SPRT2441: Sport, Health and the Environment

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• To provide students with knowledge and critical understanding of the interdisciplinary research that investigates the complex interactions between sport/physical activity, health, and the environment. This is studied with respect to the dynamic places, in which people live and move, along with the relationship between sport and the natural environment.

• This module develops knowledge of the bi-directional relationship between sport/physical activity and the environment and it relates to human and planetary health and wellbeing. The module covers a wide range of evidence, case studies and theoretical approaches drawing from a variety of fields and disciplines such as: sport ecology, health geography, sociology, disability studies, psychology, and public health.

Subject-specific Knowledge:

• Demonstrate knowledge of a range of theories and concepts that explain connections between sport/physical activity health and the environment.
• Demonstrate knowledge of how sport/ physical activity impacts the natural environment, and vice versa.
• Describe contemporary debates around the complex interrelations between sport/physical activity, health, and environment.

Subject-specific Skills:

• Critically evaluate varied forms of research evidence and theoretical approaches, dealing with issues of sport/physical activity, health and the environment and their potential applications to practical settings.

Key Skills:

• Demonstrate an ability to communicate ideas effectively.
• Demonstrate clear verbal communicaton skills.

• Staff-led content, including individual and group-based activities, will introduce students to the basic concepts & key theories underpinning sport ecology, nature, health and wellbeing.
• Interactive group activities will enable students to discuss the relative merits of specific theories, key debates and empirical research, and plan / undertake practical activities that could be incorporated as applied examples in their summative assessment
• Independently, students will be required to invest time in directed reading, research activities, and potentially group-based activity preparation.
• Assessment is structured around effectively communicating knowledge and understanding of issues pertaining to sport, health and the environment within an employment context.
• A formative assessment (storyboard) will allow students to prepare for their summative from both a process and learning perspective. Students will have an opportunity to discuss understanding gained from developing the narrative arc and linking / layering of arguments that will underpin their summative assessment, and gain feedback on their insights.
• A summative pre-recorded individual presentation will allow students to demonstrate their ability to communicate their ideas effectively with regards to: critically discussing a range of theories and concepts that explain connections between sport/physical activity, health and the environment; how sport/physical activity impacts the natural environment, and vice versa. This will provide a theory- and evidence-base for their interpretations, recommendations and decision-making during the process regarding the selection of appropriate examples to support their arguments.

Formative feedback #1: Ongoing verbal feedback is provided during teaching and learning activities (e.g. group discussions, responses to directed activities) that support students in developing their ability to communicate conceptually informed, evidenced based knowledge in an effective manner. Formative feedback #2 (optional): Written feedback is provided on a storyboard style outline plan of the of the recorded power-point presentation that will be submitted for summative assessment.

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