BA (Hons) Management of Sport FdA Management of Sport Programme structure and modules Draft until confirmation at re­validation event June 2016

Award Title FdA Management of Sport

Awarding Institution University of Essex

Teaching Institution University Centre Colchester

Professional accreditation by n/a

Final Award Foundation Degree

Programme Title Management of Sport

NQF Level of Qualification 5

Full / Part Time F/T – 2 years

P/T – 4 Years

Relevant QAA Subject Benchmark Group(s)

QAA subject benchmarks: General Business Management; Hospitality, Sport, Leisure and Tourism

2nd QAA Benchmark Group n/a 3rd QAA Benchmark Group for Joint Schemes:

n/a

UACS Code Publication Date Admissions Criteria (from Sept 2017 entry)

At least 4 GCSEs at grade C to include Maths and English Language PLUS level 3 qualifications with the depth of study equivalent to 80 UCAS Points (32 UCAS Points on the new Tariff)

For Example

BTEC Extended Diploma PPP One A­level at Grade C, or two at Grade E Access to Higher Education qualification

For mature applicants (over 21) with non­standard academic qualifications, Admission Tutors will carry out an interview and consider the applicant’s ability to succeed on the course, taking into account their past experience in relevant areas.

FdA Programme Structure Year 1 Module Code

Module Level Credits

Designation

Study, Communication and Employability Skills

4 15 Comp

Business Environment 4 15 Comp Exercise and Health 4 15 Comp Coaching Skills 4 15 Comp Introduction to Management 4 15 Comp Introduction to Financial Management 4 15 Comp IT and Maths for Business 4 15 Comp Sports Development 4 15 Comp Year 2 Module Level Credit

s Designation

Project Management 5 15 Comp Management Accounting Essentials 5 15 Comp Fitness Assessment and Exercise

Prescription 5 15 Comp

Coaching Process and Issues 5 15 Comp Professional Development (inc

placement) 5 15 Comp

Information Systems and Business Intelligence

5 15 Comp

Community Sports Development 5 15 Comp Sports Marketing 5 15 Comp

Award Title BA (Hons) Management of Sport

Awarding Institution University of Essex

Teaching Institution University Centre Colchester

Professional accreditation by n/a

Final Award Bachelor of Arts with Honours

Programme Title Management of Sport

NQF Level of Qualification 6

Full / Part Time F/T – 3 years P/T – 6 Years

Relevant QAA Subject Benchmark Group(s)

QAA subject benchmarks: General Business Management; Hospitality, Sport, Leisure and Tourism

2nd QAA Benchmark Group n/a 3rd QAA Benchmark Group for Joint Schemes:

n/a

UACS Code Publication Date Admissions Criteria (from Sept 2017 entry)

At least 4 GCSEs at grade C to include Maths and English Language PLUS level 3 qualifications with the depth of study equivalent to 200 UCAS Points (80 UCAS Points on the new Tariff)

For Example

BTEC Extended Diploma MMP Two A­levels at Grade B, or three at Grade

C Access to Higher Education qualification

For mature applicants (over 21) with non­standard academic qualifications, Admission Tutors will carry out an interview and consider the applicant’s ability to succeed on the course, taking into account their past experience in relevant areas.

Students with an FdA Management of Sport from University Centre Colchester will be able to enter the final year of the programme

BA (Hons) Programme Structure Year 1 Module Code

Module Level Credits

Designation

Study, Communication and Employability Skills

4 15 Comp

Business Environment 4 15 Comp Exercise and Health 4 15 Comp Coaching Skills 4 15 Comp Introduction to Management 4 15 Comp Introduction to Financial Management 4 15 Comp IT and Maths for Business 4 15 Comp Sports Development 4 15 Comp Year 2 Module Level Credit

s Designation

Project Management 5 15 Comp Management Accounting Essentials 5 15 Comp Fitness Assessment and Exercise

Prescription 5 15 Comp

Coaching Process and Issues 5 15 Comp Professional Development (inc

placement) 5 15 Comp

Information Systems and Business Intelligence

5 15 Comp

Community Sports Development 5 15 Comp Sports Marketing 5 15 Comp Year 3 Module Level Credit

s Designation

Managing Innovation and Change 6 15 Comp Performance Coaching 6 15 Comp Nutrition for Performance 6 15 Comp Planning and Performance for Sports

development 6 15 Comp

Capstone Project 6 45 Core Digital Marketing – strategy and

practice 6 15 Opt

Teaching PE in Schools 6 15 Opt

1.1. Level 4 Modules STUDY, COMMUNICATION AND EMPLOYABILITY

SKILLS Level: 4 Credit Value: 15 Pre­Requisites: none Module Description Students entering Higher Education will need specific study skills to enable them to maximize their learning potential and take advantage of opportunities available in an academic setting. Many of these skills will also enhance employability and the student’s ability to succeed in the workplace. Students will enter with different levels of skills and experience, therefore it is intended that students carry out an audit of their own study and communication skills and the results from this will form the basis of a personal development plan. Students will gain experience in research using a range of resources ­ both online and paper­based – and will learn how to evaluate sources to ensure they are valid and reliable. Communication skills will form an important part of the module, in order that students are equipped to use different styles of written and oral communication as appropriate in a range of academic and professional contexts. Learning Outcomes On completion of the module, students will be able to: 1. Assess own level of skill in study and communication skills and construct

a personal development plan 2. Demonstrate, and use appropriately, a range of methods of

communication, including both oral and written 3. Use feedback to improve work 4. Research, collate and interpret information from a variety of sources Indicative Content Use of library and other information sources Internet research skills, including use of social media Assessing reliability of sources Analysing information and determining its relevance to a given task Reflective and evaluative writing Academic essay and report writing Business report writing Technical writing

Writing for the Internet Harvard referencing – method and purpose Oral communication, including demonstration and presentation skills Group/team working Learning in an academic context, including reading and notetaking Learning styles Time management skills Giving and receiving feedback Learning & Teaching Strategies The module will be delivered through a combination of lectures, workshops and use of on­line learning materials. Group­based exercises will be used to develop peer­learning skills. Original work produced as part of another module may be used to provide evidence for the portfolio. Assessment e­Portfolio (50%) showing evidence of: Personal development plan different styles of writing use of oral communication skills use of feedback to develop work evaluation of sources evaluation of learning (500 words). Report (50%) (1500 words) demonstrating formal academic writing. Specific Learning Resources None Bibliography Highly Recommended Cottrell, S. (2013) The Study Skills Handbook (4th Ed). Basingstoke: Palgrave Macmillan Barker, M., Barker, D. and Pinard, K. (2011) Internet Research (6th Ed). USA: South­Western College Publishing. Ramsay, P. Maier, P. and Price, G. (2010) Study Skills for Business and Management Students. Harlow: Longman Taylor, S. (2012) Model business letters, emails and other business documents (7th Ed). Harlow: Pearson. Recommended Crasswell, G. and Poore, M. (2012) Writing for Academic Success (2nd Ed). London: Sage. Dean, M. (2010) Inside Track to Academic research, Writing and Referencing. Harlow: Pearson Education. Trought, F. (2012) Brilliant Employability Skills. Harlow: Pearson Turk, C. and Tuckman, J. (1989) Effective Writing: improving scientific, technical and business communication. London: Spon Press.

BUSINESS ENVIRONMENT Level: 4 Credit Value: 15 Pre­Requisites: Module Description The aim of this module to equip students to place organizations in contexts; past, present and future, then enable the student to analyse the macro, micro and internal business environments in which businesses operate. A comprehensive understanding of the environments that an organization operates in will enable students to interpret situations and allow managers to make decisions that add value for stakeholders. The focus of the module is on the external and internal influences on organizations and the effect these have on business practices and internal aspects of organizational life. Contemporary business issues will be studied as they arise. Learning Outcomes On completion of this module students will be able to:

1. Describe the purposes, structures and financial backgrounds of a range of organizations.

2. Employ a range of recognized business analysis tools to evaluate the internal and external environments that organizations operate in.

3. Relate the current business environment to an historical context and appraise the role of UK organizations in the changing global market.

Indicative Content

The purpose and structure of business. Business environments; macro, micro and internal Core business functions, structures and operations Approaches to organization and management The political environment and ideologies in the UK, Europe and

globally Economic structure at different spatial levels The legal environment The current economic situation International markets, trade and the multi­nationals Competition; price and non­price The impacts of supply and demand Market structures, oligopoly and monopoly

Learning & Teaching Strategies Traditional lectures and seminars will be a central strategy for delivery of this module. Self­managed learning will be required to supplement lectures and seminars, and students will be provided with guidance in the required reading. Case studies will be used illustrate theory and practice. Seminars will allow for informal discussion of the issues raised throughout the course. Specific questions will be asked for students to consider in readiness for seminars and the weekly use of the Moodle VLE will be expected as requirements and resources for peer learning and discussion will be regularly posted there. Assessment 75% 2500 word essay 25% Group presentation Specific Learning Resources Bibliography Highly Recommended Sloman, J. and Jones, E. (2014) Economics and the Business Environment (4th Ed). Harlow: Pearson Education. Worthington, I. and Briton, C. (2009) The Business Environment (6th Ed) London: FT/Prentice Hall. Palmer, A. and Hartley, B. (2012) The Business Environment (7th Ed). Berkshire: McGraw­Hill Recommended Baron, D.P. (2005) Business and its Environment, London: FT/Prentice Hall Brookes, I., Weatherston J. and Wilkinson, G. (2004) The International Business Environment, London: FT/Prentice Hall Cambell, D. and Craig, T. (2005) Organisations and the Business Environment Oxford: Butterworth­Heinemann Griffiths, A. and Wall, W. (eds) (2004) Economics for Business and Management, London: FT/Prentice Hall Background Reading Griffiths, A. and Wall, S. (eds.) (2003)Applied Economics (10th Ed). London: FT/Prentice Hall. In addition to the above texts, students are advised to read the business sections of the news outlets such as the Financial Timesas well as journals such as Harvard Business Review, Management Today, The Economistand Economics Today.

INTRODUCTION TO MANAGEMENT Level: 4 Credit Value: 15 Pre­Requisites: Module Description The aim of this module is to introduce a wide range of management models and theories to the student, and to start developing their critical thinking skills. Strong investigation, analysis and evaluation skills are essential for academic success in a business management degree. This module introduces the concept of management and attempts to build a description of it, based on how managers create and develop resources to sustainably and ethically get valuable results. The topics covered describe the context and environment of management, examining first the established theoretical perspectives and then more contemporary themes. The management tasks of planning, organizing, leading and controlling are described in the contexts of human resource, marketing and financial management. Throughout the module there is a strong emphasis on developing critical thinking skills. Learning Outcomes On completion of this module students will be able to:

1. Recognize the diversity of approaches to management and managing and contrast different theories of management.

2. Describe the activities, techniques and objectives that characterize the main functions of management.

3. Assess the organizational contexts that managers operate within and evaluate their impact on management activities.

Indicative Content

Roles, functions and activities of managers Management models Teams and team working theories Motivation The management environment, internal and external International context of management Planning and decision making Marketing and market analysis Strategic management

Organizational structures Human Resource Management and change Financial statements and their analysis

Learning & Teaching Strategies Introduction to Management will be taught though a combination of traditional lectures, seminars and class activities including group investigations, analyses and experiential learning activities.

Assessment 50% 2000 word essay 50% One and a half hour end of semester examination Specific Learning Resources Bibliography Highly Recommended Boddy, D. (2013). Management: An Introduction (6th Ed). London: Prentice Hall. Recommended BPP (2015) Business Essentials: Accounts Course Book (4th Edition). London: BPP Learning Media Daft, L. (2008) New Era of Management, 2nd Edition. Mason, OH: Thomson South Western ten Have, S. ten Have, W. Stevenes, F. and van der Elst, M. (2003) Key Management Models: the management tools and practices that will improve your business. Harlow: Essex Jones, G. and George, J. (2013). Essentials of Contemporary Management, 8th Edition. New York: McGraw­Hill Pettinger, R. (2007) Introduction to Management, 4th Edition. Basingstoke: Hampshire: Palgrave Macmillan Ramsay, P. Maier, P. and Price, G. (2010) Study Skills for Business and Management Students. Harlow: Longman Background Reading Journals such as Harvard Business Review, Management Today and The Economist will provide contemporary commentary on management issues.

IT AND MATHS FOR BUSINESS Level: 4 Credit Value: 15 Pre­Requisites: none Module Description This module is designed to equip students with a range of IT skills used in business and to develop an understanding of the principles and practices of using IT, particularly relating to legislation, business efficiency and protocols. The module will also cover the main mathematical skills that will enable them to work with the data they will encounter in business organizations. Students will use and integrate software applications including word processing, spreadsheets, presentations, email and calendar software to demonstrate an advanced level of competence and to understand their usage in business. Learning Outcomes On completion of this module, students will be able to:

1. Demonstrate advanced use of business application software 2. Demonstrate knowledge and understanding of legislation and

business protocols related to the use of IT 3. Understand and handle key numerical, graphical and statistical

techniques for calculating, organizing and summarizing data

Indicative Content Word Processing Spreadsheets Presentations Email and calendars Task management Document sharing Legislation surrounding use of IT, including data protection, licensing Protocols for use of IT in the workplace Online and mobile technology in the workplace Fractions and percentages Linear graphs Organizing and presenting data Mean, mode median Standard deviation

Learning & Teaching Strategies The module will be delivered by a combination of lectures, workshops and use of on­line learning materials. A self­study element will be included to allow students to assess their own level of competence in practical IT and develop appropriate areas of skill. Assessment e­Portfolio (40%) of evidence demonstrating advanced level of practical IT and mathematical skills. To include a 500 word evaluation of learning. Assignment (60%) showing application of knowledge of IT legislation and protocols to a specific organization, and demonstrating use and integration of MS Office packages (1500 words). Specific Learning Resources IT room Bibliography Highly Recommended Harvey, G. (2010) Excel 2010 for Dummies. Hoboken: John Wiley Johnson, S. (2011) Brilliant Word. Harlow: Pearson Morris, C. and Thanassaoulis, E. (2007) Essential Maths for business and management. London: Palgrave Macmillan Recommended Boyce, J. (2010) Microsoft Outlook plain and simple. California: Microsoft Press Morris, C. (2012) Quantitative Approaches in Business Studies (8th Ed). Harlow: Pearson Education Ltd. Wempen, F. (2010) PowerPoint 2010 Bible. Indianapolis: Wiley

INTRODUCTION TO FINANCIAL MANAGEMENT Level: 4 Credit Value: 15 Pre­Requisites: Module Description The aim of this module is to enable students to evaluate and question key financial structures, documents and figures. Sound financial management is essential to organizational success. Managers in all types of organization need to be able to understand the language of accounting and finance in order to take a considered role in corporate planning and dialogue. This module introduces the regulatory frameworks for corporate bodies in the UK and sets the key financial documents into context. Financial ratios and comparative measures are described and analysed. Differences in major international jurisdictions are illustrated. Sources of finance are examined and the main benefits and restrictions of these analysed. The operation of the stock market is considered and the use of stock market information introduced. Regulatory compliance and corporate governance are introduced and analysed against a contemporary background. Finally risk analysis and management is analysed, again against a contemporary background. Learning Outcomes On completion of this module students will be able to:

1. Interpret the key financial documents used by businesses and construct these from given data.

2. Compare and contrast financial performance using recognized ratios. 3. Identify different sources of business finance, describing their benefits

and constraints. 4. Describe regulatory compliance, corporate governance and risk

management strategies that organizations adopt in today’s business environment.

Indicative Content

Regulatory frameworks for corporate bodies Income statements (Profit and Loss accounts) Allowing for asset depreciation Statements of financial position (Balance Sheets)

Cash flow statements The difference between cash and profit Financial ratios Sources of finance The stock market Compliance and corporate governance Risk analysis and management

Learning & Teaching Strategies Introduction to Financial Management will be taught though a combination of traditional lectures, seminars and class activities including group investigations, analyses and experiential learning activities.

Assessment 50% 2000 word report, that includes calculations and analysis 50% One and a half hour end of semester examination Specific Learning Resources Bibliography Highly Recommended BPP (2015) Business Essentials: Accounts Course Book (4th Edition). London: BPP Learning Media Recommended Atrill, P. and McLaney, F. (2013) Financial Accounting for Decision Makers, (7th Ed). Harlow: Pearson Dyson, J. R. (2010) Accounting for non­accounting students (8th Ed). Harlow: Pearson Education Mason, R. (2007) Finance for Non­Financial Managers. London: Hodder Education Stutely, R. (2007) The Definitive Guide to Business Finance: What Smart Managers do with the Numbers (2nd Ed). Harlow: Pearson Education Background Reading The Financial Times gives contemporary information about markets and companies.

BAMS07C

EXERCISE AND HEALTH

Level: 4 Credit Value: 15 Pre­requisites: None Module Description This module is designed to introduce students to the area of exercise and health. The module explores the inter­relationship between physical activity and health and reviews the relevant epidemiological research in this area. It covers basic anatomy and physiology to provide the underpinning knowledge for future exercise work. The fitness industry will be reviewed with particular reference to vocational opportunities. Industrial visits will give an insight into current practice and developments The module will consider the effect of performance enhancing drugs in sport and their risks. The effects of exercise on women, seniors and children will be reviewed. Learning Outcomes On completion of this module, students will be able to: 1. Identify relationships between exercise and health, and trace their

implications for future health status 2. Understand effects of exercise on major body systems 3. Demonstrate the importance of physical activity and its effects on

different population groups 4. Recognise risks and benefits of exercise associated with medical

conditions Indicative Content Relationship between exercise and health Introduction to anatomy and physiology The fitness industry Active living G.P. Referral schemes Physiological effects of exercise and women Physiological effects of exercise and children Physiological effects of exercise and ageing Drugs in sport Exercise and medical conditions

Learning & Teaching Strategies The module will use varied methods of learning. Traditional lectures and seminars will be supported by practical work, laboratory activities and industrial visits. Case studies will be used to clarify and further develop learning. Assessment Two assessments:

2,000 word report (50%) 2,000 word case study (50%)

Specific Learning Resources Access to sports laboratory, fitness room and sports hall Reading List Recommended: Heyward, V.J. (2010) Advanced Fitness Assessment & Exercise Prescription, Champaign, Illinois: Human Kinetics. ISBN: 9780736086592 To refer to: Wilmore, J.H., Costill, D.L. and Kenney, W. L. (2012) Physiology of Sport and Exercise, 5th edition, Champaign, Illinois: Human Kinetics ISBN: 9780736094092

Background reading: Durstine, L.J., Moore, G., Painter, P. and Roberts, S. O. (2009) ACSM’s Exercise Management for Persons with Chronic diseases and Disabilities, 3rd edition, Champaign, Illinois: Human Kinetics. American College of Sports Medicine (2014) ACSM’s guidelines for exercise testing and prescription, 9th edition, Philadelphia: Wolters Kluwer. Foss, M. L. and Keteyian, S. J. (1997) The Physiological Basis for Exercise and Sport, 6th edition, United States of America: Brown and Benchmark. McArdle, W.D., Katch, F.I. and Katch, V. L. (2014) Exercise Physiology: Energy, Nutrition and Human Performance, 8th edition, Baltimore, MD: Lippincott Williams & Wilkins. Gauvin, L., Wall, A. E. T. and Quinney, H.A. (1994) Towards Active Living, United States of America: Human Kinetics. Rowland, T. W. (1990) Exercise and children's health, United States of America: Humanities Press.

Research Papers

Lee, I. M. and Paffenbarger, R. S Jr. (1998) ‘Physical activity and stroke incidence: the Harvard Alumni Health Study’, Stroke, 29(10), 2049­54.

Lee, I. M., Sesso, H. D. and Paffenbarger, R. S Jr. (2000) ‘Physical activity

and coronary heart disease risk in men: does the duration of exercise episodes predict risk?’, Circulation, 102(9), 981­6.

Levine, J. (2015) ‘Sick of sitting’, Diabetologia, 58: 1751­1758.

Matheson, G. O. Kulugl, M., Dvorak, J., Engebretsen, L., Meeuwisse, W.H.,

Schwellness, M., Blair, S.N., Mechelen, W., Derman, W., Borjesson, M., Bendiksen, F. and Weiler, R. (2011) ‘Responsibility of sport and exercise medicine in preventing and managing chronic disease: applying our knowledge and skills is overdue’, British Journal of Sports Medicine, 45: 1272­1282.

O’Donovan, G., Blazevich, A. J., Boreham, C., Cooper, A. R., Crank, H.,

Ekelund, U., Fox, K. R., Gately, P., Murphy, M., Mutrie, N., Reilly, J., Saxton, J. M. and Stamatakis, E. (2010) The ABC of Physical Activity of Health: A consensus statement from the British Association of Sport and Exercise Sciences, Journal of Sports Sciences, 28 (6), 573­591.

Paffenbarger, R.S Jr., Hyde, R. T., Alvin, M. A., Wing, L., Lee, I. M., Jung, D.

L. and Kampert, J. B. (1993) ‘The association of changes in physical­activity level and other lifestyle characteristics with mortality among men’, New England Journal of Medicine, 328(8), 25 February, 538­45.

Sesso, H. D., Paffenbarger. and Lee, I. M. (2000) ‘Physical activity and

coronary heart disease in men: The Harvard Alumni Health Study’, Circulation, 102(9), 975­80.

BAMS08C

SPORTS DEVELOPMENT

Level: 4 Credit Value: 15 Pre­requisites: None Module Description This module is intended to provide students with an outline of the general concepts and principles relating to Sports Development. The module will help students to understand how individual sports can be developed and structured, so as to ensure that as many sports people who have the talent reach the top levels of Performance and Excellence. A variety of models of Sports Development will be considered. Learning Outcomes On completion of this module, students will be able to: 1. Understand the diversity and theoretical principles of Sports

Development. 2. Recognize the historical evolution of Sports Development as a

profession. 3. Analyse the role of the various agencies involved in developing specific

sports. 4. Analyse the provision required to support people at the performance and

excellence levels of Sports Development continuum. Indicative Content Historical evolution of Sports Development as a profession Models of the Sport Development Continuum. General Principles of Planning in Sports Development. Key Agencies within Sports Development The roles of Sport England and UK Sport Sports specific development – ‘developing sport for sports sake’. Local / Regional initiatives in sport specific development The effect of 2012 London Olympic and Paralympic Games DCMS Coaching Task Force, Sports Coach UK and the LTAD Single Sport Delivery System

Learning & Teaching Strategies This module will be delivered through lectures and seminars, during which a considerable proportion of research studies and papers will be provided however this must be supported by the students own background reading and research to ensure sufficient understanding of the topics to be discussed. Students will also be expected to produce a final written report and presentation. Assessment Development Plan Report (2000 words) 60% (mid semester hand­in). Presentation (15 mins including questions) to propose an action plan for the implementation of the development plan 40% (end semester hand­in). Specific Learning Resources None Bibliography Collins, M. (2010) Examining Sports Development. London: Routledge Collins, M. & Kay, T. (2003) Sport and Social Exclusion. London: Routledge. Girginov, V. (2011) Management of Sports Development. London: Butterworth Heinemann Hylton, K. (2013) (ed) Sport Development: Policy, Process and Practice(3rd Ed). London: Routledge. Recommended Eady, J. (1993) Practical Sports Development. UK: Longman. Houlihan, B. and White, A. (2002) The Politics Of Sports Development: Development Of Sport Or Development Through Sport? London: Routledge. Hylton et al., (2001) Sports Development: Policy, Process and Practice London: Routledge Jarvie, G. (2006) Sport, Culture and Society: An Introduction. London: Routledge

BAMS09C

COACHING SKILLS

Level: 4 Credit Value: 15 Pre­requisites: None Module Description This module is designed to introduce students to sports coaching theory and practice. Students will explore the roles and responsibilities of sports coaches and how they are able to analyse and improve performance effectively. Learning Outcomes On completion of the module students will be able to: 1. Demonstrate an understanding of current coaching methods and

techniques 2. Plan and deliver a series of practical coaching sessions 3. Diagnose technical faults and improve performance in sports skills 4. Understand the roles and responsibilities of the sports coach Indicative Content Session planning Skill acquisition Roles and responsibilities of the sports coach Practical coaching experience UK Sports coach code of conduct Child Protection Observation and analysis Dealing with sports injuries in coaching sessions Coach evaluation Learning & Teaching Strategies The module will use varied methods of learning. Traditional lectures and seminars will be supported by practical work, guest speakers and visits. Case studies will be used to clarify and further develop learning.

Assessment A 3,000 word report supporting the rationale and evaluation of three progressive session plans that are to be included in the appendicies. Specific Learning Resources Access to sports hall Bibliography Highly Recommended Martens, R. (2004) Successful Coaching. Leeds: Human Kinetics Lyle, J. (2007) Sports Coaching Concepts. Abingdon : Routledge Recommended Bompa, T. and Carrera, M. (2005)Periodization Training For Sports. Illinois: Human Kinetics Hagger, M. (2004) Coaching Young Performers. Leeds: Sports Coach UK Pyke, F. (2001) Better Coaching. Australian Sports Commission. Leeds: Human Kinetics Weinberg, R. and Gould, D. (2007) Foundations of Sport and Exercise Psychology. Illinois: Human Kinetics Background Reading BAALPE (2004) Safe Practice in Physical Education and Sport, BAALPE UK Sports Coach (2001) Code of Practice for Sports Coaches. UK Sports Coach (2004), Coach Psychology Series. Crouch, M. (2005), Protecting Children: A Guide for Sportspeople. 1.2.

Level 5 Modules PROJECT MANAGEMENT Level: 5 Credit Value: 15 Pre­Requisites: none Module Description The module is designed to develop the students’ knowledge and understanding of the principles and application of project management in industry. Students will have the opportunity to apply this knowledge and analyse and evaluate the impact of project management on improving the management of resources and performance. Students will work in teams on a small, live project and will be assessed on their team working skills as well as their application of project management concepts and skills. They will also gain an understanding of the professional context in which a project manager works. Learning Outcomes On completion of this module, students will be able to: 1. Understand, apply and evaluate project management principles and

processes in relation to business­related projects. 2. Make effective use of computer tools for project management and

justify their use. 3. Analyse the results of the project, including how and to what extent

the team leadership and relationships contribute to the success overall.

Indicative Content

Setting up a project environment Establishing the project objectives Estimating, developing a plan Analysing and controlling risk Monitoring and controlling a project Communicating effectively with stakeholders and team members Change control Acceptance and handover Project management tools eg Gantt charts, work breakdown

structure, PERT, charts, critical path analysis Why projects fail

Managing and motivating project staff Roles and responsibilities Building effective client relationships Team working Systems development models Agile techniques Professional qualifications in project management

Learning & Teaching Strategies The module will be delivered through a combination of lectures and workshops. Students will work in teams to carry out a small project, and part of the class time will be allocated to the teams to work on the projects in order that the tutor can observe and assess the contribution of individuals to the team. The projects used may come from employer links and the content and scope will be agreed with the module leader early in the module. Assessment 50% Group project: evidence of carrying out an agreed project as a team, showing application of project management principles and procedures, consisting of: 25% joint mark and 25% individual contribution. Deliverables to include provision of interim presentation (15min per group) [mid semester], followed by project documentation and a presentation (20min per group) [late semester] 50% Report (1500 words) reflecting on the process and final outcome of the project, and considering how these were impacted by the use of project management tools and procedures, and relationships within the team. [end semester] Specific Learning Resources Appropriate project management software, such as Microsoft Project. Bibliography Highly Recommended Burke, R. (2013) Project Management – Planning and Control Techniques (5th Ed). Chichester: John Wiley Publishing Ltd. Newton, R. (2009) The Project Manager: Mastering the Art of Delivery. FT Prentice Hall Recommended Lock, D. (2013) Project Management (10th Ed). Farnham: Gower. Thomas, P., Paul, D. and Cadle, J. (2012) The Human Touch: personal skills for professional success. London: British Computer Society.

MANAGEMENT ACCOUNTING ESSENTIALS Level: 5 Credit Value: 15 Pre­Requisites: Module Description The aim of this module is to develop management accounting skills in participants, enabling them to evaluate the financial aspects of a business, encompassing project, investment appraisal and ongoing operations. Detailed understanding of the principles of budgeting, forecasting and investment analysis enables managers to make reasoned arguments in support of, or against, changes in operations, expenditure, strategy or human resources. This module introduces the tools of the management accountant and enables students to interrogate, analyse and critique management accounts. Case studies are used to analyse management accounting techniques and how they are applied in practice. Learning Outcomes On completion of this module students will be able to:

1. Examine the financial performance of business units and make justified management decisions

2. Prepare and evaluate budgets using a variety of techniques 3. Forecast business unit financial performance, assessing problems

and opportunities based on accounting information 4. Evaluate capital investment options using a variety of techniques

Indicative Content

What is management accounting? Cost classification and behaviour Overhead costs Allocation and apportionment of costs Absorption costing Marginal costing Activity based costing Standard costing and variance Budgets and types of budgets Short­term decision making Break­even Outsourcing and make or buy decisions Cash­flow forecasting Capital investment appraisal techniques

Learning & Teaching Strategies This module will be delivered by short lecture and seminar. During the seminars students will be set management accounting problems for resolution. Example questions and model answers will be posted on the Moodle VLE, allowing students to engage in self­managed learning. Assessment 50% assignment (calculations) 50% One and a half hour end of semester examination Specific Learning Resources None Bibliography Highly Recommended Drury, C. (2015) Management and Cost Accounting (9th Ed). Andover: Cengage Learning Recommended Dyson, J. R. (2010) Accounting for Non­Accounting Students, (8th Ed). Harlow: Pearson Jones, M (2002) Accounting for Non­specialists. Chichester: John Wiley Weetman, P. (2013)Financial and Management Accounting: An Introduction (6th Ed). Harlow: Pearson

PROFESSIONAL DEVELOPMENT Level: 5 Credit Value: 15 Pre­Requisites: none Module Description The module aims to enable students to analyse expectations for successful employment in one sector of the field of management, to assess their own readiness for the workplace and to work towards improving their employability. They will also be expected to reflect on their work practice and critically appraise their own performance. The module is intended for both learners in full or part­time employment and for learners on short work placements. The work placement should be relevant to the student’s programme of study and should enable the student to make use of some of the material they have learned on the course. Learning Outcomes On completion of the module, students will be able to:

1. Understand and analyse the personal and professional expectations for successful employment in one sector of the field of management.

2. Analyse their own readiness for employment or progression in their chosen sector, produce a development plan and provide evidence of executing the plan and evaluating progress.

3. Obtain and carry out a work placement that is relevant to the programme and critically reflect on the work environment

Indicative Content

Organizational structures Different types of organizations: SMEs, National, Multi­National,

Private and Public sector Industry specific needs Job analysis CVs, covering letters, online applications Online profiles, video profiles Interview/interviewing skills Business meeting­related skills Career development planning Professional bodies

The work environment (e.g. physical, social, hierarchical) Communication in the workplace between workers, clients and

stakeholders Reflective writing

Learning & Teaching Strategies The module will be delivered through a combination of lectures, workshops, role play and individual tutorials. Students will be expected to undertake a placement of a minimum 60 hours work. Assessment 60% Portfolio: sector analysis, career development plan and evidence of working towards employability, showing activities undertaken, feedback obtained and 500 word evaluation [mid year] 40% Assignment: reflective log of placement activity, including analytical comment on the work environment [end of year] Specific Learning Resources None Bibliography Highly Recommended Chartered Management Institute website http://www.managers.org.uk/ Cottrell, S. (2010) Skills for Success: personal development and

employability skills (2nd Edition). Basingstoke: Palgrave Macmillan Raelin, J. (2008) Work Based Learning: bridging knowledge and action in the workplace. USA: John Wiley and Sons Ltd. Recommended Cottrell, S. (2011) Critical thinking Skills: developing effective analysis and

argument (2nd Edition). Basingstoke: Palgrave Macmillan. Fanthome, C. (2004) Work placements – a survival guide for students. Basingstoke: Palgrave Macmillan.

INFORMATION SYSTEMS AND BUSINESS INTELLIGENCE

Level: 5 Credit Value: 15 Pre­Requisites: None Module Description This module will give students the opportunity to understand the nature of information and business intelligence, the global role of information systems within organizations and, in particular, how they relate to the IS Strategy and the overall corporate strategy. It is intended to equip students to produce an IT solution for managing and analyzing information in a given context. Students will be expected to understand and apply the principles of database design to solve a realistic business problem. This will involve designing, developing and presenting a prototype database system, such as a Customer Relationship Management (CRM) system. Emphasis will be placed on the need to involve the user at all stages of systems development and implementation. Learning Outcomes On successful completion of this module, students will be able to: 1. Analyse the role of information systems in organisations, and how

business intelligence influences the decision making process. 2. Interpret and analyse user requirements to develop a database that

supports decision making. 3. Justify selection of data sources and methods used for analysis and

present information generated.

Indicative Content

Querying and Reporting on data to obtain business intelligence, influencing business strategy and planning

Data mining big data. The business value of the components of Information Systems. Types of Information Systems – transaction processing; decision

support software; modelling packages; knowledge­based systems; executive information systems

Principles of database design – relational data modelling Advantages and disadvantages of the database approach to

information systems; comparing alternative models Systems implementation, control and evaluation

Learning & Teaching Strategies The main learning and teaching strategy used in this module will be workshop supplemented with lecturing input to provide the theoretical dimension. Students will be provided with worksheets to acquire the requisite software skills with support. Background reading is expected and the key text provides the major source. The practical skill being acquired during this module need to be worked upon in self­managed sessions outside the workshop time. Assessment Report (1000 words) analysing the role of Information Systems in decision making, 25%. Mid semester. A technical report (maximum 1500 words) documenting design and implementation of a database which uses Business Intelligence for decision making. 50%. End of semester. A presentation of the database and its outputs that justifies methods and gives commentary on how the information is used to support decision making. 25%. End of semester. Specific Learning Resources IT facilities Bibliography Highly Recommended Belanger,F and Van Slyke, C, (2016) Information Systems For Business: An Experiential Approach (2nd Ed). USA: John Wiley & Sons. Rainer,R. K. and Watson, H (2012) Management Information Systems: Moving Business Forward (4th Ed). USA: John Wiley & Sons Recommended Waters, D. (2011) Quantitative methods for business (5th Ed). Harlow: Pearson. Background Reading Bocij, P.; Greasley, A. and Hickie, S. (2015) Business information systems: technology, development and management for e­business. (5th Ed). Harlow: Pearson.

BAMS05I COMMUNITY SPORTS DEVELOPMENT Level: 5 Credit Value: 15 Pre­requisites: None Module Description This module is intended to provide students with an understanding of the influences and issues affecting the involvement in sport for young people, disabled people and those from within different local communities. Areas addressed include gender, ethnicity, age, unemployment and sport in schools. Finally this module will review local and national strategies, and incentives used to develop wider involvement in sport. Learning Outcomes On completion of this module, students will be able to: 1. Analyse a range of local and national initiatives and techniques to

increase community participation in sport 2. Analyse a range of local and national youth sport initiatives, and analyse

factors influencing the involvement of young people in sport. 3. Understand the structure and organization of disability sport in the UK,

and analyse the range of issues influencing the involvement of disabled people in sport.

Indicative Content Community sports development: background and history Ethnic minorities, women, youth and disabled people in sport Sport as a social tool Volunteers in sport, and ‘volunteer development’ Sport, education and the national curriculum. Government policy on sport and young people National youth sport incentives. Overview of disability sport in the UK Language of disability sport / the media influence Methods of developing opportunities for disabled people Learning & Teaching Strategies This module will be delivered through lectures and seminars, during which a considerable proportion of research studies and papers will be provided. However, this must be supported by the students’ own background reading and research to ensure sufficient understanding of the topics to be

discussed. Students will also be expected to produce a final written report and presentation. Assessment Two assessments: A report of 1,500 words (40%) A report of 2,000 words, plus an accompanying 15 minute presentation

on the report’s key findings (60%) Specific Learning Resources None Bibliography Recommended Eady, J. (1993). Practical Sports Development. London: Pitman Publishing Barton, L. (1996) Disability and Sport: Emerging Issues and Insights London: Longman Collins, M. and Kay, T. (2003) Sport and Social Exclusion. London: Routledge. Girginov, V. (2011) Management of Sports Development. London: Butterworth Heinemann Background reading: Houlihan, B. and White, A. (2002) The Politics of Sports Development: Development of Sport or Development through Sport? London: Routledge. Recommended Papers: Department for Culture, Media (2000)A Sporting Future for All. Department for Culture, Media and Sport. Department for Culture, Media (2000) Game Plan. Department for Culture, Media and Sport. Sport England (1999) Young People and Sport National Survey. Additional Use of Resources In addition to the programme outlined above, students are expected to utilise in­house expertise, industry contacts, specialist library facilities and the Internet for information. Websites: www.sportengland.org www.youthsport.net www.culture.gov.uk www.sportsdevelopment.org.uk .Local authority sports development unit websites National Governing body websites.

BAMS13H

FITNESS ASSESSMENT AND EXERCISE PRESCRIPTION

Level: 5 Credit Value: 15 Pre­requisites: None Module Description This module is designed to introduce students to the area of fitness assessment which then leads on to exercise prescription which includes nutritional advice. The module will consider health screening and a range of fitness assessment protocols. Theoretical principles of exercise prescription and nutrition will be explored. The fundamentals of programming and risk benefit analysis of a full range of training methods will be critically appraised. The practical application of programming and assessment will be a major component, with students gaining the skills needed to deliver effective and safe exercise prescription. Learning Outcomes On completion of this module, students will be able to:

1. Select and evaluate appropriate health assessment protocols and exercise plans

2. Demonstrate a critical understanding of the theoretical principles underpinning exercise plans

3. Select and critically evaluate appropriate fitness assessment protocols

4. Take the initiative and work independently to apply the high level practical skills necessary to administer fitness assessments effectively and safely

Indicative Content

Fitness training principles and components of fitness Dangers and limitations of exercise Health Assessment and medical conditions Exercise prescription Exercise prescription and medical conditions Exercise prescription and special populations Validity and Reliability Aerobic Fitness Assessment Anaerobic Fitness Assessment Primary research – laboratory and field testing Results Analysis Fitness Assessment Case Studies

Learning & Teaching Strategies The module will use varied methods of learning. Traditional lectures and seminars will be supported by practical work, laboratory activities. Case studies will be used to clarify and further develop learning. Assessment Two assessments:

A report based on health assessment for a case study 2,000 word report (50%) A report based on fitness assessment for a sports performer/ team 2,000 word case study (50%)

Specific Learning Resources Access to sports laboratory, fitness room and sports hall Reading List Recommended: American College of Sports Medicine (2010) ACSM’s guidelines for exercise testing and prescription, 8th edition, Philadelphia: Wolters Kluwer. Coulson, M. and Archer, D. (2009) Practical Fitness Testing, A & C Black. Heyward, V.J. (2010) Advanced Fitness Assessment & Exercise Prescription, Champaign, Illinois: Human Kinetics. McArdle, W.D., Katch, F.I. and Katch, V. L. (2010) Exercise Physiology: Energy, Nutrition and Human Performance, 7th edition, Baltimore, MD: Lippincott Williams & Wilkins. Wilmore, J.H., Costill, D.L. and Kenney, W. L. (2008) Physiology of Sport and Exercise, 4th edition, Champaign, Illinois: Human Kinetics. Background reading: Foss, M. L. and Keteyian, S. J. (1997) The Physiological Basis for Exercise and Sport, 6th edition, United States of America: Brown and Benchmark. Maud, P. and Foster, C. (2006) Physiological assessment of human fitness, 2nd edition, Champaign, Illinois: Human Kinetics. Websites: www.openathens.net www.pponline.co.uk

BAMS11I

SPORTS MARKETING

Level: 5 Credit Value: 15 Pre­Requisites: Module Description This module is designed to build on students' existing knowledge of marketing and to apply it in a sports context. The module will begin by examining the context of strategic sports marketing planning within a contingency framework. Students will look at the application of marketing concepts in sport, and in particular market segmentation and the roles of branding and sponsorship. They will be given the opportunity to reflect on the current and future impact of globalization and commodification within a sports marketing context. The module will encourage students to apply concepts and criteria derived from good practice in other sectors to specific sporting applications and to develop their analytical and critical skills. Learning Outcomes On completion of the module students will be able to: 1. Apply principles of market segmentation within a sports context. 2. Analyse and evaluate marketing strategies and tactics used by

organizations in sport. 3. Assess the role of brands and branding within sport. 4. Apply principles of effective sports sponsorship. Indicative Content Strategic sports marketing planning within a contingency framework Sports market segmentation and market positioning Branding and image: role and importance Sports sponsorship Managing the sports product life cycle and innovation Other elements of the sports marketing mix: sports promotion,

distribution, pricing Globalization and commodification in sports marketing Learning & Teaching Strategies The module will be delivered by a combination of formal lectures and seminars. The seminars will allow in­depth discussion of topics introduced

in the lectures and the analysis of marketing case studies. It is envisaged that seminars later in the course will be student­led, allowing students to introduce and discuss issues raised by their investigations. Assessment 15 minute power point presentation 30% Report of 2,000 words 70% Specific Learning Resources None Bibliography Beech, J. and Chadwick,S.(2007) The Marketing of Sport. Harlow: Prentice Hall. Desbordes, M. (2008) Marketing and Football: An international Perspective. Oxford: Elsevier Hartland, T., Skinner, H., and Griffiths, A., (2005) “Tries and Conversions: Are Sports Sponsors Pursuing the Right Objectives?” International Journal of Sports Marketing and Sponsorship 6.3 (April 2005); 164. Lagoe, W. (2005) Sports sponsorship and marketing communication. Harlow: Prentice Hall. Mullin, Hardy & Sutton (2007) Sport Marketing (3rd Ed). Leeds: Human Kinetics Europe Ltd Santomier, J., (2008) “New Media, Branding and Global Sports Sponsorship”, International Journal of Sports Marketing and Sponsorship, 10.1 (October 2008); 15. Shank, M. (2005) Sports Marketing: A Strategic Perspective (4th International Ed). New Jersey: Pearson Education Shilbury, D., Quick, S. and Westerbeek, H. (2003) Strategic Sport Marketing (2nd Ed). Crows Nest NSW: Allen & Unwin (Australia) Pty Ltd Smith, A. (2008) Introduction to Sport marketing. Oxford; Butterworth Heinemann Hartland, T., Skinner, H., and Griffiths, A., (2005) “Tries and Conversions: Are Sports Sponsors Pursuing the Right Objectives?” International Journal of Sports Marketing and Sponsorship 6.3 (April 2005); 164.

BAMS12I

COACHING PROCESS AND ISSUES

Level: 5

Credit Value: 15 Pre­requisites: None Module Description This module investigates the theoretical knowledge which underpins the practical problem of sports skill development. It also reviews sports coaching in its social context The application of theory to practice is also included with opportunity for observation, analysis and correction of sports performance. Learning Outcomes On completion of the module students will be able to:

1. Apply underlying concepts and theories of sport skill acquisition to coaching environments

2. Compare and contrast effective methods for improving techniques in sports skills situations

3. Appraise and apply methods of planning and evaluation in sports coaching

4. Critically analyse sport in its social context, particularly: media, ergogenic aids, and gender issues

Indicative Content Coaching philosophies Information processing model Women in sport Ergogenic aids Feedback Session planning Skill acquisition Risk assessment in sport Practical coaching experience Observation and analysis Coaching children and competitive sport

Learning & Teaching Strategies The module will use varied methods of learning. Traditional lectures and seminars will be supported by practical work, guest speakers and visits. Case studies will be used to clarify and further develop learning. Assessment Two assessments: A 2,000 word report examining the theories underpinning coaching

practices in a sports setting (60%) A 20 minute presentation to a local sports council on a contemporary

issue in sports coaching (40%) Reading List Recommended: Martens, R. (2004) Successful Coaching. Leeds: Human kinetics To refer to: Pyke, F. (2001), Better Coaching. Australian Sports Commission. Leeds: Human kinetics Hagger, M. (2004) Coaching Young Performers. Leeds: Sports Coach UK Background Reading BAALPE (2004) Safe Practice in Physical Education and Sport. Dudley: BAALPE Sports Coach UK (2001) Code of Practice for Sports Coaches. Leeds: Sports Coach UK Sports Coach UK (2004), Coach Psychology Series. Leeds: Sports Coach UK Crouch, M. (2005), Protecting Children: A Guide for Sportspeople. Leeds: Sports Coach UK The following websites may be also of value:­ Sport England www.sportengland.gov.uk Sports Coach UK www.Sportscoach.uk English Federation of Disability Sport www.efds.co.uk Commission for Racial Equality www.cre.gov.uk/about/footbcam Youth Sports Trust www.youthsport.net Department of culture Media & Sport www.culture.gov.uk 1.3.

Level 6 Modules MANAGING INNOVATION AND STRATEGIC

CHANGE Level: 6 Credit Value: 15 Pre­Requisites: Module Description The aim of this module is to equip students with the skills and knowledge to manage business innovation and change in an organization. Students will examine the causes of organizational change and stimuli for innovation; study processes of change; trace cultural and systemic aspects of change and explore ways in which change can be managed. There will be a critical analysis of how organizational change is planned and implemented and how resistance to change can be managed. Innovation, including using advances in technology, is a particular focus and students will investigate best practice in how this can be managed. Learning Outcomes On completion of this module students will be able to:

1. Analyse external and internal forces that act as stimuli for change. 2. Assess the impact of technological change and innovation on

organizations. 3. Analyse sources of individual and organizational resistance to

change. 4. Evaluate strategies and techniques for the effective management of

innovation and organizational change. Indicative Content

External and internal forces for organizational change Changing technological environment of business and its implications Innovation theory Management of innovation Re­engineering businesses Individual and organizational resistance to change Organizational culture and change The Learning Organization Implementing planned change People and systems design Overcoming resistance to change

Developing human resource strategies to implement and support change

Managing risks involved in dramatic change Evaluating the process and outcome of change

Learning & Teaching Strategies This module will be delivered through a series of lectures and seminars. In the seminars, students will have the opportunity to examine and analyse relevant case studies. Learning will be supported through guided self­managed learning. Assessment The first part of the assessment is a group presentation that analyses the internal and external stimuli for change. The second part of the assessment is a report that contrasts and evaluates the approaches to change management that different organizations take. 25% group presentation 75% 2,500 word individual report Specific Learning Resources None Bibliography Highly Recommended Burnes, B. (2014) Managing Change (6th Ed). Harlow: Pearson Tidd, J. and Bessant, J. (2013) Managing Innovation: Integrating Technological, Market and Organizational Change (5th Ed). London: Wiley.

Recommended Balogun, J., Hope­Hailey, V. H. and Gustafsson, S. (2015) Exploring Strategic Change (4th Ed). Harlow: Pearson. Kotter, J. P. (2012) Leading Change. Boston: Harvard Business School Press. Mullins, L. (2016) Management and Organisational Behaviour, (11th Ed). Harlow: Prentice Hall. Background Reading Moss Kanter, R., Stein, B.A., Jick, T.D. (1992) The Challenge of Organizational Change: How Companies Experience it and Leaders Guide It. New York: The Free Press Peters, T., (1991) Thriving on Chaos. New York: Harper. Senge, P. (1999) The Dance of Change: The Challenges of Sustaining Momentum in Learning Organizations (A Fifth Discipline Resource). London: Nicholas Brealey Journals

Harvard Business Review Management Today

European Business Review Journal of Business Strategy

DIGITAL MARKETING: STRATEGY AND PRACTICE Level: 6 Credit Value: 15 Pre­Requisites: None Module Description The aim of this module is to provide a comprehensive understanding of the main theories and principles of digital marketing, including effective relationship management. It will also provide practical skills and knowledge in the areas of digital marketing, such as social media engagement, e­mail marketing (e­shots), blogging and Search Engine Optimization (SEO). The principles and practice of effective web site design will also be explored through the development of a commercial quality website, utilizing an industry recognized Content Management System (CMS). Additionally, the importance of an integrated approach to digital marketing, traditional marketing and business strategy will also be addressed.

Learning Outcomes On successful completion of this module, students will be able to:

1. Identify, explain and implement digital techniques in modern marketing.

2. Critically explore and reflect on the underlying themes and principles of the dynamic world of digital marketing.

3. Develop an integrated marketing strategy for organizations, utilizing traditional and digital techniques where appropriate.

4. Implement digital marketing strategies with the construction of a website (with a Content Management System in the background).

Indicative Content

Developing a strategic approach to marketing depending on the industry sector and the target audience, in order to maintain a competitive advantage.

Understanding the effective integration of contemporary digital marketing tools with traditional marketing techniques and practices.

Utilising a CMS system to create a commercial quality website and the application of digital tools to improve customer engagement and to maintain longer­term relationships.

Learning & Teaching Strategies The module will cover the form, trends and role of digital marketing in contemporary organizations, with a combination of lectures and seminars, supported by current case studies. Students will also be using computers and appropriate software to develop the practical skills required to create a commercial quality website. Assessment Management Report, Digital Marketing Strategy (2000 words) 50%. Mid semester. Website that demonstrates the implementation a digital marketing strategy building on research carried out in Assessment One that could be adopted by the company researched or an alternative company. Technical report on the design and implementation of the website (1000 words maximum) 50%. End of semester. Specific Learning Resources IT facilities Bibliography Highly Recommended Allen­Robertson J. (2013) Digital culture industry: a history of digital distribution. Basingstoke: Palgrave Macmillan Chaffey D., Ellis­Chadwick F. (2016) Digital marketing: strategy, implementation and practice (6th Ed). Harlow: Pearson Education Ltd. Flores L. (2013) How to measure digital marketing: metrics for assessing impact and designing success, Basingstoke: Palgrave Macmillan. Ryan D. and Jones C. (2012) Understanding digital marketing: marketing strategies for engaging the digital generation (2nd Ed). London: Kogan Page Ltd. Students are advised to access the latest research in digital marketing and social media, via the following academic journals: Journal of Marketing Management, European Journal of Marketing, Journal of Consumer Research, Journal of Interactive Marketing, Journal of Marketing, Marketing Theory, Consumption, Markets and Culture and Business Horizons Recommended Background Reading Students are also encouraged to read case study material drawn from the internet, as well as business and news media, such as: The Economist, Fortune Magazine, The Sunday Times – Business Section – Enterprise Network Page, Marketing Business, Marketing Week, Campaign, NET Magazine. Where possible joining blogs or following experts (such as Seth Godin) via Social Media is also recommended

CAPSTONE PROJECT Level: 6 Credit Value: 45 Pre­Requisites: none Module Description This module allows students to engage in a substantial piece of project work in order to solve a problem that is set by either an external organization or by someone acting as an industry consultant. The problem to be solved will be set in agreement with an academic tutor to ensure that it meets the requirements of the programme. The chosen topic will require the student to identify / formulate problems and issues, research literature, evaluate information, investigate and adopt suitable research methodologies, determine solutions, and critically appraise and present their findings. Regular meetings with the industry expert and the academic supervisor will take place, so that the project is closely monitored in order to meet the core learning outcomes. Some flexibility is given in the nature of the project, but it will be assessed against the learning outcomes below. A sample grid is attached which indicates indicative assessment criteria. Learning Outcomes On completion of this module, students will be able to:

1. Develop and present a suitable project proposal 2. Collect, organize, understand and interpret information from a

variety of sources. 3. Select and apply appropriate project planning and monitoring

techniques 4. Identify, select and use appropriate techniques in developing

solutions, and plan and implement tasks effectively. 5. Exhibit a sound knowledge in the subject area relating to the

project, and communicate effectively, in a professional manner, in writing and orally.

6. Critically evaluate solutions and conclusions / recommendations. Indicative Content The subject material covered in this project will be based on a foundation of the subject content previously covered in the programme; students will choose the subject area according to their interest, and with the approval of their academic supervisor, who will be available for advice throughout the

project. The research and project management skills required have been developed over a number of modules throughout levels four and five. Common to all projects will be:

Assessment of problem Development of project proposal Development of project Summary of findings in suitable format eg written report and

presentation/display. Learning & Teaching Strategies On completion of level five, students will be briefed on the requirements for this project in order that they can start preparation work prior to the beginning of term. There will be four x three hour group sessions over the year to ensure all students have the same information and the ability to manage common issues. All other support will be given to individuals or teams separately, with each project having access to an industry expert and an academic supervisor. Early in the first term, individuals/teams will submit an initial proposal for outline approval and will then go on to prepare a project proposal which will be presented for assessment and feedback. Mid­year, individuals/teams will present an interim report for assessment and feedback. Final assessment will be made at the end of the year. Assessment Project proposal report and presentation (10%) [semester 1] Interim report and presentation (20%) [mid year] Final report and presentation (70%) (10,000 words), to include individual reflection and evaluation of 1000 words [end year]. This may be replaced in part with an alternative format, subject to the agreement of the Head of School. Specific Learning Resources None Bibliography Highly Recommended Bryman, A. and Bell, E. (2015). Business Research Methods(4th Ed).Oxford University Press. Burke, R. (2013) Project Management – Planning and Control Techniques (5th Ed). Chichester: John Wiley Publishing Ltd. Cottrell, S. (2014) Dissertations and Project Reports: a step by step guide. Basingstoke: Palgrave Macmillan.

Newton, R. (2009) The Project Manager: Mastering the Art of Delivery. FT Prentice Hall

Recommended Barker, M., Barker, D. and Pinard, K. (2011) Internet Research (6th Ed). USA: South­Western College Publishing. Cottrell, S. (2011) Critical thinking Skills: developing effective analysis and argument (2nd Ed). Basingstoke: Palgrave Macmillan. Denscombe, M. (2014) The Good Research Guide: for small­scale social research projects (5th Ed). Maidenhead: Open University Press. Levin, P. (2005) Excellent Dissertations! London: Open University Press. Lock, D. (2013) Project Management (10th Ed). Farnham: Gower. O’Dochartaigh, N. (2012) Internet Research Skills. London: Sage Publications Ltd. Pears R. and Shields G. (2010)Cite them Right (8th Ed). Basingstoke: Palgrave Macmillan Saunders, M., Lewis, P., and Thornhill, A. (2009) Research Methods for Business Students (5th Ed). Harlow: Prentice Hall Winstanley, C. (2009) Writing a Dissertation for Dummies. Chichester: John Wiley and Sons Ltd. Generic Assessment Criteria Knowledge and understanding

Knowledge base, including understanding and awareness of ethical issues Knowledge of relevant subject area Conceptual awareness Clarity of aims Quality of project design and methodology Logical approach

Cognitive / intellectual skills

Analysis and/or synthesis Analysis of background Analysis of user needs Analysis of findings Evaluation and/or application Interpretation of data Recommendations produced Evaluation of the project Evaluation of own performance

Key/transferable & practical skills

Research, including use of learning resources and management of information Relevant literature consulted Relevant primary and/or secondary research carried out Quality of data Integration of findings Justification of approach Project Management Use of project management tools and processes Evidenced control of the project Evidenced revision of the project in reaction to changes in circumstances or findings Independent working Demonstration of personal initiative and responsibility Demonstrated understanding of when it is appropriate to work independently and when to consult others Group working Ability to work constructively with others Communications, including presentation skills Presentation of documentation Integration of diagrams etc Suitable style of writing Referencing Presentation skills Clarity of presentation of ideas

BAMS04H

PLANNING AND PERFORMANCE FOR SPORTS DEVELOPMENT

Level: 6 Credit Value: 15 Pre­requisites: None Module Description This module is intended to provide students with an understanding of the processes and influences involved in the production, implementation and evaluation of a Sports Development strategy. The production of work programmes for Sports Development Officers and the application of relevant Performance Indicators and measures will be analysed. The module will include an exploration of the relevant strategies affecting the planning and performance process. Learning Outcomes On completion of this module, students will be able to: 1. Evaluate processes involved in the production of a sports development

strategy. 2. Assess the range of influences that affect the planning process in sports

development. 3. Evaluate the structure and content of a Sports Development Officer’s

work programme. 4. Demonstrate an appreciation of the process and importance of

performance measurement in sports development Indicative Content Strategic processes in Sports Development – an overview Planning in Sports Development – its purpose! Principles and practices of Sports Development planning Influences on Sports Development Planning Stakeholder analysis in Sports Development Work programme production and performance indicators Performance measurement in Sports Development Case studies – planning and performance measurement in local

authorities Learning & Teaching Strategies This module will be delivered through lectures and seminars, during which a considerable proportion of research studies and papers will be provided however this must be supported by the students own background reading

and research to ensure sufficient understanding of the topics to be discussed. Students will also be expected to produce a final written report and presentation. Assessment Written Assignment – Local Authority Sports Development Plan (2,500

words) (60%)

A 20 minute presentation (40%) to deliver a first year work programme in relation to the development plan produced in the first assignment

Specific Learning Resources None Bibliography Recommended Girginov, V. (2011) Management of Sports Development. London: Butterworth Heinemann Hylton, K. et.al (2001) Sports Development: Policy, Planning and Practice. London: Routledge Background Reading Eady, J. (1993) Practical Sports Development. London: Pitman Publishing. Collins, M., and Kay, T. (2003) Sport and Social Exclusion London: Routledge. Houlihan, B. and White, A. (2002). The Politics of Sports Development: Development of Sport or Development Through Sport? London: Routledge.

Websites

www.sportengland.org www.culture.gov.uk www.sportsdevelopment.org.uk. www.sportdevelopment.org.uk Local Authority sports development unit websites

TEACHING PE IN SCHOOLS

Level: 6

Credit Value: 15 Pre­requisites: None Module Description The principal aims of the module are to equip student with a comprehensive understanding of the background issues and practice of the current teaching of Physical Education in schools, and to enable them to understand the Professional Standards for the Award of Qualified Teacher Status. In addition, the module seeks to nurture reflective and autonomous professional practitioners who are able to identify strengths and areas for development through evaluating critically current professional practice in relationship to developments in research and educational theory. Learning Outcomes On successful completion of this module, the student will be able to:

1. Identify and critically evaluate educational concepts and issues related to Physical Education and to engage in critical debate about current issues in Physical Education.

2. Recognize pupils’ learning needs in Physical Education and interpret them in order to plan, teach, assess and evaluate lessons in Physical Education

3. Demonstrate a critical understanding of professional competence as specified by the Professional Standards for the Award of Qualified Teacher Status.

4. To critically reflect upon practical teaching experiences and identify areas of achievement and areas for improvement.

Indicative content

National Curriculum for Physical Education Planning for teaching Teaching and learning strategies Self Evaluation Behaviour Management Current Issues in Physical Education Professional Standards for the Award of Qualified Teacher Status. Academic PE programmes Assessment for Learning Special Educational Needs

Learning & Teaching Strategies Students come from a variety of backgrounds and are in a position to learn from each other. To facilitate this the module makes use of lead lectures, seminars, workshops, group activities, practical sessions, tutorials; directed activities in professional contexts; school­based experience; supported self­study; and the use ICT to support learning via email and the website. Assessment ­ 100% weighting A portfolio of evidence produced and underpinned with evidence from theory, empirical research and approved practice.

The portfolio of work will include: pedagogy audit and action plan, development evidence to include a teaching file for school experience and critical self reflection and finally evidence of preparation for the application for a teacher training place with evidence of QTS readiness and understanding. Specific Learning Resources Access to School PE departments Access to Sports facilities Reading List Highly Recommended: Capel, S. (2004) Learning to Teach Physical Education in the Secondary School: A Companion to School Experience. London: Routledge Falmer. Whitlam, P., & Beaumont, G. (2008) Safe Practice in Physical Education and School Sport. Leeds: Coachwise. TDA (2007) Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. London: TDA. Recommended: Petty, G. (2009) Teaching Today A Practical Guide. (4th Ed). Nelson Thornes Graham, G. (2001) Teaching Children Physical Education: Becoming a master teacher. Leeds: Human Kinetics. Mawer, M, (1997) The Effective Teaching of Physical Education. UK: Longman. DfEE & QCA (1999) The National Curriculum for Physical Education. London: HMSO. DfES and TTA (2003) Qualifying to Teach: Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. London: TTA. Internet sites, which could be of use: www.uksport.gov.uk www.ofsted.gov.uk www.tda.gov.uk

National Governing body websites.

Module 12H

PERFORMANCE COACHING

Level: 6

Credit Value: 15 Pre­requisites: None Module Description This module is intended to provide students with an understanding of the influences and issues affecting high performance coaching for elite athletes. Areas to be investigated will include the environment in which the coaching of elite athletes takes place, coaching practice, planning for competition and coaching analysis. Learning Outcomes On successful completion of this module, the student will be able to: 4. Critically analyse key philosophies and concepts within performance coaching

practice 5. Demonstrate a detailed knowledge and understanding across a range of

contemporary issues effecting the development of elite athletes 6. Critically evaluate the process a coach undertakes when preparing for

competition 7. Compare and contrast a range of methods of performance analysis to inform

athlete development Indicative content

The current political, economic, cultural and social environment in terms of performance sport

Self­ reflection and analysis – coaching behaviour Profiling, goal setting and performance Planning in elite sport Periodization of training Talent identification UK Sport and English Institute of Sport Qualitative and Quantitative approaches to performance analysis Performance analysis tools

Teaching and Learning Strategies This module will be delivered through lectures and seminars, during which a considerable proportion of research studies and papers will be provided. However, this must be supported by the students’ own background reading and research to

ensure sufficient understanding of the topics to be discussed. Students will also be expected to take part in a professional discussion and produce a final written paper. Additional tutorials for individual students (or small groups) are available. These should be student­led, i.e. it is expected for students to come along with thoughts on the areas which they want to discuss and not expect the tutor to redeliver a lecture! Assessment

Assessment 1 ­ Professional discussion with course tutors and UKCC Level 4 coaches. Students will be asked to lead a professional discussion on the topic ‘My philosophy in terms of elite coaching practice’. The discussion will last 20 minutes. Students will need to be able to substantiate their philosophy through experiences and engagement with theoretical literature. 40% weighting.

Assessment 2 ­ In the role of an elite coach within your chosen sport / discipline you are required to design a one year training programme for a particular athlete or team. You must take into account your philosophy in terms of their development and observe the correct periodization principles in relation to peaking for competition. You must also show how you will use performance analysis to drive the development of your athlete / team. The work must be underpinned by relevant academic theory­ word limit is 2500 60% weighting.

Specific Learning Resources Performance analysis tools Dartfish Reading List Highly Recommended: Armour, K. L., Jones, R. L. and Potrac, P. (2003) Sports Coaching Cultures: From Practice to Theory. London: Routledge. Recommended: Bompa, T. and Carrera, M. (2005) Periodization Training for Sports: Science – Based Strength and Conditioning Plans for 17 Sports. Champaign , ll; Human Kinetics. Cassidy, T., Jones, R.L. and Portrac, P. (2004) Understanding Sports Coaching: The Social, Cultural and Pedagogical Foundations of Coaching Practice. London: Routledge. Denison, J. (2007) Coaching Knowledges: Understanding the Dynamics of Sports Performance. London: A & C Black Publishers. Starkes, J. L. and Ericsson, K.A. (2003) Expert Performance in Sport. Champaign, ll; Human Kinetics. Websites: www.uksport.gov.uk www.sportsdevelopment.org.uk

National Governing body websites.

BAMS

NUTRITION FOR PERFORMANCE

Level: 6 Credit Value: 15 Pre­requisites: None Module Description This unit will consider nutrition both from the athlete and coach point of view. In this context we shall consider the main energy providing food groups in some detail, as well as the problems encountered when trying to train, compete and eat a balanced diet. The requirements and problems encountered by different athletic groups will be discussed, with some basic remedies as an outcome. Whilst considering other topics such as menu planning, nutritional assessment and reading food labels you will gain information which will help to ensure that your diets are nutritionally balanced even if not an aspiring athlete. This in turn will be a sound basis for an understanding of nutrition and how it can affect your daily life in the future. Learning Outcomes On completion of this module, students will be able to:

1. Develop knowledge & understanding of balanced nutrition 2. Critically evaluate the nutritional requirements of specific athletic groups 3. Develop the concepts of the physiology of energy metabolism 4. Critically analyse the effectiveness of dietary plans for optimal performance

Indicative Content

Introduction to balanced diets & energy metabolism Dietary nutrients & food labelling Digestion & the role of enzymes Energy systems Metabolic pathways Dietary requirements of athletes when training & competing Analysis of performance enhancing nutritional aids Importance of fluid management Weight management Nutritional plans and case studies

Teaching and Learning Strategies The module will use varied methods of learning. Traditional lectures and seminars will be supported by practical work and laboratory activities. Case studies will be used to clarify and further develop learning. Self­managed learning will supplement

lectures and seminars, and students will be provided with guidance in the required reading. Assessment Two assessments:

1hr 30mins timed essay (50%) – Choice of two essay titles, one to be answered A case study presenting and evaluating nutritional plans 2,000 word case study (50%)

Specific Learning Resources Access to sports laboratory, fitness room and sports hall Reading List Recommended:

Bean, A (2009). The Complete Guide to Sports Nutrition (6th Ed). A&C Black. Other useful texts will be highlighted throughout the course To refer to: Mc Ardle, W.D., Katch, F.I. and Katch, V.L. (2012). Sports and Exercise Nutrition (3rd Ed), Lippincott, Williams and Wilkins. Burke, L (2007). Practical Sports Nutrition. Champaign, Illinois: Human Kinetics. ISBN: 9780736046954 Jeukendrup, A.E. and Gleeson M (2010). Sport Nutrition: an introduction to energy production and performance (2nd Ed). Champaign, Illinois: Human Kinetics. Williams, H. (2010). Nutrition for Health, Fitness and Sport (9th Ed). Boston: McGraw­Hill Benardot, B. (2012). Advanced Sports Nutrition: fine­tune your food and fluid intake for optimal training and performance. Champaign, Illinois: Human Kinetics. Enette Larson­Meyer, D (2007). Vegetarian Sports Nutrition: Food choices and eating plans for fitness and performance. Champaign, Illinois: Human Kinetics. Background Reading: McArdle, W.D., Katch, F.I. and Katch, V. L. (2010) Exercise Physiology: Energy, Nutrition and Human Performance (7th Ed). Baltimore, MD: Lippincott Williams & Wilkins. Websites:

www.nutrition.org.uk www.nutrition.gov www.food.gov www.openathens.net www.pponline.co.uk www.nafwa.org/fulltextarticles.php