1. Demonstrate an advanced knowledge and understanding of the fundamental concepts of `needs analysis' and apply to special populations. (SG 1, 7, 9, 10, 11) (Analysis, Enquiry, Knowledge and Understanding, Problem Solving)

2. Demonstrate an ability to collect, analyse, interpret and collate research literature, in order to develop and critically communicate an in-depth understanding of the design and application of a bespoke strength and conditioning programme for special populations. (SG 1, 4, 5, 7, 9, 10, 12) (Analysis, Application, Communication, Enquiry, Knowledge and Understanding)

3. Demonstrate a critical awareness of the challenges a strength and conditioning professional encounters with special populations during athletic preparation and applied practice; and through the development of problem solving skills, provide effective and innovative solutions to these identifed challenges.
(SG 3, 9, 10, 12) (Application, Knowledge and Understanding, Learning, Problem Solving)

4. Demonstrate a critical awareness of controversial topics associated with special populations in a global context. (SG 3, 9, 10, 11) (Enquiry, Knowledge and Understanding, Learning)

5. Demonstrate effective communication and discussion skills through the presentation of an informed seminar on a chosen topic and demonstrate an ability to evaluate and reflect on this process.
(SG 3, 5, 6, 8, 11) (Application, Communication, Reflection)

Baechle, T.R. & Earle, R.W. (2008). Essentials of strength training and conditioning. Human Kinetics.
Cardinale, M., Newton, R., Nosaka, K. (2011). Strength and conditioning: Biological principles and practical application. Wiley-Blackwell.

Access to Blackboard/Pebble+
IT resources
Library resources

Students will review the skills and qualities they already possess from previous level 4 and level 5 modules (effective learning, communication, information technology, numeracy and reflection on Staffordshire Graduate Skills) and relate/apply those skills and attributes to the Learning Outcomes of this module that are regarded as critical for research and employers.

Scheduled Learning and Teaching Activities: (12 hours)
4 x 1 hour lectures covering the central content of the module
4 x 2 hour students presentation

Guided Independent Study: (138 hours)
8 x 1 hour screen thread deliveries
4 x 1 hour pod cast deliveries
52 hours of assigned reading prior to the end of module assessment
30 hours preparation for seminar presentation
20 hours for reflective account of presentation and identification of future needs
24 hours student led independent study

This module provides learning opportunities that will enable students to demonstrate the ability to analyse a variety of special populations (examples include: spinal cord-injury, visual impairment, cerebral palsy, amputee, learning-disabled, dwarfism and multiple sclerosis) in relation to their strength and conditioning needs, and critically understand the impact of physical disability on functional ability. Subsequent information combined with knowledge gained from Introduction to Physiology, Biomechanics and Nutrition (Level 4), Periodisation and Performance Lifestyle (Level 5) and the practical skills developed from Strength and Conditioning for Sports Performance 1 (Level 4) and 2 (Level 5), will allow students to be innovative and develop problem solving skills that provide effective solutions to the design of periodised programmes and to the prescription of training to athletes with physical, intellectual, or visual disability. This module will also inform students about the positive effect strength and conditioning practice can have on the health and wellbeing of a disabled performer; how alleviating the activity demands of daily living can potentially benefit athletic performance. Students will develop an appreciation to the requirements of specialist equipment that allow special populations to compete in their sport and undertake training; along with an awareness of controversial topics surrounding strength and conditioning and special populations, for instance, disability classification and training age. Variations between countries in their approach to strength and conditioning for special populations will be covered where relevant.

Students will complete 2 piece of summative assessment:

The first involves a 20 minute seminar oral presentation including questions and answers worth 80% of the overall module mark. The theme of the presentation will be based on the formation of a bespoke strength and conditioning programme related to one of the special populations that have been incorporated into the indicative content of the module (assesses LO 2). The theme will be provided to the student. Students will also be required to incorporate `needs analysis' (assesses LO 1), possible challenges and controversial issues (assesses LO's 3 and 4) that may arise, prior to and during the implementation of the bespoke strength and conditioning programme.

The second involves a submission of a reflective account (assesses LO 5) worth 20% of the overall module mark, via written communication, providing an evaluation on the performance of their presentation and identifying future development needs.

Both elements of assessment must be passed.

Formative Assessment:
Students will be given the opportunity to undertake a presentation in a group. This will enable the students to practice for the summative assessment and receive tutor feedback on their presentation skills. Informal tutor feedback will be provided during seminars.