PoSH Sports Management 2019-20

PROGRAMME OF STUDY HANDBOOK
BA (HONS) SPORTS MANAGEMENT
LEVELS 4, 5 AND 6
ESCOLA UNIVERSITÀRIA FORMATIC

BARCELONA
2019-2020
CONTENTS PAGE
Page No
INTRODUCTION....................................................................................................... 1
FEEDBACK AND STUDENT ENGAGEMENT........................................................... 1
WELCOME MESSAGE ............................................................................................ 1
CURRENT MEMBERS OF STAFF............................................................................ 3

Names and Contact Details ................................................................................... 3
EXTERNAL EXAMINERS ......................................................................................... 4
ACADEMIC YEAR .................................................................................................... 5
MODULAR TERMINOLOGY ..................................................................................... 6
ASSESSMENT.......................................................................................................... 6
Extenuating Circumstances ................................................................................... 6
Additional needs in terms of assessment............................................................... 7
Academic Appeals................................................................................................. 7
Assessment Regulations ....................................................................................... 7
Responsibilities of students in relation to the assessment process ........................ 7
VIRTUAL LEARNING ENVIRONMENT (VLE) ........................................................... 8
PROGRAMME OF STUDY – BA (Hons) Sports Management .................................. 9

Modules .............................................................................................................. 17
POLICIES ............................................................................................................... 84
ABOUT UNFAIR PRACTICE AND PLAGIARISM .................................................... 85

Plagiarism: Regulations, Procedure and Penalties .............................................. 85
Avoiding Plagiarism ............................................................................................. 85
Other types of Unfair Practice.............................................................................. 86
LIBRARY AND LEARNING RESOURCES .............................................................. 86
STUDENT SERVICES ............................................................................................ 86
COMPLAINTS ......................................................................................................... 87
STUDENT’S UNION................................................................................................ 87
INTRODUCTION
This handbook provides you with detailed information about your course, or Programme of
Study, and about the modules that will be offered for study at Level 4, 5 and 6 in the
academic year 2019-2020.
The University has made every effort to make the information as full and as accurate as
possible, but you should note that minor changes in the organisation of modules between
the planning stage and the actual teaching are inevitable. We shall try to keep any such
changes to a minimum, and you will receive plenty of advance warning in the event of any
alteration. We would also be grateful if you would let us know about any changes that you
think might be helpful if introduced into future handbooks.
FEEDBACK AND STUDENT ENGAGEMENT
Feedback on your programme of study and modules is welcome and important and will help
us to improve and enhance your learning experience. You can give feedback in a number
of ways, including: through the student representative for your programme of study, through
module evaluation questionnaires, or through informal meetings with your teaching staff. If
there are issues, then it is important that you share these with us so that we can address
them. Your opinion is valued.
The University works to engage all students individually and collectively in the assurance
and enhancement of their educational experience. The University has a strong commitment
to students as partners in their educational experience.
It is recognised that student engagement, representation, feedback and support at

collaborative partner institutions may take a different format to that at the University. For
example, not all collaborative partner institutions have a Students’ Union. However, all
collaborative partner institutions are expected to:
• Value student engagement and the student voice
• Have a comparable set of systems and procedures in place which reflect the
requirements of the specific delivery location
• Meet the University’s principles of student engagement, representation and support
• Meet the expectations of the UK Quality Code for Higher Education
• Clearly articulate to students any variations to the principles Have good communication
mechanisms in place to let students know what has been done in response to feedback.
WELCOME MESSAGE Comentado [TJ1]: This can be from Head of School, Head of
Institution or Programme Director as appropriate.
The Escola Universitària Formatic Barcelona (EUFB) is a private educational institution
specialized in three areas of knowledge: tourism, business and communication. This
document that you have on our hands collects our university training offer linked to the
University of Wales Trinity Saint David.
We are a university school associated to the University of Wales Trinity Saint David for the
delivery of university studies related to the company and the communication. The EUFB
proposes personalized and superior university education with a clear professional vocation.
Since 1974 we have formed competitive professionals, with more than 20,000 students
passing through our classrooms. The individualized treatment of the student is oriented
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towards the integral advice of the student in his trajectory formative. On the other hand, the
teaching plan includes many practical classes, with a good part of the professors coming
from the professional field, and a close relationship between university and company
through our work placement programs in prestigious companies and institutions.
The objective is to provide the students with all the knowledge, skills and aptitudes required
by the market. On the other hand, our service of alumni and Job Bank guarantees its labour
insertion.
The personal relationship between teachers and students is the basis of a teaching that
takes into account the skills and requirements of each student, their learning process and
their evolution as a person. This academic model based on the integral training of the
student is only possible based on reduced class groups that allow individual attention to
facilitate the personal and professional development of students. This highlights the
importance that we give to the formation and the relationship between students and
teachers, two facts that are closely linked and that are often only feasible in the least-mass
universities.
In addition, they have a university school with presence at the international level through
agreements that allow the realization of studies in other European universities. In the EUFB,
the internationalization of the institution is a basic and necessary element for the students.
In this regard, specific English is studied for each degree and there is an extensive program
of international exchanges. The EUFB has promoted internationalization with the
achievement of the Erasmus Charter and the signing of 23 collaboration agreements with
European universities.
We attach great importance to the research and knowledge transfer activity, and annually
we organize seminars, summer universities and international conferences. All of this allows
a complete personal use of the resources, both personal and personal, that the university
school puts at the disposal of the students, so that it can perform the highest performance
of the chosen higher or university studies and confronts the professional world with
guarantees.
The educational activity of the EUFB in the transmission of knowledge offers teaching at a
level of academic excellence. The focus is on reality, in the society in which students will
have to develop their professional activity, and the entire academic community is involved
with this purpose.
Since its foundation, the aspiration of our university school and the acquisition of those who
are part of it is the formation of a university community: a knowledge community capable of
providing the society with excellent professionals. This commitment of the EUFB with all its
students makes the students able to live their studies intensely and at the highest level.
The EUFB has always sought to adapt its planning and resources to the requirements of the
European Higher Education Area, assuming the challenge of anticipating in the curricula
some aspects that should necessarily be incorporated: the permanent connection between
teacher and student, work systems and continuous evaluation and the implantation of
innovative teaching resources. The EUFB is not limited to presenting an excellent academic
offer; It provides the student the opportunity to receive an invaluable integral training that
prepares them to face their own personal and professional challenges based on their own
criteria.
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CURRENT MEMBERS OF STAFF
The following members of staff will be teaching on your Programme of Study:
Names and Contact Details
Escola Universitària Formatic Barcelona (EUFB)
Contact Telephone No. Email Address

Anna Alvado Teixido 93 215 68 00 annaalvado@formaticbarcelona.com
(Course Leader/
Programme Director) Comentado [TAJ2]: Add appropriate job title in Partner
Institution and add appropriate pastoral support contact.
Comentado [UdW3R2]: Done.
List all other teaching staff
Joan Sorribes
Joaquín García-Lavernia
Alejandro Martínez
Magda Martorell
Ana Maria Huerta
Sergi Cristóbal
Eduardo Riesco
Francisco Negre
Patricia Gil
José Bru
Sabina Niubó
Ginés Corral
Marcos Carbonell
Meritxell De Visa
David Estrocoff
Xavier Santaella
Oscar Huerta
Lola Pérez
Javiar Cañas
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EXTERNAL EXAMINERS
All taught Programmes of Study which lead to a Higher Education award of the University
have at least one External Examiner. The principal purposes of the University’s external
examiner system are to ensure that:
• the standard of each award is maintained at the appropriate level;

• the standards of student performance are comparable with standards on similar
programmes or subjects in other UK institutions with which they are familiar;
• the processes for assessment and the determination of awards are sound and
fairly conducted.
Students may request a copy of the previous year’s External Examiner’s Report for their
programme of study by contacting the Programme Director.
The current External Examiners for the Programmes of Study are:
Programme of Study External Examiner for 2019/20 External Examiner for

(forename/surname) 2018/19 (if different to
current)
BA (Hons) Sports Management Thomas Dickson Claire Blanchard
Please note that students are not permitted to make direct contact with the External
Examiners without permission and to do so may be considered a disciplinary offence.
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ACADEMIC YEAR
The academic year for your programme will be divided up as follows:
First Term
From 1st October 2019 to 7th February 2020
Assessments on 1st attempt: From 13th to 31st January 2020
Second Term
From 10th February 2020 to 30th June 2020
Assessments on 1st attempt: From 11 to 29 May 2020
Resit dates
From 2nd to 10th September 2020
Exam Board: July 2020

Resit Exam Board: October 2020
It is vitally important that the Escola Universitària Formatic Barcelona has an accurate record
of your personal details at all times. It is equally important to ensure that you are enrolled
on the correct Programme of Study and on the correct modules. Failure to inform the Escola
Universitària Formatic Barcelona of any changes in this respect is likely to cause some or
all of the following problems:
• delay in obtaining your student loan;
• failure to keep you generally informed;
• failure to contact you in an emergency;
• clashes on your examination timetable and delays in its production;
• failure to progress to the next level of study as a result of not completing sufficient credits
at the correct level;
• delay in graduation as a result of not completing sufficient credits at the correct level;
• general inefficiencies in administrative processes resulting in delays for other students.
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MODULAR TERMINOLOGY
Level (of Study):
A level is assigned to each module to define the standard of its academic demand in line
with the National Qualifications Framework which incorporates both Further Education and
Higher Education.
The level is not necessarily synonymous with a year, though very often Level 4 will be
the first year of a Programme of Study, Level 5 will be the second year, and Level 6 will be
the third year. The basic characteristics of the relevant levels of study are outlined by the
Welsh Assembly government and available on their website:
https://gov.wales/sites/default/files/publications/2018-02/level-descriptors.pdf
ASSESSMENT
At the start of each module, tutors will provide full details of the means by which you will be
assessed in that module. This will include a full assessment brief and guidelines on the
criteria that will be used for marking your work as well as clear information about when the
assessments are due and the turn-around feedback time for the assessments. It will also
detail how you will be able to discuss the feedback on your work and your performance and
what to do if you have any questions.
All assessed written coursework needs to be submitted in electronic copy or alternative

instructions will be provided by the Programme Director or Module’s Professor for any forms
of coursework that cannot be submitted via Turnitin. Comentado [TJ4]: Please retain or delete as applicable.
The University offers programmes in Spanish, although, at times, parts of the studies are
taught in Catalan, as is the official language of Catalonia, as well as in English, as many
documents are originally found in English and most of the companies where the students
are working in their future use English as a vehicular language or is a requirement for
applying for a job.
In the case of Escola Universitària Formatic Barcelona, students will be assessed in the
same language in which the programme or modules are delivered. Assessment questions
will be written down in Spanish; however, students can be assessed in Catalan or Spanish,
if they wish so. The normal expectation is that you will be assessed in the same language
in which the programme or modules are delivered, but you should consult your Module
Professor or Programme Director about the options available to you. Comentado [TJ5]: Relevant to Wales-based provision only.
Comentado [GU6]: Relevant to programmes delivered in a
language other than English or Welsh
You will receive confirmation of your assessment marks at the end of each year. Any marks
released prior to formal approval by the Progression / Award Examining Board are
provisional.
Extenuating Circumstances
If you believe that there are extenuating circumstances which may have adversely affected
your ability to complete coursework or examinations, you should follow the University’s
procedures for Extenuating Circumstances for Taught Provision, which can be found on the
Academic Office section on the University’s website:
http://www.uwtsd.ac.uk/academic-office/procedures-for-academic-appeals-complaints-
and-other-student-cases/
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Additional needs in terms of assessment
If you have any additional needs in terms of assessment, it is your responsibility to liaise
with Head of Studies, Anna Alvado, regarding those needs at the start of the academic year, Comentado [TJ7]: Add name or department
so that a Statement of Compensatory Measures can be drafted in line with the University’s
procedures for assessment of students with additional needs.
Note that the period between the end of the summer examinations and the end of the
summer term is an independent study period, which should be used to prepare for your next
year of study. Further details will be provided by your Programme Director. Comentado [TJ8]: Relevant only to programme delivered in
a traditional academic year
Academic Appeals
Information about how to appeal is provided in the ‘Academic Appeal Procedure’ in Chapter
13 of the Academic Quality Handbook, and in supporting documentation published on the
Academic Office section on the University’s website:
http://www.uwtsd.ac.uk/academic-office/procedures-for-academic-appeals-complaints-
and-other-student-cases/
Additional advice is available from the Students’ Union. It is very important that you note
carefully the grounds on which appeals may be made and submit your appeal on the
appropriate form because incomplete or ineligible appeals cannot be processed.
Assessment Regulations
The rules and regulations that govern the assessment of your Programme of Study are
available in Chapters 6 and 7 of the University’s Academic Quality Handbook, a copy of
which is available on the Academic Office section of the website:
http://www.uwtsd.ac.uk/academic-office/academic-quality-handbook/
Responsibilities of students in relation to the assessment process

As noted in Chapter 7 of the Academic Quality Handbook, students are responsible for
ensuring that:
i) You are correctly enrolled on your programme of study (including re-enrolment for
each academic year after initial enrolment).
ii) You read and understand the information provided about how you will be assessed,
how your final award will be determined, and the action to take in the event that you
experience difficulties relating to assessment.
iii) You attempt every assessment component of a module.
iv) You attend examinations and other assessment events, including re-examination and
re-assessment events, as required; and that you are available to attend oral
examinations if required to do so within the published dates of terms or semesters, or
other date notified to you in advance.
v) You submit work for assessment as required and in accordance with the required
format and deadline.
vi) You inform your Course Leader/Programme Director/Head of Studies (Anna Alvado)
of any disability or long-term impairment which might require special provisions for
assessment.
vii) You familiarise yourself with the University’s definition of unfair practice and undertake
assessments in a manner that does not attempt to gain unfair advantage.
viii) You follow the prescribed procedures in the event that you experience extenuating
circumstances or wish to appeal against the decision of an Examining Board.
ix) You keep a copy of work presented for assessment wherever feasible.
x) You make your work available for sampling for external examining purposes and for
archiving.
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VIRTUAL LEARNING ENVIRONMENT (VLE)
Escola Universitària Formatic Barcelona has its own Virtual Learning Environment, Alexia.
Further details will be given to you by your Course Leader/Programme Director.
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PROGRAMME OF STUDY – BA (Hons) Sports Management
Programme Learning Outcomes: BA (Hons) Sports Management

The programme aims of BA Sports Management are met through students achieving the
intended learning outcomes below
Knowledge and Understanding
On completion of these programmes, students will be able to:

KU1 Demonstrate a comprehensive knowledge base and systematic understanding of
leisure, entertainment and the recreational sector to promote participation, positive
health and well-being.
KU2 Critically analyze the contested nature of sport using a wide range of perspectives.
KU3 Demonstrate a systematic understanding of the multidisciplinary nature of sport in
analyzing the current and future health of society, professional sports teams,
coaching pathways, LA delivery and NGB’s.
KU4 Use research findings in a critical and evaluative way to demonstrate the
development of sports and leisure facility management as a discipline.
KU5 Explain policy which underlies the basic principles of the benefits of sport and
community facilities to the success of a nation.
KU6 Critically analyze contemporary issues, debates and research at the forefront of
changes within the sector.
KU7 Demonstrate a systematic understanding of current and emerging pervasive themes
relevant to business, which may include innovation, creativity, sustainability,
marketing, strategy, globalisation, corporate social responsibility, and knowledge and
risk management.
KU8 Critically appraise a number of Sport Wales and NGB interventions.
KU9 Critically evaluate and apply vocationally relevant concepts associated with the
operational and strategic management of the public, private and not for profit sectors.
KU10 Demonstrate a systematic understanding of the theory and practice of leadership and
management in a wide range of private business organisational contexts.
Each of the above PLOs is covered by at least 2 modules at the appropriate level
(taking into account individual patterns of study).
General Transferable Skills
On completion of this programme, students will be able to demonstrate:
T1 An ability to approach a problem logically, analyse complex factual situations and

evaluate a range of solutions in the light of the specific issues raised.
T2 Understanding of and ability to use effective communication in a variety of situations
applicable to the sector and present knowledge or an argument in a way which is
comprehensible to others, both orally and in writing.
T3 The ability to conduct independent research into unfamiliar areas – including the
ability to pinpoint areas requiring research and retrieve relevant data - using a variety
of primary and secondary sources, both hard copy and online.
T4 The capacity to evaluate the strengths and weaknesses of their own arguments, as
well as others’ arguments particularly in relation to the coaching and mentoring
process.
T5 Time management skills when planning and delivering to colleagues, peers and the
community.
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T6 Reflection, self-awareness and self-management in planning and managing their own
learning and lifelong continuous professional development linked to industry
standards (CIMSPA).
Cognitive Skills
On completion of the programme the student will be able to:
CS1 Analyse primary and secondary source material, derive appropriate conclusions and
make critical judgments on the merits of particular arguments.
CS2 Analyse practical problem scenarios and apply relevant knowledge.
CS3 Process large quantities of information and produce a synthesis of relevant issues,
ranked in order of relevance and importance.
CS4 Listen effectively, assimilating complex data and asking questions where appropriate.
CS5 Draw upon the lived experience of health, management and well-being to critically
reflect on the links with wider structural stakeholders.
CS6 Develop a sustained reasoned argument and be able to challenge previously held
assumptions with regard to the professional, amateur, public and private elements of
the sport, entertainment, facility and leisure sector.
CS7 Plan, design, execute and communicate a sustained piece of independent intellectual
work in a sport related topic, which provides evidence of critical engagement with,
and interpretation of appropriate data.
CS8 Learn independently, monitor and evaluate their personal development planning
needs, and identify appropriate problem-solving strategies.
Practical Skills
On completion of the programme the student will be able to:
PS1 Plan, design, and execute practical activities in the area of sport, physical activity,
events and programming while using appropriate skills, techniques and procedures.
PS2 Recognize and respond to moral, ethical, sustainability and safety issues which
directly pertain to working in a sport, school, club or a community or private facility,
including relevant legislation and professional codes of conduct.
PS3 Carry out sport related projects or practical experiences with continuous regard for
safety, risk assessment and risk management.
PS4 Demonstrate self-awareness and confidence in skills transferable to the workplace
and the ability to articulate these to a particular employer.
PS5 Appropriately respond to equal opportunities and diversity issues in context.
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Diploma of Higher Education Sports Management learning outcomes (Level 5
exit award)
The following level 5 Sports Management programme learning outcomes conform in full to
the expectations of the QAA FHEQ (2014) level 5 descriptor.
Knowledge and Understanding Skills

Successful candidates of the programme will be able to demonstrate:
KU1 Knowledge and a critical understanding of well-established principles of Sports

Management, and of the way in which those principles have developed.
KU2 Knowledge of the main methods of enquiry in the subject(s) relevant to Sports
Management.
KU3 An understanding of the limits of their knowledge, and how this influences
analyses and interpretations based on that knowledge.
Cognitive Skills
Successful candidates of the programme will be able to:
CS1 Use a range of established Sports Management techniques to initiate and

undertake critical analysis of information, and to propose solutions to problems
arising from that analysis.
CS2 Evaluate critically the appropriateness of different approaches to solving Sports
Management, based on knowledge of the main methods of enquiry and
research.
CS3 Recognise the limits of their knowledge, and how this influences analyses and
interpretations based on that knowledge.
Practical Skills
Sports Management awards are strongly related to practice and therefore provide a clear
link between the development of relevant skills and employability of graduates. Successful
candidates of the programme will be able to:
PS1 Apply underlying concepts and principles in different Sports Management

contexts including, where appropriate, the application of those principles in an
authentic organisational or employment context.
PS2 Use quantitative skills to manipulate data, evaluate, estimate and model Sports
Management problems, functions and phenomena.
PS3 Effectively communicate information, arguments and analysis to both specialist
and non-specialist audiences.
(taking into account individual patterns of study)
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Key Skills
Successful candidates of the programme will be able to demonstrate the qualities and
transferable skills necessary for employment requiring:
KS1 The exercise of personal responsibility.

KS2 Decision-making in authentic contexts.
KS3 A continuing appetite for development and the learning ability needed to acquire
new competences that will enable them to assume significant responsibility
within organisations.
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Certificate of Higher Education Sports Management programme learning
outcomes (Level 4 exit award)
The following level 4 Sports Management programme learning outcomes conform in full to
the expectations of the QAA FHEQ (2014) level 4 descriptor.
Knowledge and Understanding Skills

Successful candidates of the programme will be able to demonstrate:
KU1 Knowledge of the underlying concepts and principles associated with Sports
Management.
KU2 Knowledge of the main methods of enquiry in the subject(s) relevant to Sports
Management
KU3 An understanding of the limits of their knowledge, and how this influences
analyses and interpretations based on that knowledge.
Cognitive Skills
Successful candidates of the programme will be able to:
CS1 Evaluate the underlying concepts and principles associated with Sports
Management and interpret these within that context.
CS2 Evaluate and interpret qualitative and quantitative data, in order to develop lines
of argument and make sound judgements in accordance with basic theories and
concepts of Sports Management.
CS3 Evaluate the appropriateness of different approaches to solving problems related
to Sports Management.
Practical Skills
Sports Management degrees are strongly related to practice and therefore provide a clear
link between the development of relevant skills and employability of graduates. Graduates
of the programme will be able to:
PS1 Communicate and present the results of their study/work accurately and reliably,
and with structured and coherent arguments.
Key Skills
Successful candidates of the programme will be able to demonstrate the qualities and
transferable skills necessary for employment requiring:
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KS1 The exercise of some initiative and personal responsibility.
KS2 Further training and to develop new skills within a structured and managed
environment.
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All Level 4, 5 and 6 students must normally pursue 120 credits per year. The credit rating
of each module is specified in the module details.
Structure: Full-time Students. SPORTS MANAGEMENT
Intake Module Code Title Module type Credits

number
Year 1, Level 4, Semester 1 (Oct. to Feb.) (Cohort 2 will study these modules in the first semester of
the following academic year)
1 FBSM4000 The Business of Sport Compulsory 20
FBSM4002 Fundamentals of Sports Marketing Compulsory 20
FBSM4003 Health, Exercise and Society Compulsory 20
Year 1, Level 4, Semester 2 (Feb. to May)
1 and 2 FBSM4001 Fitness and Lifestyle Management Compulsory 20
FBSM4004 Management of the Coaching Process Compulsory 20
FBSM4005 Research Methods and Professional Compulsory 20
Development
1 FBSM5001 Community Sport Development Compulsory 20
FBSM5005 Stadia and Sports Facility Management Compulsory 20
FBSM5003 Professional Development for Sports Compulsory 20
Industry Placement
1 and 2 FBSM5000 Advanced Coaching and Mentoring Compulsory 20
FBSM5002 Professional and Elite Sports Management Compulsory 20
FBSM5004 Sports Industrial Placement Compulsory 20
1 FBSM6003 Sports Industry Research Project (across Compulsory 40
two semesters)
FBSM6001 Managing People and Projects Compulsory 20
FBSM6004 Sports Policy and Strategy Compulsory 20
1 and 2 FBSM6003 Sports Industry Research Project (across Compulsory 40
two semesters)
FBSM6002 Sports Development and Compulsory 20
Entrepreneurship
FBSM6000 Global Sports Events Management Compulsory 20
NB: Programme Teams may identify ‘core’ modules which must be passed before a
student can progress to the next year of study. It is possible for a module to be a core
module for one Programme of Study but a non-core module for another programme.
Such modules must be clearly identified in Programme of Study Handbooks.
Module details are correct on 1 October 2019, and will not normally be changed during the
year. In the unlikely event of the School having to make changes to these details during the
year, you will be notified in writing.
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Programme Structure: BA (Hons) Degree in Sports Management
Mode of study, attendance pattern, duration and intake points
Pattern of attendance: Full-time
Programme duration: Standard, i.e. three academic years of study
Credits: The programme comprises 360 credits; Levels 4, 5 and 6 are each 120-credits
(120 credits per year of study).
Mode of study/delivery: On-campus
Pattern of delivery: Two semesters per academic year. Students study 60-credits worth
of modules per semester. Within a semester, the modules run in parallel with each other.
Intake points: There are two intakes per year: October and February. The start of each
semester represents a cohort intake point.
Instances of module delivery: each module is delivered once annually, except for the
Sports Industry Research Project, which is delivered twice because it is delivered across
the whole academic year. The February cohort joins the October cohort at the mid-
semester point and receives the modules for that level in reverse order.
The structure of the programme
Module size: All modules are 20-credits in size except the 40-credit Sports Industry
Research Project at level 6.
Balance of compulsory and optional modules: All modules are compulsory.
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LEVEL 4
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MODULE CODE: FBSM4000
TITLE: The Business of Sport
DATED: 20/09/2018
LEVEL: 4
CREDITS: 20
JACS CODE: N880
AIM(S)
• To provide students with an understanding of how a typical sport and leisure facility
is managed and operated to meet organisational goals, deliver services effectively
and use resources efficiently to meet customer needs.
• That students understand the wider business and economic environment in which
firms operate.
LEARNING OUTCOMES
Upon the successful completion of this module, the student should be able to demonstrate
the ability to:
• Analyse and reflect on the organisation’s and sector’s importance to the wider
environment.
• Understand resource management processes, applying monitoring, controlling and

reporting techniques
INDICATIVE CONTENT
UNIT 1. THE HISTORY AND EVOLUTION OF SPORTS MANAGEMENT

1. Introduction
2. The club structure
3. The implantation of clubs in the United States
4. The professional circuit: mixing business and altruism
UNIT 2. NATURE AND TYPES OF SPORTS ENTITIES

1. Sports company concept
2. Public sports organizations
3. Non-profit private sports organizations and Sports Public Limited Companies
4. Governing bodies of sports organizations
UNIT 3. SPORT STRATEGIC MANAGEMENT
1. Steering systems: concept and evolution

2. Strategy: concept, levels and development process
3. Strategic management process of sports companies
4. Risk management in sport
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UNIT 4. DESIGN SPORTS ORGANIZATIONS
1. Horizontal and vertical differentiation

2. Geographic differentiation
3. Centralization and decentralization
4. Organizational culture
UNIT 5. LEADERSHIP AND ORGANIZATION IN THE SPORTS COMPANY
1. Definition and approach of the administration

2. Administrative functions
3. Management skills
4. Leadership: Classical leadership theories
UNIT 6. FINANCIAL MANAGEMENT IN SPORT
1. Financial and capital planning

2. Financial accounting
3. Budget accounting
4. Grants and types of financing
UNIT 7. SPORTS FINANCE
1. Introduction: The study of sports finance

2. Evaluating financial performance
3. Valuing sports businesses
4. Sport and the stock market
UNIT 8. THE FUTURE FOR SPORTS BUSINESS
1. Overview and introduction

2. Predicting the future
3. Emerging trends and challenges
4. Strategies and responses
LEARNING AND TEACHING STRATEGY
The ongoing challenge for a sport and leisure manager is to bring all the aspects of running
a facility into harmony while working against a backdrop of constant change and financial
constraints. Managers need to deliver routine and non-routine tasks and ensure that the
facility’s resources are working to full capacity.
For larger and more diverse facilities this can mean a mix of retail, events, wet and dry
activities, indoor and outdoor locations and surrounding parking or play areas need to have
plans for use in place and to be monitored to see if they are meeting customer needs.
The module takes learners through aspects of planning, implementing and monitoring, and
the manager’s central role in controlling these aspects. The understanding and skills
covered in the module should by nature be transferable to many contexts and help to
establish good knowledge of best working practices for sport and leisure, whether they are
in swimming pools, outdoor centres, sports stadia or leisure centres.
The technology, staffing, resources and activities may differ from one facility to another but
the principles of good operations management will still apply. Everything from design, layout,
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capacity and maintenance planning to quality assurance, scheduling, and inventory and
supplies management can come under the umbrella term of operations management.
The allocation of teaching to deliver the module is:
Activity type Hours Percentage

Scheduled learning 48 24%
Independent learning 152 76%
Placement learning NA NA
TOTAL 200 100%
ASSESSMENT
Assessment Component 1 – 100%

(Tick one)
☐ Written exam ☒ Coursework ☐ Practical
Mode of assessment Volume Weighting

Report 3000 words 100%
Assessment Summary
Activity type Percentage

Written exam
Coursework 100%
Practical
TOTAL 100%
Module Code
Module Title
The Business of Sport
Classification Reading List entry Electronic*
Essential Carrión, G. A. C., & Landroguez, S. M. ☐
(2018). Administración y gestión de organizaciones
deportivas
Essential Beech, J., & Chadwick, S. (Eds.). (2004). The business ☐
of sport management. Pearson Education.
Essential Soriano, F. (2013). Pelota no entra por azar, La: Ideas ☐
de Management desde el mundo del fútbol. Ediciones
Granica
Essential Andrews, M., & Harrington, P. (2016). Off Pitch: ☐
Football's Financial Integrity Weaknesses, and How to
Strengthen Them
Essential Barker, R. (2001) Determining Value: Valuation Models ☐
and Financial Statements, Pearson Education, Harlow.
Further European Commission, Directorate-General Education ☐
and Culture. (2012). Study on the Contribution of Sport
to Economic Growth and Employment in the EU. Final
Report.
20
Module Code
Module Title
The Business of Sport
Further Finlay, P. (2000) Strategic Management: An Introduction ☐
to Business and Corporate Strategy, FT Prentice Hall,
Harlow
Further Hwang, P., & Lichtenthal, J. D. (2000). Anatomy of ☐
organizational crises. Journal of Contingencies and
Crisis Management, 8(3), 129-140.
Further McMorris, T. and Hale, T. (2006) Coaching Science ☒
Theory into Practice. Chichester. Wiley.
Further Robbins, S. (2003) Essentials of Organizational Behavior ☐
(7th ed), Prentice Hall, Upper Saddle River NJ.
Further Robbins, S. and Coulter, M. (2002) Management (7th ☐
ed), Prentice Hall, Upper Saddle River NJ.
Further European Sport Management Quarterly ☒
Further Sport Management Review ☒
Further International Journal of Sport Management (IJSM) ☒
Further International Journal of Sport Management and ☒
Marketing (IJSMM)
Further International Journal of Sports Policy (IJSP) (new for ☐
2009)
Further Journal of Sport Management ☐
Further Sport in Society ☒
Further British Journal of Management ☒
Further Harvard Business Review ☐
Further Human Resource Management Journal ☐
Further International Journal of Employment Studies ☐
Further Journal of Management Development ☒
Further Journal of Organizational Behaviour ☐
Further http://www.skillsactive.com/ ☒
21
TITLE: Fitness and Lifestyle Management

DATED: 20/09/2018
LEVEL: 4
CREDITS: 20
JACS CODE: N880
AIM(S)
This module will develop in students a knowledge and understanding of all key concepts,
theories, and issues, relevant to lifestyle management, fitness and exercise leadership
instruction.
It will also encourage students to evaluate personal performance, assess and manage
risk, and develop professional qualities and transferable skills necessary for employment
within the sports fitness and leisure industry.
LEARNING OUTCOMES
the ability to:
• Appraise and evaluate the effects of sport, fitness and exercise interventions on
participants making effective use of knowledge and understanding of the
disciplines underpinning human structure and function.
• Show evidence of the skills required to plan, instruct, monitor and evaluate
participant responses to sport and/or exercise.
• Demonstrate knowledge of the benefits of physical activities and sports for health
and quality of life.
INDICATIVE CONTENT
UNIT 1. CONCEPTUAL INTRODUCTION

1 Lifestyle, health and Fitness
2 Conditional Skills and Basic Motor Skills
3 Motor learning
UNIT 2. HEALTH FROM THE PRESENCE OF PHYSICAL ACTIVITY

1 Healthy benefits of physical activity
2 Contraindications to physical activity
3 Promote sport as a healthy habit
22
UNIT 3. PRESCRIPTION OF PHYSICAL ACTIVITY FOR HEALTH
1 Prescription of AF for health in the general population
2 Prescription of AF for specific groups
3 Classification and energy expenditure AF
UNIT 4. DIRECTED RESISTING ACTIVITIES

1 Cyclic non-choreographed cardiovascular work
2 Choreographed cardiovascular work
3 Cardiovascular work choreographed in the aquatic environment
UNIT 5. DIRECTED ACTIVITIES OF FORCE

1 Work of force choreographed
2 Force work in the aquatic environment
3 non-choreographed high intensity strength work
UNIT 6. PRESCRIPTION OF PHYSICAL EXERCISE IN FUNCTION OF PATHOLOGIES

1 Circulatory apparatus
2 Respiratory system
3 Locomotor apparatus
4 Endocrine system
5 Neuropsychology
6 Other
UNIT 7. FITNESS
1 Type of specific machines in the weight room
2 Working with free weight
3 Work with bars and pulleys
4 Type of cardiovascular machines in room
UNIT 8. TYPE OF ROUTINES

1 Principles of training
2 Training methods
3 training routines
23
Lectures will introduce conceptual, theoretical issues and key ideas and will allow students
to engage in discussion on the application of the theoretical concepts to practical situations.
However, for the further exploration of these topics and their application to real life practical
situations and case studies, practical seminars and tutorials are the most appropriate
strategy. During tutorials and seminars, students will also have the opportunity and
encouragement to apply the relevant issues to the given case organizations and gain
individual formative feedback.
Placement learning
TOTAL 200 100%
For health and safety reasons and to meet industry guidelines instructing sessions will be
arranged in groups of 6-8.
ASSESSMENT

(Tick one)
☐ Written exam ☐ Coursework ☒ Practical

Phased Test (90 minutes) 50%

(Tick one)

Assessment Summary
Written exam
Coursework 50%
Practical 50%
TOTAL 100%
24
Module
Code
Module
Title Fitness and Lifestyle Management
Classific Reading List entry Electro
ation nic*
Essential Bouchard, C, Blair, SN, Haskell, W. (2011). Physical Activity and ☐
Health. Champaign, Illinois: Human Kinetics
Essential Departament de Salut de la Generalitat de Catalunya (DSGC). ☐
(2008). Plasència, A. (Dir.). Castell, C. i Cabezas, C. (Coords.). Pla
integral per a la promoció de la salut mitjançant l’activitat física i
l’alimentació saludable (PAAS). Barcelona: Departament de Salut.
Essential Generalitat de Catalunya. (2007). Guia de prescripció d’exercici ☐
físic per a la salut (PEFS). Recuperado
a: http://www.scribd.com/gerardcat832277/d/75137824-Guia-
prescripcio-de-l-exercici-fisic-i-la-salut
Essential Heyward, V. (2010). Advanced Fitness Assessment and Exercise ☐
Prescription. Champaign, Illinois: Human Kinetics.
Essential Zimmermann, K. (2004). Entrenamiento Muscular, España. ☐
Essential BOSCO C. La Fuerza muscular, Ed. Inde, 2000. ☐
Essential DELAVIER, F. (2006) Guía práctica de los Movimientos de ☐
Musculación, Ed. Paidotribo, 5º edición., Barcelona
Essential ISIDRO, F., HEREDIA, J.R., PINSACH, P., COSTA, M.R. (2007) ☐
Manual Del Entrenador Personal: Del Fitness al Wellness, Ed.
Paidotribo, 1º Edición.
Further JIMENEZ URBANO, I. Evolución en la gestión de centros ☐
deportivos: Aplicación de medios informáticos. Feda.net.
Further http://www.csd.gob.es/csd/asociaciones/1fedagclub/soapcli.2007- ☒
02-14.7388867167/
Further http://ajuntament.barcelona.cat/esports/ca/ ☒
Further http://esport.gencat.cat/ca/inici/ ☒
Further http://www.csd.gob.es/csd/instalaciones/4CenAltRend/1CenAltRe ☒
n/04card/03cardbarcelona/
25
TITLE: Fundamentals of Sports Marketing

DATED: 20/09/2018
LEVEL: 4
CREDITS: 20
JACS CODE: N880
AIM(S)
• This module will introduce the students to the discipline of marketing within the
context of sport and leisure industries.
• Students should develop an understanding of an effective marketing mix in the field

of Sports.
LEARNING OUTCOMES
the ability to:
• Assess the development of marketing in creating value within a sport and leisure
context.
• Understand the processes and stages of developing marketing plans for sport and
leisure organizations including the role of the marketing environment, marketing
research and the marketing mix.
INDICATIVE CONTENT
UNIT 1. INTRODUCTION TO SPORTS MARKETING.
1. Definitions, evolution and delimitations of the concept of sports marketing.

2. Functions of sports marketing
3. The Principles and Values in Sports Marketing (Sports, Society and Culture)
UNIT 2. MARKETING ENVIRONMENT AND ANALYTICAL MARKETING
1. Micro and Macroentorno sports organizations

2. The Market: characteristics and evolution
3. SWOT matrix
UNIT 3. SIM (Marketing Information System) & IDM (Market Research)
1. SIM concept.
2. Components and importance for the organization
3. IDM concept and IDM process
4. Typologies and techniques
26
UNIT 4. THE CONSUMER AND BEHAVIOR
1. Analysis of purchase behavior.

a. Characteristics.
b. Advantage.
2. Needs and desires: Maslow's pyramid.
3. Conditioning factors:
a. Internal
b. External
4. Purchase roles and purchase process. Types of purchase behaviors
UNIT 5. MARKET SEGMENTATION

1. Concept:
2. Advantages:
• A priori:
• A posteriori:
3. Features:
4. Criteria and requirements:
• Applicable to the segments.
• Required to organizations.
UNIT 6. MARKETING MIX IN SPORTS (Product-Price-Distribution-Promotion)

1. Product:
A. Concept and attributes. Professionals.
B. Product Life Cycle & relationship with BCG
C. Analysis of the Portfolio
2. Price:
A. Concept and conditions for pricing.
B. Methods of Fixation
C. Price strategies
3. Distribution:
A. Concept and components
B. Intermediaries
C. Typology of channels, intensity...
D. Merchandising
4. Promotion:
A. Concept, objectives and communication tools.
B. The communication process.
C. Stages of the communication process.
27
UNIT 7. NEW TECHNOLOGIES AND BRANDING IN SPORTS MARKETING
1. Digital Communication
2. VIR - Holograms...
3. Sports branding:
4. Corporate identity + Case studies
UNIT 8. SPORTS MARKETING STRATEGIES
1. The strategic process
2. Professionals and strategies.
3. Strategies and campaigns
As the module aims to provide an essential introduction to marketing and sustainability, it

lends itself well to weekly lectures supported by a practical application of these concepts
via case studies within a tutorial. Time will be given to help students understand the
difficulties in applying marketing theories and concepts to real business situations.
Allocation of teaching to deliver the module are:

Placement learning
TOTAL 200 100%
ASSESSMENT

(Tick one)


(Tick one)

Group Presentation 5 minutes / person 50%
28
Assessment Summary
Written exam 0%
Coursework 50%
Practical 50%
TOTAL 100%
Module Code
Module Title Fundamentals of Sports Marketing
Essential KOTLER, Philip; K KEVIN, (2013); Dirección De ☐
Marketing. Pearson Educación.
Essential Miguel Santesmases Mestre; Maria Jesus Merino Sanz , ☐
2015. Fundamentos De Marketing. Ed Pirámide
Essential Cepeda Carrión, Gabriel A.; Martelo Landroguez, Silvia, ☐
(2018); Administración y gestión de organizaciones
deportivas. Ed. Pirámide
Essential VV.AA. (2007) Calidad en las organizaciones deportivas. ☐
EDICIONES GESTIÓN 2000
Essential Blázquez Manzano, Alberto (2012).Marketing deportivo ☐
en 13 historias. INDE Publicaciones
Essential Imma Rodríguez Ardura – 2011 Estrategias Y Técnicas ☐
De Comunicación: Una Visión Integrada En El Marketing.
ED. UOC
Further El Plan De Marketing En La PYME ☐
JMS De Vicuña Ancín – 2016. Ed. ESIC
Further E-Marketing ☐
J Strauss – 2016. Ed. Routledge
Further Marketing Management ☐
KL Keller, P Kotler - 2016. Ed. Pearson
Further http://www.sportandrecreation.org.uk/ ☒
Further CIM, The Chartered Institute of Marketing (online) ☒
http://www.cim.co.uk
29
TITLE: Health, Exercise and Society
DATED: 20/09/2018
LEVEL: 4
CREDITS: 20
JACS CODE: N880
AIM(S)
• To describe the key sociological approaches to the analysis of health and

exercise within society.
• To consider a range of major contemporary issues in relation to the role of health
and exercise in society.
LEARNING OUTCOMES
the ability to:
• Understand the nature of the social account of health and exercise
• Relate the sociological account of health and illness within the UK to issues of
public policy.
• Understand the differences in the effects of physical activity on fitness across
age, gender and different population groups.
• Be aware of the major social principles behind physical activity, health promotion
and adherence to exercise.
INDICATIVE CONTENT
UNIT 1. SPORT
1. Sport.
2. Evolution of sport and sports practice
3. Type of sports
4 Sport in Catalonia and Spain
UNIT 2. SOCIETY
1 Sports society
2 Evolution of sport in society
3 Sports social trends
UNIT 3. SPORTS CULTURES
1. The sports culture: traditions, development and implementation

2. Social integration and sport
3. Culture as a sport conditioner
UNIT 4. LEISURE AND SPORT IN CONTEMPORARY SOCIETY
1. Leisure and free time in contemporary societies.

2. Sport and ecology
30
3. The great sporting events
UNIT 5. PHYSICAL ACTIVITY AND EXERCISE
1. Concept
2. Types of physical activities and exercises
3. Advantage
UNIT 6. SEDENTARY
1. Health problems do not perform physical activity or sport

2. Problems of sedentary lifestyle in today's society
3. Sedentary in school ages
4. Sedentary in adulthood
5. Sedentary in old age
UNIT 7. HEALTH
1. Healthy sport
2. Sports for health since childhood
3. Sports that improve coordination
4. Sports that improve conditional capabilities
UNIT 8. NUTRITION AS A HEALTHY HABIT
1. Classification and properties of food

2. Hydration and food intake
3. Healthy and balanced diet
4. Food and sport
Lectures will introduce the students to the concepts, principles and practices. Teaching is
based on lectures and discussion tasks which are structured around the learning
outcomes above. The lectures are designed to provide a broad framework by addressing
major themes, ideas, issues and debates. Students will be encouraged to develop their
learning skills in relation to note taking, wider reading and further study and time
management. The Module Portfolio are a set of learning activities that support learning
and understanding of conceptual; tools on the sociology of health and exercise and will
help the student acquire research and information analysis skills.

Placement learning
TOTAL 200 100%
31
ASSESSMENT
Assessment Component 1
(Tick one)

Essay 1500 words 50%
Assessment Component 2
(Tick one)
☐ Written exam Coursework ☐ X Practical

Group Presentation 5 minutes / person 50%
Assessment Summary
Written exam
Coursework 50%
Practical 50%
TOTAL 100%
Module Code
Module Title Health, Exercise and Society
Essential MINISTERIO DE EDUCACIÓN, CULTURA Y DEPORTE ☐
(2017). Anuario de estadísticas deportivas. Disponible
en: https://www.mecd.gob.es/servicios-al-ciudadano-
mecd/dms/mecd/servicios-al-ciudadano-
mecd/estadisticas/deporte/anuario-deporte/AED-
2017/Anuario_de_Estadisticas_Deportivas_2017.pdf
Essential CANTARERO, L.; MEDINA, F. X. i SÁNCHEZ, R. (2008), ☐
Actualidad en el deporte: Investigación y aplicación. XI
Congreso de Antropología. Retos teóricos y nuevas
prácticas. Donosti: Ankulegi.
32
Essential GARCÍA FERRANDO, M. I LLOPIS GOIG, R. ☐
(2011), Ideal democrático y bienestar personal. Encuesta
sobre los hábitos deportivos en España 2010. Madrid:
CIS - CSD.
Essential Target, C. H. i Cathelineau, J. (2002). Cómo se enseñan ☐
los deportes. Barcelona: INDE.
Essential Departament de Salut de la Generalitat de Catalunya ☐
(DSGC). (2008). Plasència, A. (Dir.). Castell, C. i Cabezas,
C. (Coords.). Pla integral per a la promoció de la salut
mitjançant l’activitat física i l’alimentació saludable
(PAAS). Barcelona: Departament de Salut.
Essential Ministerio de Sanidad y Consumo (MSC). ☐
(2005). Estrategia para la nutrición, actividad física y
prevención de la obesidad (NAOS).
Essential Ransdell, LB; Dinger, MK; Huberty, J i Miller, KH. ☐
(2009). Developing Effective Physical Activity
Programs. Champaign, Illinois: Human Kinetics
33
TITLE: Management of the Coaching Process

DATED: 20/09/2018
LEVEL: 4
CREDITS: 20
JACS CODE: N800
AIM(S)
• To develop students’ knowledge and understanding of key concepts, theories, and

issues, relevant to sports leadership and coaching principles.
• To encourage students to evaluate personal performance, asses and manage risk,

and develop professional qualities and transferable skills necessary for
employment within the sport and leisure industry.
LEARNING OUTCOMES
the ability to:
• Appraise and evaluate the key aspects of learning and skill acquisition
• Show evidence of the skills required to plan, deliver, monitor and evaluate
participant responses to sport through applied industry experience.
INDICATIVE CONTENT
UNIT 1. HISTORY OF SPORTS COACHING
UNIT 2. PLANNING PRINCIPLES FOR PARTICIPATION
1. Age
2. Gender
3. Ability levels concept of long term athlete development
UNIT 3. KNOWLEDGE OF TYPES OF LEARNING AND ASSOCIATED THEORY
1. Behavioural
2. Cognitive
3. Information processing theory
4. Schema
UNIT 4. KNOWLEDGE OF SKILL DEVELOPMENT DEFINITIONS OF SKILL

COORDINATION,
1. Motor skill learning

2. Skill acquisition
3. Skill retention
4. Skill transfer
5. Factors affecting skill development.
34
UNIT 5. KNOWLEDGE AND UNDERSTANDING OF HOW TO CREATE A SAFE AND
EQUITABLE COACHING/INSTRUCTING ENVIRONMENT
1. Health and Safety

2. Equity
3. Child Protection
UNIT 6. KNOWLEDGE AND UNDERSTANDING OF COACHING/ INSTRUCTING

TECHNIQUES AND STYLES
1. Demonstrations
2. Instruction
3. Communication techniques
UNIT 7 GAME SENSE APPROACH TO SPORTS COACHING & DELIVERY
1. Reflective practice in coaching pedagogy

2. Integrated practice and training principles
Knowledge and understanding of the concepts, and techniques associated with sports
leadership and coaching requires a balance of theoretical and practical learning. Lectures
will introduce the ideas, concepts and theories and will allow students to engage in
discussion on the application of these ideas to practical situations. However, for the further
exploration of these topics and their application to real life practical, pathway specific
situations and case studies, practical sports-based sessions are the most appropriate
strategy which will be achieved through a period of work-based learning. During practical
sessions, students will also have the opportunity and encouragement to apply the relevant
issues, theories and knowledge within a diverse range of delivery environments.

Placement learning
TOTAL 200 100%
For health and safety reasons and to meet industry guidelines practical sports coaching
sessions will be arranged in groups of 12-16.
35
ASSESSMENT

(Tick one)

Phased Competency Test 90 minutes 50%

(Tick one)

Coaching Portfolio 2 elements (equivalent to1500 words) 50%
Assessment Summary
Written exam
Coursework 50%
Practical 50%
TOTAL 100%
Module Code
Module Title
Management of the Coaching Process
Essential Jones, R. and Kingston, K. (2013) An Introduction to ☐
Sports Coaching: Connecting Theory to Practice. Second
Edition. Routledge: London.
Essential McMorris, T. and Hale, T. (2006) Coaching Science ☐
Theory into Practice. Chichester. Wiley.
Further Cassidy, T, Jones, R L and Potrac, F (2004) ☐
Understanding Sports Coaching: The Social, Cultural and
Pedagogical Foundations of Coaching Practice.
Routledge: London.
Further Christopher J. Cushion, Kathleen M. Armour & Robyn L. ☐
Jones (2007) Locating the coaching process in practice:
models ‘for’ and ‘of’ coaching, Physical Education and
Sport Pedagogy, 11:1, 83-99, DOI:
10.1080/17408980500466995
Further Schmidt, R.A. and Wrisberg, C.A. (2008) Motor Learning ☐
and Performance: A Situation Based Learning Approach.
Human Kinetics: Leeds.
Further Williams, M, Hodges, N, Scott, M and Court, M (2003) Skill ☐
Acquisition in Sport: Research, Theory & Practice.
Routledge: London
Further http://www.youthsporttrust.org/ ☒
36
Module Code
Module Title
Management of the Coaching Process
Further http://www.sportandrecreation.org.uk/ ☒
37
TITLE: Research Methods and Professional Development
DATED: 20/09/2018
LEVEL: 4
CREDITS: 20
JACS CODE: N880
AIM(S)
• To provide an opportunity for the learner to design and independently carry out an
in-depth research investigation into a topic of personal interest arising from any
area within the world of sport.
• To help the learner become confident in managing their own personal and
professional skills to achieve personal and career goals.
LEARNING OUTCOMES
the ability to:
• Design a research investigation, implementing the investigation accurately and

interpreting the results.
• Review and present the results of the research investigation, demonstrating
acquired interpersonal and transferable skills.
INDICATIVE CONTENT
UNIT 1. SEARCHES
1. Manual searching
2. Search engines
3. Journal databases
4. Reading articles: how to read a research article
UNIT 2. RESEARCH
1. Definitions and characteristics

2. Key issues
3. Ethical and legal issues
UNIT 3. DATA COLLECTION & ANALYSIS
1. Qualitative data collection techniques

2. Qualitative data analysis
3. Present and Interpret data
4. Quantitative statistics
5. Referencing systems (Harvard)
6. Report format
38
UNIT 4. PROFESSIONAL DEVELOPMENT
1. Transferable skills
2. Verbal and non-verbal communication
3. Time management
It is important that the research topic is of personal interest to learners and that learners
possess or acquire an in-depth knowledge and understanding of the topic and related
areas.
Although a major part of the delivery focuses on learners practically conducting their
research investigation the module must be supported by theoretical input from the tutor.
Learners must understand concepts related to the research proposal and design as well
as research skills, techniques and methodologies before they can consider, explore and
produce a valid research proposal.
A personal development portfolio or progress file should be put together to for all
information and personal records ‘owned’ by the learner, including the planning and
monitoring of progress towards the achievement of personal objectives. The method for
this could be web based, paper based or other. Potentially this could form the basis of an
extended record of a lifelong record of learning and achievement.

Scheduled learning 75 37.5
Independent learning 125 62.5
Placement learning
TOTAL 200 100%
ASSESSMENT

(Tick one)

Plan and Project 1500 words. 50%

(Tick one)

Project Presentation 10 minutes 50%
39
Assessment Summary

Written exam
Coursework 50%
Practical 50%
TOTAL 100%
Module Code
Module Title
Research Methods and Professional Development
Essential Jones I (2014) Research Methods for Sports Studies, 3rd ☐
Edition, Routledge
Essential Smith, M (2010) Research Methods in Sport, Learning ☐
Matters, Sage Publishing, Exeter.
Further Bell J (2005) – Doing Your Research Investigation: A ☐
Guide for First-time Researchers in Social Science,
Education and Health, Open University Press
Further Bolton G (2010) – Reflective Practice – Writing and ☐
Professional Development, Sage
Further Allen M B (2005) – Sports Exercise and Fitness: A Guide ☐
to Reference and Information Sources, Libraries
Unlimited Inc.
Further Morrow J R, Jackson A, Disch J and Mood D (2006) – ☐
Measurement and Evaluation in Human Performance,
Human Kinetics Europe
Further Burns, R. & Burns, R. (2008). Business Research ☐
Methods and Statistics Using SPSS. SAGE Publications
Ltd
Further Thomas J R, Nelson K and Silverman S (2005) – ☐
Research Methods in Physical Activity, Human Kinetics
Europe
Further Vincent W J (2005) – Statistics in Kinesiology, Human ☐
Kinetics Europe
Further Wragg C and Williams C (2003) – Data Analysis and ☐
Research for Sport and Exercise Science: A Student
Guide, Routledge
Further American College of Sport Medicine’s Health and Fitness ☐
Journal
Further Exercise and Sport Sciences Reviews ☐
Further International Journal of Sports Science and Coaching ☐
Further Medicine and Science in Sports and Exercise ☐
Further Research Quarterly for Exercise and Sport ☐
Further American College of Sports Medicine www.acsm.org ☒
Further Human Kinetics www.humankinetics.com ☒
Further Sport Science www.sportsci.org ☒
40
LEVEL 5
41
TITLE: Advanced Coaching and Mentoring
DATED: 20/09/2018
LEVEL: 5
CREDITS: 20
JACS CODE: N880
AIM(S)
• To develop students’ knowledge and critical understanding of how organisations

create and develop talent pathways for emerging coaches.
• To encourage students to apply underlying coaching and mentoring concepts that

will enhance performance in individuals and teams.
LEARNING OUTCOMES
the ability to:
• Display a critical appreciation of the key variables involved in developing high
performance elite athletes through advanced coaching and mentoring principles.
• Critically analyze and apply a range of concepts and techniques to develop short
and long-term performance improvements in the coach development pathway for
participant development.
INDICATIVE CONTENT
UNIT 1. STRUCTURE AND DEVELOPMENT OF COACHING

1. pathways within different sports (local to national)
2. the functional roles
UNIT 2. NATIONAL COACHING FRAMEWORK AND KEY MODELS

1. Advanced coaching practice (e.g. how to manage different learning styles, learning
environment, facilitation techniques and group dynamics)
2. Coach and mentor education programme within National Governing Bodies (NGB’s)
UNIT 3. COMMUNICATION TECHNIQUES

1. Effective questioning
2. Listening
3. Feedback
UNIT 4. KEY COACHING WORKFORCE DEVELOPMENT ROLES

1. Developing and understanding
2. Coach manager
3. Coach mentor
4. Coach tutor’s
5. Coach educators
42
UNIT 5. PERFORMANCE ANALYSIS
1. Definitions
2. its use to inform coaching practice
UNIT 6. SPORTS PSYCHOLOGY CONCEPTS

1. Motivation self-confidence
2. Concentration
3. Attention
4. Identification of sport psychology mental skills: (e.g. imagery, relaxation)
UNIT 7. IMPORTANCE OF COACH AND OTHER STAFF IN INJURY PREVENTION AND

MANAGEMENT
1. Understanding the rules/regulations, tactical, technical, nutritional and physiological
awareness of sporting activities
2. Aspects of an athlete’s lifestyle (positive and negative impacts on their performance).
A critical understanding of the national coaching framework and key models.
UNIT 8. EVALUATION & PERFORMANCE ASSESSMENT (screening participants; consent

for testing; principles of testing – validity, reliability, reproducibility; reasons for testing).
1. Neuro Linguistic Programming (NLP)
2. Coaching performance teams and the professional coaching environment.
3. TGfU – Teaching games for understanding model.
Knowledge and understanding of the concepts, and techniques associated with advanced
planning and delivering to elite sports participants requires a balance of theoretical and
practical learning. Lectures will introduce the ideas, concepts and theories and will allow
students to engage in discussion on the application of these ideas to practical situations.
situations, pathway specific situations and case studies, practical sessions are the most
appropriate strategy. During practical session, students will also have the opportunity and
encouragement to apply their knowledge by delivering to young athletes and mentoring
future coaches.

Placement learning
TOTAL 200 100%
ASSESSMENT

(Tick one)

Portfolio 4 elements 50%
43
(Tick one)

Assessment Summary
Written exam
Coursework 100%
Practical
TOTAL 100%
Module Code
Module Title
Advanced Coaching and Mentoring
Essential Bompa, T.O and Gregory-Haff, G. (2009) Periodization ☐
Theory and Methodology of Training. Leeds: Human
Kinetics.
Essential Green, M and Houlihan, B (2005) Elite Sport ☐
Development: Policy Learning and Political Priorities.
London: Routledge.
Further Cassidy, T, Jones, R L and Potrac, P (2004) ☐
Understanding Sports Coaching: The Social,
Further Cultural and Pedagogical Foundations of Coaching ☐
Practice. London: Routledge.
Further Cross, N and Lyle, J (eds.) (1999) The Coaching Process: ☐
Principles and Practice for Sport.
Further Foran, B (2001) High Performance Sports Conditioning. ☐
Leeds: Human Kinetics
Further Hardy, L, Jones, G and Gould, D (1996) Understanding ☐
Psychological Preparation for Sport: Theory and practice
of elite athletes. Chichester: Wiley.
Further Hill, M (2007) In Pursuit of Excellence: A Student Guide to ☐
Elite Sports Development. London: Routledge
Further Jones, R L (ed.) (2005) The Sports Coach as Educator: ☐
Reconceptualising Sports Coaching. London: Routledge
Further Lavellee, D, Kremer, J, Moran, A and Williams, M (2003) ☐
Sport Psychology: Contemporary Themes. Basingstoke:
Palgrave Macmillan.
Further McArdle, W.D., Katch, F.I. and Katch, V.L. (2007). ☐
Exercise Physiology, Energy, Nutrition and Human
Performance. Baltimore: Lippincott, Williams & Wilkins
44
Module Code
Module Title
Advanced Coaching and Mentoring
Further Schmidt, R.A. and Wrisberg, C.A. (2008) Motor Learning ☐
and Performance: A Situation Based Learning Approach.
Leeds: Human Kinetics.
Further Williams, M, Hodges, N, Scott, M and Court, M (2003) ☐
Skill Acquisition in Sport: Research, Theory & Practice.
London: Routledge.
Further Journal of Applied Sport Psychology ☒
Further Journal of Teaching in Physical Education ☒
Further Physical Education and Sport Pedagogy ☒
Further Quest ☒
Further Research Quarterly for Exercise and Sport ☒
Further http://www.ccpr.org.uk/ourservices/publications/research/ ☒
Further http://www.sirc.ca/ ☒
Further http://www.youthsport.net ☒
45
TITLE: Community Sports Development
DATED: 20/09/2018
LEVEL: 5
CREDITS: 20
JACS CODE: N880
AIM(S)
• To develop students’ critical understanding of issues, relevant to sports

development, planning, managing sport infrastructures and key initiatives and
programmes.
• To encourage students to critically evaluate arguments, assumptions, and current

strategies that are focused on creating pathways of opportunities for all individuals
to achieve their potential through and in sport.
LEARNING OUTCOMES
the ability to:
• Employ key planning skills through analyzing, understanding critically and
addressing the sports development needs and capacity for provision in
communities
• Demonstrate a critical appreciation of the sport development process by outlining

key planning and implementation outcomes and issues in delivering sports
development initiatives.
INDICATIVE CONTENT
UNIT 1. The key interventions (or landmarks) that have impacted on the evolution of sports
development (Wolfenden Report, the birth of the Sports Council’, Devolution).
UNIT 2. PROCESSES
1. Planning sports development initiatives
2. Implementation sports development initiatives
3. Monitoring sports development initiatives
UNIT 3. DEFINITIONS
1. The variety of definitions of sports development
2. Its complexity.
46
UNIT 4. THE MODELS OF SPORTS DEVELOPMENT
1. Traditional
2. Modified sports development continuum
UNIT 5. SPORTS ENTITIES

1. The structure
2. Function
3. Development initiatives
4. Key entities types (governmental agencies, national sporting agencies and local
providers)
4.1 Identiffication of their relationships with each other. (E.g. Governments,
sports councils, national governing bodies, local authorities)
UNIT 6. THE PRINCIPLES AND PROCESSES OF SPORTS DEVELOPMENT IN A

VARIETY OF CONTEXTS
1. Rural
2. Urban
3. Local authority
4. Governing body
5. Lone officers
6. Part of a team
7. Education
8. Leisure
UNIT 7. THE ROLE OF DEVELOPMENT PROFESSIONALS (Generic, sport-specific,

education, targeted)
1. Planning for sports development (School Sport, Community, Club, Workforce,

Facility and Elite).
2. Modernizing of the sporting landscape (facilities & organizations, private
investment).
3. Understanding the structures and funding for sport (Exchequer, Lottery, and
Commercial).
Issues relating to the concepts, theories and practical application associated with the sports
development and planning process are suited to delivery during weekly lectures. Lectures
will introduce the ideas and will allow students to engage in discussion on the application of
these ideas to practical situations. However, for the further exploration of these topics and
their application to real life practical, pathway specific situations and case studies, seminars
and tutorials are the most appropriate strategy. During tutorials and seminars, students will
also have the opportunity and encouragement to apply the relevant issues to student led
activities, case organizations, and initiatives in order to gain individual, formative feedback
regarding them.
47
Placement learning
TOTAL 200 100%
ASSESSMENT

(Tick one)


(Tick one)

Seminar Paper 2000 words 50%
Assessment Summary

Written exam
Coursework 100%
Practical
TOTAL 100%
Module Code
Module Title
Community Sports Development
Essential Collins, M (2009) Examining Sports Development ☒
London: Routledge (In Press)
Essential Hylton, K. (2013) Sports Development: Policy, Process ☒
and Practice. Third Edition: London: Routledge
Further Beech, J and Chadwick, S (2013) The Business of Sport ☐
Management. Second Edition. London: Pearson
Further Bloyce, D and Smith, A (2008) Sport, Policy and ☒
Development: An Introduction. London: Routledge
48
Module Code
Module Title
Community Sports Development
Further Coakley, J (2007) Sports in Society: Issues and ☐
Controversies. London: McGraw Hill
Further Collins, MF & Kay, T (2003) Sport and Social Exclusion. ☐
London: Routledge
Further Covell, D. and Walker, S. (2013) Managing Sports ☐
Organizations: Responsibility for Performance. Third
Edition. London Routledge
Further Horne, J (2006) Sport in Consumer Culture. London: ☐
Palgrave Macmillan
Further Houlihan, B and Green, M (2008) Comparative Elite ☐
Sport Development: Systems, Structures and Public
Policy. Oxford: Butterworth-Heinemann
Further King, N (2009) Sports Policy and Governance Local ☐
Perspectives. Oxford: Butterworth- Heinemann
Further Roberts, K (2004) The Leisure Industries. Palgrave ☐
Macmillan
Further Slack, T. And Parent, M.M. (2006) Understanding Sports ☐
Organizations: The Application of Organizational Theory.
Leeds: Human Kinetics
Further European Sport Management Quarterly ☐
Further International Journal of Sport Management (IJSM) ☐
Further International Journal of Sport Management and ☐
Marketing (IJSMM)
Further International Journal of Sports Policy (IJSP) (new for ☒
2009)
Further Journal of Sport and Social Issues ☒
Further Recreational Sports Journal ☒
Further Sport, Education and Society ☒
49
TITLE: Professional and Elite Sports Management
DATED: 20/09/2018
LEVEL: 5
CREDITS: 20
JACS CODE: N880
AIM(S)
• To develop students’ knowledge and critical understanding of how organisations,

athletes, coaches, support staff and other stakeholders interact and develop
leading structures within the industry.
• To consider how development structures and workforce recruitment are key to

sustainability and will evaluate the continuous changes in these systems and
consider future considerations for organisation and athletes within this sector.
LEARNING OUTCOMES
the ability to:
• Understand critically and evaluate the key systems and processes involved within
professional and elite sport.
• Describe and share reflective experiences of professional/ elite athletes within a

sports pathway development programme.
• Analyze, design, implement and evaluate an individual plan for an elite sporting
organization.
INDICATIVE CONTENT
UNIT 1. AN UNDERSTANDING OF KEY ORGANIZATIONS WITHIN THE INDUSTRY
1. Local
2. National
3. International
UNIT 2. PROGRAMME DEVELOPMENT
1. Analysis
2. Design
3. Implementation
4. Evaluation
UNIT 3. PERFORMANCE MANAGEMENT
1. Performance indicators
2. Evaluation framework
50
UNIT 4. DEVELOPMENT
1. Player development systems, and processes

2. Competition framework and season structures
3. Pathway development structures (Nurture vs. Nature)
4. Coach education and Continued Professional Development (CPD)
UNIT 5. HR MANGEMENT
1. Selection and talent identification (Maturation, RAE - Relative Age Effect)

2. Volunteer recruitment and training
UNIT 6. ORGANISATION MANAGEMENT
1. Club development and marketing

2. Financial performance and monitoring
UNIT 7. ELITE MANAGEMENT
1. Elite performance and performers

2. Elite player and performance management
3. Sponsorship and endorsements (Clubs, Athletes, Sports)
4. Periodization Management and Long Term Athlete Development (LTAD)
UNIT 8 ANALYSIS
1. Data analysis and emerging trends

2. Notational and tactical analysis (Player Development, Team Performance)
3. Information technology and sport (IPADS, APPS, Club Channels, Blogs, Social
Media)
Lectures will introduce knowledge and systematic understanding of the key principles and
concepts used within the professional and elite sporting environment. This knowledge will
support student understanding while tutorials allow students to reflect and share ideas
amongst the cohort. The field trips allow students to see practical examples of how sporting
organizations within this sector operate with regard to elite and professional athletes.
Combining the three elements will allow students to use the theoretical knowledge gained
and critically evaluate the techniques used by these and similar organizations. Case studies,
journals and group work will also be used to further develop understanding and application.
The module will also allow students to further develop and pursue their own passion for
individual sports with additional online resources allowing them to become engaged and
develop into independent learners.

Placement learning
TOTAL 200 100%
51
ASSESSMENT

(Tick one)


(Tick one)

Reflective Journal 2000 words 50%
Assessment Summary
Written exam
Coursework 100%
Practical
TOTAL 100%
Module Code
Module Title
Professional and Elite Sports Management
Essential Shibli, S. Westerbeek, H. Bosscher, V. Bottenburg, A ☒
(2015) Successful Elite Sport Policies: An International
Comparison of the sports policy factors leading to
international sporting success, Meyer & Meyer Sport (UK)
Essential Kristiansen, E. Parent, M. Houlihan, B. (2016) Elite Youth ☐
Sport Policy and Management: A comparative analysis,
Oxon: Routledge
Further Bolton G (2010) Reflective Practice – Writing and ☐
Professional Development, Sage
Further Sotiriadou, P and Bosscher, VD (2013) Managing High ☐
Performance Sport. London: Routledge
Further Trenbirth, L and Hassan, D (2012) Managing Sport ☐
Business. Oxon: Routledge
Organisations: Responsibility for Performance. Third
52
Module Code
Module Title
Professional and Elite Sports Management
Further Dick F.W (2007) Sports Training Principles. Leeds: ☐
Coachwise Ltd
Further Houlihan, B and Green, M (2008) Comparative Elite ☐
Sport Development: Systems, Structures and Public
Policy. Oxford: Butterworth-Heinemann
Further McMorris, T. (2004) Acquisition and Performance of ☐
Sports Skills. Chichester. Wiley
Further Reiman, MP, Manske, RC. (2009) Functional Testing in ☐
Human Performance, Leeds, Human Kinetics
Further Sport, Education and Society ☐
Further Sport Management Review ☐
Further Journal of Management Development ☐
Further http://www.ospreysrugby.com ☒
Further http://www.swanseacity.net/ ☒
Further http://www.basketballwales.com/index.php?p=home ☒
Further http://www.thecgf.com/ ☒
Further http://www.olympic.org/ ☒
53
TITLE: Professional Development for Sports Industry Placement
DATED: 20/09/2018
LEVEL: 5
CREDITS: 20
JACS CODE: N800
AIM(S)
• To enable the students to audit and analyze their professional skills and training
needs, in order to develop a career and personal development plan while considering
a range of suitable industry opportunities.
• To develop the professional skills of the students in order to secure an appropriate

placement in line with their personal career ambitions.
LEARNING OUTCOMES
the ability to:
• Identify opportunities for personal and professional development with regard to their
continued professional development.
• Successfully consider a range of industry opportunities in order to apply and secure

a relevant position within the sport and or leisure recreation industry.
INDICATIVE CONTENT
UNIT 1. PLACEMENT PREPARATION

1 CV writing
2 Interview skills
3 Qualification audits
4 Training needs analysis
5 Professional development planning
UNIT 2. VOCATIONAL DEVELOPMENT

1 Linear and individually designed experience
UNIT 3. PERSONAL DEVELOPMENT

1 Learning Styles (Honey and Mumford)
2 Development wheel
3 Professional Skills focus for industry
4 Industry and technical Qualifications.
UNIT 4 KEY SKILLS FOR THE INDUSTRY

1 Communication
2 Team work
3 Task management
4 Personal skills
5 Guest services
Operational issues.
54
UNIT 5 INDUSTRY OPPORTUNITIES
5 Positions
6 Training programmes
7 Organizational research and roles and responsibilities
8 Career planning, recruitment and training strategies
9 Organizational polices.
Professional development preparation will take the form of lectures designed to develop the
students’ knowledge and understanding of personal development and to inform the students
about potential placement opportunities. These opportunities will also be supported by
seminars and workshops designed to further prepare the student for the placement learning
experience. This will focus upon professional skill development, qualifications audits, career
development, training needs analysis, C.V. writing, interview skills assessment centres,
skills analysis and psychometric testing. These will then be developed in more depth via
group and individual tutorials.
A placement week or prearranged placement events will be organized for students where a
wide range of placement employers will present to the students. Presentations will be
designed so that even if students are not interested in applying they will gain valuable
industry knowledge and this can form part of their reflective practice linking to their future
career progression. These sessions will be supported by tutor led lectures and workshops
which focus on progressing these opportunities into a future placement. The students will
be given the opportunity where appropriate to attend interviews, assessment centres,
recruitment events and selection sessions. This is all part of the overall learning and
development experience.
It must be noted that, whilst students will receive on-going support and guidance in
organizing a placement, it is the student’s responsibility to secure an appropriate placement
NOT the placement tutors.

Placement learning
TOTAL 200 100%
ASSESSMENT

(Tick one)

Pre-Placement Portfolio 8 elements 100%
55
Assessment Summary
Written exam
Coursework 100%
Practical
TOTAL 100%
Module Code
Module Title
Professional Development for Sports Industry Placement
Essential Hagg, E (2013) Internship Guide Eleven, The Hague ☐
Essential Bolton, G (2014) Reflective Practice: Writing and ☒
Professional Development, 4th Edition, Sage Publications.
Essential Kolb, D (2014) Experiential Learning: Experience as the ☐
source of learning and Development, 2nd Edition, Pearson
FT Press.
Further ASET, 2005, Placement Code of Practice, ASET, ☐
Sheffield
Further NCWE, 2005 Workbased Learning: Code of Practice, ☐
NCWE, London
Further CRA, 2002 Personal Development Planning, CRA, ☐
London
Further Fanthorne, C (2004) Work Placements – Survival Guide ☐
for Students Macmillan, Basingstoke
Further LTSN, 2008 Employability Skills, LTSN, Oxford ☐
Further NCWE, 2008 Enhancing Employability, Univ. UK & ☐
NCWE, London
Further NCWE, 2008 Student Placement Pack, NCWE, London ☐
Further LTSN – Link ☐
Further Organizational websites as personally applicable to the ☐
student’s individual placement
Further https://www.challengersports.com/ ☒
56
TITLE: Sports Industrial Placement

DATED: 20/09/2018
LEVEL: 5
CREDITS: 20
JACS CODE: N800
AIM(S)
• To provide students with a practical first-hand experience within the leisure, sport
and recreational industries and offer a factual introduction to the business disciplines,
coaching/ instructor practices and management issues studied during level 4 and 5
in order to appreciate what constitutes professional practise.
• To develop the student’s professional industry skills and knowledge, notably team
work, communication, customer experience and task management, while developing
the skills and competencies required for their future careers.
LEARNING OUTCOMES
the ability to:
• Undertake efficiently an operational position within the sports and recreational sector
and critically appreciate the importance and development of work based keys skills.
• Critically assess and analyse operational and or management performance within

the workplace environment and discuss issues regarding the customer experience
resource allocation, marketing, management styles, culture, health and safety and
organisational/industry challenges and opportunities for future development.
INDICATIVE CONTENT
UNIT 1 PERSONAL AND VOCATIONAL DEVELOPMENT
1 Key skills
2 Communication
3 Team work
4 Task management
5 Personal skills – guest services
6 Operational issues
7 Customer experience
8 Planning and control mechanisms.
UNIT 2 OPERATIONAL TASKS
1 Task management
2 Performance measurement
UNIT 3 REVIEW – REFLECTION
57
1 Self-appraisal
2 Reaction to feedback
UNIT 4 ORGANISATIONAL ISSUES
1 Policies and procedures

2 Organisational aims and objectives
3 Mission statement, and operations
4 Staffing, training,
5 Competition
6 Quality issues
7 Performance measures
8 Management structures
9 Working practices
10 Marketing
11 Health and safety
12 Guest service.
The practical placement component is an individual student experience which will be based
upon self-managed learning supported by a tutor advice and support where practical. The
student will therefore be responsible for managing their own learning and development
according to the placement aims and objectives.
Students will be required to undertake operational, management and organisational

observational research and analysis in order to consider industry issues and offer strategic
operational recommendations. The assessment will enable students to reflect upon their
learning and apply their academic knowledge within an industry and organisational context
as well as reflecting upon their personal and professional development.
As needed throughout the placement the student will receive on-going learning support from
their nominated placement tutor via e-mail or telephone links with the EUFB. This will be
available as required by the student or organisation. However, it is the student’s
responsibility to seek support as required. It must be noted that in certain situations students
may not have internet or computer access on placement and may instead have to rely on
their mobile phone or a written letter to contact EUFB if required.
It must be noted that, whilst students will receive on-going support and guidance in
organising a placement, it is the student’s responsibility to secure an appropriate placement
NOT the placement tutor’s.
Students must successfully complete an 8 week/200 hour placement. It should be noted that
the students who elect for a longer placement contract will be assessed upon their fully
agreed contractual duration.

Scheduled learning
Independent learning
Placement learning 200 100%
TOTAL 200 100%
58
ASSESSMENT
(Tick one)

The portfolio might include the following:

• Supervisor employer report (Key observational performance in relation to
professional standards expected within employment e.g. punctuality, professional
appearance)
• A 10 minute video which shows visual evidence of the student undertaking varying
tasks while on placement and a tour of the facility with commentary on the various
aspects of the infrastructure.(Saved to You-Tube, private page with password)
• 4 x 500 word learning development logs which highlight key observational analysis
of activities undertaken over the period.
• 1 x 750 word assessment of their overall placement and a link to their continued
professional development.
• A picture story board which gives a visual presentation of their placement
experience.
Assessment Summary
Written exam
Coursework 100%
Practical
TOTAL 100%
Module Code
Module Title Sports Industrial Placement
Essential Hagg, E (2013) Internship Guide Eleven, The Hague ☐
Essential Bolton, G (2014) Reflective Practice: Writing and ☒
Professional Development, 4th Edition, Sage Publications.
Essential Kolb, D (2014) Experiential Learning: Experience as the ☐
source of learning and Development, 2nd Edition, Pearson
FT Press.
Further QAA, 2008 Placement Learning code of Practice, QAA, ☐
London
Further ASET, 2005, Placement Code of Practice, ASET, ☐
Sheffield
Further NCWE, 2005 Workbased Learning: Code of Practice, ☐
NCWE, London
Further CRA, 2002 Personal Development Planning, CRA, ☐
London
59
Module Code
Module Title Sports Industrial Placement
Further Fanthorne, C (2004) Work Placements – Survival Guide ☐
for Students Macmillan, Basingstoke
Further LTSN, 2008 Employability Skills, LTSN, Oxford ☐
Further NCWE, 2008 Enhancing Employability, Univ. UK & ☐
NCWE, London
Further NCWE, 2008 Student Placement Pack, NCWE, London ☐
Further LTSN – Link ☐
Further Organizational websites as personally applicable to the ☐
student’s individual placement
Further https://www.challengersports.com/ ☒
60
TITLE: Stadia and Sports Facility Management
DATED: 20/09/2018
LEVEL: 5
CREDITS: 20
JACS CODE: N880
AIM(S)
• To develop knowledge and critical understanding of the key issues that may be
encountered when managing or developing sports and leisure facilities.
• To encourage students to apply underlying concepts, and principles in generating

solutions for key strategic and operational industry issues encountered by sports
and leisure professionals.
LEARNING OUTCOMES
the ability to:
• Critically evaluate social, economic, environmental and political issues that
influence and effect the supply of, and demands for sport and leisure facility
provision
• Identify and deliver sustainable facility development, operational and programming

plans, that recognize the leisure and sporting needs of specific communities
• Implement an auditing plan for a stadium or sports facility and control spectator
safety within these facilities.
INDICATIVE CONTENT
UNIT 1. FACILITY FRAMEWORKS

1. Participation to elite provision
2. Sport
3. Adventure
4. Wellbeing
UNIT 2. FACILITY PROVISION AND MANAGEMENT

1. History
2. Investment
3. Infrastructure
UNIT 3. ECONOMIC IMPACTS OF SPORT AND LEISURE VENUES

1. Stadia
2. Major events
3. Tourism
4. Commercial
61
UNIT 4. CONSIDERATION OF ENVIRONMENTAL FACTORS AND SUSTAINABILITY OF
SPORTS STADIA
1. Environmental factors
2. Sustainability
UNIT 5. FACILITY DEVELOPMENT & PLANNING

1. Facilities planning model
2. Funding
UNIT 6. STADIA DEVELOPMENT AND MANAGEMENT

1. Safety
2. Security
3. Commercial models
UNIT 7. FACILITIES MANAGEMENT STRUCTURES

1. Public
2. Private
3. Trust
4. Community partnerships
UNIT 8. FACILITIES DESIGN

1. Dual use
2. Stand alone
3. Sport
4. Fitness
5. Adventure
6. Health & wellbeing
UNIT 9. Operational management of facilities (customers, demand, resources, staffing and

resources)
1. Financial management and budgeting models for sports facilities
2. Ticketing and sales management
3. Facilities relationships with the media (local, national and international)
UNIT 10. THE FUTURE DIRECTION FOR SPORT AND LEISURE FACILITIES (new
markets, advances in technology, global influences).
1. Spectator safety and stewarding.
2. Stadium and sports facility auditing.
Lectures will introduce conceptual, theoretical issues and key ideas and will allow students
to engage in discussion on the application of the theoretical concepts to practical situations.
situations and case studies, practical seminars and tutorials are the most appropriate
strategy and will be delivered in conjunction with Liberty Stadium. During tutorials and
seminars, students will also have the opportunity and encouragement to apply the relevant
issues to the given case organizations, and gain individual formative feedback.
62
Placement learning
TOTAL 200 100%
ASSESSMENT

(Tick one)


(Tick one)

Audit 2000 words 50%
Assessment Summary
Written exam
Coursework 100%
Practical
TOTAL 100%
Module Code
Module Title Stadia and Sports Facility Management

Essential Culley, P. and Pascoe, J. (2015) Sports Facilities and ☐
Technologies. London: Routledge
Essential Schwarz, E. Hall, S. & Shibli, S (2015) Sport Facility ☐
Operations Management: A Global Perspective. 2nd
Edition, London: Routledge
63
Module Code
Module Title Stadia and Sports Facility Management

Organisations: Responsibility for Performance. Third
Further Hoye, R., Smith, A.C.T., Nicholson, M., Stewart, B. and ☐
Westerbeek, H. (2012) Sports Management: Principles
and Applications. Third Edition. London Routledge
Further Reeves, N. (2002) A Guide to Business Planning for ☐
Leisure and Environmental Managers. ILAM
Further Roberts, K (2016) The Business of Leisure, Second ☐
Edition, Palgrave, London
Further Schwarz, E (2010) Sport Facility Operations ☐
Management: A Global Perspective. London:
Butterworth-Heinemann
Further Torkildsen, G (2005) Leisure and Recreation ☒
Management (Fifth Edition). Routledge
Further Managing Leisure: An International Journal ☐
Further Sport Management Review ☐
Further International Journal of Sport Management and ☐
Marketing (IJSMM)
Further International Journal of Sports Policy (IJSP) (new for ☐
2009)
Further Journal of legal aspects of sport ☐
Further Journal of Sports Economics ☐
Further International Journal of Sport Finance ☐
Further http://questnbs.org/ ☒
Further www.sportanddev.org ☒
Further http://www.sportengland.org ☒
Further http://playthegame.org/ ☒
Further http://www.sirc.ca/index.cfm ☒
64
LEVEL 6
65
TITLE: Global Sports Events Management
DATED: 20/09/2018
LEVEL: 6
CREDITS: 20
JACS CODE: N800
AIM(S)
• To develop a systematic understanding of the sports events sector with a focus on

the major international sporting events.
• Students consider the feasibility of future events and legacy programmes associated
with their justification.
LEARNING OUTCOMES
the ability to:
• Critically appraise the development and strategies of the sports events sector by
applying the principles of management and marketing.
• Challenge the traditional assumptions regarding the benefits of major sporting

events and their impact on all stakeholders.
INDICATIVE CONTENT
UNIT 1 GLOBAL AND COMMUNITY SPORTS EVENTS

1 Marketing, sponsorship, commercialization, globalization
2 government policies and interaction
3 Impacts - socio- economic, political, and environmental and sports impacts upon
local community and host nation.
UNIT 2 MANAGEMENT AND OPERATIONAL ISSUES
UNIT 3 CASE STUDIES

1 Past and future Olympics
2 Football World Cup
3 Super bowl
4 World Series
5 Rugby World Cup
6 World Championships
7 Davies Cup
8 Champions League
9 Le Mans
10 Masters Series
11 The Open Series
12 Daytona 500
13 F1 Championship
14 World Match Play
66
15 Six Nations
UNIT 4 TERRORISM, ATHLETE AND SPECTATOR SAFETY

1 Impacts on the wider community
2 Legacy measurement
UNIT 5 EVENTS MANAGEMENT

1 Economic power of brands
2 Urbanization and planning
3 Social dimensions, communities and urban transformation
4 Sustainability
5 Destinations – Tourism, Identity, Culture
Due to the nature of this module it will involve a high level of case study analysis; for this
reason the module will be taught through a structured mix of regular keynote lectures which
are supported by seminars and tutorials to facilitate debate. This will be further underpinned
by student managed learning.

Placement learning
TOTAL 200 100%
ASSESSMENT

(Tick one)

Operational Planning 2500 words 50%
Document

(Tick one)
☒ Written exam ☐ Coursework ☐ Practical

Written Exam 3 Hours 50%
67
Assessment Summary

Written exam 50%
Coursework 50%
Practical
TOTAL 100%
Module Code
Module Title
Global Sports Events Management
Essential Foster G, O’Reilly N, Davila A (2016) Sports Business ☐
Management, Routledge, New York
Essential Masterman G (2014) Strategic Sports Event ☐
Management, 3rd Edition, Routledge
Essential Viehoff V & Poynter G (2015) Mega-Event Cities: Urban ☐
Legacies of Global Sports Events, Ashgate Publishing
Ltd, Farnham.
Essential Shipway R & Fyall A (2012) International Sports Events, ☐
Routledge, Taylor & Francis Group
Further Hoye R & Smith ACT & Nicholson M, Stewart B (2015) ☐
Sports Management, 4th Edition, Routledge
Further Slack T & Parent MM (2007) International Perspectives ☐
on the Management of Sport, Routledge, Taylor &
Francis Group
Further Hoye, R., Smith, A.C.T., Nicholson, M., Stewart, B. and ☐
Westerbeek, H. (2012) Sports Management: Principles
and Applications. 3rd Edition. London Routledge
Further Marjoribanks, T & Farquharson K (2011) Sport and ☐
Society in the Global Age, Palgrave Macmillan
Further Masterman, G, (2004) Strategic Sports Events ☐
Management, Heinemann, London
Further Van der Wagen, L, (2007) Event Management Pearson ☐
Australia


2009)

Marketing (IJSMM)
Further Journal of Sport Management ☒

68
Module Code
Module Title
Global Sports Events Management
Further Harvard Business Review ☒
Further HRM Review ☒
Further Human Resource Management Journal ☒
Further International Journal of Employment Studies ☒
Further Journal of Organizational Behaviour ☒
Further http://www.easm.net/ ☒
69
TITLE: Managing People and Projects
DATED: 20/09/2018
LEVEL: 6
CREDITS: 20
JACS CODE: N880
AIM(S)
• To develop students’ knowledge and understanding of the theory and practice of

human and financial resource management within an enterprise.
LEARNING OUTCOMES
the ability to:
• Demonstrate a systematic understanding of approaches to the management of

human and financial resources within an organisation.
• Develop detailed knowledge and systematic understanding of project planning

through human resource theory and financial resource management.
INDICATIVE CONTENT
UNIT 1 INTRODUCTION TO HUMAN RESOURCE MANAGEMENT, FINANCIAL

RESOURCES AND PROJECT PLANNING.
UNIT 2 INTERNAL AND EXTERNAL ENVIRONMENTS

1 Influence resource management within sport organizations.
UNIT 3 MANAGING EMPLOYEES t

1 High performance
2 Approaches to managing under performance.
UNIT 4 MODELS OF LEARNING, TRAINING AND DEVELOPMENT.
UNIT 5 MANAGING CHANGE AND CONFLICT WITHIN ORGANIZATIONS.
UNIT 6 ETHICS AND CORPORATE SOCIAL RESPONSIBILITY.
UNIT 7 APPROACHES TO STRATEGIC LEADERSHIP IN SPORT.

.
UNIT 8 DEVELOPING A SUSTAINABLE PROJECT PLAN FOR A SPORTS
ORGANIZATION.
70
Lectures will introduce the students to the concepts, principles and practices of human,
financial and project management. Tutorials and seminars will introduce practical examples
through case studies, role play and guest speakers. These approaches will support the
successful completion of this module and provide knowledge and skills to aid future
employability.

Placement learning
TOTAL 200 100%
ASSESSMENT

(Tick one)

Group Report 2500 words/person 50%

(Tick one)

Project plan 2500 words/person 50%
Assessment Summary

Written Exam
Coursework 100%
Practical
TOTAL 100%
71
Module Code
Module Title
Managing People and Projects
Essential Bygreve, W. and Zaharakis, A. (2014) Entrepreneurship, ☐
New Jersey: John Wiley and Sons
Essential Harrin, E. (2013) Short cuts to success. London…BCS ☐
Essential Taylor, S. (2010) Resourcing and Talent Management 5th ☐
ed London: CIPD
Essential Wilson, R. (2011) Managing Sport Finance London ☐
Routledge
Essential Wolsey, C., Abrams, J, and Minten, S. (2011) Human ☐
Resource Management in the Sport and Leisure Industry
London Routledge
Further Beech, J. and Chadwick, S. (2013) the Business of Sport ☐
Management 2nd ed. London: Harlow
Further Carroll, A. and Bucholtz, A. (2014) Business and ☐
Society: Ethics and Stakeholder Management,
Cincinnati, USA: South-Weston College Publishing
Further Marchington, M. and Wilkinson, A. (2012) Human ☐
Resource Management at Work 5th ed London: CIPD
Further Yescombe, E.R (2013) Principles of Project Finance 2nd ☐
ed. Amsterdam: Academic Press
Further Management Today ☒
Further Strategic HRM Review ☒
Further People Management ☒
Further Personnel Today ☒
Further International Journal of Managing Projects in Business ☒
Further www.CIPD.co.uk ☒
Further www.i-l-m.com ☒
Further www.apm.org.uk ☒
72
TITLE: Sports Development and Entrepreneurship
DATED: 20/09/2018
LEVEL: 6
CREDITS: 20
JACS CODE: N880
AIM(S)
• To develop students’ systematic understanding of the key drivers for the

development of sport from a community, participation and commercial
entrepreneurial perspective.
• To understand the significance of sports development and planning on the processes

which improve programming and pathway options.
LEARNING OUTCOMES
the ability to:
• Critically analyze the sport development process by outlining the key planning
implications, outcomes and issues in delivering commercial sports development
initiatives.
• Employ strategic and development planning skills in analyzing, understanding and

addressing the sports development needs and capacity for provision in communities.
INDICATIVE CONTENT
UNIT 1 EDUCATION PATHWAY

1. Coaches
2. Officials
3. Administrators
4. Officers
UNIT 2 PATHWAY AND COMMUNITY DEVELOPMENT

1. The key interventions (or landmarks)
2. Impact on the evolution of sports development
a. Wolfenden Report
b. The birth of the Sports Council’ Devolution
UNIT 3 MODELS OF SPORTS DEVELOPMENT

1. European
2. Traditional
3. Modified sports Development Continuum
UNIT 4 KEY GOVERNMENTAL AGENCIES AND INITIATIVES

1. Sports development in a variety of contexts
a. Rural
b. Urban
c. Local authority
73
d. Governing body
e. Leisure trusts
UNIT 5 RELEVANT LEGISLATION

1. Influences planning for sports, facilities and programmes
2. Child protection
3. Health
4. Education
5. Crime
6. Social inclusion
UNIT 6 THE ROLE OF DEVELOPMENT PROFESSIONALS

1. Generic
2. sport-specific
3. education
4. targeted
UNIT 7 PLANNING FOR SPORTS DEVELOPMENT

2 Community
3 Club
4 Workforce
5 Facility
6 Elite
UNIT 8 THE BUSINESS PLANNING PROCESS

1 Analysis
2 Choice
3 Iplementation
4 Business description: business ownership/legal formats, mission and objectives
5 Financial plan: e.g. sources of finance to start-up a business, costings, breakeven
analysis, cash flow predictions, profit and loss accounts.
6 Pitching the idea/plan: presentation techniques, documentation conventions
Issues relating to the concepts, theories and practical application associated with the sports
development and the entrepreneurial process are delivered during weekly lectures. Lectures
will introduce the ideas and will allow students to engage in discussion on the application of
these ideas to practical situations and future creative solutions. Therefore, workshops,
seminars and tutorials will be incorporated to facilitate an interactive learning experience for
the student. Students will be encouraged to lead class discussions into areas that are
pertinent to the opportunities and ideas that they have generated (facilitated by the lecturer).
Similarly, such strategies are suitable for the exploration of these topics and their application
to case studies pertaining to entrepreneurship and sports development. During tutorials,
students will also have the opportunity to apply these issues to their chosen
business/product/sports plan and gain individual and or formative feedback regarding their
work.
74
Placement learning
TOTAL 200 100%
ASSESSMENT

(Tick one)

Individual Presentation Pitch 20 minutes 50%

(Tick one)
Business Plan 3000 words 50%
Assessment Summary

Written exam
Coursework 50%
Practical 50%
TOTAL 100%
Module Code
Module Title
Sports Development and Entrepreneurship

Essential Ciletti D & Chadwick S (2012) Sports Entrepreneurship – ☐
Theory and Practice, Fitness Information Technology
Essential Hylton, K (2013) Sport Development – Policy, Process ☐
and Practice, 3rd Ed., London, Routledge
Essential Rae, D (2014) Opportunity- Centered Entrepreneurship, ☐
2nd Ed., Palgrave Macmillan
75
Module Code
Module Title
Sports Development and Entrepreneurship

Essential Barringer, B. R. & Ireland, R.D. (2016) Entrepreneurship: ☒
Successfully Launching New Ventures, 5th Ed., Pearson
Further Hisrich, R.D., Peters, M.P. & Shepherd, D.A. (2008) ☐
Entrepreneurship, 7th Ed., McGraw Hill: New York, NY
Further Hylton, K and Bramham, P (2008) Sports Development: ☐
Policy, Process and Practice. London: Routledge
Further Williams, S. (2009) FT Guide to Business Start Up 2009: ☐
The only annually updated guide for entrepreneurs, 4th
Ed., Financial Times Press: Harlow
Further Zimmerer, T.W. & Scarborough, N.M. (2008) Essentials ☐
of Entrepreneurship and Small Business Management,
5th Ed., Pearson: New Jersey, USA
Marketing (IJSMM)
2009)
Further Journal of Organizational Behaviour ☒
Further http://www.entrepreneurship.org/ ☒
Further http://www.sportanddev.org ☒
Further http://www.nassm.com/ ☒
Further http://www.sportdevelopment.info/ ☒
76
TITLE: Sports Industry Research Project

DATED: 20/09/2018
LEVEL: 6
CREDITS: 40
JACS CODE: N880
AIM(S)
• To combine the processes of industry research and project management within the
sports sector.
• To produce a substantial body of work which has been instigated, developed and
produced as a consequence of their own initiative and will allow an opportunity for
independent research
LEARNING OUTCOMES
the ability to:
• Evaluate, select and apply relevant research techniques in both primary and or
secondary fields.
• Undertake a systematic analysis of data and produce a report that critically evaluates
arguments and assumptions, draws realistic and appropriate conclusions which
identify key recommendations.
• Produce an organised and structured document that adheres to academic

convention.
INDICATIVE CONTENT
• Identifying a relevant project

• Defining projects aims and objectives.
• Developing a project proposal
• Literature and research reviews relevant to projects (wide range of credible sources)
• Definitions and identification of the appropriate research methodology including
ethical considerations and access to resources.
• Survey Design: Interview technique, selection of samples, questionnaire design,
structural interviews.
• Quantitative and or Qualitative Analysis
• Presenting results clearly and professionally in conventional report format while
drawing realistic and meaningful conclusions from the data collected.
• Costed and timed implementation plans
• Overall conclusion and the identification of key and relevant recommendations.
77
The module will be facilitated and supported by technology enhanced learning (TEL) and
traditional teaching and learning methods. The early part of the process will involve lecturer
led seminars which look at contemporary themes in the sports industry which could be
researched in more detail. There will also be traditional lectures that focus on the core
elements of the report which would include a research rationale, aims and objectives,
literature review, research methodology, results, conclusion and recommendations section
(30 hours).
Students will then define and independently complete their project proposal.
On completion of their proposal and feedback from module lead, students will be allocated
a specialist support tutor who will help and guide them through the process of completing
their research report. The specialist support tutor will work on an individual basis with the
student for 10 hours throughout the academic year. This provides a framework for enhanced
discussion which could allow students to produce industry relevant and credible reports on
contemporary themes within the sports sector.
Students will then submit their completed research project.

Placement learning
TOTAL 400 100%
ASSESSMENT
(Tick one)

Research Project Report 10000 words 100%
Assessment Summary
Written exam
Coursework 100%
Practical
TOTAL 100%
78
Module Code
Module Title
Sports Industry Research Project
Essential Hoye R & Smith ACT & Nicholson M, Stewart B (2015) ☐
Sports Management, 4th Ed., Routledge
Essential Mayo, F. (2014) Planning an Applied Research project in ☒
Hospitality, Tourism and Sports, John Wiley & Sons.
Essential Pasian B (2015) Designs, Methods and Practices for ☐
Research of Project Management, Gower Applied
Research, Gower Publishing Ltd, Farnham
Further O’Gorman K & MacIntosh R (2011) Research Methods ☐
for Business and Management, Goodfellow Publishers
Further Pasian B (2015) Designs, Methods and Practices for ☐
Research of Project Management, Gower Applied
Research, Gower Publishing Ltd, Farnham
Further Collis, J & Hussey, R (2009), Business Research, A ☐
Practical Guide for Undergraduate and Post Graduate
Students, Palgrave, London
Further Denscombe, M (2002), Ground Rules for Good ☐
Research, Open University Press: Milton Keynes
Further Silverman, D (2004), Qualitative Research Methods, 2nd ☐
Ed, Sage: London
Marketing (IJSMM)
2009)
Further HRM Review ☒
Further International Journal of Employment Studies ☒
79
TITLE: Sports Policy and Strategy
DATED: 20/09/2018
LEVEL: 6
CREDITS: 20
JACS CODE: N880
AIM(S)
• To develop and integrate key overall strategic management methodologies, to

critically evaluate strategy formulation and implementation at all levels in an
organization, using theory and examples and to assess the significance of ecological
factors in ensuring the long term sustainability of the organization or professional
athlete.
LEARNING OUTCOMES
the ability to:
• Assess the importance of and evaluate core areas of corporate strategy, the
integration of function, structure and environment and analyse the distinction
between process, content and context of corporate strategy.
• Apply analytical, problem solving and forecasting methods to organizational

situations to the development of corporate strategy and competitive advantage.
• Critically evaluate the relevance and importance of communication, co-ordination

and control at all stages of the strategic management planning and decision making
process.
• Critically evaluate the implementation of selected strategies and their resultant

success or failure with particular reference to future policy development.
INDICATIVE CONTENT
UNIT 1 THE SPORTS POLICY ENVIRONMENT

1 Regional Boards
2 Local Authorities
3 National Government
4 Central Government
5 EU
UNIT 2 SURVEYS AND MARKET RESEARCH

1 Active adult survey
2 School sports survey.
3 Lifestyle forecasts, Consumer trends.
4 Active today for an Active Tomorrow.
80
UNIT 3 The strategic position and the economic environment.
1 The environment, macro and PESTEL, industry and Five Forces, competitors and
markets.
2 Strategic capability, sustaining competitive advantage, diagnosing and managing
strategic capability.
3 Strategic drift and cultural history and analysis.
4 Strategic Options. SBUs and theories of competitive advantage, sustaining
competitive advantage in a range of market circumstances, game theory,
leadership and corporate level strategy, direction, diversification, value creation
and portfolio management. Internationalization drivers.
5 Yip and Porter, international strategies and performance.
6 Strategy Implementation. Intended and emergent strategy development and their
management.
UNIT 4 Corporate governance, business ethics and social responsibility, organizational

purposes and stakeholder expectation.
UNIT 5 INNOVATION AND ENTREPRENEURSHIP.
UNIT 6 ORGANIZATIONAL STRUCTURES, PROCESSES AND RELATIONSHIPS.
UNIT 7 MANAGEMENT OF RESOURCES

1 Human
2 Information
3 Finance
4 Technology and their integration.
UNIT 8 STRATEGIC CHANGE

1 Diagnosing situation
2 Change management
3 Levers and programme management
4 Leadership.
UNIT 9 INTERNATIONAL EXPANSION AND GLOBALIZATION
UNIT 10 NOT FOR PROFIT AND COMMUNITY TRUSTS
To achieve the learning outcomes for this module, a series of keynote lectures will discuss
and evaluate conceptual, theoretical issues and key ideas covering all learning outcomes
and all major areas of subject content. This will build on earlier years of sports management
study and allow the students to take a strategic perspective on the industry. Students are
required to critically evaluate a range of key emerging themes and make a critical
assessment of both significance and strategic response. Under tutor guidance, they will be
directed towards wide reading, of major theories, sector specific reports and critiques of
such theories, incorporating refereed journal articles as much as full academic texts.
Weekly tutorials/seminars will require students to prepare for both theoretical discussions
and case studies of differing lengths and complexities. (Active student participation will be
encouraged in these sessions). Formative feedback will include industry discussion and
reflect theoretical context throughout. Students will be encouraged to attend external
lectures given within EUFB and wider community.
81

Placement learning
TOTAL 200 100%
ASSESSMENT

(Tick one)

Strategic Report 6000 words 100%
Assessment Summary
Written exam
Coursework 100%
Practical
TOTAL 100%
Module Code
Module Title
Sports Policy and Strategy
Essential Hoye R & Smith ACT & Nicholson M, Stewart B (2015) ☐
Sports Management, 4th Edition, Routledge
Essential Lynch (2015) Strategic Management, 7th Edition, ☐
Pearson
Essential Johnson, G, Scholes, K and Whittington, R (2013) ☐
Exploring Strategy (Text and Cases) London: Pearson
Further David, Fred (2009) Strategic Management – Concepts ☐
and Cases New Jersey: Pearson/Prentice Hall
Further Johnson, G, Scholes, K and Whittington, R (2008) ☐
Exploring Corporate Strategy (Text and Cases) London:
FT/ Prentice Hall
Further Morrison, Janet (2009) International Business – ☐
Challenges in a Changing World Basingstoke: Palgrave
Further Orsato, Renato (2009) Sustainability Strategies – When ☐
Does it Pay to be Green? Basingstoke:
Palgrave/Macmillan
Further Segal-Horn, Susan (ed) (2008) The Strategy Reader ☐
Padstow: The Open University
Further Wheelan, Thomas and Hunger, David (2009) Strategic ☐
Management and Business Policy
82
Module Code
Module Title
Sports Policy and Strategy
Further Financial Times ☒
Further Sunday Times ☒
Further Economist ☒
Further McKinsey Quarterly ☒
Further Strategic Management Journal ☒
Further Journal of Management Studies ☒
Further British Journal of Management ☒
Further Business Strategy Review ☒
83
POLICIES
The Attendance and other Policies of Escola Universitària Formatic Barcelona are
available from your Course Leader/Programme Director.
84
ABOUT UNFAIR PRACTICE AND PLAGIARISM
The University defines unfair practice as ‘any act, intentional or otherwise, whereby a person
may obtain for himself/herself or for another, an unpermitted advantage…’. Committing
unfair practice in assessment is one of the most serious offences in academic life, and its
consequences can be severe. It undermines the integrity of scholarship, research, and of
the examination and assessment process.
It is very important to understand that it is no defence to claim that unfair practice has been
committed unintentionally, accidentally, due to extenuating circumstances or a long-term
impairment (irrespective of whether or not these circumstances or long-term impairment
have been acknowledged by the University).
Plagiarism is one type of unfair practice. Plagiarism is passing off, or attempting to pass off,
another’s work as your own. It includes copying the words, ideas, images or research results
of another without acknowledgement, whether those words etc. are published or
unpublished. It is plagiarism, for example, to copy the work of another student, of a member
of staff or a published article without crediting the author. Persons who allow their work to
be plagiarised are also guilty.
Escola Universitària Formatic Barcelona uses in all the Bachelor programmes the APA
referencing system. All students can check the referencing rules on the website
www.normasapa.com whose updated version is on the web http://normasapa.com/como-
hacer-referencias-bibliografia-en-normas-apa/ Comentado [UdW9]: added
It should be noted that re-submitting work that has already been submitted for a different
assessment task without noting that this is the case is also regarded as plagiarism (and is
called self-plagiarism) and will be treated as such.
Plagiarism is one of the worst offences in academic life, and its consequences can be
severe. It undermines the integrity of scholarship, research, and of the examination and
assessment process. The guidance that follows explains what is meant by plagiarism,
describes the University’s regulations for dealing with it, and provides help in avoiding it.
When enrolling as a student at the University of Wales Trinity Saint David you have
consented to your work being scrutinised both electronically and in person to check for cases
of plagiarism. It is expected that your work will be submitted electronically via VLE.
For submissions outside of the VLE platform, it is equally important that you reference your
sources accurately. In some cases you will be expected to submit both hard and electronic
copies, which can be checked against the database of the UK Higher Education Plagiarism
Detection Service. For handwritten, portfolio and process workbook submissions check with
your module tutor if you are in any doubt about whether you have infringed the regulations.
They are here to assist you; ensure that you take advantage of their expertise.
Plagiarism: Regulations, Procedure and Penalties

Full details of the University’s procedures and penalties for dealing with issues of plagiarism
can be found in Chapter 13 of the Academic Quality Handbook, which can be seen on the
University website or obtained from the Institute Offices. These details are also summarised
in the University Regulations Undergraduate Student Guide for students at Partner
Institutions, which is published on the Collaborative Partnerships Office section of the
University’s website:
http://www.uwtsd.ac.uk/collaborative-partnerships/
85
Avoiding Plagiarism
Coursework, dissertations, or creative work are meant to be your own original work.
Obviously you will use the work of others. Not only is this inevitable, it is expected.
All scholarship builds on the work of others. The important thing to remember is always to
acknowledge your sources. The University recognises four referencing styles: APA,
Harvard, IEEE and MHRA and provides a handbook for each of these styles. For your
programme of study you should be using APA Style. The handbooks can be found online:
https://www.uwtsd.ac.uk/library/infoskills/referencing-handbooks/. A Referencing Essentials
session will be provided during the first term of your first year but as a general rule of thumb
observe the following:
• Anything that is copied or quoted from another source, including electronic sources such
as the internet, must be in quotation marks and attributed to the original author. This may
be in the body of the text or as a footnote, depending on which Referencing style you are
asked to use.
• Paraphrasing or summarising the work of others involves putting their ideas into your
words. This is fine, but again, acknowledge your source.
• Where you are generally indebted for your ideas to one or two main sources, this can be
a bit trickier. If the ideas or the way they are presented come from one or two sources,
make this clear. Do the same if they come from lectures. It is important not to claim
originality where it does not exist but to indicate in general where the information comes
from.
• Full citations in timed unseen examinations are obviously not expected, but you should
indicate general indebtedness and always credit any quotations you have managed to
remember.
The golden rule is; `if in doubt, provide references' and your Referencing Handbook will
provide you with specific guidance to help you to do this correctly. For support, contact your
tutor or Academic Liaison Librarian. There are no penalties for asking for advice and
guidance; there are severe penalties for plagiarism and failure to reference means your work
could be considered to be plagiarised.
Other types of Unfair Practice

There are other types of unfair practice, including, but not limited to producing work as a
group where it is an individual task (called collusion), fabricating data or making false claims
to have carried out research, using the service of an essay bank/essay mill, having an
unauthorised source of information in an examination, prohibited communication during an
examination. The same regulations, procedures and penalties apply to all types of unfair
practice.
LIBRARY AND LEARNING RESOURCES
All students have access to digital and information literacy and research skills support to
assist them in their studies. The primary provision is from the Escola Universitària Formatic
Barcelona library services; further details are available from the institution. In addition,
students may be able to access some of the University’s electronic resources, where
licensing allows. For further details please go to the Library and Learning Resources web
page for partner students at:
http://www.uwtsd.ac.uk/library/services/services-for-partner-students/
86
STUDENT SERVICES
The primary source of student support is from the Escola Universitària Formatic Barcelona
student services / learner support department. For further details, please contact the Escola
Universitària Formatic Barcelona student services / learner support department.
Further details for UWTSD Student Services can be found at:
http://www.uwtsd.ac.uk/student-services/
COMPLAINTS
If you are dissatisfied with an aspect of your experience as a student on a UWTSD

programme, you have a right to make a complaint about any specific concern about the
provision of your Programme of Study or a related academic service. Students are
encouraged, in the first instance, to resolve the matter with the person or persons directly
involved. If you wish to make a formal complaint, you should in the first instance pursue it
through the partner institution’s complaints procedures. If you remain dissatisfied, you may
ask for your complaint to be reviewed by the University, as described in Chapter 13 of the
Academic Quality Handbook.
STUDENTS’ UNION
The Students’ Union is recognised as the voice of students within the University. It also
offers support to students from collaborative partner institutions when their cases are
considered centrally as outlined in the relevant policies, such as Academic Appeals and
Unfair Practice, https://www.tsdsu.co.uk/.
87

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PROGRAMME OF STUDY HANDBOOK

BA (HONS) SPORTS MANAGEMENT

ESCOLA UNIVERSITÀRIA FORMATIC

FEEDBACK AND STUDENT ENGAGEMENT........................................................... 1

WELCOME MESSAGE ............................................................................................ 1

CURRENT MEMBERS OF STAFF............................................................................ 3

EXTERNAL EXAMINERS ......................................................................................... 4

ACADEMIC YEAR .................................................................................................... 5

MODULAR TERMINOLOGY ..................................................................................... 6

VIRTUAL LEARNING ENVIRONMENT (VLE) ........................................................... 8

PROGRAMME OF STUDY – BA (Hons) Sports Management .................................. 9

ABOUT UNFAIR PRACTICE AND PLAGIARISM .................................................... 85

LIBRARY AND LEARNING RESOURCES .............................................................. 86

STUDENT SERVICES ............................................................................................ 86

FEEDBACK AND STUDENT ENGAGEMENT

It is recognised that student engagement, representation, feedback and support at

The following members of staff will be teaching on your Programme of Study:

Names and Contact Details

Escola Universitària Formatic Barcelona (EUFB)

Contact Telephone No. Email Address

• the standard of each award is maintained at the appropriate level;

The current External Examiners for the Programmes of Study are:

Programme of Study External Examiner for 2019/20 External Examiner for

The academic year for your programme will be divided up as follows:

Exam Board: July 2020

Level (of Study):

All assessed written coursework needs to be submitted in electronic copy or alternative

Responsibilities of students in relation to the assessment process

Programme Learning Outcomes: BA (Hons) Sports Management

Knowledge and Understanding

On completion of these programmes, students will be able to:

General Transferable Skills

On completion of this programme, students will be able to demonstrate:

T1 An ability to approach a problem logically, analyse complex factual situations and

On completion of the programme the student will be able to:

On completion of the programme the student will be able to:

Knowledge and Understanding Skills

KU1 Knowledge and a critical understanding of well-established principles of Sports

CS1 Use a range of established Sports Management techniques to initiate and

PS1 Apply underlying concepts and principles in different Sports Management

KS1 The exercise of personal responsibility.

Knowledge and Understanding Skills

Structure: Full-time Students. SPORTS MANAGEMENT

Intake Module Code Title Module type Credits

Mode of study, attendance pattern, duration and intake points

Pattern of attendance: Full-time

Programme duration: Standard, i.e. three academic years of study

Mode of study/delivery: On-campus

The structure of the programme

Balance of compulsory and optional modules: All modules are compulsory.

JACS CODE: N880

• Understand resource management processes, applying monitoring, controlling and

UNIT 1. THE HISTORY AND EVOLUTION OF SPORTS MANAGEMENT

UNIT 2. NATURE AND TYPES OF SPORTS ENTITIES

UNIT 3. SPORT STRATEGIC MANAGEMENT

1. Steering systems: concept and evolution

1. Horizontal and vertical differentiation

UNIT 5. LEADERSHIP AND ORGANIZATION IN THE SPORTS COMPANY

1. Definition and approach of the administration

UNIT 6. FINANCIAL MANAGEMENT IN SPORT