VERTICAL GENIAL ONE PAGER

Placement Profile

Initial Challenges and Areas for Professional Development/Further Study

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Course, Module and Learning Group

Course - BSc (Hons) Sports Coaching and Development | Module - Sports Coaching and Leadership, Year – 2

Preferred Learning Styles – A mix of preferred learning styles with group work and activities being most prevalent among the group

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Personality Types – An online personality test was conducted with the learners, and it found that there were 17 Extroverts 8 Introverts (Jung, 1923).

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Resources and Support

Blackboard – Course Materials / Resources

USW FINDit – Online Library

ICIS – Integrated Curriculum Information System

Timeline / Milestones

Key Policies and Practices

Academic Misconduct

Equality, Diversity, and Inclusion Policy

IT Services Policy

Safeguarding Policy

Workplace Health and Safety

Equal opportunity policy

The University of South Wales (USW) is a higher education (HE) institution and comprises of three campuses which are located in Cardiff, Newport and Pontypridd. The University currently has over 23,000 students and welcome 3,000 new students each year from 124 different countries. Due to USW being a HE institute they aim to recruit from across the globe. The catchment area, however, is predominately South Wales with the University also aiming to recruit students and staff from across Wales, the UK and Internationally with 12.7% of their students being classed as international students.

Placement Overview

USW currently boast that almost half of their students come from areas within the bottom two quintiles of the Welsh Index of Multiple Deprivation (WIMD), this put them above average for higher education in Wales and the UK, something they are proud of. Lastly, the University’s demographics are as follows from their EDI Student Information 2021-2022 report *2022-2023 not yet published*. (USW, 2022): 61.7% are aged between 18-25. 18% have declared that they have a disability. 72.1% are White British, 7.6% are from a British Black and Ethnic Minority background, 17.2% international and 2% did not provide information. 55% have no religion, 24% Christian and 8% Muslim. 47% are male and 52.7% are female.

Learning Group – There are 25 students enrolled onto the course with 14 males and 11 females. The age bracket of the students are 19 - 24 years old and all have a background in Sport, Fitness, Health and Development through year 1 of their studies, sports clubs, and previous education such as GCSE PE, A-Level PE and BTEC Sport. There are no students with identified individual study plans (ISPs) or learning needs/disabilities. However, there are 2 students who do not engage fully with lectures/seminars and practicals, but this appears to be their own choice rather than any disclosed learning issue.

Cultural Backgrounds – All students first language is English/Welsh, and all have previous formal education. Other considerations/data has not been collected.

USW

Module Implementation Plan – Module Specific Information/Scheme of Work

Ethics Policy

Initial Challenges: The cohort is a good size with 25 students enrolled, however the average attendance is around 16-18 students, but this changes weekly. This was an initial challenge when planning and preparing group work or collaborative activities. In addition, there was an initial challenge with 2 students specifically being on their phones throughout the lectures however, this was rectified by introducing classroom standards and ensuring boundaries were set for teacher and students. In regards to the practical, there were a couple of students who do not wish to participate, which had an effect on the student led assessments. Finally, the challenge of having such a wide range of abilities and knowledge meant that planning was challenging however ensured there was differentiation by task and a variety of teaching methods.

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Areas for Professional Development/Further Study: Behaviour Management within the classroom (phones for example). Meet with my mentor to discuss strategies to reduce this by end October. Look at more differentiation strategies to embed within the sessions for better student engagement by the end of Semester One. Meet with my mentor around the challenge of being a lecturer and not a coach during practicals as I seem to find myself coaching on times due to my coaching background. This is to be done by the end of Semester One.

Main Targets

Use a wide range of differentiation strategies when teaching. Before the Christmas break. Work with mentor around their experiences and engage with academic literature.

Gain a deeper understanding of cross-cutting themes and how best to embed them within sessions. By the New Year (2024). Engage with relevant and current literature as well as USW lecturers and Welsh Government documents.

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