Presentation on theme: "Teaching and learning in sport and exercise science degrees Richard Tong Chair of the Division of Education and Professional Development."— Presentation transcript:
Teaching and learning in sport and exercise science degrees Richard Tong Chair of the Division of Education and Professional Development
Endorsements BUSES BASRAT Postgraduate sport programmes Endorsement of Undergraduate Courses in Sports Coach Education - Pilot Phase Courses. Endorsements of Sport Development degrees UKSCA
JACSv3 upgrade Joint project by HESA and UCAS to upgrade JACSv2. Sport classifications are currently limited to three codes: C600 – Sports Science C813 – Sport Psychology N 870 – Recreation, Sport and Leisure Studies Consulted with sector, specialists and experts. Sport classifications have been added in the following: C – Biological Sciences N – Business & Administrative studies Once they have been finally approved, codes will be available for use from UCAS year of entry 2012 (HESA 2012/2013 collection).
The full documentation can be found at www.hesa.ac.uk/jacs3 C – Biological Sciences C600 Sport and exercise science C610 Sport coaching science C620 Sport development C630 Sport conditioning, rehabilitation and therapy C640 Sport studies C650 Sport technology C690 Sport and exercise science not elsewhere classified C813 Sport psychology Key: Current / Amendments to current/ New codes
N – Business and Administrative studies N800 Hospitality, leisure, sport, tourism & transport N870 Recreation, sport & leisure studies N880 Sport management
Subject Benchmark Statements Hospitality, leisure, sport and tourism were revised in 2008 to….
Programmes broadly concerned with sport 3.21 When programmes of study have sport in the title, the term sport has been used to broadly reference the Council of Europe definition revised in 2001, '"Sport" means all forms of physical activity which, through casual or organised participation, aim at expressing or improving physical fitness and mental well-being, forming social relationships or obtaining results in competition at all levels. However, modern programmes which study sport are likely to include health, physical activity and exercise, and could cover the social, cultural, scientific and management aspects of sport independently or in combination, encompassing the widest possible range of concepts.
3.25 Sport degree programmes will often involve the study of one or more of the following: human responses and adaptations to sport and exercise the performance of sport and exercise and its enhancement,monitoring and analysis health-related and disease management aspects of exercise and physical activity historical, social, political, economic and cultural diffusion, distribution and impact of sport policy, planning, management and delivery of sporting opportunities.
Future Subject Benchmark Statements Draft for consultation circulated recently by QAA on the Recognition for subject benchmark statements – who received this? who will respond? (Individual, collective (BASES, HEA HLST, ….). Do we need a Sport specific benchmark statement rather than hlSt. What are the advantages/disadvantages?
BASES Strategic plan Increase membership recruitment. Encourage your staff to join BASES and your departments to engage more fully with BASES activities. Engage and respond to the Student Voice. Use the NSS and feedback from students. Build relationships with key stakeholders. Today
BASES Annual Student Conference 2009/2010: The Student Voice Focus groups with students from twenty universities. Two key areas - Student learning experience and Professional Development. Student experience consisted of 10 questions and is available on the Member section of the BASES website. Also undertook a survey of 45 students to gauge opinion of career aspirations and support for this whilst at university.
E.g. question 1 and responses. What was the best aspect of your course? The students were particularly keen to reinforce the benefits of the practical and applied aspects of their courses and enjoyed their interaction with athletes and clients. Good practice identified included: Working with athletes Scientific clinical application Applied practical skills - Practical experience working in labs. Application of theory to applied settings The applied nature of the course.
Key findings of Professional Development focus groups (on website) - Want postgraduate support. - Want embedded qualifications. - More applied work. - More work placement opportunities.
Effective learning and teaching in sport and exercise science book Part of a series by Taylor and Francis Opportunity for BASES to endorse/promote this book by the Division of Education and Professional Development. What should be in it? Who should contribute to the chapters?
How can we increase engagement in BASES? IDEAS PLEASE!
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