevention.
• Health and well-being in the elite athlete.
• Effective assessment of sporting injuries.
• First aid and pitch-side management of injury.
• Injury rehabilitation.
• Return-to-play guidelines.
• Doping in sport.

To enable students to develop knowledge and understanding of:

• Injury epidemiology and aetiology in sports.
• The anatomy of sports injuries.
• Injury prevention.
• Health and well-being in the elite athlete.
• Effective assessment of sporting injuries.
• First aid and pitch-side management of injury.
• Injury rehabilitation.
• Return-to-play guidelines.
• Doping in sport.

Develop the practical abilities to:

• Calculate the prevalence of injury
• Identify and assess injury
• Prevent and manage injury
• Maintain the health and well-being of elite athletes.
• Rehabilitate the athlete following sports-related injuries.

• Student-arranged tutorials with assigned supervisor to monitor the progress of the study;
• Seminars/workshops/progress presentations (where appropriate) pertaining to ethics issues, follow-up sessions on data analysis, writing the Dissertation.

The module aims to enable students to develop the ability to undertake an independent inquiry into a defined problem; apply their knowledge of sport and exercise sciences in a research capacity and develop scientific, analytical and communicative skills. The module untimatley aims to provide students to acquire the skills necessary to complete a scientific dissertation.