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 participant. 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.
Teaching and Learning Work Loads
For session 2020/21 the expectation is that the teaching and learning hours stated in this descriptor will form a mix of synchronous and asynchronous student/staff activity, with the majority of this being online. The exact pattern of this activity is likely to vary from the standard face-to-face hours listed below but the overall student effort remains the same. Up-to-date information on the delivery of the module can be found on the relevant module MLS site and on your student timetable.
|Teaching and Learning Method||Hours|
SCQF Level - The Scottish Credit and Qualifications Framework provides an indication of the complexity of award qualifications and associated learning and operates on an ascending numeric scale from Levels 1-12 with SCQF Level 10 equating to a Scottish undergraduate Honours degree.
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 2020/21 , and may be subject to change for future years.