This module introduces the learner to the theory and practice of management within the leisure and services sector. The learner will explore of the main functions of management and the issues that surround business today. The learner will gain an insight to the Business Environment and the impact and challenges of managing the environment. This module looks specifically at the environment that the Sports and Leisure Industry operates in.

1. Explain the role of and characteristics of a manager.

2. Recognise the different theories of management and the impact they have on the development of management thought.

3. Identify and explain the elements that make up the macro and micro business environment.

4. Display knowledge of the functions of management.

5. Identifyand explain current issues facing managers in the sports and services sector.

The aim of this module is to provide the learner with the essential technology skills required to work in a business environment. Practically, the student will learn how to create a spreadsheet that incorporates fundamental features and learn how to manipulate a database to generate the framework for storing information. The student will acquire an understanding of the theoretical aspects of the business environment.

1. Design a fundamental spreadsheet with formulae, standard functions and charting capabilities.

2. Manipulate a database that contains tables, forms, reports and queries.

3. Theoretical Investigation into Modern Computing – Cyber Security, Information Systems, Business Ethics and Legal Issues

The overall aim of this module is to provide students with a grounding in marketing concepts, theories and principles most relevant to the development and implementation of marketing practice and strategies in contemporary business. This module introduces the learner to the principles of marketing with specific emphasis on their application in business. Marketing concepts, marketing decision areas and challenges are considered, emphasising key interfaces with other functional areas and an examination of emerging technologies that are shaping marketing decisions.

1. Explain the evolution ofmarketing theory andpractice.

2. Describe the forces in the marketing environment and its impact on business.

3. Assess the benefits of market segmentation and understand how to position an offer for maximum competitive advantage.
4. Comprehend the components and processes involved in the framing ofa marketing mix for products and services.

5. Discuss the role of corporate social responsibility and ethical marketing behaviour.

This module is designed to provide students with an overview and appreciation of outdoor recreation, which includes outdoor activities, fundamental concepts, the natural environment and the use of outdoor recreation as an educational tool. Students will exit the subject with a range of practical skills such as route planning and navigation, outdoor team based development and the ability to design and run an orienteering programme.

1. Describe current influences, trends and developments in the outdoor recreation industry.

2. Identify issues associated with the management and development of outdoor recreation.
3. Use a range of outdoor practical skills withapplication in an educational setting.

4. Demonstrate aknowledge of the outdoor experience based on practical involvement.

5. Implement a health based outdoor recreation programme for the general population.

This module lays the foundation for REPS Ireland accreditation in Fitness Instruction. Students will learn the fundamentals of different approaches to warm-up, stretching and cool down and be able to apply the principles of training for the development of flexibility and cardiovascular fitness. Health screening and health /fitness assessment will also be addressed with the use of standardised questionnaires, health indexes, body composition assessment, flexibility and cardiovascular fitness testing. Blended teaching and learning technologies will be employed in the delivery of this module along with practical classes.

1. Ethically administer practical field tests for flexibility and cardiovascular fitness.

2. Role play and lesson plan as an instructor for stretching techniques and manipulation of cardiovascular machines.

3. Explain the physiological adaptations of the cardiovascular system in response to aerobic exercise prescription & lifestyle.

4. Describe metabolism, fuels for energy, and energy pathways.

The Active Ageing module brings together evidence-based knowledge from different fields and offers the learner practical and evidence based strategies to facilitate adherence to prescribed physical activity and exercise needed to achieve durable results in the preventative health care of ageing populations in both indoor and outdoor natural green and blue exercise settings.

1. Evaluate discussions and methods of exercise and physical activity instruction or play organisation in the e-portfolio journal writing related to personal experience, reading, observations and future practice.

2. Design, construct and develop variation of exercise, play and physical activity programmes to realise active ageing.

3. Design, construct, develop and perform variation of exercise techniques to realise active ageing.

4. Identify the physiological, psychological and sociocultural aspects of exercise, play, and physical activity for older adults.

This module prepares students to work as a pool lifeguard in various types of swimming pools.

Students who meet the external body attendance requirements and standards will receive the Royal Lifesaving Society (RLSS) National Pool Lifeguard Qualification (NPLQ) certification. A good standard of swim fitness is necessary.

Students must be able to: Jump/dive into deep water, swim 50 metres in less than 60 seconds, Swim 100 metres continuously on front and back in deep water, Swim 40m proficient inverted breaststroke, Swim 40m proficient sidestroke, Tread water for 30 seconds, Surface dive to the floor of the pool, Climb out unaided without ladder/steps and where the pool design permits.

1. Describe the role and responsibilities of the lifeguard and identifythe policies and procedures associated with working in a swimming pool facility.

2. Differentiate and choose between a comprehensive selection of effective land and water based rescues with and without the use of rescue aids in a given rescue situation.

3. Demonstrate basic life support on adult, child and infant manikins; including the use of an AED to the required standard using team work and communication principles.

4. Explain and show how toexecutefirst aid treatment for awide variety of first aid emergencies.

This module aims to give candidates the basic knowledge and practical skills to allow them to engage people with disabilities in a physical activity setting. Theory based knowledge will identify models of inclusion and issues around coaching individuals with disabilities. Medical complications associated with populations with low levels of physical activity will be explored. Practical workshops will facilitate exploration of the specific needs of a target population and ways of adapting physical activity sessions to make them more inclusive. In this regard, the learner will gain experience working face to face with people with disabilities. Candidates will also be encouraged to complete 'Disability Inclusion Training' during the semester. Blended teaching and learning technologies will be employed in the delivery and assessment of this module.

1. Identify common types of disability, associated medical complications, and physical and mental benefitsof physical activity.

2. Describemodels of inclusion, the role of NGO’s/NGB’sand legislation in the area of disability.

3. Use practical tools which may be employed to negotiatecommunication and cognitive difficulties whilst working with a person with a disability.

4. Design and deliver adapted physical activity sessions to people with disabilities.

This module introduces the learner to Micro and Macro Economics and aims to instil an understanding and appreciation of how the economy operates. The module will provide the learner with the skills and vocabulary necessary to analyse and research the economics issues which arise in an ever changing economic environment. The learner will be given the basic tools needed to understand the issues and the confidence to develop his own thoughts independently

1. Introduce students to the world of economics, its main economic systems and the role of the government.

2. Investigate the forces of demand and supply and their ability to set market equilibrium and dis equilibrium.

3. Examine how national income, money, inflation and elasticity effect the effect the economy.

4. Review Ireland’s economic situation and evaluate the Irish economic policies past and present, with special attention to the sports sector.

The aim of this subject is for students to develop a knowledge of cost accounting and cost behaviour and apply this to managerial decision making problems and budgeting.

1. Identify ways in which costs can be classified and forecast costs for future periods.
2. Explain the terminology used in cost accounting and calculate the cost of producing a product or providing a service.
3. Perform calculations and manipulate data for break even analysis.
4. Apply contribution analysis to managerial decision making situations.
5. Describe the budgetary process in an organisation and prepare functional, cash and incremental budgets

This subject aims to develop the student's skill, knowledge and application in the functional management of recreation, sport and fitness.

1. discuss how the five functions of management as they apply in a recreation, sport or fitness operation

2. gain an understanding of the development and current operation structures in the recreation management industry, includingthe supervisory management system in place in the leisure andfitness facilities sector

3. explain the significance of Ireland Active’s White Flag Award as it relate to recreation facility management practice in Ireland

4. gain an understanding of health and safety legislation / codes of practice as they relate to recreation, sport and fitness operations andbe able to undertake a risk assessment for a recreation, sport or fitness operations

5. gain an understanding of the membership retention programmes implemented by fitness clubs and the role of club management software programmes

6. gain an understanding of the complexitiesof managing a voluntary run sports club

The objective of this module is to give the student a broad overview of the structure of the Irish legal system and how it operates. An introduction will also be given to the European legal system. The student will be provided with an understanding of the basic principles of contract law and tort law which are essential in the commercial and sporting environment. It is intended that this module will create an awareness of where legal expertise may need to be sought.

1. Describe the system of administration of justice in Ireland in relation to civil and criminal law, identifying the sources of law and their relative positions of authority within that system;

2. Explore the composition and jurisdiction of the Irish court systemincluding judicial independence and the significance ofprecedent;

3. Apply the fundamental principles of contract law and tort law to facilitate informed decisions in the commercial and/or sport environments;

4. Evaluate therole played by ADR in settling disputes/sports related disputes;

5. Discussthe legal issues associated with ‘doping’.

6. Demonstrate the ability to cooperate and work effectively with peers.

This module aims to provide students with the necessary skills and knowledge to operate effectively as an EQF Level 3 Fitness Instructor within the health and fitness industry. It is an important milestone in becoming an accredited fitness instructor. Students will role play as weights instructors and learn the basics of resistance programme design. The leaner will complete an e-portfolio of work and be tested with regard to theoretical knowledge at the end of the module. Blended teaching and learning technologies will be used in the delivery of this module. Note: Completing this module does not guarantee accreditation since 'industry specific' outcomes must be met by the learner, which are outlined in the syllabus/LTA.

1. IdentifyHealth & Safety legislation relevant to the strength and conditioning environmentandconduct a risk assessment.

2. Roleplay and lesson plan as a resistance exercise instructor in an ethical manner.

3. Designalinear resistance programme and identifyage-appropriate resistance training for children.

4. Describe muscle types, function, structure, contraction, and body lever mechanics.

This subject aims: To increase the students understanding of how psychological factors influence involvement and performance in sport, exercise, and health programmes. To increase the students understanding of how participation in sport, exercise, and health programmes influence the psychological makeup of the individuals involved To help the student acquire skills and knowledge about exercise and health psychology so that they can apply the theories to the fields of coaching, teaching, or exercise leading.

1. Describe fundamental concepts in psychology

2. Utilise a range of appropriate practical techniques to enable a range of solutions to psychological challenges.

3. Show how thoughts, values, and beliefs influence an individual’s participation and performance in sport.

4. Construct and design a Psychological Skills Training program for exercise participants.

5. Explainfactors that influence health behaviours with specific reference to exercise

The student will develop a knowledge and understanding of the financial management methods for analysing the financial position of a business, accessing appropriate sources of finance and appraising capital investment opportunities.

1. Describe the role of the financial manager in an organisation in meeting the needs ofall stakeholders.

2. Calculate accounting ratios and prepare a report analysing the financial position and performance of an organisation.

3. Identify and apply a range of investment appraisal techniques and interpret the results.
4. Discuss the importance of, and prepare calculations in relation to working capital management.
5. Identify and appraise the principle sources of finance available to a business.

The aim of this module is to encourage student entrepreneurial behaviour and knowledge through engaging with the processes and challenges of creating, sustaining, and growing new and existing ventures. The module will take the student through the process of starting a business, from considering self-employment, to initial idea generation, through to the practicalities of start-up in the sports industry.

1. Identify the principal personality traits and characteristics associated with entrepreneurship and examine their own suitability to become an entrepreneur.

2. Explore the suitable conditions for the development of an enterprise culture and be familiar with the sources of assistance in an Irish context.

3. Examine the tools used to generate ideas for a potential business.

4. Evaluate the stages involved in developing a business plan and write a business plan for an enterprise.

5. Examine the processes and challenges of creating, sustaining, and growing new and existing ventures

This module aims to introduce the general business student, in Marketing, Sport and/or Tourism, to key people management processes and practices in organisations. It will provide them with the knowledge required to effectively lead teams and manage people in the workplace. It will include key aspects of managing people such as leadership, resourcing, learning and development, performance management, equality, diversity and inclusion.

1. Discussthe central role of the professsional manager in leading teamsat work.

2. Evaluate and recommend appropriaterecruitment and selection methods for your sector.

3. Investigate and recommend appropriate employee performance management and appraisal processes for your sector.

4. Discuss grievance and disciplinary procedures and how to effectively use these procedures in managing people in the workplace.

5. Demonstrate an understanding of the importance of equality, diversity and inclusion in effective team leadership

This subject aims to give an understanding and knowledge of the principles, concepts and tools employed by sports organisations and professionals when planning for sport and recreation.

1. gain an understanding of the processes, tools and characteristics of planning

2. explain the rationale for planning in a sports management context

3. demonstrate the systematic planning process employed in a market based feasibility study for a sports or leisure project

4. explain the process for achieving local sports and recreation strategy and the content it contains

5. able to describe application process for funding under thesports capitalprogramme

6. explain the principles and models employed in the strategic approach to sports facility provision

7. illustrate an annual training and competition plan for a performance based athlete or player

This module will equip the students with the necessary skills to create, edit and publish digital content. The students will also be able to analysis both business and sports performance data and present the results in an appropriate manner.

1. Capture, record, edit and publish digital content which can be published across a range of digital and social platforms.

2. Capture, analyse and present sports performance data through a number of different mediums includingvideo.

3. Differentiatethe various requirements and restrictions when publishing content on digital platforms.

4. Capture, analyse and present business relevant data using industry standard software.

Human nutrition as the base for human health and performance will be explored during this module. The dynamics of carbohydrate, lipid and protein metabolism will be reviewed. The role of vitamins, minerals and water in the context of human performance will be illustrated as well as optimal nutrition for exercise and human energy expenditure. Use of sports supplements will be explored against the backdrop of the World Anti Doping Agency Guidelines. Various nutritional strategies employed by sports athletes to gain a competitive edge will be discussed. In addition, the prevalence of disordered eating in the general and sporting population will be investigated. Blended learning technologies will be employed in the delivery and assessment of this module.

Important: Candidates wishing to pursue the embedded EQF Level 4 Personal Training Qualification upstream, must complete this elective module.

1. Describe the dynamics of carbohydrate, fat, and proteinmetabolism and hydration during physical activity.

2. Describe the concept of nutrition periodisation and conduct basic dietary analysis.

3. Recogniseriskfactors associated withdisordered eating.

4. Review the efficacy and risks associated with nutritional strategies employed by athletes.

Particular reference is paid to the Northwest of Ireland and its world class natural surfing resource. The culture of surfing and related lifestyle sports are examined. The module will provide an exploration into the physiological and psychological benefits that result from human interaction with the ocean and the natural environment. Students will develop an increased understanding of the ocean and complex dynamics that underlie the sport of surfing. The module has a practical water based component through which the fundamental skills involved in surfing are developed.

1. Explain the historical, technical and cultural concepts related to the sport of surfing.

2. Analyse oceanographic and meteorological forces which impact upon the sport of surfing
3. Demonstratethemotor and technical skillsrelated to the sport of surfing.

4. Describe trends and best practice within the surfing industry.

5. Identify and describethe role surfing can play in an individuals holistic development

This module aims to provide students with a detailed theoretical and practical knowledge of teaching swimming.

Eligible students will gain industry recognised qualification – Water Safety Ireland Level 2 Swim Teacher Certificate.

Prerequisite for certification: Students must hold an Assistant Swim Teacher certificate and have taught 15 sessions since their assistant swim teacher training.

1. Examine the fundamental principles of aquatics and report on anatomy and physiology as applied to aquatic activity.

2. Analyse the technical aspects of Freestyle, Backstroke, Breaststroke, Butterfly, Lifesaving backstroke and lifesaving sidestroke under the BLABT format.

3. Differentiatethe stages ofgrowth and development; its effect on swimmers and appropriate training focus/methods for each stage.

4. Review the acquisition of a skill, provide feedback to swimmers and base teaching practices on the ability of the swimmer

5. Show plans, schemes of work and deliver teaching classes for all age and ability groups using a variety of teaching methods.

Students preparing for a work placement in the service sector must be knowledgeable of the key customer care skills required. This module provides them with these practical soft skills.

Working in a service business means that an understanding of the characteristics of such organisations and their marketing challenges must be appreciated by the student.

This is a condensed module delivered intensely over a period of 4 weeks before students go on work placement.

1. Demonstrate and practice excellent customer care skills
2. Examine the importance of the employee in delivering high quality service
3. Employ a customer-centric approach to customer care

This subject aims to qualify the student with the skills and competencies required to coach e.g. GAA, rugby and basketball at underage or developmental level. The subject will be taught in conjunction the iCoach Kids study Guide and the relevant national governing body qualifications and within the context of the National Coaching Development Plan.

1. Demonstrate a knowledge, understanding and practical ability to coach/teach in the sports of GAA, football, rugby and basketball to young children

2. Demonstrate a knowledge of the skills and attributes required for coaching young children in team sports

3. Demonstrate safe practice when working with groups of children in an ethical, fun and stimulating environment

4. Coach the basic skills of GAA football, rugby and basketball with a view to teaching the core individual skills and allowing for progression

This subject aims to provide an opportunity for the student to spend a minimum of 12 weeks placement in a work environment which supports previous learning and is commensurate with the learning outcomes of the overall degree.

1. Plan and prepare effectively to successfully work in the sports business or education sector

2. Experience a real work situation in anappropriate work environment.
3. Apply basic practical skills to the work environment
4. Understand and appreciate the operational policy and procedure of relevant organisations
5. Assume greater responsibility in a related work environment
6. Recognise future career opportunities

This module is available for 30 ECTS credits of a semester abroad of learning where the student is required to attend modules of academic study in a relevant host/partner College/University/Institute. A learning agreement is used to identify a variety of modules and group of educational components offered by the Erasmus partner, preferably in cognate fields to match their existing programme. All teaching and assessment will be carried out in and by the host College/University/Institute.

1. Have developed intellectual flexibility through approaching their academic discipline from another perspective.

2. Have an increased awareness of, and sensitivity to other cultural customs, normsandpracticesin the host country/institute.

3. Use the experience of differenteducation culture and exposure to new teaching and learning methods to prepare them better for employment or further studyand be able to outline the benefits of same.

4. Utilise a range of personal development qualities and skillsincluding cross-cultural communicationand problem-solving skills in a range of familiar and unfamiliar situations.

5. Have developed a range of self-management and life-long learning skills including time management, adaptability, confidence, independence and enterprise.