Programme Specification
This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.Sources of information on the programme can be found in Section 17
1. Awarding Institution / Body / University of Central Lancashire2. Teaching Institution and Location of Delivery / Myerscough College
3. University School/Centre / School of Sport and Wellbeing
4. External Accreditation / N/A
5. Title of Final Award / Foundation Degree Arts Golf Coaching
6. Modes of Attendance offered / Full-time
7. UCAS Code / X151
8. Relevant Subject Benchmarking Group(s) / QAA Hospitality, Leisure, Sport and Tourism 2008
Foundation Degree Benchmark
9. Other external influences / UK Coaching Framework
Professional Golfers Association (PGA)
10. Date of production/revision of this form / 20 June 2013
11. Aims of the Programme
· To provide an intellectually stimulating and vocationally relevant programme that will enable students to gain skills, knowledge and experience that will prepare them to work within the field of golf coaching.
· To provide applied learning experiences enabling students to become golf coaching practitioners.
· To promote an ethos of self-reflection and self-development enabling the identification of on-going professional development needs and strategies for achievement.
· To deliver a coherent suite of modules that address vocational development with specific reference to employability and providing underpinning subject knowledge of golf that will afford opportunities for academic progression.
12. Learning Outcomes, Teaching, Learning and Assessment Methods
A. Knowledge and Understanding
A1. Analyse the theoretical concepts of golf coaching.
A2. Develop a series of multidisciplinary skills that can be applied in a variety of vocational contexts.
A3. Develop an appreciation of the wider industry context.
A4. Apply research techniques in order to analyse problems, answer questions and formulate solutions in academic and vocational contexts.
Teaching and Learning Methods
Lectures, seminars, workshops, laboratory sessions and practical sport activities. Engage in event management. Student learning is encouraged and supported by Bloom (web-based virtual learning environment), reflective practice and study groups.
Assessment methods
Analysis of coaching session/behaviour, coaching plan, coaching handbook, performance planning, coaching session, performance analysis. Multimedia presentation, examination, market analysis and product development essays, Health and Safety report, essays in sports development, application for funding, peer assessment.
B. Subject-specific skills
B1. Develop analytical, problem solving and reasoning skills in an academic and vocational context.
B2. Implement self-determined action planning through self-reflection and awareness.
B3. Plan design and execute practical activities using appropriate techniques and procedures.
B4. Assess the moral, ethical, environmental and legal issues that underpin the best practice in golf coaching.
Teaching and Learning Methods
Lectures, seminars, job search activities, personal tutorials and workshops.
Assessment methods
Development of training plans, video performance analysis, reports, article analysis, practical coaching session, periodised training plan, logbook, personal action plan, peer assessment, coaching handbook, mini project and method critique.
C. Thinking Skills
C1. Plan, apply and develop practical coaching methods.
C2. Apply and evaluate knowledge and concepts relating to managing and delivering golf coaching programmes and events.
C3. Apply knowledge to the solution of familiar and unfamiliar problems.
Teaching and Learning Methods
Lectures, seminars, workshops, laboratory sessions and practical sport activities.
Assessment methods
Performance analysis, training plans, practical coaching sessions, periodised training plan, coaching analysis, coaching plan, market analysis and product development essays, health and safety report, logbook, examination, presentation.
D. Other skills relevant to employability and personal development
D1. Identify and assess personal developmental needs relevant to golf coaching.
D2. Use self-management and professional development skills to enhance subject knowledge.
Teaching and Learning Methods
Wider, transferable, skills are developed throughout all modules. The variety of teaching and learning experiences offered will facilitate the student’s experience greatly.
Assessment methods
Performance analysis, training plan, mini project, method critique, logbook, personal development plan, presentation, article critique.
13. Programme Structures* / 14. Awards and Credits*
Level / Module Code / Module Title / Credit rating
Level 5 / LS2518 / Research Development / 20 / FdA Golf Coaching
Requires 240 credits including a minimum of 120 at Level 5.
LS2521 / Coaching for Golf / 20
LS2524 / Golf Coaching Observation and Analysis / 20
LS2525 / Sports Event Management / 20
LS2607 / Talent Identification and Golf Development / 20
MR2200 / Work Project / 20
Level 4 / LS1515 / Applied Golf Coaching / 20 / Foundation Certificate Golf Coaching
Requires 120 credits at Level 4 or above.
LS1604 / Golf Coaching Principles and Practice / 20
LS1610 / Introduction to the Science of Golf / 20
LS1614 / The Delivery of Sport / 20
LS1617 / Training and Conditioning in Golf / 20
MR1200 / Work Skills Development / 20
15. Personal Development Planning
Personal Development Planning is an essential component of the course. The course will help students recognise the importance of being proactive within their own personal development. The course will help develop key personal and transferable skills which promote employability, entrepreneurship, academic excellence, professional development and global citizenship.
Each student will be allocated a Personal Tutor with whom students will be encouraged to develop skills for independent learning and reflection on student’s academic, personal and professional development. Students will meet with their personal tutor at least twice per semester to develop short and long-term goals, review and plan their progress on the course and discuss their future career path.
Each student group has a weekly timetabled and structured course tutorial which will be used to develop generic personal, employability and academic skills with student groups. An on-line scheme of work, together with web based and other support materials, is available to staff and students alike in the delivery of these tutorial sessions.
Students have access to a wide range of personal development advisory services through the ‘Core’ including careers, financial advice, pastoral support and help with study skills. Students have access to the student support services at the University through the ‘I’, ‘Futures’ and ‘WISER’ study skills.
Students on Foundation Degrees are also encouraged to reflect on their personal and professional development within a professional setting through the Work Skills Development module and subsequently the Work Project module. These modules will further help students plan realistically for career progression and manage their own career development.
All students will also have access to the College ‘Learn2Work’ programme and activities that contribute to ensuring employability of our students can also count towards the ‘Learn2Work’ awards.
16. Admissions criteria
Programme Specifications include minimum entry requirements, including academic qualifications, together with appropriate experience and skills required for entry to study. These criteria may be expressed as a range rather than a specific grade. Amendments to entry requirements may have been made after these documents were published and you should consult the University’s website for the most up to date information.
Students will be informed of their personal minimum entry criteria in their offer letter.
120 UCAS Tariff points from one of the following:
· 2 A-levels (at least one at C)
· BTEC Level 3 Extended Diploma at PPP
· BTEC Level 3 Diploma at MP
· 2 Scottish Highers at minimum C or above
· 3 Irish Highers at minimum C or above
· NVQ Level 3 in a relevant discipline
· International Baccalaureate Diploma at 24 points
AS levels and Scottish Intermediate 2s may be used to contribute to entry requirements but they are not sufficient for entry on their own. Alternative equivalent qualifications will also be considered positively.
Consideration will be given to non-traditional qualifications and relevant work experience. Applicants are encouraged to produce evidence of their potential to benefit from the course. Applicants who believe they may be eligible for Accreditation of Prior Certificated and/or Experiential Learning (APCL/APEL) for certain modules will be considered on an individual basis.
Applicants who do not hold a Level 3 qualification but have extensive relevant experience may be offered opportunity to undertake a pre-entry assignment to demonstrate ability to study at the required level.
Applicants for whom English is a second language must be able to demonstrate proof of International English Language Testing System (IELTS) at level 6.0 (with no component score lower than 5.5) or equivalent.
All offers may be subject to successful interview.
17. Key sources of information about the programme
· UCAS: http://www.ucas.ac.uk
· Myerscough College web site: www.myerscough.ac.uk
· Myerscough College higher education prospectus: http://www.myerscough.ac.uk/?page=Prospectuses
· Course fact sheet: http://www.myerscough.ac.uk/?page=higher-education-subjects
· Course Tutor: Thomas Davies
4
Academic Quality and Standards Unit
Y:\Curriculum 12-13\HE Prog Specs 12-13\Prog Spec Template.docx
18. Curriculum Skills MapTicks indicate where individual Programme Learning Outcomes will be assessed
Level / Module Code / Module Title / Core (C), Compulsory (COMP) or Option (O) / Programme Learning Outcomes
Knowledge and understanding / Subject-specific Skills / Thinking Skills / Other skills relevant to employability and personal development
A1 / A2 / A3 / A4 / B1 / B2 / B3 / B4 / C1 / C2 / C3 / D1 / D2
5 / LS2518 / Research Development / COMP / ü / ü / ü / ü / ü / ü
LS2521 / Coaching for Golf / COMP / ü / ü / ü / ü / ü / ü / ü / ü / ü
LS2524 / Golf Coaching Observation and Analysis / COMP / ü / ü / ü / ü / ü / ü / ü / ü / ü / ü
LS2525 / Sports Event Management / COMP / ü / ü / ü / ü / ü / ü / ü
LS2607 / Talent Identification and Golf Development / COMP / / / ü / / / ü
MR2200 / Work Project / COMP / ü / ü / ü / ü / ü
4 / LS1515 / Applied Golf Coaching / COMP / ü / ü / ü / ü / ü / ü / ü / ü / ü
LS1604 / Golf Coaching Principles and Practice / COMP / ü / ü / ü / ü / ü / ü / ü / ü / ü
LS1610 / Introduction to the Science of Golf / COMP / ü / ü / ü / ü / ü / ü
LS1614 / The Delivery of Sport / COMP / ü / ü / ü / ü / ü / ü
LS1617 / Training and Conditioning in Golf / COMP / ü / ü / ü / ü / ü / ü / ü
MR1200 / Work Skills Development / COMP / ü / ü / ü / ü / ü / ü / ü
Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks
4
Academic Quality and Standards Unit
Y:\Curriculum 12-13\HE Prog Specs 12-13\Prog Spec Template.docx