Work in their own specific sporting context and develop knowledge and understanding which is supported by a small research project in the workplace.
Academic Year: 2020-2021
MODULE CODE: S
MODULE TITLE: Applied Lifestyle Coaching Curriculum
MODULE CONVENER: ____________
Live on line lecture:
Wednesday 11:00-12:00
Email: ___________ Tel: ____________
Module Convener Room: Davies 002
ASSESSMENT DETAILS
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Present a plan that meets the demands of a specified individual. This can be a plan supported with a written paper or a video presentation.
Coursework %
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OR
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Presentation%
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100 or
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100 or
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Coursework
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Assessment method
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Weighting
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Component 1
Present a plan that meets the demands of a specified individual.
This can be a written plan supported with a support paper, or a video presentation
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Report 2500 words or
Presentation 12 minutes
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100%
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Module Details
Module Leader:
_________ ___________________ Ext: ________
Course Administrator:
Format of Module:
The module will be delivered as:
- Discover: this could be a pre-recorded lecture, a video clip, or a pod cast which you are advised to access before your face to face session.
- Share & Apply: This is your face to face (F2F) lecture.
- Explore: This is your online lecture/ independent study.
Lectures, workshops and assignment tutorials
Attendance:
100% attendance is recommended for this module. Failure to attend and complete practical components will impact upon student’s ability to appropriately complete the module assessments.
MODULE RATIONALE:
Develop an understanding about the processes required to ensure that performers are able to achieve in their sport. Identifying the tools required for participants to cope with life before, during and after their sport interaction. Coaches require an understanding how to support participants inside and outside of sport, recognising that participants require life skills in addition to sport specific skills
LEARNING OUTCOMES:
Students who successfully complete this module will:
- Work in their own specific sporting context and develop knowledge and understanding which is supported by a small research project in the workplace.
- Ability to monitor, analyse, diagnose and prescribe action to enhance learning within physical activity
- The ability to apply theoretical principles and perspectives to everyday scenarios
- The ability to problem solve and the apply theory to practice.
- Review how nutrition, physiology, and strength training contribute to an athlete’s performance
- Investigate the external factors such as nutrition, time management and recovery to name a few, has upon participants performance
- Identify the requirements to provide a support network for the participant and how pivotal this role is in achieving their goals and aspirations.
- Knowledge of the processes to provide an educational programme to assist the transfer from sport to an alternative career.
- Review the purpose of mentoring within sport for the participant and coaching.
- Develop links with employers and alternative work environments for their participants.
- Support participants with budgeting and finance.
- Understand how media, sponsorship and conflict management affects participants’ performance.
Suggested Reading and Bibliography
Bean, A. (2017) The Complete Guide to Sports Nutrition. London: Bloomsbury
Cissik, J. (2011) Strength and conditioning: a concise introduction. Hoboken: Taylor & Francis. (Accessed: September 15, 2020).
Eunson,B.( 2012) Conflict Management. Milton, Australia; Berkeley, CA: John Wiley & Sons
Gordon, D. (2009) Coaching science. Exeter: Learning Matters (Active learning in sport). (Accessed: September 15, 2020).
Hartley, S. (2012) Peak Performance Every Time. East Sussex: Routledge
Holt, N. L. & Talbot, M. (2011) Lifelong Engagement in Sport and Physical Activity: Participation and performance across the lifespan. London: Routledge
Jeukendrup,A. and Gleeson,M. (2020) Sport Nutrition. Champaign IL: Human Kinetics
Kenney, W. L., Wilmore, J. H. and Costill, D. L. (2020) Physiology of sport and exercise. Seventh edn. Champaign, IL: Human Kinetics.
Kidman, L. and Hanrahan, S. J. (2011) The coaching process : a practical guide to becoming an effective sports coach. 3rd edn. Milton Park, Abingdon, Oxon: Routledge. (Accessed: September 15, 2020).
Kyndt, T. & Rowell, S. (2012) Achieving Excellence in High Performance Sport: The experiences and skills behind the medals. London: Bloomsbury Publishing
Larson, A. (2016) Fuel for sport: the basics. First edn. New York: Momentum Press (Health, wellness, and exercise science collection). (Accessed: September 16, 2020).
Mangieri, H. (2017) Fuelling Young Athletes. Champaign IL: Human Kinetics
McArdle, W. D., Katch, F. I. and Katch, V. L. (2015) Exercise physiology : nutrition, energy, and human performance. Eight edition. International edn. Philadelphia: Wolters Kluwer Health.
Robinson, P. E. (2015) Foundations of sports coaching. Second edn. London: Routledge. (Accessed: September 15, 2020).
Thew, M. & McKenna, J. (2008) Lifestyle Management in Health and Social Care. Chichester: Blackwell Publishing
Williams, K. and Reid, M. (2011) Time management. New York, NY: Palgrave Macmillan (Pocket Study Skills). (Accessed: September 15, 2020).
Woodruff, K. (2016) Sports nutrition. First edn. New York New York (222 East 46th Street, New York, NY 10017): Momentum Press (Nutrition and dietetics practice collection). (Accessed: September 15, 2020).
Further Recommended Reading
Dweck,C. (2017) Mindset. London: Robinson, 2017
Grimley, B. (2013) Theory and Practice of NLP Coaching. London: Sage
Haff,G.and Triplett,T. (2016) Essentials of Strength Training and Conditioning. Champaign, IL: Human Kinetics
Larson, A. J. and Woodruff, K. (2017) Sports nutrition strategies for success: a practical guide to improving performance through nutrition. First edn. New York, NY: Momentum Press (Health, wellness, and exercise science collection). (Accessed: September 15, 2020).
Levin,B. (2007) Skilful Time Management. Maidenhead, England; New York: Open University Press
Lloyd,R. and Oliver,J. ( 2014) Strength and conditioning for young athletes: science and application. London: Routledge
Mangieri,H.( 2017) Fuelling Young Athletes. Champaign IL: Human Kinetics
Sheard,M.( 2013) Mental Toughness: The Mindset Behind Sporting Achievement. East Sussex: Routledge
Tracy,B.( 2014) Time Management. New York: American Management Association
Turner, A. and Comfort, P. (2017) Advanced strength and conditioning: an evidence-based approach. First edn. London: Taylor and Francis. (Accessed: September 15, 2020).
You need to answer by writing the first LO which is work in their own specific sporting context and develop knowledge and understanding which is supported by a small research project in the workplace.
Marking Rubrik
Classification
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Upper 1st
85-100%
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Class 1
72-78%
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Class 2:1
62-68%
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Class 2:2
52-58%
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Class 3
42-48%
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Fail
32-38%
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Lower fail
0-25%
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Criteria
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Knowledge
& Understanding
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Developed an understanding of a sophisticated body of knowledge typically supported by advanced textbooks/ journal articles and includes some aspects informed by knowledge of the forefront of your field of study.
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Developed an understanding of an excellent body of knowledge typically supported by advanced textbooks and/or journal articles.
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Developed a very good understanding and knowledge typically supported by advanced textbooks and some journal articles.
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Developed a good understanding and knowledge typically supported by textbooks and some journal articles.
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Developed adequate and reasonable level of understanding and knowledge typically supported by textbooks.
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An Inadequate knowledge and understanding, demonstrating little comprehension. Some signs that relevant literature has been read and minimally understood.
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An Inadequate, limited and weak level of knowledge and understanding, demonstrating very little comprehension and no evidence of familiarity with literature.
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Application of Knowledge and Understanding
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Can apply knowledge and understanding typically demonstrated through devising and sustaining sophisticated arguments.
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Can apply knowledge and understanding typically demonstrated through devising and sustaining excellent arguments.
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Can apply knowledge and understanding typically demonstrated through devising and sustaining generally clear and coherent arguments.
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Can apply knowledge and understanding typically demonstrated through devising and sustaining generally competent arguments.
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Can apply knowledge and understanding typically demonstrated through devising and sustaining generally adequate arguments.
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Inadequate application of knowledge and understanding demonstrated through devising insufficient comprehension of the basicarguments.
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Inadequate, weak and limited application of knowledge and understanding demonstrated through devising
Insufficient comprehension of the basic arguments.
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Ability to make judgements
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Have the ability to critically evaluate arguments, assumptions, abstract concepts and data to make judgements.
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Have the ability analyse arguments, assumptions, abstract concepts and data to make judgements.
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Have the ability to provide competent and coherent arguments, assumptions, abstract concepts and data to make judgements.
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Have the ability to provide sound arguments, assumptions, abstract concepts and data to make judgements.
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Have the ability to provide adequate arguments, assumptions, abstract concepts and data to make judgements.
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Insufficient comprehension of basic arguments, and assumptions to make judgements.
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Insufficient, weak and limited comprehension of basic arguments and assumptions to make judgements.
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Ability to communicate
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Can communicate sophisticated information, ideas, problems and solutions to both specialist and non-specialist audiences.
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Can communicate reasonably sophisticated information, ideas, problems and solutions to both specialist and non-specialist audiences.
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Can communicate competent and coherent information, ideas, problems and solutions to both specialist and non-specialist audiences.
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Sound communication of information, ideas, problems and solutions to both specialist and non-specialist audiences.
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Can communicate adequate information, ideas, problems and solutions to both specialist and non-specialist audiences.
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Inadequate communication of information, ideas, problems and solutions to both specialist and non-specialist audiences, lacking clarity.
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Inadequate communication of information, ideas, problems and solutions to both specialist and non-specialist audiences, lacking coherence and direction.
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Learning skills
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Have developed sophisticated learning skills that are necessary for you to continue to undertake further study with a high degree of autonomy.
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Have developed excellent learning skills that are necessary for you to continue to undertake further study with generally high degree of autonomy.
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Have developed very good learning skills that are necessary for you to continue to undertake further study with autonomy.
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Have developed competent learning skills that are necessary for you to continue to undertake further study.
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Have developed adequate/ basic learning skills that are necessary for you to continue to undertake further study.
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Have developed inadequate/limited learning skills that are necessary for you to continue to undertake further study.
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Have developed inadequate and with distinct weaknesses learning skills that are necessary for you to continue to undertake further study.
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