The overall purpose of this module is to develop students’ understanding of the major practical and theoretical principles that underpin leadership roles in physical activity and sport. This will be achieved by explicitly addressing students’ knowledge of the variety of roles that are undertaken by leaders in physical activity and sport and the skills needed to work across a wide variety of physical activity contexts. Students will have the opportunity to engage in both theoretical underpinnings of practice and in practical settings to develop their own leadership skills.
The aim of this Module is to provide the student with an introduction to the major practical and theoretical principles that underpin leadership roles in physical activity and sport.
By the end of this module the student should be able to:
1. Describe the different roles of leaders in physical activity and the different contexts in which they operate.
2. Recognise the similarities/dissimilarities of leaders in physical activity in developing team and individual activities.
3. Identify their own philosophy/style of leading in physical activity, and the strengths/weaknesses of this.
4. Apply practical leadership to enhance the learning of participants in physical activity contexts.
Students will discuss the concept of leadership in sport and physical activity, and how we define these roles. They will look at the various contexts in which they operate and consider the issues of role ambiguity and role conflict.
Students will be asked to consider the how the attitude held by an individual acts as the guiding principle for the training and development of their participants. Students will identify their own leadership philosophy/style and the strengths/weaknesses of this.
3 Planning trainings sessions
Students will learn the key stages in the planning of a sport/exercise sessions. They will focus on the importance of systematic, integrated and serial sessions and the underpinning need to consider the context and participants
4 Practical instruction
Students will be expected to engage in leading sessions as both a coach/instructor and as a particpant. They will be work in a range of contexts and attempt to overcome different limitations within these contexts.
Students will need to identify the success/failure of training sessions, the ongoing implications of this, and the limitations of the evaluation process itself.
Statement on Teaching, Learning and Assessment
Teaching and learning strategies focus on developing students’ skills in accordance with Abertay graduate attributes. This module particularly focuses on the aspect of the Intellectual; understanding how the subject is evolving while critically evaluating information and identifying information gaps. The aspect of Professional is also focused on; problem solving, tackling complex issues, and focused on continued learning and professional development. A significant proportion of contact time will be provided in the form of small group discussions and practical activities where students will relate taught materials to their own experiences and evaluate how this can be used to further develop their pedagogical skills. This focus on self− directed learning and students own experiences will encourage the application of knowledge to real life situations and the ability understand and evaluate the links between the two.
Teaching and Learning Work Loads
|Supervised Practical Activity||12|
|Unsupervised Practical Activity||0|
Credit Value – The total value of SCQF credits for the module. 20 credits are the equivalent of 10 ECTS credits. A full-time student should normally register for 60 SCQF credits per semester.
We make every effort to ensure that the information on our website is accurate but it is possible that some changes may occur prior to the academic year of entry. The modules listed in this catalogue are offered subject to availability during academic year 2019/10 , and may be subject to change for future years.