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Sport Development and Management

Module:

WORK PLACEMENT

SDM 502

Semesters 1 and/or 2, 2015 /16

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WORK PLACEMENT MODULE HANDBOOK

Contents

Page no,

Introduction, Aims, Learning Outcomes and Transferable Skills 3

Module Description 3

Mode of assessment/criteria and Submission requirements 4/5/6

Workshops and stages of planning 7

Risk Assessment Guidance (and Appendix 5) 7

Submission Requirements

-the Proposal, Employer/Student Assessment 8/9

-Critical Evaluation assignment

Indicative Reading 10/11

Generic Assessment criteria 12/13/14

Appendix 1: Letter of Introduction (for host organisation) 15

Appendix 2: Validated module outline (for host organisation) 16/17

Appendix 3: Placement Agreement Form (three signatures needed) 18

(Student MUST include with Proposal)

Appendix 4: Employer Assessment Pro Forma 19

(‘Green Booklet’ - separate document)

Appendix 5 : Risk Assessment pro forma 20

(Student MUST submit with Proposal)

Appendix 6 : Health and Safety Form 21/22

Appendix 7: Student Module Evaluation Form 23/24

(Student MUST include with final submission)

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Introduction

This handbook provides key information for BA Sport Development and Management students

undertaking the Work Placement module.

Module tutors: Tanya Goosen (816136), David Lord (816438), Paul Wheeler (816353)

Aims

The module offers the student an opportunity to complete a unit of directed study, incorporating a

work placement of 210 hours (6 weeks approx.) typically in a sport/leisure organisation, school or

college, health promotion related programme, sports management or sport/community development

theme relevant to the student’s needs and career aspirations.

Learning Outcomes

At the conclusion of this module students should be able to:

relate useful relevant work experience in a sport/fitness organisation

gain useful relevant work experience in a sport/leisure or approved organisation

demonstrate certain skills and competencies gained on placement

reflect critically on performance in the workplace and learning objectives achieved

assemble a portfolio of evidence to support learning gained.

Transferable skills specifically developed in this module include:

i) production of written material which demonstrates evidence of knowledge and research

ii) working collectively within a group and be able to recognise individual roles

iii) taking responsibility for own learning and delivery of projects

iv) completing a range of activities and evaluating performance

v) setting personal targets and working to achieve them, including working towards the

development of professional skills.

Module Description:

This module can be undertaken in either the summer vacation, first and/or second semester, the

nominated semester referring to the date of submission. The placement may only commence if

approved by your Work Placement supervisor at the University. The placement may be undertaken

on a flexible hour’s basis (totalling 210 hours). It should be organised so as not to be disruptive to

any other modules being taken throughout your programme in either semester 1 and/or 2.

Quality Assurance

The Quality Assurance Agency for Higher Education (QAA) sets out an overarching code of

practice for work-based and placement learning in programmes awarded by UK Higher Education

Institutions. These principles underpin the ‘Good Practice Guide’ and the ‘Professional Suitability

and Fitness to Practise Policy and Procedure’ set out by the University of Chichester and the

Department of Sport Development and Management. The module incorporates guidelines approved

by Skills Active (the Sector Training Council) and the Chartered Institute for the Management of

Sport and Physical Activity (CIMSPA).

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Mode of Assessment

Mode of Assessment

Proposal (10%) for the placement (500 words), including arrangements and tasks as

defined, agreed learning objectives, formal agreement between placement provider, tutor

and (due in at least two weeks before commencement of placement or unless a new

deadline is discussed and agreed with your module tutor )

Performance Assessment (30%) (See below and ‘Green Booklet’ for Performance

criteria)

Critical Evaluation (3,000 words 60%) of progress towards Professional and Personal

Learning objectives comprises a written reflective evaluation on the achievement of your

learning outcomes, with reference to relevant theory and literature, including a portfolio

of evidence to support the commentary as Appendices

Assessment Criteria for the Placement Performance

25-30 - The student shows outstanding commitment, initiative and enthusiasm for the

placement objectives. The student has a proactive and autonomous approach to the

organisation of their time and contribution to work tasks/activities. The student is a

valuable asset to the organisation and has developed excellent skills and competencies

for future employment.

19-24 - The student shows good commitment, initiative and enthusiasm for the

placement objectives. The student relies somewhat on direction from others in the

engagement and contribution to employment tasks and activities. The student has

developed relevant work related skills and competencies and there is room for

improvement in some areas.

13-18 – The student has shown satisfactory commitment, initiative and enthusiasm for

the placement learning objectives. The student relies mainly on direction from others in

the engagement and contribution to employment tasks and activities. The student has

developed some work related skills and competencies however, there is room for much

improvement in the development of employability skills and qualities.

12 and below - The student has shown unsatisfactory commitment, initiative and

enthusiasm for the placement objectives. The student has demonstrated little engagement

and contribution to the organisation and has developed few skills and competencies. A

poor placement performance

Assessment Criteria for the Critical Evaluation

Critical and reflective evaluation of Professional and Personal learning outcomes whilst

on placement i.e. knowledge, skills and competencies achieved

Linking reflective practice theory/literature to experience and knowledge gained

Linking academic literature sources in relation to key skills and specialist knowledge

areas

Plus University of Chichester Generic marking criteria (see page 12)

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The provision of evidence of achievement of learning outcomes will include:

1. Employer/Student Assessment (‘Green Booklet’) undertaken by the placement

supervisor and your University tutor in discussion with you. This will take place during

and after your placement (see Appendix 4).

2. Appendices including a letter from your supervisor/mentor confirming completion and

any other feedback (which can be used as a reference if appropriate).

The Proposal must be submitted 2 weeks prior to the commencement of the placement.

The Critical Evaluation must be submitted by Week 15 (in either Semester 1 or 2,

depending on the start and completion date of your placement).

The Student Module Evaluation Form (Appendix 7) must be included in your final

submission (this will be extracted by the Sports Admin Office to retain anonymity).

Assignment Hand-In Procedures

Students are required to submit one hardcopy of their work via the hand in boxes in New Hall (top

floor in the photocopy room along the Sport and Exercise Sciences corridor)

Make sure you complete the blue MACS form in full, including:

1. Student number/Programme of Study/Level of study

2. Module Title and SDM code (these are on the hand-in box)

3. Title of Assignment

4. The module leader – Tanya Goosen

5. Your Turnitin ID

6. Date of submission

7. Dyslexia stickers (if appropriate) attached to the first page of your essay

8. You should put work in a plastic folder

9. You should not staple work or seal the plastic wallet with sticky tape

Students are also required to upload a copy of their work via Turnitin (the link to this is provided

on the Moodle page on week 2 )

Uploading of your work via Turnitin must be completed before the assignment deadline. If

for any reason Moodle or Turnitin are unavailable (i.e. if Portia/Moodle is experiencing

problems) you must upload it to Turnitin as soon as possible thereafter. Details of system

problems/downtimes will be communicated on the Portia homepage via the traffic light

system.

Turnitin

Turnitin is a web-based plagiarism-prevention service which checks assignments for unoriginal

content. The results can be used to help students learn how to avoid plagiarism as it provides better

and faster feedback to improve their writing or to identify similarities to existing sources. Turnitin

encourages best practice in using and referencing other people’s written material.

Once uploaded into Turnitin, an Originality Report will be generated, highlighting

unoriginal content. This is useful for you to check that you have referenced everything

correctly.

Please note that you are not aiming for a 0% score as Turnitin will recognise all unoriginal

text including quotes, templates and text which you have referenced correctly

Generation of the Originality Report usually takes between 5 and 10 minutes but can take

longer at busy times

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If you choose to edit and resubmit an assignment (before the due date), the Originality

Report will be available the following day. Your lecturer will only see the most recent

submission.

It is not expected that you will submit your Placement Proposal through Turnitin

Assessment Feedback

Feedback on assignments will be provided by MAF online, a system which provides typed

feedback which you can access via your student sonar account. When feedback is available to

students, you will receive an email informing you that you can access your feedback via sonar and

you will be asked to sign in to retrieve this.

RE-SIT requirements (see Portia/Student Handbook and Academic Regulations –

www.chiuni.ac.uk/services/studenthandbook/index,cfm)

If students attain less than 40% for this module, then the re-sit requirement is for re-submission of

the 3,000 word Critical Evaluation and Portfolio of Evidence. Re-submission date to be advised.

For non-submissions students will be expected to undertake a work- placement and submit the

critical evaluation prior to the beginning of August (date to be advised). Students will be penalised

by only being able to achieve a 40% pass mark if all modes of assessment satisfy the minimum

criteria (See Guidance notes) .

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Workshops will take place throughout the year in order to go through the requirements of this

module and to help you engage with the theoretical aspects of reflecting back on your placement

experience (details to be announced).

Stages of Placement Planning

It is the responsibility of the student to arrange their own work placement and to provide to the

host organisation manager/supervisor:

An Introductory letter to the placement provider if required (Appendix 1), attaching the

Work Placement module outline (Appendix 2);

The Work Placement Agreement Form (Appendix 3) which must be signed by the host,

the student and the module tutor in advance of the placement and having agreed the

Learning Objectives and arrangements for supervision;

The Employer/Student Assessment form ‘The Green booklet’ (Appendix 4) This is a

separate document and can be obtained from Tanya Goosen, David Lord, Paul Wheeler or

the Sports Admin office.

The Risk Assessment checklist (Appendix 5)

The Health and Safety Form . (Appendix 6)

DBS disclosure for all school placements

All forms must be submitted to your University Tutor with your proposal prior to the

commencement of the placement

You should also maintain contact with your module tutor to discuss progress and expectations.

Risk Assessment

The student must discuss and confirm with the host organisation that the work environment

and the activities to be undertaken, and training given, have been properly risk assessed within the requirements of, for example, the Health and Safety at Work Act 1974 (handling of

equipment and chemicals, safe work environment, emergency procedures), the Children Act 1989

and 2004 (DBS check if required), or any other relevant legislation. Guidance is available from the

Health and Safety Executive website on the Safe Operation of Swimming Pools and from the Royal

Society for the Prevention of Accidents (ROSPA).

It is the responsibility of the host organisation that all activities and environments that you will

work within are properly risk assessed, and it is your responsibility to check and be satisfied that

you will be working in a safe environment and that all reasonable precautions have been taken.

Further guidance can be obtained from your module tutor. The Risk Assessment Checklist (see

Appendix 5) must be adapted to your particular placement, discussed with your employer,

and submitted with your Proposal with appropriate comments, signed and dated.

Disclosure and Barring Service DBS. Check early on if a DBS certificate is required by your

anticipated placement provider if working with children or vulnerable adults. This may take some

weeks to come through (guidance is 6-8 weeks). You can apply for this at the Admissions Office,

Oaklands Park House (up the road opp. University entrance, BOC), cost approximate £50. Contact:

816002. OR your prospective employer may have a faster track arrangement.

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Submission requirements

1. THE PROPOSAL ( 500 words, worth 10%)

The student is required to produce a Proposal (500 words) which includes:

A brief statement of where, when, how the work placement will be carried out, including the

host organisation names of the Manager responsible and the host Supervisor (with title);

A statement of the tasks to be undertaken during the work placement

A statement of the intended learning objectives of the placement (agreed and listed

professional (3) and personal objectives (2)) and an outline summary of the work time-

table; it is recommended that you should present a draft of your Proposal and intended

learning objectives to your module tutor in advance of this being finally submitted

A statement of how your work tasks and (separately) your learning objectives will be

monitored i.e. ways that you have agreed with your supervisor of assessing to what

extent the tasks and learning objectives and outcomes have been successfully achieved

eg how will you and your placement supervisor measure knowledge gained and

competencies achieved, such as regular meetings with your work supervisor, keeping a log,

peer assessment, customer feedback (The Employer Assessment Form ‘Green booklet’ will

be in addition to this).

The Work Placement Agreement Form (Appendix 3), completed by all parties prior to

commencement of the placement. ( Due in two weeks before commencement of

placement or unless a new deadline is discussed and agreed with your module tutor )

The Risk Assessment pro forma checked and completed with your employer (see checklist

at Appendix 5).

The Health and Safety form checked and signed by your employer (see Appendix 6)

2. PERFORMANCE ASSESSMENT ‘The Green Booklet’ (30%)

This will be completed by your Manager/Supervisor involving discussion with yourself and your

tutor. (Appendix 4 – separate document). This will take the form of placement observation,

questioning, task execution and supervision, appraisal meetings with your manager/supervisor.

3. CRITICAL EVALUATION ( 3000 words, 60%)

The student will be required to produce a Critical Evaluation on the placement. This will

evaluate the achievement of your learning objectives and outcomes during the course of the

placement, by drawing from both the practical experience and theoretical aspects relating to

reflective practice and of the student’s chosen areas of study.

A Portfolio of evidence (appendices) must also be produced in order to support the commentary.

This might include a work schedule, organisational plans for classes or sessions, coaching plans,

event or course leaflets that you have helped create, training schedules, or materials relevant to your

placement – no photographs please!

Work Placement providers

Having read Appendices 1 and 2, the Work Placement provider (usually the Manager of the Host

Organisation) will complete Appendix 3, also agreeing to i) conduct a Mid-Placement Assessment

and a Post-Placement Assessment with the University Placement tutor and student, and (ii) provide

a letter confirming the Student’s completion of and application to the placement (which may be

used by the student as a reference).

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The Placement provider will agree to monitor the placement him/herself or through a designated

member of staff and to complete the Employer Assessment ‘Green Booklet’ which should be seen

by the employer in advance of agreeing to the placement (Appendix 4).

Critical Evaluation – Guidance Note

The following format should be used for your Critical Evaluation (see Module Assessment

criteria)

A strong introduction should include relevant information regarding:

-where, when and how the placement took place

-nature of tasks and the agreed learning objectives that will be critically evaluated, and

-how your work was monitored by your supervisor or manager.

You should comment on the nature and concept of Reflective Practice and consider the use

of different models and theories to evaluate and reflect on your own work placement

experience.

You should comment on each of your Learning Objectives/Outcomes (professional and

personal) in turn and how well these have been achieved through the tasks undertaken, using

a separate heading for each, and including a conclusion for each.

You should draw on theory from your relevant degree programme modules, with

reference to literature (including journal articles if relevant), in order to critically

evaluate each learning objective.

You should reflect your own opinion on the effectiveness of your work to the

organisation, and where you think improvements might be made.

A strong conclusion will summarise what has been achieved linked to the learning

objectives/outcomes, how this will help you in the future, and comment on how the

organisation might improve in the future/other opinions.

Appropriate sub-headings are acceptable within the text.

A reference list is required.

Appendices

A portfolio of evidence is required, relevant and integral to your work placement, as

appendices and cross-referenced in your text.

A signed letter from your manager (must be on headed paper) confirming completion

and how well your objectives were achieved must be included (you can in the future use

this as a reference).

The Employer Assessment ‘The Green Booklet’ The Work Placement Module Evaluation Form must be included (this will be extracted

by the administration officer to retain anonymity).

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Indicative readings/referencing

This will vary according to your degree route way, the nature and agreed learning objectives of the

placement, and relevant modules that you have undertaken. Advice should also be sought from your

Programme co-ordinator .

Examples of reading linked to the theory and practice, the importance and process of Reflective Learning

in a work placement environment:

Harms, J. L. (2007) Working with People. Oxford: Oxford.

Heaney, C. Oakley, B. Rea, S. Exploring Sport and Fitness, work-based practice: Routledge 2009

Moon, J. (2005). Reflection in Learning and Professional Development. Abingdon: Routledge.

Pedler, M. (2008) Action Learning for Managers. Surrey: Gower

Examples of reading linked to the theory and practice of the contribution and the role of sport in

community development:

Coalter, F. (2007) A wider social role for sport: who’s keeping the score? Oxon: Routledge.

Collins, M., F. and Kay, T. (2003). Sport and Social Exclusion. Abingdon: Routledge.

Collins, M. (2010) (ed) Examining Sports Development. Abingdon: Routledge.

Holt, N. L. (2009). Positive youth Development through Sport. London: Routledge.

Houlihan, B. and White, A. (2002). The Politics of Sports Development: development of sport or

development through sport? London, Routledge

Hylton, K., Branham, P., Jackson, D. and Nesti, M. (2001). Sports Development: Policy, Process and

Practise. New York: Routledge.

Hyton, K. and Bramham, P. (2008). Sports Development; Policy, Process and Practice. London: Routledge

DCMS (1999). ‘PAT 10 report to the Social Exclusion Unit: the contribution arts and sport can make to

social inclusion’, London: HMSO

Examples of reading linked to organisational, marketing, operational and financial

management:

Torkildsen, G (5th

edition 2005 or 6th

edition 2011), Sport and Leisure Management, London,

EFSpon

Whitehouse, J and Tilley, C (1992) Finance and Leisure. Longman

Gerson, RF (1989), Marketing Health and Fitness Services

Badmin, P (1993), Leisure Operational Management, Longman

Examples of reading linked to health promotion and fitness training

Bennett, P. Murphy, S., (1998) Psychology and Health Promotion. Open University Press

Blaxter, M. (2nd

edition 2010) Health. Polity Press

Bunton, R. Nettleton, S. and Burrows, R. (2004) The Sociology of Health Promotion: Critical

analyses of Consumption and Risk. Routledge

Downie, R.S. Tannahill, C., Tannahill, A. (2nd

.edition 2002) Health Promotion Models and Values.

Oxford University Press

Ewles, L. & Simnett, I. (5th

. edition 2003) Promoting health – a practical guide Edinburgh:

Bailliere Tindall

Handsley, S., Douglas, J., Earle, S., and Spurr, S. (2007) Policy and Practice in Promoting Public

Health. Sage Publications. The Open University.

Heaney, C., Oakley, B., Rea, S. (2009) Exploring Sport and Fitness Work-based practice. Open

University Press, Routledge

Hubley, J. Copeman, J. (2010) Practical Health Promotion. Cambridge Polity Press

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Lloyd, C.E., Laverack, G. (2004) Health Promotion Practice. Power & Empowerment. London:

Sage Publications

Naidoo, J. & Wills, J. (3rd

. edition 2009) Foundations of Health promotion.. London: Balliere

Tindall

Naidoo, J. & Wills, J. (2005) Public Health and Health Promotion: Developing Practice.

Edinburgh: Balliere Tindall

Journals held in the Resource Centre include: Leisure Management, Sport Management, Health

Club Management. Schools/companies may produce their own guidance documents/procedures.

Work experience journals, which may assist your approach to and understanding of the benefits of

the work placement are available from the Careers Office (Ground Floor – New Hall).

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CHICHESTER UNIVERSITY UNDERGRADUATE GENERIC MARKING CRITERIA

(See following pages)

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Class /Marks Overall Quality

Relevance Argument

(reasoning) Evidence

Structure and Presentation (visual / written)

Fail 0% Non-Submission or work of no value

Non-Submission or work of no value

Non-Submission or work of no value

Non-Submission or work of no value

Fail 1-9% Minimal Quality

Contains little of relevance to the objectives of the assessment task. Fails to answer and address the set topic

No practical, academic or intellectual application.

Based on little or no evidence. Lacks academic and intellectual integrity and quality. Use of non-academic sources limits intellectual understanding.

Presentation is inappropriate, unclear and inaccessible. Work is not coherent or succinct. Serious errors of vocabulary, syntax, spelling and punctuation obscure the overall meaning. No logical development or organisation of the materials with few links between statements and sections. References are absent, incorrect or inaccurate.

Fail 10-19% Very Poor Quality

Contains limited relevance to the objectives of the assessment task. May address the topic but not the assignment brief. May be scanty and brief.

Work is descriptive and anecdotal. Minimal or no argument. May be entirely reliant on the work of others, with no practical and /or academic application to demonstrate understanding of the material.

Irrelevant or minimal use of recommended sources, resulting in a lack of understanding and inadequate supporting evidence. Non-academic sources that lack intellectual integrity are relied upon.

Presentation is inappropriate, unclear and inaccessible. Points are not made coherently or succinctly. Compound errors of vocabulary, syntax, spelling and punctuation seriously detract from the overall meaning. Materials lack logical development .Relationship between statements and sections are hard to recognise. References may be absent, incorrect or inaccurate.

Fail 20-34% Poor Quality

Inconsistency of relevance to the objectives of the assessment task. Addresses topic but not always the assignment brief. May be significantly short of required length/ time.

Descriptive or anecdotal work with scanty or no argument. Reliant on the work of others and does not use this to develop own arguments. No critical discussion or theoretical engagement. Little practical and intellectual application.

Minimal and inadequate knowledge of relevant and recommended sources. Their use as supporting evidence may be inaccurate, inappropriate or negligible. Reliance on dated, unreliable or non-academic sources.

Poor visual and written presentation. The style may be inappropriate, unclear and inaccessible. Points may not be made coherently or succinctly. Errors of vocabulary, syntax, spelling and punctuation may seriously detract from the overall meaning. The materials may lack logical development and organisation. Relationship between statements and sections may be difficult to recognise. References may be absent, inaccurate or incorrect.

Fail/PP 35-39% Weak Quality

May be some deviation from objectives of the assessment task. May not consistently address set question or assignment brief. May be short of required length/time.

Descriptive or anecdotal with little or no critical discussion and theoretical engagement. Unconvincing or minimal line of argument. Mostly reliant on the work of others, displaying little understanding or ability to apply the material.

Very limited range, use and application of relevant and recommended sources. Demonstrates lack of real understanding. Too much reliance may be placed on dated, unreliable or non-academic sources.

Weak presentation. Aspects of the style may be inappropriate, unclear and inaccessible. Some points will not be made coherently or succinctly. Errors of spelling, vocabulary, syntax and punctuation may seriously detract from the overall meaning. The materials may lack logical development and organisation. Relationship between some statements and sections may be difficult to recognise. Limited use of references and some may be inaccurate.

3

rd

40-49% Acceptable Quality

Satisfactorily addresses most objectives of the assessment task Completed to acceptable tolerance, limits of time/length.

Work is descriptive with minimal critical discussion and limited theoretical engagement. Too much reliance on the work of others rather than developing own understanding and application of the material

Limited range of relevant and recommended sources are used, but with some inadequacies in their use and employment as supporting evidence. There may be some reliance on dated or unreliable sources

Acceptable presentation. Some aspects of the style may be unclear. Points may not be made coherently or succinctly. Some errors of vocabulary, syntax, spelling and punctuation but these are not serious distractions from the overall meaning. Some lack of logical development and organisation of the materials. The relationship between some statements and sections may be hard to follow. Work is referenced accurately with some errors.

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2 (ii) 50-59% Sound Quality, competent with some limitations

Competently addresses objectives of the assessment task, but may contain minor errors or omissions at the lower end, where treatment of issues may be superficial. Completed to required time/length, etc.

Some limited critical discussion, but argument is unconvincing, particularly at the lower end where the work is more descriptive. More reliance on work of others rather than developing own arguments. Limited theoretical and conceptual analysis.

Range of relevant and recommended sources are used, but this may be in an unimaginative or literal manner, particularly at the lower end of the range. Limited use of sources beyond the standard recommended materials.

Generally sound presentation. Style is largely clear and accessible. There may be minor errors of vocabulary, syntax, spelling and punctuation but these should not detract from the overall meaning. There may be inconsistencies in the organisation and development of materials. The relationship between some statements and sections may not be easy to follow. Some points may not be made coherently or succinctly. Work is referenced accurately with few errors

2(i) 60-69% High Quality, skilled work

Clearly addresses the objectives of the assessment task, especially those elements requiring critical analysis. At the higher end the work will not contain errors or omissions.

Generally clear line of critical and evaluative argument, with ability to develop own ideas from the work of others. Ability to engage in theoretical and conceptual analysis.

Good range of relevant and recommended sources used in an imaginative and largely consistent way as supporting evidence. Use of some sources beyond recommended texts including more complex materials.

Good visual and written presentation. Clear and accessible style. Generally good standards of vocabulary, syntax, spelling and punctuation. Logical organisation and development of materials. Coherent. Relationship between statements and sections are easy to follow. Referencing is accurate and appropriate.

1

st

70-79% Excellent Quality

Authoritatively addresses the objectives of the assessment task, especially those components requiring critical analysis, synthesis and evaluation.

A clear and consistent line of critical and evaluative argument, displaying the ability to develop one’s own insightful ideas from the work of others. Excellent engagement in theoretical and conceptual analysis.

Wide range of relevant and recommended sources used in an insightful and consistent way as supporting evidence. Some in depth use of sources beyond recommended texts, to demonstrate independent research.

Excellent visual and written presentation. Very clear and accessible style. Good standards of vocabulary, syntax, spelling and punctuation. Logical and fluent organisation and development of materials. Coherent and succinct. Relationship between statements and sections are very clear. Referencing is accurate, appropriate and extensive.

1

st

80-89% Outstanding Quality).

Innovatively addresses objectives of the assessment task, especially those components requiring sophistication of critical analysis, synthesis and evaluation.

A clear and consistent line of highly critical and evaluative argument, displaying the ability to develop one’s innovative ideas from the work of others. Creative flair in theoretical and conceptual analysis.

Wide range of recommended and relevant sources used in an innovative and consistent way to support arguments. In depth use of sources beyond recommended texts, demonstrates creative flair in independent research.

Outstanding visual and written presentation. Sophisticated yet clear and accessible style. Very good standards of vocabulary, syntax, spelling and punctuation. Possibly innovative yet logical and fluent organisation and development of materials. Articulate, coherent and succinct. Relationships between statements and sections are clear and precise. Referencing is accurate, appropriate and extensive.

1

st

90-100% Exceptional or distinguished Quality

Professionally addresses the objectives of the assessment task, especially those components requiring originality of critical analysis, synthesis and evaluation.

Consistent line of profound critical and evaluative argument, displaying the ability to develop original ideas from an innovative synthesis of the work of others. Creative flair in advanced theoretical and conceptual analysis.

Wide range of relevant and recommended sources used in a profound and consistent way as supporting evidence. Use of cutting-edge sources beyond the recommended texts, including in-depth use of complex material demonstrating advanced independent research.

Distinguished visual and written presentation. Highly sophisticated yet clear and accessible style. Extremely good standards of vocabulary, syntax, spelling and punctuation. Innovative yet logical and fluent organisation and development of materials. Highly articulate, coherent and succinct. Relationships between statement and sections are precisely made with great clarity. Referencing is accurate, appropriate and extensive.

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To Work Placement Host Manager Appendix 1

Dear …………………………..

Work Placement

I am writing to thank you for agreeing to take on a second year sports student for a 210 hour work

placement. Students on the BA degree programmes have the opportunity to take a Work Placement

module. The aim of the module is to give students the chance to work in a sporting, sports

development, or exercise/health environment and to gain knowledge of how the organisation works,

and to develop work related skills.

The student is assessed by an employer appraisal of the student’s progress towards their learning

objectives and tasks that have been set. In addition the student is assessed on an essay in which the

student reflects on the outcome of the pre-determined learning objectives. The student is required

to confirm a set of learning objectives or outcomes for the placement discussed with you and the

University in advance. A brief outline of the Work Placement module is attached for your

information and interest.

Your role would be to discuss with the student whether the learning objectives are achievable and

you will allow the student the opportunity to work on those objectives as well as undertake the work

of value that he/she will contribute to your organisation. We ask that you then arrange supervision

of the student’s work in relation to them including Mid and Post Placement appraisal interviews

with the student and discussion with the University’s Monitoring Supervisor. We have asked the

student to reflect with you on risk assessment issues prior to commencement of the placement to

meet the criteria for University Work Placements and complete our short pro forma.

I also enclose a short form to provide a record of basic details of the placement, which I would like

the student, yourself and myself to sign, not as a formal contract, but as a statement of intent in

advance of the commencement of the placement. We will also provide the short Mid and Post

Placement Student/Employer Assessment pro forma ‘Green Booklet’.

I would be grateful if, at the end of the placement period, you could write a short letter commenting

on the quality of the student’s work and the extent to which the learning outcomes have been

achieved (which the student might also use as a reference - if suitable!).

We realise that students on placement can put additional pressure on staff, but trust that they will

contribute work of value to your organisation. I am very grateful on the University’s behalf for your

kind offer and I am sure the student will, in turn, provide a useful extra pair of hands during her or

his time with you. Please let me know if you require any further information at this stage. You can

telephone Tanya Goosen (01243 816136).

Yours faithfully

Module Co-ordinator

Work Placements, Sport Development and Management

University of Chichester

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Appendix 2

Module Title: Work Placement

Module Code: Credits: 30 (double module)

Level: Five

Department: Sport Development and Management

Programmes to which the module contributes: BA Sport Development and Coaching, BA Sport

Studies, BA Sport Business Management; BA Sport, Lifestyle and Culture

Tutor responsible: Tanya Goosen

Entry requirements: Usually 120 credits

Aims:

This module offers the student an opportunity to complete a unit of directed study, incorporating a

work placement of 210 hours (6 weeks approx.) typically in a sport/leisure organisation,

school/college, local authority/county council, sport/health club or community programme relevant

to the student’s needs and career aspirations.

Learning Outcomes At the conclusion of this module students should be able to:

1) Relate academic knowledge and key transferable skills to a work-based learning placement

2) Demonstrate professional and personal skills and competencies gained on a relevant placement

3) Reflect critically on progress towards 3 self-directed professional learning objectives and 2

personal learning objectives

4) Reflect on performance of employment tasks and contribution to the placement

5) Provide a written portfolio of work-based evidence to support knowledge/skills gained and use

of appropriate IT, grammatical and punctuation throughout

6) Work effectively as part of a group in a placement context

Indicative Curriculum content:

This module can be undertaken in either the first and/or second semester: the nominated semester

referring to the date of submission. For those students aspiring to pursue a career in teaching the

placement may be undertaken prior to the commencement of Semester 1, Level 5 (after satisfactory

completion of Level 4 and may only commence if approved by your supervisor at the University,

two weeks prior to the start of your placement). We recommend that all students endeavour to

undertake the placement and assessment within the first semester depending on the planning of your

own module profile for the year. The placement may be undertaken on a flexible basis (totalling

210 hours) though should be organised so as not to be disruptive to any other modules being

studied.

Learning strategy:

Students will undertake a placement which constitutes 210 contact hours. Students are expected to

source and confirm with their supervisor their chosen or preferred placement. Three placement

workshops will be scheduled across both semesters to enhance student support and guidance.

Tutorial time will also be provided in addition to workshops and two-weekly drop-in sessions with

the module coordinator/supervisor. All students can expect one placement visit.

Mode of assessment

1. Placement proposal (1000 words; 10% of the overall module mark)

2. Placement Performance (30% of the overall module mark)

3. Reflective evaluation (3000 words; 60% of the overall module mark)

17

Assessment criteria for the placement proposal

The criteria by which the placement proposal will be allocated marks will be that students:

1. Include the placement contact details and schedule of work

2. Three proposed professional learning and two personal learning objectives

3. Outline of proposed employment tasks/activities

4. Outline of proposed methods of recording/reflecting/evaluating progress towards self-directed

learning objectives and performance

Assessment Criteria for the Placement Performance

The criteria by which placement performance will be allocated marks will be that students:

Demonstrate commitment, initiative and enthusiasm for the placement objectives

Show a proactive and autonomous approach to the organisation of time and contribution to

work tasks/activities

Demonstrate value to the organisation or broader team

Assessment Criteria for the Critical Evaluation

The criteria by which the reflective evaluation will be allocated marks will be that students:

1) Relate reflective practice theory to the evaluation of the professional and personal learning

objectives and employment tasks undertaken

2) Link academic theory/literature to experience gained in relation to the acquisition of

knowledge and professional skills/competencies

3) Provide evidence of learning with citation and reference to the portfolio of evidence

4) Reflect and evaluation the outcome of professional and personal learning objectives

5) Provide a portfolio of evidence to support the commentary as appendices

Indicative Reading: Harms, J. L. (2007) Working with People, Oxford, Oxford.

Heaney, C. Oakley, B. Rea, S. (2009) Exploring Sport and Fitness, work-based practice: London,

Routledge

Moon, J. (2005). Reflection in Learning and Professional Development, Abingdon: London,

Routledge.

Pedler, M. (2008) Action Learning for Managers. Surrey: Gower

Torkildsen, G. (5th

edition 2005 or 6th

edition 2011), Sport and Leisure Management, London,

EFSpon

Bolton, G. (2010) Reflective practice : writing and professional development (3rd ed), London,

Sage

Moon, J. (2009) Achieving success through academic assertiveness : real life strategies for today's

higher education students, New York, Abingdon, Routledge

18

Appendix 3

UNIVERSITY OF CHICHESTER

Department of Sport Development and Management

Work Placement

AGREEMENT

(student to submit together with his/her Proposal discussed with the placement provider)

Name of organisation (placement provider)

…………………………………………………………………………………………………….………..

Name of Host Manager:………………………………………………………………….………………

Telephone…………………E-mail……………………

Name of Host Supervisor (if different) …………………………………..…………………

Telephone ………………...E-mail…………………..

Name of Student seeking placement:……………………………………………………………….…

Telephone………………..E-Mail…………………..

Dates of placement………………………………………………………………………………………..

I undertake to provide academic support and guidance to the student before, during and after the

placement, including the agreement of learning objectives for the student, whilst on placement.

Signed:………………………………………………………… Tutor Date………………………….

I undertake to provide the student with the opportunity to achieve the agreed learning outcomes,

whilst on the placement in a safe working environment and to monitor and assess progress.

Signed:……………………………………………………………Placement Provider Date……………..

I undertake to attend punctually on the dates and at times agreed and to work to a high standard,

whilst on the placement.

Signed:……………………………………………………………Student Date ……………………………

19

Appendix 4

EMPLOYER/STUDENT ASSESSMENT Pro forma

(This is available as a separate document from the Sport and Fitness Management office or from

Tanya Goosen New Hall 314, David Lord, 319 or Paul Wheeler, 315) and must be given to your

Employer prior to commencement of the Work Placement)

20

RISK ASSESSMENT Appendix 5

(Please add to or adapt as appropriate to your placement – submit with Proposal)

Student/Employer Pre Work Placement Risk Assessment Check List Issue

(adapt as appropriate to your placement) Comments/Actions Checked/date

-safe travel arrangements to and from the place of

work

-hazards that could be injurious to yourself, staff,

or members of the public associated with work

methods and environment

-the company has a health and safety policy and

plan (companies with more than 6 employees)

-instructions and training for the handling of

equipment and hazardous substances, including

protective clothing (eg chemicals, cleaning fluids)

-availability of written safety instructions for tasks

to be undertaken

-equipment and electrical equipment is checked

and maintained regularly

-training given in evacuation and emergency

procedures (eg fire)

-first aid equipment and trained staff always on

duty

-guidance, training and certification (e.g. CRB)

linked to the supervision of children or vulnerable

adults

-what instructions must be given by you to others

in your care

-understanding your duty of care and that of your

employer

-understanding and location of Accident and

Incident Records

-appropriate Employer’s Liability Insurance is

carried by the host organisation

-any requirements applicable to the particular

work place (eg awareness/access for the disabled).

Other

Signed: Student ………………………………….

Signed: Employer………………………………..

Date:…………………….

Date:……………………

21

Appendix 6

UNIVERSITY OF CHICHESTER Department of Sport Development and Management

Work Placement SDM311

HEALTH AND SAFETY (It is important that the Employer, Placement Supervisor and Student reads the following document,

signs appropriately, and submits this form with the Placement Proposal.)

It is the policy of the University of Chichester to ensure that it is meeting its legal and moral responsibilities in respect

of the health, safety and welfare of students while on placements arranged by the University.

Once students are on placement, whilst continuing to be designated as university students, they are, for the

purposes of insurance policies, perceived as ‘employees’ (under health and safety law) of the placement

organisation. This means that the employer has the same duty of care towards them as any other employee as

regards health and safety issues.

The placement organisation:

must assess risks, provide adequate information, instruction, supervision and training on the use of

equipment

is primarily responsible for the health and safety of the student whilst on placement

must meet all its obligations in relation to the Health & Safety at Work Act 1974 and other relevant

legislation.

It is the responsibility of the Employer to have in place an organisational structure that will ensure that:

staff, including students on placement, receive suitable training;

staff, including students on placement, can demonstrate competency to carry out their role in the

placement procedures

sufficient resources are allocated and they can implement appropriate procedures to ensure the

health, safety and welfare of staff and students involved in the work experience.

Equally, students have the same responsibilities as any other ‘employee’.

they must take reasonable care of their own health and safety

if there are any medical or other factors which may cause the student to experience significant risk

in the performance of their work , then this matter must be brought to the attention of the

employer/supervisor before the placement starts

they must take reasonable care of the health and safety of other people who may be affected by their

actions

they must also co-operate with the employer

they must report any unsatisfactory situations that arise in the workplace to their university tutor

feedback information and comment to the University as appropriate

University policies The University has appropriate policies for:

employers liability

public liability

professional indemnity.

When students are away from the University on placements, the organisations accepting students are

required to cover them under their employers’ liability policy with regard to any personal injury which the

student may suffer for which the organisation in question is legally liable.

22

The university does have insurance that covers its students while they are on work placement in so far as if

the student does something negligent resulting in injury / damage, then the University of Chichester

insurance covers such an eventuality. However, the University insurance policy does not normally cover any

negligent acts on the part of the placement organization in relation to the injury of one of our students during

their placement.

The Health and Safety checklist mentioned above is designed to check that all institutions/organisations have

their own insurance policies in place so that, if a student is injured due to an act / omission by an

organisation/ institution, i.e. the student is injured due to the negligence of the organisation, then in such a

case it would be the employers insurance that would be relevant, i.e. the employer and public liability

insurance of the placement institution.

Insurance: Any queries regarding insurance matters including any queries regarding liability if an incident

has occurred during/at the placement involving a University student should be made to the University’s

Finance Department (telephone 01243 816103).

Please sign below to confirm the following:

Name of organisation ……………………………………………………….

has a written Health and Safety policy covering its activities;

has a policy regarding health and safety training (including induction training) for people working in its

undertaking;

will provide all necessary health and safety training and safety equipment for the placement student as

appropriate to their role in the school/college/nursery/organisation;

has Employer and Public Liability Insurance (please see * below);

carries out risk assessment of its practices to identify possible risks whether to employees or to others

within its undertaking;

keeps risk assessments under regular review and implements results;

has a formal procedure for reporting and recording accidents and incidents in accordance with the

Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR) and other

legislation;

has emergency procedures to be followed in the event of serious and imminent danger to people at

work in its undertaking;

will report to the University all recorded accidents involving placement students;

will report to the University any sickness involving placement students which may be attributable to

the work.

The above statements are true to the best of my knowledge and belief.

Employer .............................................................……………. Date …………………….

Who is your nominated contact for compliance with the requirements of health and safety

legislation?

Name and position.......................................................................... Tel.................. .............

23

UNIVERSITY OF CHICHESTER Appendix 7

STUDENT MODULE EVALUATION

Department of Sport Development and Management

Semesters 1 and 2

Module: WORK PLACEMENT SDM 502

Resources

1. The learning outcomes of the

module were

Very Clear Clear Not very

clear

Unclear Very

unclear

2. How well did the module

handbook support your

learning?

Very Well

Well

A little

Hardly at all

Not at all

3. List other resources (eg:

moodle, workshop handouts,

readings/activities) that you

found the most useful

4. Were there any problems with

the resources provided?

Assessment

5. How well did the assessments

enable you to show what you

had learned on the module?

Very Well

Well

A Little

Not very well

Badly

6. How useful were the

assessment criteria

Very

useful

Useful Unsure Not useful There were

none

provided

7. How challenging did you find

the assessments

Difficult

Moderately

challenging

Easily

Achievable

Please explain why

8. Feedback from assignments

and/or formative assessments

was

Prompt and good

quality

Good quality but

not very prompt

Prompt but of

limited use

Too little too late

Teaching and Learning

9. The standard of employer

engagement was:

Very High High OK Poor Very poor

10. The standard of tutorial

support was:

Very High High OK Poor Very poor

11. The standard of assignment

support was:

Very High High OK Poor Very poor

Please Turn Over

24

12. Please consider the statements below with reference to the module and tick as many as apply (in your opinion)

Tutor support was good

Tutors were clearly knowledgeable about their subject

Tutors were enthusiastic about their teaching

Tutorials were available when required

Taught workshops were clear

Little support was available

Tutorials were difficult to arrange

Module engagement was hard to follow

The module enhanced transferable skills (eg communication, IT, numeric, presentation)

Explain anything which you feel might improve your learning experience

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

Individual Commitment to module

13. How hard did you work during

this module?

Very

Hard

Fairly hard Enough to

keep up

Not enough

to keep up

Very little

14. How motivated were you to

work at this module at the

beginning of the semester?

Very

Motivated

Motivated Unsure Not very

motivated

Not

motivated

at all

If your motivation to work at the module had changed by the end please explain why.

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

Work placement provider

15. How well did the placement

provider structure your

placement?

Very well Well OK Inadequate

overall

Poor

16. How well were risk assessment

and health and safety training

given?

Very well Well OK Inadequate

overall

Poor

17. How well were your work and

learning objectives supervised

and monitored?

Very well Well OK Not enough

contact and

supervision

Very little

18. How would you rate the

placement provider

organisation overall?

Very high

High

OK

In adequate

Poor

Organisation: ……………………………………………………………………………

Main contact: ………………………………Tel: ……………………….E-mail: ………………………….

Thank you Tanya Goosen/David Lord/Paul Wheeler -