Demonstrate a detailed knowledge of the role of national agencies involved in the provision of sport.

Purpose:
This module has been designed to focus on the increasing field of sport development and the agencies involved in the provision of sport at all levels of participation.
The module will enable students to develop their knowledge and understanding of factors that influence agencies across the sports development landscape. The module will explore critical thinking and problem solving across the diverse field of sports development.
The content will be delivered through lectures, seminars and practical workshops and will be supported through the tutorial system.
Learning outcomes have been mapped against the QAA Subject Benchmark Statement: Hospitality, Leisure, Sport & Tourism (2008), Foundation Degree Qualifications (2010) and Teesside’s UG Level descriptors (2009).
Learning Outcomes:
On completion of this module students should be able to:

Knowledge and Understanding
1. Demonstrate a detailed knowledge of the role of national agencies involved in the provision of sport.
2. Demonstrate an understanding of the importance of multi-agency partnerships within sports development.

Cognitive and Intellectual Skills 3. Identify issues within the provision of sport in the UK and select appropriate methods for the resolution in a considered manner.

Practical and Professional Skills
4. Able to analyse with increasing autonomy successful partnerships within sports development.
Key Transferable Skills 5. Select and use a range of communication methods in the delivery of a presentation on partnerships in sports development.

Indicative Content:
⦁ The role of Local and National Government in the delivery of sport
⦁ The structure and political emphasis of National Sporting agencies
⦁ The voluntary sector in British Sport
⦁ The funding of British sport
⦁ National Governing Bodies and ‘Whole Sport Plans’
⦁ Youth Sport initiatives and working with children

Scheme of Work:

Week Number Activity Description
1
Lecture: Introduction to the Module and assessment.
⦁ Aims & Objectives
⦁ Indicative Content
⦁ Assessment
⦁ Reading
Seminar: Defining Sports Development
Hylton&Bramham (2008) – Definition Exercise
2
Lecture: The Role of Local and National Government in the Delivery of Sport
⦁ Understanding the Policy Process
⦁ The Policy Background
⦁ Ideologies
Seminar: Braunstone Sport Action Zone – Case Study
Reading: Collins (2010: 190-210)
3
Lecture: Sport & Culture
⦁ Sport, Politics & Culture
⦁ Sport & the Politics of Culture
⦁ The Social Dimensions of the Politics of Sport
Seminar: Assessment Introduction & Guidance
Reading: Department of Culture, Media & Sport (2002)
Gratton& Henry (2001)
4 Lecture: The structure and political emphasis of National Sporting agencies
⦁ Sport England – English Sports Council
⦁ UK Sport Pre & Post 2012 Olympic Games
⦁ Politics and the Olympics
Seminar: The Role of the 2012 Olympic Games
⦁ DCMS Report 5: Post-Games Evaluation
5 External Presentation: Bradford Metropolitan District Council SD Team
UK Sport – ‘Funding Elite Sport’

6
Reading Week ⦁ Completion of Assessment Activity One
⦁ Completion of online ‘Blog’
⦁ Participation Survey
7 Assessment Partnerships in Sports Development
8

Lecture: The Voluntary Sector in British Sport
⦁ Defining the Voluntary Sector
⦁ Models of Community Sports Development Policy
Reading: Harris et al (2009)
9

Lecture: The Funding of British sport
⦁ The Policy Background
⦁ The National Lottery
⦁ Elite Sport – UK Sport Policy
Seminar: Case Study – British Basketball Funding Post 2012
⦁ Background
⦁ Policy Statement
Reading: British Basketball Funding
UK Sport Decision & Direction
Guardian Article – Elite Funding for Sport
10
Lecture: National Governing Bodies and ‘Whole Sport Plans’
⦁ The Role of National Governing Bodies
⦁ Sports Development & Sports Coaching
⦁ Performance Pathways
Seminar: Case Study – Scottish Volleyball
⦁ Background & Challenge
⦁ Communication Issues
⦁ Changing practice
11 Lecture: The Planning Process – National Governing Bodies
⦁ Whole Sport Plans
⦁ Sport England
⦁ UK Sport
Seminar: County Sports Partnerships
⦁ Structure & Function
⦁ West Yorkshire Sport Presentation
Reading: Collins (2010: 88-100)
12 Lecture: Youth Sport initiatives and working with children
⦁ School Sports Partnerships
⦁ National Curriculum
⦁ https://www.gov.uk/government/publications/national-curriculum-in-england-framework-for-key-stages-1-to-4
Seminar: YST Initiatives
⦁ Bikeability
⦁ School Games
⦁ Change4Life Sports
⦁ Start to Move
13 Submission: Regional Sports Development Plan
14* Marking: Individual Tutorials – performance, direction & feedback on assessments.
15* Standardisation:
*Students not expected to attend formal delivery, (lecture or seminar)
Teaching, Learning and Assessment Strategy:
The content will be delivered through lectures, seminars, workshops, a variety of taught methods and the relevant Moodle site and other electronic means
Assessment Details:
Presentation 40% (Group Work) ‘Partnerships in Sports Development
Written Report 60% (2000 words) ‘Regional Sports Development Plan’

The purpose of the assessment is to demonstrate your understanding

Assessment 1: Partnerships in Sports Development(40%) (LO 1, 4 & 5)

This assessment is a group presentation and will require you to work in small groups of no more than four people. You are to produce a PowerPoint presentation on ‘Partnerships in Sports Development’, this should include the following:

⦁ Definition of partnership working
⦁ Identification of the partnership – who is in the partnership?
⦁ Purpose of the partnership
⦁ Scope – Who benefits from the partnership

The County Sports Partnership network is a very good example of partnership working and includes joined up work between Local Authorities, National Governing Bodies of Sport, Education and the commercial sector. The CSP network receives direction, both financial and strategic from Sport England, UK Sport, the Youth Sport Trust and sports coach UK and addresses a number of social agenda items including inclusion, participation and health.

Assessment Criteria:
It is essential that you work as a team as this assessment is marked as a group. As a group you will be assessed on:

LO 1 Demonstrate a detailed knowledge of the role of national agencies involved in the provision of sport.

Role of national agencies in partnership working 10%
Benefits ofpartnership working 10%
Scope of partnership working 10%
30%
LO 4 Able to analyse with increasing autonomy successful partnerships within sports development.

Definition of Partnership Working within sports development 15%
Identification and analysis of partnership working within sports development 10%
Examples used to demonstrate knowledge and understanding 5%
30%
LO 5 Select and Use a range of communication methods in the delivery of a presentation on partnerships in sports development.

Range of communication methods demonstrated 5%
Methods of delivery appropriate to the presentation contents 5%
10%

Produce evidence of collaborative working within your group.

Meeting / work development notes 2%
Role allocation 2%
Equally weighted delivery of content 2%
Signed ‘Group Contract’ 2%
Presentation delivery is logical, well-organised and planned 2%
10%
Ability to communicate in a clear and concise way and present the assessment in a structured manner and in the appropriate format using formal academic styles (contents page, appropriate headings, spelling, grammar, word processing)

Front Page 2%
Contents page 2%
Introduction 2%
Main Body of Work 2%
Conclusions / Recommendations 2%
10%
⦁ Ability to use an appropriate level of Harvard referencing for written academic work and the inclusion of a suitable reference list with a range of references from a variety of appropriate sources.

Range of References 4%
Appropriate in-text presentation 3%
Appropriate reference list / bibliography 3%
10%

Grading Criteria
Grade Grade description in relation to criteria
90-100% ⦁ Exceptional work with presentation of a very high standard.
⦁ There is coherence of ideas and demonstration of a thorough knowledge and understanding.
⦁ Arguments are supported by wide reading with very effective use of source material and accurate referencing.
80-89 ⦁ Outstanding work with presentation of a very high standard.
⦁ There is coherence of ideas and demonstration of a thorough knowledge and understanding.
⦁ Arguments are supported by wide reading with effective use of source material and accurate referencing.
70-79 ⦁ Extremely good work with presentation of a high standard.
⦁ There is coherence of ideas and demonstration of thorough knowledge and understanding.
⦁ Arguments are supported by wide reading with appropriate use of source material and accurate referencing.
60-69 ⦁ The work is well presented and coherently structured.
⦁ There is evidence of a sound knowledge and understanding of the issues with theory linked to practice where appropriate.
⦁ Most material used has been referenced/acknowledged.
50-59 ⦁ Presentation is acceptable but with some errors.
⦁ There is knowledge and understanding of issues under discussion and some evidence of the application of knowledge and ideas where appropriate.
⦁ Some use of relevant source material.
40-49 ⦁ Presentation is acceptable but attention to structure and style is required.
⦁ The content is relevant but largely descriptive.
⦁ There is evidence of a reasonable level of knowledge and understanding but there is limited use of source material to support the arguments, proposals or solutions.
⦁ Some links are made to practice where appropriate.
30-39 Fail ⦁ The work is poorly structured and presented.
⦁ Some material may be irrelevant.
⦁ Content is based largely on taught elements with very little evidence of reading around the topic and little or no reference to practice where appropriately structured and presented.
20-29 Fail ⦁ The work is very poorly structured and presented.
⦁ Much material is irrelevant.
⦁ Content is based almost entirely on taught elements with very little evidence of any purposeful reading around the topic.
⦁ No effective reference to practice where appropriate.
⦁ To obtain a mark of 20% the work must show evidence of a genuine attempt to engage with the assessment requirements and with the subject matter.
0-19 Fail ⦁ The work is extremely poorly structured and presented.
⦁ It demonstrates no real knowledge or understanding of key concepts and principles.
⦁ Much material is irrelevant.
⦁ No effective use of supporting material.
⦁ No reference to practice where appropriate.
⦁ Not a genuine attempt to engage with the assessment requirements and/or subject matter.

Submission Dates:

Assessment 2: ‘Regional Sports Development Plan’ (60%) (LO 2 & 3)

The framework for your ‘Development Plan’ should resemble current practice within the sports development industry, your plan should have the following components:

⦁ Introduction – (Context of your plan)
⦁ Framework – (National picture considered, including trends, needs analysis & target groups)
⦁ Rationale – (Why your plan is being delivered, scope and reach)
⦁ Priorities – (What you intend to do)
⦁ Plan Outcomes – What you are hoping to achieve

You must identify the geographical reach of your development plan, (local, regional, national), whether or not it is a sport specific plan, (Football, Badminton etc), and what funding you will be accessing to support the delivery of your plan.

Assessment Criteria:

Assessment 2 will assess students’ ability to work in groups, assign roles and contribute to the effective working of the group. The students will demonstrate will demonstrate knowledge and understanding of sports development planning.
LO2 Demonstrate an understanding of the importance of multi-agency partnerships within sports development.

Identify the organisations that will support your development plan 10%
Identify the target groups within your plan 5%
Demonstrate knowledge of current practice within development planning 10%
The use of national data to support your priorities 5%
Evidence of partnership working within the development of your plan 10%
40%
LO3 Identify issues within the provision of sport in the UK and select appropriate methods for the resolution in a considered manner.

Introduction offers structure & direction to your plan 5%
Your plan offers a framework from which to view your plan, the framework should include the national picture, trends, needs analysis and target groups. 10%
Rationale – why are you developing your plan 10%
Priorities – What are you hoping to achieve within your plan 10%
Planned outcomes 5%
40%
Ability to communicate in a clear and concise way and present the assessment in a structured manner and in the appropriate format using formal academic styles (contents page, appropriate headings, spelling, grammar, word processing)

Front Page 2%
Contents page 2%
Introduction 2%
Main Body of Work 2%
Conclusions / Recommendations 2%
10%
Ability to use an appropriate level of Harvard referencing for written academic work and the inclusion of a suitable reference list with a range of references from a variety of appropriate sources.

Range of References 4%
Appropriate in-text presentation 3%
Appropriate reference list / bibliography 3%
10%

Grading Criteria:
Grade Grade description in relation to criteria
90-100% ⦁ Exceptional work with presentation of a very high standard.
⦁ There is coherence of ideas and demonstration of a thorough knowledge and understanding.
⦁ Arguments are supported by wide reading with very effective use of source material and accurate referencing.
80-89 ⦁ Outstanding work with presentation of a very high standard.
⦁ There is coherence of ideas and demonstration of a thorough knowledge and understanding.
⦁ Arguments are supported by wide reading with effective use of source material and accurate referencing.
70-79 ⦁ Extremely good work with presentation of a high standard.
⦁ There is coherence of ideas and demonstration of thorough knowledge and understanding.
⦁ Arguments are supported by wide reading with appropriate use of source material and accurate referencing.
60-69 ⦁ The work is well presented and coherently structured.
⦁ There is evidence of a sound knowledge and understanding of the issues with theory linked to practice where appropriate.
⦁ Most material used has been referenced/acknowledged.
50-59 ⦁ Presentation is acceptable but with some errors.
⦁ There is knowledge and understanding of issues under discussion and some evidence of the application of knowledge and ideas where appropriate.
⦁ Some use of relevant source material.
40-49 ⦁ Presentation is acceptable but attention to structure and style is required.
⦁ The content is relevant but largely descriptive.
⦁ There is evidence of a reasonable level of knowledge and understanding but there is limited use of source material to support the arguments, proposals or solutions.
⦁ Some links are made to practice where appropriate.
30-39 Fail ⦁ The work is poorly structured and presented.
⦁ Some material may be irrelevant.
⦁ Content is based largely on taught elements with very little evidence of reading around the topic and little or no reference to practice where appropriately structured and presented.
20-29 Fail ⦁ The work is very poorly structured and presented.
⦁ Much material is irrelevant.
⦁ Content is based almost entirely on taught elements with very little evidence of any purposeful reading around the topic.
⦁ No effective reference to practice where appropriate.
⦁ To obtain a mark of 20% the work must show evidence of a genuine attempt to engage with the assessment requirements and with the subject matter.
0-19 Fail ⦁ The work is extremely poorly structured and presented.
⦁ It demonstrates no real knowledge or understanding of key concepts and principles.
⦁ Much material is irrelevant.
⦁ No effective use of supporting material.
⦁ No reference to practice where appropriate.
⦁ Not a genuine attempt to engage with the assessment requirements and/or subject matter.
Submission Date:

Teesside University Assessment Regulations
Important Regulatory Points
(A link to the full regulations can be found on the College Student Intranet)
All courses:
⦁ the pass mark for a module is 40% undergraduate.
⦁ work must be submitted for all the components of a module (failure to submit one part will lead to reassessment)
⦁ the maximum mark achievable for a re-assessed piece of work is 40% the pass mark for a module)
Submission of Assignments

If you are unable to submit an assessment/assignment/sit an examination on time, due to circumstances outside or your control, you should contact your module/course tutor at the earliest opportunity to discuss your difficulty and determine the best course of action. This may involve the use of one of the procedures below, provided that you have good reason and documentation to support your case. Extensions are only granted in exceptional circumstances.

Short Extensions must be obtained prior to the submission date. Extension forms can be obtained from Reception and must be signed and approved by either your module leader, course tutor or year leader. The authorised form is then submitted by you to Reception, you should retain a copy to submit with the work. Extensions are normally granted for a period of 5 working days. Working days include vacation periods but not Saturdays and Sundays or Bank Holidays.

Long Extensions: requests for long extensions must be submitted to HE Registry, Reception, B16 Old Building, and these will be considered in accordance with Teesside University procedures and regulations.

Mitigating Circumstances

Mitigating circumstances are defined by the University as circumstances outside of the control of the student that have significantly affected performance in any summative assessment. (In order to submit a claim for mitigating circumstances you must have submitted a piece or work or sat an examination – it cannot be used for non-submission).

Teesside University’s Mitigating Circumstances procedure can be found at: http://www.tees.ac.uk/docs/DocRepo/Student%20Regulations/Academic%20Regulations/Mitigating%20Circumstances%20Regulations.pdf

Mitigating Circumstances pro formas can be obtained from McMillan Reception or Academic Quality and Standards, B16, Old Building and the completed forms, plus any supporting evidence, should be returned to the above. Information and guidance is also provided on the College’s Moodle site.

Please refer to your Course Handbook for further explanation of the processes and note that it is your responsibility to notify and consult with your Course Tutor/Personal Tutor, and to apply and complete the relevant pro-forma if you consider that there are any mitigating circumstances affecting your performance in assignments and/or assessments.

Non-submission or late submission

If you do not submit on time and have no valid reason for this, the following will apply:-
⦁ late submission within 7 calendar days – will receive a maximum mark associated with the pass mark (40% undergraduate; 50% postgraduate
⦁ more than 7 calendar days late – the work will not be marked, and a zero mark assigned, n.b. in this case the Examination Board may decide not to offer you the opportunity for reassessment in a module in which you have not submitted.
Texts:
Collins, M and Kay, T. (2003).Sport and social exclusion. London: Routledge
Collins, M (2010) Examining Sports Development, London. Routledge
Carnegie National Sports Development Centre (2001) Sports Development Policy, Process and Practice
Green, M and Houlihan, B. (2005).Elite sport development. London: Routledge
RecommendedTexts:

Cuskelly, G., Hoye, R and Auld, C. (2006).Working withvolunteers in sport. London: Routledge.
Department of Culture Media & Sport (2002).Game plan: a strategy for delivering the Governments sports and activity objectives. London: Strategy unit
Department of Health (2005).Choosing activity: A physical action plan. London: Department of Health.
Gratton, C and Henry, IP. (2001) Sport in the city. The role ofsport in economic and social regeneration. London: Routledge.
Hylton, K. Bramham, P. Jackson, D. and Nesti, M. (2001).Sportsdevelopment policy, process and practice. London: Routledge.
Slack, T. (2006). Understanding sport organisations. Leeds: Human Kinetics.
Sport England (2004). The framework for sport in England. London: Department of Culture Media & Sport.
Houlihan, B. (2008). Sport & Society: A student introduction. London: Sage.

Internet Resources:
http://www.sportengland.org
http://www.culture.gov.uk
http://www.dh.gov.uk
http://www.sportdevelopment.info
http://www.uksport.gov.uk
http://www.sportanddev.org
http://www.lta.org.uk
http://www.gbbasketball.com
http://www.britishcycling.org.uk

THE RESPONSIBILITIES OF STUDENTS:
Students enrolling for the module have responsibilities beyond those for assessed course work and examinations (where applicable). These are:
⦁ To attend seminars having read the set material, prepared answers to any set questions and with a willingness to contribute to discussions.
⦁ To read widely from the references provided.
⦁ To read around the subject in specialist journals
⦁ To support fellow students
⦁ To not engage in plagiarism, collusion and unfair practice (please refer to Course Handbook)
⦁ To accept that there will be penalties for late submission of work (please refer to Course Handbook)
MODULE STAFF WILL:
⦁ Provide written comments on all course work submitted
⦁ Award a grade for such work
⦁ Return the graded work within 4 working weeks of the submission deadline (please note that the working week does not include holidays or weekends)
Student opinion

The programme values student opinion and this is sought at modular level in the following ways:-

⦁ By completing a module evaluation – which is at the end of this handbook.
⦁ Informal feedback is welcomed by tutors and, in the first instance; students should approach the module tutor. If a specific issue has been identified which is not resolved to your satisfaction the module leader should be approached. Where the module tutor and module leader are the same, or the issue has failed to reach a satisfactory conclusion, students should approach the course tutor.
Complaints

If you are not satisfied with services provided and wish to make a complaint:

⦁ Your first action is to tell the person concerned what your complaint is, so that the problem can be resolved if at all possible;
⦁ Details of the formal Complaints Procedure can be found on the College’s Student Intranet website.
Student Module Evaluation questionnaire

In order to maintain standards and in the interests of continuous improvement please provide feedback:

Module title ___________________________________________ Date: _______________

Course ______________________________________________

Please comment on: Student Feedback

Module Content

⦁ Appropriateness of learning outcomes
⦁ Coverage of learning outcomes
⦁ Compare course content to expectations
How can the focus of the module be improved?

Teaching methods and delivery

⦁ Methods used
⦁ How interesting you found it
⦁ How your skills, knowledge and understanding were extended
⦁ Working relationships

How can the teaching and learning experience be improved?

Assessment strategy

⦁ Appropriate for the module content?
⦁ Comparable with other modules at this level

How could assessment of this module be improved?

Resources
⦁ Adequacy of rooms (location, size etc)
⦁ Adequacy of equipment required
⦁ Resource requirements

How can resourcing be improved?

Impact on practice

Has the learning on this module impacted on your practice?

Give one example of a change you have made or will make to your practice as a result of this learning

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