The document provides information on the FdSc Sports Science with Sports Coaching Education programme offered at Bridgwater College, including:
- The programme aims to provide students with knowledge of sports science and coaching education, developing skills relevant to working in the sports industry.
- Students take modules covering areas like exercise physiology, coaching theory and practice, sports psychology, and research methods.
- Modules are at levels 4 and 5, with progression requirements to complete 120 credits to receive the FdSc award.
Improvements Required By Graduates and In the Undergraduate Physical Educatio...iosrjce
This study established improvements required by graduates, and in the undergraduates Physical
Education programme of the University of Nigeria Nsukka. Using the evaluation design, two sets of
Questionnaire, Job Performance Questionnaire (JPQ), and Employer’s Rating of Employees Questionnaire
(EREQ) were used to elicit information needed by the study. (JPQ) was involved in the determination of
required level of competence in the world of work on the one hand, and the level of performance demonstrated
by the employed graduates on the other. Deficits between levels of required competence in the world of work
and level of competence demonstrated by the employed graduates is indicated on the Improvement Required
Index (IRI) for the professional areas in the undergraduate Physical Education programme. Above the level of
competence performance demonstrated by the employed graduates on the IRI scale, required improvements are
indicated for teaching of Physical Education in schools and colleges; administering sports in the field; coaching
sports in the field; and providing physical and occupational therapy services. Employer’s Rating of Employees
Questionnaire sought information on the level of performance of the graduates in their employment. Graduates
and employers indicated need for improvement of the graduates for effective performance. Likewise, findings
identified relevant curriculum areas to be integrated into the undergraduate Physical Education programme of
University of Nigeria, Nsukka
Unit 319 understanding the fundamentals of coaching programmesProdecEducation
This document outlines the guidance for a unit on understanding fundamentals of coaching programmes. It provides instructions for both tutors and students. For tutors, it describes explaining outcomes, assessments, using presentations to support lessons, consolidating lessons, and linking theory and practice. For students, it instructs reviewing unit standards, accessing assessments, participating in discussions, recording notes from lessons, asking questions, and understanding submission requirements. It also outlines the unit aim, learning outcomes, and assessment criteria related to understanding the coach's role in planning, implementing, and revising programmes as well as the coaching process, learning techniques, and self-reflection.
Unit 226 people skills in sport and active leisureProdecEducation
This document provides guidance for both students and tutors on Unit 226 - People skills in sport and active leisure. It outlines the unit aims, learning outcomes, and assessment criteria. For tutors, it provides guidance on lesson delivery, resources, and linking theory and practical aspects. For students, it details reviewing unit standards, participating in discussions, recording notes from lessons, and understanding assessment requirements. The overall aim of the unit is to understand the importance of working with others in sport and active leisure settings.
IIPM is a respected institution in South Asia established in 1973 that provides management education, project work, training programs, and research. It has 18 centers across India covering over 200,000 square feet. IIPM offers undergraduate and postgraduate programs in various management fields to meet corporate needs. The PhD program aims to improve research skills and take academic standards to higher levels. It will have January and July intake batches and lasts 3 years. Students must have a master's degree or equivalent with over 55% marks to apply for the entrance exam and interview.
This document provides guidelines for the graduate internship program for Instructional Technology degree and certification programs offered jointly by East Stroudsburg University and Kutztown University. It outlines the objectives, application process, requirements, and procedures for completing the required 90-hour internship experience. Students work with an academic advisor to identify an internship site, complete an application, and register for the internship course. Requirements include weekly logs, a portfolio, on-site visits, and on-campus meetings. The document provides guidance for students on interviewing, expectations during the internship, and questions to consider when planning their internship semester.
The document outlines the syllabus for a 3-year Bachelor of Science in Hospitality Studies program. It includes:
1) Course details and credit distribution over 6 semesters, with 32 total courses covering topics like food production, F&B service, rooms division, and hospitality management.
2) Requirements for industrial training in the 4th semester and a project report.
3) Guidelines for faculty qualifications, facilities, examinations, assessments and student eligibility.
The aim is to provide students with knowledge and skills for hospitality industry careers through a balanced curriculum incorporating theory, practical skills, and professional experience.
Specific topics, assignments, and activities are outlined for each of the 8 weekly sections. The course aims to help students gain skills to obtain employment through projects, discussions, and assessments. Accessibility standards and faculty training are also addressed.
Improvements Required By Graduates and In the Undergraduate Physical Educatio...iosrjce
This study established improvements required by graduates, and in the undergraduates Physical
Education programme of the University of Nigeria Nsukka. Using the evaluation design, two sets of
Questionnaire, Job Performance Questionnaire (JPQ), and Employer’s Rating of Employees Questionnaire
(EREQ) were used to elicit information needed by the study. (JPQ) was involved in the determination of
required level of competence in the world of work on the one hand, and the level of performance demonstrated
by the employed graduates on the other. Deficits between levels of required competence in the world of work
and level of competence demonstrated by the employed graduates is indicated on the Improvement Required
Index (IRI) for the professional areas in the undergraduate Physical Education programme. Above the level of
competence performance demonstrated by the employed graduates on the IRI scale, required improvements are
indicated for teaching of Physical Education in schools and colleges; administering sports in the field; coaching
sports in the field; and providing physical and occupational therapy services. Employer’s Rating of Employees
Questionnaire sought information on the level of performance of the graduates in their employment. Graduates
and employers indicated need for improvement of the graduates for effective performance. Likewise, findings
identified relevant curriculum areas to be integrated into the undergraduate Physical Education programme of
University of Nigeria, Nsukka
Unit 319 understanding the fundamentals of coaching programmesProdecEducation
This document outlines the guidance for a unit on understanding fundamentals of coaching programmes. It provides instructions for both tutors and students. For tutors, it describes explaining outcomes, assessments, using presentations to support lessons, consolidating lessons, and linking theory and practice. For students, it instructs reviewing unit standards, accessing assessments, participating in discussions, recording notes from lessons, asking questions, and understanding submission requirements. It also outlines the unit aim, learning outcomes, and assessment criteria related to understanding the coach's role in planning, implementing, and revising programmes as well as the coaching process, learning techniques, and self-reflection.
Unit 226 people skills in sport and active leisureProdecEducation
This document provides guidance for both students and tutors on Unit 226 - People skills in sport and active leisure. It outlines the unit aims, learning outcomes, and assessment criteria. For tutors, it provides guidance on lesson delivery, resources, and linking theory and practical aspects. For students, it details reviewing unit standards, participating in discussions, recording notes from lessons, and understanding assessment requirements. The overall aim of the unit is to understand the importance of working with others in sport and active leisure settings.
IIPM is a respected institution in South Asia established in 1973 that provides management education, project work, training programs, and research. It has 18 centers across India covering over 200,000 square feet. IIPM offers undergraduate and postgraduate programs in various management fields to meet corporate needs. The PhD program aims to improve research skills and take academic standards to higher levels. It will have January and July intake batches and lasts 3 years. Students must have a master's degree or equivalent with over 55% marks to apply for the entrance exam and interview.
This document provides guidelines for the graduate internship program for Instructional Technology degree and certification programs offered jointly by East Stroudsburg University and Kutztown University. It outlines the objectives, application process, requirements, and procedures for completing the required 90-hour internship experience. Students work with an academic advisor to identify an internship site, complete an application, and register for the internship course. Requirements include weekly logs, a portfolio, on-site visits, and on-campus meetings. The document provides guidance for students on interviewing, expectations during the internship, and questions to consider when planning their internship semester.
The document outlines the syllabus for a 3-year Bachelor of Science in Hospitality Studies program. It includes:
1) Course details and credit distribution over 6 semesters, with 32 total courses covering topics like food production, F&B service, rooms division, and hospitality management.
2) Requirements for industrial training in the 4th semester and a project report.
3) Guidelines for faculty qualifications, facilities, examinations, assessments and student eligibility.
The aim is to provide students with knowledge and skills for hospitality industry careers through a balanced curriculum incorporating theory, practical skills, and professional experience.
Specific topics, assignments, and activities are outlined for each of the 8 weekly sections. The course aims to help students gain skills to obtain employment through projects, discussions, and assessments. Accessibility standards and faculty training are also addressed.
A Structured Programme For Post Graduate training in OrthodonticsMian Bilal Ahmed
The document outlines a structured 8-module, 4-year postgraduate training program in orthodontics. Each 6-month module covers knowledge, skills, and attitudes. Knowledge is assessed through peer-assisted learning sessions, presentations, journal club meetings, and exams. Skills are assessed using diagnostic and treatment planning sessions, clinical skills benchmarks, and case records. Attitudes are evaluated based on behavior, enthusiasm, and incident reports. The program aims to standardize orthodontic training across institutions in Pakistan.
This document provides information about the revised 2016 curriculum for diploma courses in Andhra Pradesh. Some key points:
- The curriculum was revised by a committee to better align with industry needs and improve student employability. It incorporates recommendations from industry experts.
- Key changes include introducing industrial training, fundamentals of IoT, modern subjects, CISCO certification training, improved practical and communication skills training, and outcome-based learning.
- The curriculum structure was changed to 3-3.5 year duration with the first year as year-wise and remaining semesters in pattern. Exams, attendance rules, and readmission policies are also outlined.
This document outlines the curriculum for the Professional Bachelor's Degree Programme in Design and Business offered by TEKO in 2011. The 3-year programme includes compulsory and specialization coursework, a 15 ECTS work experience, 10 ECTS of optional courses, and a 20 ECTS bachelor's project. The objective is to qualify students to independently perform complex design and business tasks in the fashion and lifestyle industry using analytical and market-based approaches. The curriculum specifies 6 specializations, requirements for exams and assignments, policies on credit transfer, and other administrative details to structure the programme.
The document discusses individualized learning in Finland. It describes three key aspects of Finland's approach: 1) Teachers have autonomy to individualize learning for students and develop customized learning plans; 2) Learning focuses on projects and real-world applications; 3) Students have flexibility to choose what, when, and how they learn. Competence-based qualifications allow individuals to demonstrate skills regardless of how they were acquired, with qualifications assessed through competency tests. Individualization plans map out how each student will achieve the required skills.
This document provides information on the revised 2016 curriculum for diploma courses in Andhra Pradesh. Some key points:
- The curriculum was updated based on recommendations from a committee that reviewed needs of local industries and recommendations to enhance student employability.
- Revisions include introducing topics like Internet of Things, modern industry-relevant subjects, and Cisco certification training for some courses.
- Greater emphasis is placed on practical skills, with more practical content and outcome-based learning.
- Other changes involve increasing English communication skills training, introducing new labs, and aligning content with environmental guidelines and use of CAD software.
- Rules cover admission criteria, medium of instruction, attendance requirements, examination scheme and passing marks
This document outlines the key changes to the curriculum for diploma courses in Andhra Pradesh starting in 2016. Some of the main changes include:
1. The curriculum is now designed in a semester pattern instead of being year-wise, though the first year remains year-wise.
2. All diploma courses now include a 6 month to 1 year industrial training placement.
3. New subjects like fundamentals of internet of things (IOT) and modern industry-relevant topics have been added.
4. Life skills and communication skills labs have been introduced to all branches to improve employability.
More emphasis is now placed on practical skills and labs over theoretical content to better prepare students for industry needs
Strode College introduced 16-19 Study Programmes to balance student effectiveness and college efficiency. They audited courses to ensure all were at least 540 hours and full-time. For a small Level 2 Sport course, they increased hours by adding multi-sport activities, fitness, and a sports leadership program in a local primary school to develop student skills, rather than just adding more qualifications. This provided a better educational experience within available resources. The Board of Governors approved the new approach and three-year strategic plan after reviewing the educational and financial implications of Study Programmes.
Strode College introduced 16-19 Study Programmes to balance student effectiveness and college efficiency. While most students study AS/A levels or BTECs, the Level 2 Sport course had declining numbers. Originally delivered in 390 hours over 3 days, students were not full-time and lacked skills. Instead of just adding qualifications or hours, the sport course was redesigned around educational needs - keeping the BTEC but adding multi-sport activities, fitness, and sports leadership to develop students' skills in a local primary school. This ensured an improved educational experience while maintaining resources. College governors approved the new strategic plan after reviewing case studies and financial implications of Study Programmes.
The document provides information about courses for a Management & Leadership program, including course codes, titles, dates, and requirements. It outlines a typical course schedule across 3 semesters, with 2 subterms in each semester. It also discusses general education requirements, ways to earn additional credits, registration policies, financial aid processes, and student obligations.
The document outlines the academic regulations and guidelines for research programs (M.Phil, M.S. by Research, and Ph.D.) offered by Jawaharlal Nehru Technological University Hyderabad. It details eligibility requirements, admission procedures, coursework requirements, duration guidelines, fee structures, progress review procedures, thesis submission and evaluation processes, and other administrative guidelines that candidates must follow to complete their research programs. The regulations are intended to promote high-quality research and ensure candidates are properly monitored and evaluated throughout their programs.
The document outlines a capstone project analyzing a proposed Credit for Prior Learning (CPL) program at Portland State University. It discusses the goals of establishing an effective CPL structure, gaining faculty support by demonstrating academic quality and compensation for their time, and having the program ready by Fall 2015. It also notes the need to determine fair student fees that help fund the program. The BA 495 capstone team was tasked with researching models for a sustainable CPL program and making a recommendation.
This circular revises and updates the compensation and position classification plan for faculty positions in state universities, colleges, higher education institutions, and technical education institutions in the Philippines. It establishes new rules and regulations for implementing the revised plan based on a modified common criteria for evaluation of faculty positions. Key changes include revising the point allocation system used to determine faculty ranks, limiting top ranks to the Associate Professor level, adjusting quotas for certain ranks, and prescribing guidelines for appointment and promotion processes.
The brochure provides information about various courses offered by Nimt Group including medical, para-medical, engineering, management, and law courses. It discusses Bachelor's and Master's degree programs in fields such as radiology, nursing, pharmacy, physiotherapy, IT, civil engineering, MBA, PGDM, and BA LLB. For each course, it provides details about duration, eligibility criteria, admission process, course curriculum, career prospects, and admission details of different Nimt institutes and their affiliations. The brochure aims to inform potential students about the educational opportunities available at Nimt Group institutions.
National Institute of Technology Rourkela offers Master of Science, Master of Arts, and Master of Business Administration degree programs. The document outlines the regulations for these postgraduate programs, including admission requirements, course structures, examinations, project work requirements, and degree completion requirements. It provides guidance to students and faculty on the administration of the postgraduate programs.
The document outlines the curriculum framework for a Bachelor in Prosthetics and Orthotics (BPO) program in India. The 4.5 year program aims to train students in assessing, prescribing, fabricating and fitting orthoses and prostheses to help rehabilitate people with locomotor disabilities. The curriculum covers anatomy, physiology, biomechanics, materials science, prosthetic and orthotic design, and clinical practice. Graduates will be able to independently manage patients and work as part of a healthcare team. The document specifies admission criteria, program structure, examination patterns, faculty requirements and necessary infrastructure for institutions to obtain recognition to offer the BPO program.
Este documento trata sobre la gestión del conocimiento. Explica que la gestión del conocimiento es importante para que las organizaciones generen valor agregado y sean competitivas. Define los conceptos de datos, información y conocimiento, y explica que la gestión del conocimiento implica identificar, crear, almacenar, transmitir y usar el conocimiento de manera eficiente. También presenta dos casos prácticos sobre cómo Japón y Finlandia han utilizado efectivamente la gestión del conocimiento para generar ventajas competitivas.
Certificate of Recognition On PCI ComplianceAhmed Mokhtar
Ahmed Mokhtar wrote a letter to Chandra Venkataramani, the CIO, on July 31, 2015. The letter likely concerned IT matters as Mr. Venkataramani holds the title of Chief Information Officer. However, without more context no specifics can be determined about the content or purpose of the correspondence between these two individuals on this date.
The document discusses interior architecture and design. It defines the roles and responsibilities of an interior architect at different stages of a project from concept to construction. It also describes various types of drawings produced by interior architects including sketches, surveys, plans, sections, elevations, diagrams, renderings and presentations boards. The summary provides an overview of the interior architect's role and the drawings they produce to convey design ideas and for construction purposes.
Light has been viewed differently over time. Ancient Greeks proposed early theories, with Pythagoras believing vision results from light rays from the eyes and Epicurus believing objects produce light rays. Euclid and Ptolemy successfully used ray diagrams to show reflection and refraction. Light is still studied as a particle or wave. Reflection occurs when a light ray bounces off a smooth surface at the same angle it hits. Refraction happens when light changes speed and bends when passing between transparent mediums. Scattering occurs when light hits imperfect surfaces and scatters in all directions.
This document describes the design of a 21x21-bit radix-8 multiplier unit for specific purposes. It presents a modification to the radix-8 multiplication algorithm to speed up the generation of the odd multiple (3Y) of the multiplicand by taking advantage of the fact that the multiplicand belongs to a known set of numbers stored in memory. This allows decomposing the previous adder into three 7-bit adders that can operate in parallel, reducing the delay by about 42% compared to a standard 21-bit adder. The design includes a radix-8 recoding of the multiplier, multiplexers to generate the partial products, a Wallace tree using 4-2 compressors to reduce the partial
A Structured Programme For Post Graduate training in OrthodonticsMian Bilal Ahmed
The document outlines a structured 8-module, 4-year postgraduate training program in orthodontics. Each 6-month module covers knowledge, skills, and attitudes. Knowledge is assessed through peer-assisted learning sessions, presentations, journal club meetings, and exams. Skills are assessed using diagnostic and treatment planning sessions, clinical skills benchmarks, and case records. Attitudes are evaluated based on behavior, enthusiasm, and incident reports. The program aims to standardize orthodontic training across institutions in Pakistan.
This document provides information about the revised 2016 curriculum for diploma courses in Andhra Pradesh. Some key points:
- The curriculum was revised by a committee to better align with industry needs and improve student employability. It incorporates recommendations from industry experts.
- Key changes include introducing industrial training, fundamentals of IoT, modern subjects, CISCO certification training, improved practical and communication skills training, and outcome-based learning.
- The curriculum structure was changed to 3-3.5 year duration with the first year as year-wise and remaining semesters in pattern. Exams, attendance rules, and readmission policies are also outlined.
This document outlines the curriculum for the Professional Bachelor's Degree Programme in Design and Business offered by TEKO in 2011. The 3-year programme includes compulsory and specialization coursework, a 15 ECTS work experience, 10 ECTS of optional courses, and a 20 ECTS bachelor's project. The objective is to qualify students to independently perform complex design and business tasks in the fashion and lifestyle industry using analytical and market-based approaches. The curriculum specifies 6 specializations, requirements for exams and assignments, policies on credit transfer, and other administrative details to structure the programme.
The document discusses individualized learning in Finland. It describes three key aspects of Finland's approach: 1) Teachers have autonomy to individualize learning for students and develop customized learning plans; 2) Learning focuses on projects and real-world applications; 3) Students have flexibility to choose what, when, and how they learn. Competence-based qualifications allow individuals to demonstrate skills regardless of how they were acquired, with qualifications assessed through competency tests. Individualization plans map out how each student will achieve the required skills.
This document provides information on the revised 2016 curriculum for diploma courses in Andhra Pradesh. Some key points:
- The curriculum was updated based on recommendations from a committee that reviewed needs of local industries and recommendations to enhance student employability.
- Revisions include introducing topics like Internet of Things, modern industry-relevant subjects, and Cisco certification training for some courses.
- Greater emphasis is placed on practical skills, with more practical content and outcome-based learning.
- Other changes involve increasing English communication skills training, introducing new labs, and aligning content with environmental guidelines and use of CAD software.
- Rules cover admission criteria, medium of instruction, attendance requirements, examination scheme and passing marks
This document outlines the key changes to the curriculum for diploma courses in Andhra Pradesh starting in 2016. Some of the main changes include:
1. The curriculum is now designed in a semester pattern instead of being year-wise, though the first year remains year-wise.
2. All diploma courses now include a 6 month to 1 year industrial training placement.
3. New subjects like fundamentals of internet of things (IOT) and modern industry-relevant topics have been added.
4. Life skills and communication skills labs have been introduced to all branches to improve employability.
More emphasis is now placed on practical skills and labs over theoretical content to better prepare students for industry needs
Strode College introduced 16-19 Study Programmes to balance student effectiveness and college efficiency. They audited courses to ensure all were at least 540 hours and full-time. For a small Level 2 Sport course, they increased hours by adding multi-sport activities, fitness, and a sports leadership program in a local primary school to develop student skills, rather than just adding more qualifications. This provided a better educational experience within available resources. The Board of Governors approved the new approach and three-year strategic plan after reviewing the educational and financial implications of Study Programmes.
Strode College introduced 16-19 Study Programmes to balance student effectiveness and college efficiency. While most students study AS/A levels or BTECs, the Level 2 Sport course had declining numbers. Originally delivered in 390 hours over 3 days, students were not full-time and lacked skills. Instead of just adding qualifications or hours, the sport course was redesigned around educational needs - keeping the BTEC but adding multi-sport activities, fitness, and sports leadership to develop students' skills in a local primary school. This ensured an improved educational experience while maintaining resources. College governors approved the new strategic plan after reviewing case studies and financial implications of Study Programmes.
The document provides information about courses for a Management & Leadership program, including course codes, titles, dates, and requirements. It outlines a typical course schedule across 3 semesters, with 2 subterms in each semester. It also discusses general education requirements, ways to earn additional credits, registration policies, financial aid processes, and student obligations.
The document outlines the academic regulations and guidelines for research programs (M.Phil, M.S. by Research, and Ph.D.) offered by Jawaharlal Nehru Technological University Hyderabad. It details eligibility requirements, admission procedures, coursework requirements, duration guidelines, fee structures, progress review procedures, thesis submission and evaluation processes, and other administrative guidelines that candidates must follow to complete their research programs. The regulations are intended to promote high-quality research and ensure candidates are properly monitored and evaluated throughout their programs.
The document outlines a capstone project analyzing a proposed Credit for Prior Learning (CPL) program at Portland State University. It discusses the goals of establishing an effective CPL structure, gaining faculty support by demonstrating academic quality and compensation for their time, and having the program ready by Fall 2015. It also notes the need to determine fair student fees that help fund the program. The BA 495 capstone team was tasked with researching models for a sustainable CPL program and making a recommendation.
This circular revises and updates the compensation and position classification plan for faculty positions in state universities, colleges, higher education institutions, and technical education institutions in the Philippines. It establishes new rules and regulations for implementing the revised plan based on a modified common criteria for evaluation of faculty positions. Key changes include revising the point allocation system used to determine faculty ranks, limiting top ranks to the Associate Professor level, adjusting quotas for certain ranks, and prescribing guidelines for appointment and promotion processes.
The brochure provides information about various courses offered by Nimt Group including medical, para-medical, engineering, management, and law courses. It discusses Bachelor's and Master's degree programs in fields such as radiology, nursing, pharmacy, physiotherapy, IT, civil engineering, MBA, PGDM, and BA LLB. For each course, it provides details about duration, eligibility criteria, admission process, course curriculum, career prospects, and admission details of different Nimt institutes and their affiliations. The brochure aims to inform potential students about the educational opportunities available at Nimt Group institutions.
National Institute of Technology Rourkela offers Master of Science, Master of Arts, and Master of Business Administration degree programs. The document outlines the regulations for these postgraduate programs, including admission requirements, course structures, examinations, project work requirements, and degree completion requirements. It provides guidance to students and faculty on the administration of the postgraduate programs.
The document outlines the curriculum framework for a Bachelor in Prosthetics and Orthotics (BPO) program in India. The 4.5 year program aims to train students in assessing, prescribing, fabricating and fitting orthoses and prostheses to help rehabilitate people with locomotor disabilities. The curriculum covers anatomy, physiology, biomechanics, materials science, prosthetic and orthotic design, and clinical practice. Graduates will be able to independently manage patients and work as part of a healthcare team. The document specifies admission criteria, program structure, examination patterns, faculty requirements and necessary infrastructure for institutions to obtain recognition to offer the BPO program.
Este documento trata sobre la gestión del conocimiento. Explica que la gestión del conocimiento es importante para que las organizaciones generen valor agregado y sean competitivas. Define los conceptos de datos, información y conocimiento, y explica que la gestión del conocimiento implica identificar, crear, almacenar, transmitir y usar el conocimiento de manera eficiente. También presenta dos casos prácticos sobre cómo Japón y Finlandia han utilizado efectivamente la gestión del conocimiento para generar ventajas competitivas.
Certificate of Recognition On PCI ComplianceAhmed Mokhtar
Ahmed Mokhtar wrote a letter to Chandra Venkataramani, the CIO, on July 31, 2015. The letter likely concerned IT matters as Mr. Venkataramani holds the title of Chief Information Officer. However, without more context no specifics can be determined about the content or purpose of the correspondence between these two individuals on this date.
The document discusses interior architecture and design. It defines the roles and responsibilities of an interior architect at different stages of a project from concept to construction. It also describes various types of drawings produced by interior architects including sketches, surveys, plans, sections, elevations, diagrams, renderings and presentations boards. The summary provides an overview of the interior architect's role and the drawings they produce to convey design ideas and for construction purposes.
Light has been viewed differently over time. Ancient Greeks proposed early theories, with Pythagoras believing vision results from light rays from the eyes and Epicurus believing objects produce light rays. Euclid and Ptolemy successfully used ray diagrams to show reflection and refraction. Light is still studied as a particle or wave. Reflection occurs when a light ray bounces off a smooth surface at the same angle it hits. Refraction happens when light changes speed and bends when passing between transparent mediums. Scattering occurs when light hits imperfect surfaces and scatters in all directions.
This document describes the design of a 21x21-bit radix-8 multiplier unit for specific purposes. It presents a modification to the radix-8 multiplication algorithm to speed up the generation of the odd multiple (3Y) of the multiplicand by taking advantage of the fact that the multiplicand belongs to a known set of numbers stored in memory. This allows decomposing the previous adder into three 7-bit adders that can operate in parallel, reducing the delay by about 42% compared to a standard 21-bit adder. The design includes a radix-8 recoding of the multiplier, multiplexers to generate the partial products, a Wallace tree using 4-2 compressors to reduce the partial
This document provides information on the HND Music Production program offered by Bridgwater College. The 2-year program awards a Higher National Certificate after the first year and a Higher National Diploma upon completion. The program aims to develop skills in music production and prepare students for careers in the music industry. Students have access to music production software, recording studios, rehearsal rooms, and industry-standard equipment.
This document discusses technical debt, which is an analogy used to describe the consequences of poor software development practices that result in poor design, coding, and testing. Taking on technical debt can allow projects to be completed more quickly initially, but it often leads to downstream issues like difficulty changing or adding new features. The document recommends adopting prudent approaches like acknowledging when technical debt is taken on, having plans to repay it, using practices like test-driven development, refactoring, and making code visible to stakeholders to help reduce technical debt over time.
This document discusses teacher evaluation in education. It provides definitions and perspectives on evaluation from several scholars. Evaluation can occur before a teacher is hired, during classroom observations and self-evaluations, and after through various assessment tools. Effective teaching involves competencies like instructional strategies, content organization, and classroom management. Evaluation serves to provide meaningful feedback to help students learn and help teachers improve.
This presentation will be very helpful for interventional radiologist, vascualr sergeons and sonographers. We will discuss the basic concept of varicosities and then step by step their thermal ablation under US guiadance.
The laboratory method of teaching utilizes hands-on learning with real objects and data to give students a better understanding of course material. It involves defining a problem, gathering information through observation and experimentation, forming a hypothesis, collecting and analyzing data, and drawing conclusions. The key aspects are learning by doing, using reality instead of symbols, and developing scientific skills like observation, reasoning, and applying the scientific method. Some advantages are that students directly engage with materials, better develop problem-solving abilities, and gain experience that can translate to real-life situations. However, it can be more time-consuming and resource-intensive than other methods of instruction.
The document provides advice on how to give an effective pitch to investors. It discusses that investors cycle between fear of losing money and greed of making money. They are also concerned with managing risk and ensuring an exit. The typical pitch focuses too much on market need upfront and asks for money at the end without addressing these investor mindsets. An improved pitch would clearly state the purpose, team credentials, current status, and ask upfront. It would paint a picture of the key customer problem and solution. Questions from investors should be welcomed, not avoided, as a sign of engagement. The pitch should be adapted based on investor feedback and keep their interests in mind.
This document provides a course syllabus for a Physical Education 3 module on Individual and Dual Sports. The module covers three lessons: Badminton, Table Tennis, and Track and Field. It outlines the course description, credit units, prerequisites, program and course outcomes. It also includes a course outline with weekly topics, learning objectives, content, teaching methods, assessments, and references. The syllabus aims to help students develop proficiency in individual and dual sports through both theoretical and practical instruction and assessment.
The BSc (Hons) in Sports Coaching and Performance is a four-year program that combines coaching science and sports science. It provides aspiring coaches with an advanced coaching education and integrates National Governing Body coaching awards. Students progress through the coaching pathway while also studying topics like exercise physiology, biomechanics, sports psychology, and nutrition. The program includes a year-long coaching internship in the third year to apply knowledge in a performance environment.
Unit 320 understanding the principles of planning coaching programmesProdecEducation
This document provides guidance for tutors and students on Unit 320: Understanding the principles of planning coaching programmes. It outlines the unit outcomes, assessment processes, and guidance on lesson delivery and note taking for both tutors and students. The unit aims to assess a coach's understanding of planning annual sport-specific coaching programmes and how skill development principles impact programme implementation. Key topics covered include planning and periodization, participant development stages, skill acquisition factors, and performance evaluation methods.
The document describes an innovative masters program called HIPER that aims to improve coaching skills for high performance sports through online and in-person courses, with a focus on developing qualified coaches through a scientific and practical multidisciplinary approach to address the changing needs of the professional sports industry. The two-year program consists of 8 modules covering topics like biomechanics, sports psychology, nutrition, management, and concludes with an internship and masters thesis.
This document provides information on the BSc (Hons) Animal Conservation (top up) degree program to be offered starting in September 2015 by Oxford Brookes University and Bridgwater College. The one-year program aims to provide both theoretical and practical training in managing animal populations and ecosystems, as well as evaluating threats to conservation. Students will take a combination of core and elective modules focusing on subjects like pollution and conservation techniques, wildlife biodiversity, and ecological surveying. Teaching methods include lectures, practical fieldwork, seminars and tutorials. Assessment is through coursework, exams, and a dissertation. The program is designed to develop skills needed for careers in animal conservation.
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FdSc Sport Science with Sports Coaching Education
1. 1 of 7 Programme Spec FdSc
Programme Specification
FdSc Sports Science with Sports
Coaching Education 2015 - 2017
2. 2 of 12 Programme Spec FdSc
SECTION 1: GENERAL INFORMATION
Awarding body: Oxford Brookes University
Teaching institution and location: Bridgwater College, Bath Road, Somerset, TA6 4PZ
Final award: FdSc
Programme title: Sports Science with Sport Coaching Education
Interim exit awards and award titles: CertHE Sports Science with Sports Coaching
Education
Brookes course code:
UCAS/UKPASS code:
JACS code: C600
Mode of delivery: On-Campus
Mode/s of study: FT and PT
Language of study: English
Relevant QAA subject benchmark
statement/s:
The Sports Science course has been written in
accordance QAA subject benchmark statements for
Hospitality, Leisure, Sport and Tourism. This applies
in terms of subject coverage and orientation, and the
acquisition disciplinary and transferable skills as
outlined in the programme outcomes.
External accreditation/recognition:
(applicable to programmes with
professional body approval)
N/A
Faculty managing the programme: Health and Life Sciences
Date of production (or most recent
revision) of specification:
December 2014
3. 3 of 12 Programme Spec FdSc
SECTION 2: OVERVIEW AND PROGRAMME AIMS
2.1 Rationale for/distinctiveness of the programme
The Sports Science with Sports Coaching Education programme is an exciting subject area that
provides students with the opportunity to develop knowledge and skills in a context they find both
interesting and stimulating. The programme is designed to provide students with a sound grounding
in the scientific method within the context of Sports Science. The programme on offer at Bridgwater
College develops many skills that employers are looking for. In particular, we offer students a range
of work-based opportunities including the opportunity to work with our Team BC in a variety of roles.
Team BC is made of two strands, performance and active. The performance strand is the elite and
competitive teams and sports for under 19 year old students. They apply and have trials to ensure
suitable performance level. This group of students, across seven sports, represent Bridgwater
College at competitive sports including British Colleges Sports.
The active strand is based on enrichment opportunities and aims to provide a sporting experience
for all students across all curriculum at Bridgwater College. There are a group of college activators
who help manage and run these activities and these previously have been higher education
students.
Consequently our graduates are well versed in the scientific method through the medium of sports
science and sport coach education. An evidence based approach to enquiry is a skill sought by
employers, particularly when it is accompanied by an awareness of the workplace and professional
practise, which is also a focus of our undergraduate provision.
2.2 Aims of the programme
The purpose of the Foundation Degree in Sports Science with Coaching Education is to supplement
the knowledge and skills developed through sport science and coaching qualifications with a wider
appreciation and understanding of the role science plays in the industry and to develop further skills
relevant to the wider aspects of working as a sports coach. In addition, the programme aims to:
Facilitate work-related learning by providing opportunities for students to relate their
programme of study to their existing practice
Draw on a wide range of intellectual resources, theoretical perspectives and academic
disciplines to help illuminate students’ understanding of coaching frameworks, the related
role of sports science and the impacts they can have on coaching practice
Develop skills to allow learners to monitor and evaluate sporting performance and coaching
Develop understanding of performance in sport and coaching and its enhancement through
analysis and monitoring
Develop an understanding and a critical appreciation of the variables involved in sports
coaching
Develop scientific skills required to formulate, study and interpret human responses to
coaching and other sports science disciplines
Provide an awareness of the dynamic nature of the subject resulting from rapid modern
developments in research findings, technological developments and applications
Provide a range of teaching and learning experiences to help focus student career
aspirations and decision making as responsible members of society
Enable learners to operate effectively as coaching professionals in a dynamic and
constantly evolving industry
Develop work readiness skills to be better able to gain suitable employment.
Enable learners to gain suitable work experience opportunities to maximise understanding
of the world of work.
Undertake a number of work placements to be able to implement and improve on work
based skills and attributes.
4. 4 of 12 Programme Spec FdSc
SECTION 3: PROGRAMME LEARNING OUTCOMES
On completion of this programme, students should be able to demonstrate the following
knowledge, understanding and skills:
3.1 Academic literacy
a. Apply extensive knowledge of a range of scientific and pedagogic disciplines to sports
science and sports coaching education.
b. Understand a range of mechanical and physiological aspects pertaining to the body, and
how these affect its movement and performance
c. Analyse and synthesise a range of pertinent subject information, which contribute to being
an effective Sports Scientist or Sports Coach
d. Demonstrate a range of transferable reading and writing skills pertinent to the subject
disciplines
e. Recognise synergistic aspects of Sports Science and Coaching, and integrate them
together when appropriate to inform practice
f. Demonstrate an understanding of the different styles, roles and knowledges related to
Sports Science and Coaching Education
3.2 Research literacy
a. Apply acquired knowledge to design, implement and analyse appropriate solutions to work-
related issues within the Sports Science and/or Coaching disciplines
b. Search for, and critically review current research in Sports Science and Coaching
Education, and the implications in applied settings
c. Demonstrate effective problem-solving skills within the academic and working environment
d. Demonstrate an awareness of the dynamic nature of the subject knowledge, and how this
may impact on practice
3.3 Critical self-awareness and personal literacy
a. Reflect on your own practice and identify areas of strengths and weakness, as well as
avenues for personal development
5. 5 of 12 Programme Spec FdSc
b. Work independently and collaboratively with individuals in different roles to complete a
range of projects
c. Build relationships with and develop an understanding of relevant professional bodies and
employers
3.4 Digital and information literacy
a. Collate, analyse, synthesise and present data collected throughout the programme in a
range of formats
b. Demonstrate competencies and confidence in using a range of mobile and electronic
devices and programmes related to Sports Science and Coaching Education
c. Make use of a range of word-processing, presentation and spreadsheet programmes to
report information
3.5 Active citizenship
a. Promote ethical practice in Sports Science and Coaching Education
b. Understand the complexities of working within a diverse field, and operate as an ethical
and responsible member of that field
c. Confidently and professionally challenge the behaviour and practices of others that are
discriminatory and/or reinforce prejudice
d. Be aware of and adhere to industry standard ethical and behavioural practices.
Embedded Graduate Attributes
1. Academic literacy
Compulsory or alternative compulsory modules addressing
learning outcome
Apply extensive knowledge of a
range of scientific and pedagogic
disciplines
BWC0101, BWC0102, BWC0103, BWC0106, BWE0108,
BWE0109, BWC0210, BWC0212, BWC0214, BWC0215,
BWE0218
Understand a range of mechanical
and physiological aspects
pertaining to the body, and how
these affect its movement and
performance
BWC0102, BWC0106, BWE0109, BWC0210, BWC0211,
BWC0215, BWE0218
Analyse and synthesise a range of
pertinent subject information, which
contribute to being an effective
Sports Scientist or Sports Coach
BWC0102, BWC0103, BWC0104, BWC0105, BWC0106,
BWE0107, BWE0109, BWC0210, BWC0211, BWC0212,
BWC0214, BWC0215, BWE0218
Demonstrate a range of
transferable reading and writing
BWC0101, BWC0102, BWC0103, BWC0104, BWC0105,
BWC0106, BWE0107, BWE0108, BWE0109, BWC0210,
6. 6 of 12 Programme Spec FdSc
skills pertinent to the subject
disciplines
BWC0211, BWC0212, BWC0213, BWC0214, BWC0215,
BWE0216, BWE0217, BWE0218
Recognise synergistic aspects of
Sports Science and Coaching, and
integrate them together when
appropriate to inform practice
BWC0103, BWC0104, BWC0106, BWE0109,BWC0210,
BWC0214, BWC0215
Demonstrate an understanding of
the different styles, roles and
knowledges related to Sports
Science and Coaching Education
BWC0101, BWC0102, BWC0103, BWC0104, BWC0105,
BWC0106, BWE0107, BWE0108, BWE0109, BWC0210,
BWC0211, BWC0212, BWC0213, BWC0214, BWC0215,
BWE0216, BWE0217, BWE0218
2 Research literacy
Apply acquired knowledge to
design, implement and analyse
appropriate solutions to work-
related issues within the Sports
Science and/or Coaching
disciplines
BWC0103, BWC0106, BWC0210, BWC0211, BWC0213,
BWC0214, BWC0215
Search for, and critically review
current research in Sports Science
and Coaching Education, and the
implications in applied settings
BWC0101, BWC0103, BWC0105, BWE0108, BWE0109,
BWC0210, BWC0212, BWC0214, BWE0217
Demonstrate effective problem-
solving skills within the academic
and working environment
BWC0102, BWC0104, BWC0106, BWE0109, BWC0213,
BWC0214, BWC0215, BWE0217
Demonstrate an awareness of the
dynamic nature the subject, and
how this may impact on practice
BWC0102, BWC0104, BWC0106, BWE0109, BWC0213,
BWC0214, BWC0215, BWE0217
3 Critical self-awareness and
personal literacy
Reflect on your own practice and
identify areas of strengths and
weakness, as well as avenues for
personal development
BWC0103, BWCBWC0106, BWE0109, BWC0210, BWC0214,
BWC0215, BWE0218
Work independently and
collaboratively with individuals in
different roles to complete a range
of projects
BWC0102, BWC0103, BWC0104, BWC0105, BWC0106,
BWE0107, BWE0109, BWC0210, BWC0211, BWC0212,
BWC0214, BWC0215, BWE0218
Build relationships with and develop
an understanding of relevant
professional bodies and employers
BWC0101, BWC0103, BWC0106, BWE0108, BWC0213,
BWC0214, BWC0215
4 Digital and information literacy
Collate, analyse, synthesise and
present data collected throughout
the programme in a range of
formats
BWC0102, BWC0103, BWC0104, BWC0105, BWC0106,
BWE0107, BWE0109, BWC0210, BWC0211, BWC0212,
BWC0214, BWC0215, BWE0218
7. 7 of 12 Programme Spec FdSc
Be competent and confident in
using a range of mobile and
electronic devices and programmes
related to Sports Science and
Coaching Education
BWC0101, BWC0102, BWC0103, BWC0106, BWE0107,
BWE0108, BWE0109, BWC0210, BWC0212, BWC0214,
BWC0215, BWE0216, BWE0218
Make use of a range of word-
processing, presentation and
spreadsheet programmes to report
information
BWC0101, BWC0102, BWC0103, BWC0104, BWC0105,
BWC0106, BWE0107, BWE0108, BWE0109, BWC0210,
BWC0211, BWC0212, BWC0213, BWC0214, BWC0215,
BWE0216, BWE0217, BWE0218
5 Active citizenship
Promote ethical practice in Sports
Science and Coaching Education
BWC0103, BWC0105, BWC0106, BWE0107, BWE0108,
BWE0109, BWC0212, BWC0214, BWC0215, BWE0216,
BWE0217, BWE0218
Understand the complexities of
working within a diverse field, and
operate as an ethical and
responsible member of that field
BWC0103, BWC0105, BWC0106, BWE0107, BWE0108,
BWE0109, BWC0212, BWC0214, BWC0215, BWE0216,
BWE0217, BWE0218
Confidently and professionally
challenge the behaviour and
practices of others that are
discriminatory and/or reinforce
prejudice
BWC0101, BWC0102, BWC0103, BWC0104, BWC0105,
BWC0106, BWE0107, BWE0108, BWE0109, BWC0210,
BWC0211, BWC0212, BWC0213, BWC0214, BWC0215,
BWE0216, BWE0217, BWE0218
Be aware of and adhere to industry
standard ethical and codes of good
practice
BWC0101, BWC0102, BWC0103, BWC0104, BWC0105,
BWC0106, BWE0107, BWE0108, BWE0109, BWC0210,
BWC0211, BWC0212, BWC0213, BWC0214, BWC0215,
BWE0216, BWE0217, BWE0218
SECTION 4: PROGRAMME STRUCTURE AND CURRICULUM
4.1 Programme structure and requirements:
Provide a list of modules at each level, showing their credit value and status (compulsory /elective).
Indicate the requirements for progression and awards.
FdSc Sports Science with Sports Coaching Education
Year 1
Module
code
Module Title Level Credits Status Run
BWC0101 Academic & Research Enhancement 4 15 Compulsory S1+2
BWC0102 Exercise Physiology & Anatomy 4 15 Compulsory S1
BWC0103 The Sports & Exercise Practitioner 4 15 Compulsory S2
BWC0104 Skill in Sport: Learning & Mechanics 4 15 Compulsory S2
BWC0105 Introduction to Sociology of Sport 4 15 Compulsory S1
BWC0106 Coaching: Theory to Practice 4 15 Compulsory S2
BWE0107 Introduction to Nutrition 4 15 Elective S1
8. 8 of 12 Programme Spec FdSc
BWE0108 Measurement & Meaning 4 15 Elective S2
BWE0109 Effective Coaching Practice 4 15 Elective S1
FdSc Sports Science with Sports Coaching Education
Year 2
Module
code
Module Title Level Credits Status Run
BWC0210 Principles of Training for Sport &
Exercise
5 15
Compulsory
S1
BWC0211 Applied Sport & Exercise Physiology 5 15 Compulsory S1
BWC0212 Research Methods for Sport & Health 5 15 Compulsory S1+2
BWC0213 Sports Development 5 15 Compulsory S1
BWC0214 Sports Psychology 5 15 Compulsory S2
BWC0215 Coaching: Theory to Practice 2 5 15 Compulsory S2
BWE0216 Motivating Health Behaviour 5 15 Elective S2
BWE0217 Global & Cultural Studies 5 15 Elective S1
BWE0218 Sport & Exercise Biomechanics 5 15 Elective S2
FdSc Sports Science with Sports Coaching Education Part Time
Year 1
Module
code
Module Title Level Credits Status Run
BWC0101 Academic & Research Enhancement 4 15 Compulsory S1+2
BWC0102 Exercise Physiology & Anatomy 4 15 Compulsory S1
BWC0103 The Sports & Exercise Practitioner 4 15 Compulsory S2
BWC0104 Skill in Sport: Learning & Mechanics 4 15 Compulsory S2
FdSc Sports Science with Sports Coaching Education Part-Time (Year 2)
Module
code
Module Title Level Credits Status Run
BWC0105 Introduction to Sociology of Sport 4 15 Compulsory S1
BWC0106 Coaching: Theory to Practice 4 15 Compulsory S2
BWE0107 Introduction to Nutrition 4 15 Elective S1
BWE0108 Measurement & Meaning 4 15 Elective S2
BWE0109 Effective Coaching Practice 4 15 Elective S1
FdSc Sports Science with Sports Coaching Education Part-Time (Year 3)
Module
code
Module Title Level Credits Status Run
BWC0210 Principles of Training for Sport &
Exercise
5 15
Compulsory
S1
BWC0211 Applied Sport & Exercise Physiology 5 15 Compulsory S1
BWC0212 Research Methods for Sport & Health 5 15 Compulsory S1+2
BWC0213 Sports Development 5 15 Compulsory S1
BWE0217 Global & Cultural Studies 5 15 Elective S1
9. 9 of 12 Programme Spec FdSc
FdSc Sports Science with Sport Coaching Education Part-Time (Year 4)
Module
code
Module Title Level Credits Status Run
BWE0216 Motivating Health Behaviour 5 15 Elective S2
BWC0215 Coaching: Theory to Practice 2 5 15 Compulsory S2
BWC0214 Sports Psychology 5 15 Compulsory S2
BWE0218 Sport & Exercise Biomechanics 5 15 Elective S2
4.2 Professional requirements
N/A
SECTION 5: PROGRAMME DELIVERY
5.1 Teaching, Learning and Assessment
There are a variety of teaching and learning methods throughout the programme ranging from
lectures, to seminars and practical sessions. All modules will make use of Blackboard, the
College’s Virtual Learning Environment (VLE). This will be for additional learning materials outside
of lessons and assignment submissions.
There are also a variety of assessment methods such as essays, reviews, scientific reports, posters
and oral presentations. Reflective learning is encouraged through use of self, peer or staff formative
feedback on assignments, group work, project work and reflective diaries.
You will also be required to undertake a number of suitable work placements throughout the
programme. These will enable you to gain a better understanding of theory in practice and to be
better employment ready through knowledge and experience of the work place and of work
readiness skills. 30% of your assessed learning outcomes will be assessed through work
placement experiences. The FdSc student handbook covers these in more detail.
To enable you to develop suitable skills we have links with a variety of local employers across the
sports coaching industry including private coaching companies, public sector based organisations
and the not for profit industry. These employers will be able to offer work placements and will be
involved in some selected delivery roles. They may also be present for presentations to allow
suitable feedback that is employer focussed, skills and requirements.
Co-ordinated implementation of the University Assessment Compact, is designed to ensure that
students’ progress towards meeting programme outcomes while experiencing diversity and
balance in assessment practice within and between modules and equity in module workloads. The
programme area is committed to providing students with clear assessment criteria, and useful and
timely feedback on all their work. The quality of academic provision for students will continue to be
assessed regularly by programme teams, principally through annual student evaluation of each
module, and through critical evaluation of the annual external examiner reports.
All modules provide opportunities for students to apply theoretical principles and research findings
to their work as sports coaches. Articles from primary research journals are featured in student
reading lists and students are encouraged to use primary research journals, alongside academic
text books, in preparing assignments.
The programme handbook provides a commentary for students on how the Graduate Attributes
are developed through the programme and will be discussed during induction and students will be
supported and advised in the achievement of these and their own personal development.
The Assessment Compact can be found at:-
10. 10 of 12 Programme Spec FdSc
http://www.brookes.ac.uk/aske/documents/BrookesAssessmentCompact09.pdf]
5.2 Assessment regulations
The programme conforms to the University’s Academic Regulations; Section B1:
http://www.brookes.ac.uk/regulations/current/specific/b1/
SECTION 6: ADMISSIONS
6.1 Entry criteria
A minimum of 120 UCAS tariff points from a full Level 3 qualification in a relevant subject and
at least 4 GCSEs at grades A*-C including Maths and English and Science or Level 2
equivalent.
Mature applicants with relevant experience who do not have the stated entry requirements are
encouraged to apply.
6.2 DBS checks
To aid you in your work placement Bridgwater College have a work placement co-ordinator
working within the Sports and Services section who will be able to assist you in your obtaining
placement. In addition they will help with obtaining suitable DBS clearance if required by your
placement. This is likely if you are going to be working with children or other vulnerable groups.
Bridgwater College has a number of employers in a variety of sectors that have expressed an
interest in working with you.
SECTION 7: STUDENT SUPPORT AND GUIDANCE
Students will be supported in the following ways:
• An induction programme before the start of formal teaching. Induction includes information
on the programme structure and timetable, introduction to the library and College support
services
• A personal tutor at the College to help with academic development, offer personal support
and provide information about College support services.
• Students are provided with a programme handbook at the start of each academic year, and
detailed module handbooks at the start of each semester.
• As enrolled students of Oxford Brookes, students have access to all University’s support
and disability services, including the Students’ Union and Careers and Employment Centre.
SECTION 8: GRADUATE EMPLOYABILITY
Graduating students typically enter employment within areas such as: teaching (primary, secondary
and further education), Sports Science support, the fitness industry, community coaching, elite
coaching and personal training. The programme enables the students to experience some of these
potential career pathways and to gauge a better understanding of the Sports Science and Coaching
industry.
SECTION 9: LINKS WITH EMPLOYERS
Visiting speakers from relevant areas will be arranged to enhance the students
understanding on the programme.
Work-based learning will enhance the application of theory and support the employability
of students after the programme.
The college has established links with Bristol City FC, Yeovil Town FC, Bridgwater Town
FC, Bridgwater & Albion RFC, Team BC, Somerset County Cricket Club, Lloyds Bank,
11. 11 of 12 Programme Spec FdSc
SASP (Somerset Active Sports Partnership), Everyday Coaching, 4T Coaching, D.C
Performance Coaching and a number of Primary and Secondary Schools in the Somerset
area.
SECTION 10: QUALITY MANAGEMENT
Higher Education is an important aspect of Bridgwater College and as such there are number of
quality management systems in place to ensure continuity of quality provision.
The senior level committee is the Higher Education Review Group. This group are responsible for
providing a steer on the direction of the college within in regards to Higher Education. This is
chaired by a College Governor with substantial experience with HE quality.
At operational level there is a termly HE Programme Manager meeting that shares good practice,
discusses quality issues and best approaches from an academic teaching view. This is chaired by
the Head of Academic Partnerships and Marketing and the Head of Staff & Quality Services is a
member.
There are two conferences during the year that provide a briefing and opportunity to explore quality
issues, overall performance and pertinent topics that contribute to CPD.
The overall quality of Higher Education programmes is managed by the curriculum Area Head and
the Head of Staff & Quality Services. Each curriculum Area is divided into Sections with a Section
Leader and each programme with the Section has a specific Programme Manager.
The quality of teaching and learning is quality assured and reviewed and improved by the college’s
internal quality systems. These include SAMs (Self-Assessment Monitoring) which happens on a
termly basis and is undertaken by the Programme Manager and reviewed by the Quality team.
This feeds into Section Operational Plans and Area Operational plans. The college uses these to
inform and complete the annual Higher Education Self-Evaluation. In addition HE lesson
observations are undertaken and analysed across college and feed into the self evaluation reports.
Bridgwater College has an appraisal system for all staff and includes lesson observation details,
required development and scholarly activity.
The Student Voice is important and is encouraged and collected in a number of ways. It is used to
feed into the internal quality mechanisms. It is collected formally via student representative
involvement in Programme meetings, programme planning and student forums. Moreover, college
students are involved in college surveys and National Student Survey with feedback used to
address and monitor progress. HE students have a termly representative forum giving them the
opportunity to feedback on their experience as a HE student at the College and drive forward
student perceptions and needed developments. This currently chaired by a member of the senior
management team and the Principal normally attends.
In the development and planning of the FdSc the development team have involved current HND
students and they have attended meetings with Bridgwater and Oxford Brookes University staff.
Their involvement has helped shape the order of modules and choice and methods of
assessments. Employers have also been involved in helping to shape module content to ensure
validity and relevance of module and to meet current practice.
The quality of assessment at course level is monitored by internal verification and between the
college and University before work is issued to students. The course has an External Examiner
associated with each programme who will provide feedback on the quality of assessment to
promote continuous improvement and parity with other HE institutions. Internally EE reports are
monitored by the HE Quality Team to detect common themes and improvements in the provision
of HE programmes. All EE reports are analysed annually and reported to the College’s HE Review
Group for consideration and to inform strategy and annual planning processes.
12. 12 of 12 Programme Spec FdSc
The quality of academic provision for students will continue to be assessed regularly by programme
teams, principally through annual student evaluation of each module, and through critical appraisal
of the annual external examiner reports.