This module aims to introduce students to the concept of biomechanics. It will help develop knowledge and understanding of how to apply biomechanical factors and its effect on athletic performance, injury reduction and neuromuscular training. Learners will attain skills required to conduct qualitative and quantitive analysis of human movement.

1. Outline the role of Biomechanics in sport, exercise and injury
2. Identify the main principles of linear and angular kinetics and kinematics when applied to human movement
3. Explain the importance of biomechanics in injury causation and risk reduction of injury
4. Evaluate how abnormal biomechanics may predispose to injury during sport and exercise
5. Demonstrate the ability to conduct qualitative and quantitative analysis of human movement
6. Examine the use of technology and its application in the field of human movement analysis
7. Collect, analyse and interpret biomechanical data of a human movement and present the findings

This module explores the policy, strategy and structural methodology that underpins sport and physical activity in Ireland. The module applies a marketing perspective to sport and physical activity through which the options and actions of the coach and the participant are explored. This is achieved through the application of a range of frameworks that underpin sports and physical activity coaching and leadership.

These opportunities to explore unifying principles, themes and contemporary theories in sport and physical activity are aimed at expanding and deepening the learners understanding and analysis of the sport and physical activity industry.

1. Analyse the policy, strategy and organisational structures of sports and physical activity in Ireland.
2. Appreciate the concepts of a marketing perspective.
3. Distinguish a range of sports and physical activity participant segments.
4. Appraise the application of a range of frameworks to support engagement and participation in sport and physical activity across the life cycle.
5. Discriminate different coaching philosophies, styles and pedagogies to their coaching process.
6. Appraise transferable skills in decision making, problem solving, group role management and organisation

The aim of this module is to provide learners with a fundamental understanding of the key role played by nutrition in health, sport and exercise. Learners will develop an understanding of the components of a healthy, balanced diet and relevant current evidence-based sports nutrition guidelines in relation to a range of athletes.

1. Explain the fundamental principles of sports nutrition and the foundation of a healthy balanced diet.
2. Assess an athletes nutritional needs based on their individual needs and the demands of their sport.
3. Calculate an athletes basic energy needs based on the demands of their sport.
4. Apply current evidence-based sports nutrition guidelines and recommendations to an athletes diet based on phase of the season and current status, e.g. pre-season/competition/rehabilitation.
5. Differentiate at a fundamental level energy balance and energy imbalance and discuss the importance of energy balance in relation to sports performance.
6. Perform nutrition assessments and be able to calculate an athletes nutrition needs e.g. hydration, fu e ling , etc.
7. Compare the body composition needs of different athletes and understand body composition assessment techniques.
8. Summarise the current evidence and guidelines regarding the use of nutritional ergogenic aids.

Learners will develop an understanding of underpinning theories of performance analysis and technology used in sport. Students will develop the understanding of key performance indicators and gain knowledge on how to identify these through a range of sports. This module provides learners with an opportunity to develop computer software techniques and to apply notational and computer-based analysis skills through video feedback to assist the coaching process.

1. Explain the historical development of performance analysis in sport
2. Identify and explain relevant underpinning theories related to performance analysis
3. Identify key performance indicators related to sport and exercise performance
4. Demonstrate the ability to develop and employ appropriate notational systems for a range of sports
5. Analyse sporting performance using a variety of notational, video technological and computer-based methods within a range of sports
6. Demonstrate the ability to gather, process and interpret data and communicate findings in a clear and concise manner

This module examines key physiological reactions and adaptions in response to sport and exercise stress. Learners explore physiological changes at rest and during various acute and chronic types of exercise. A range of assessment techniques will be employed to evaluate physiological responses to exercise and training.

1. Identify fundamental responses of physiological systems at rest and during exercise
2. Explain the key theoretical principles and mechanisms responsible for physiological responses and adaptations to acute and chronic exercise
3. Summarise relevant professional standards and ethical considerations
4. Administer a range of laboratory and field-based assessment techniques
5. Demonstrate the ability to interpret laboratory and field-based assessments
6. Interpret assessment results to inform exercise and training programmes
7. Develop good communication skills and the ability to work alone or as part of a multidisciplinary team
8. Demonstrate professional behaviour and adhere to principles of good practice

The aim of this module is to introduce the learner to the concept of Strength and Conditioning. Learners will be provided with the knowledge, skills and practical experience required to plan, prescribe and implement strength and conditioning programming to aid the development of the health and skill related components of fitness and performance.

1. Describe the underpinning concepts and principles of strength and conditioning
2. Discuss the performance benefits of strength and conditioning for general and athletic populations
3. Safely administer appropriate assessments to determine individual needs
4. Identify specific considerations for participants from a variety of backgrounds and sports and select exercises that are safe and appropriate for the populations
5. Demonstrate skills necessary to plan, prescribe, supervise and adapt specific strength and conditioning programs for the improvement of performance outcome measures
6. Explain the effectiveness of the exercise training program on performance against specifi c criteria and deliver feedback
7. Discuss the use of various innovative technologies within strength and conditioning practice
8. Demonstrate appropriate professional behaviour s and competencies required by strength and conditioning practicioners

This module provides the learner with the theory and tools to identify and evaluat e their own perspectives, motivations and skills as a sports and physical activity participant and as a coach via a range of theoretical and practical psychological approaches.

1. Contrast the different lenses of behaviourism, cognition and humanistic psychology.
2. Relate different psychological perspectives to theories of personality.
3. Evaluate different motivational approaches in sport and physical activity.
4. Relate to the concepts of arousal and anxiety in sports and physical activity settings.
5. Examine the practical application of psychological skills training on themselves.

This module focuses on the preparation of the learner for work experience and a future career in sport, including physical education, physical activity, wellbeing and performance. It presents a structured series of considerations, conditions and scenarios that are aimed at evoking a sense of the self as a developing professional and promoting a focus for their roles as practitioners, teachers, instructors, coaches or other. Particular attention is paid to the planning and organisation phases of their work placement role.

1. Appraise their developing professional selves as practitioners
2. Analyse the requirements of specific roles in the sports sector
3. Evidence their knowledge, experience and skills in relation to professional working environments
4.
Approach their work placement with confidence and competence, including an understanding of disciplinary and safety issues related to the work placement setting

5. Create an action plan to support the fulfilment of their work placement responsibilities
6. Utilise models of self-reflection to structure and develop their reflective practice skills

This module focuses on the preparation of the learner for work experience and a future career in sport, including physical education, physical activity, wellbeing and performance. It presents a structured series of considerations, conditions and scenarios that are aimed at evoking a sense of the self as a developing professional and promoting a focus for their roles as practitioners, teachers, instructors, coaches or other. Particular attention is paid to the planning and organisation phases of their work placement role.

1. Appraise their developing professional selves as practitioners
2. Analyse the requirements of specific roles in the sports sector
3. Evidence their knowledge, experience and skills in relation to professional working environments
4. Approach their work placement with confidence and competence, including an understanding of disciplinary and safety issues related to the work placement setting
5. Create an action plan to support the fulfilment of their work placement responsibilities
6. Utilise models of self-reflection to structure and develop their reflective practice skills

The aim of this module is to give learners a critical understanding of a range of concepts relating to health promotion and wellbeing and to enable them to develop the knowledge and skills required to provide HP initiatives to individuals and communities in a variety of settings.

1. Evaluate the competing definitions of health, determinants of health and methods used to measure health and wellbeing.
2. Examine the concept, theories and principles which underpin health promotion and wellbeing.
3. Assess current public and corporate health promotion policy and planning in relation to health and wellbeing.
4. Summarise issues pertinent to health promotion and the implications for health promotion work.
5. Consider the evidence for effective health promotion practice.
6. Outline models of behaviour change and the significance of interdisciplinary team working in health promotion.
7. Demonstrate the required underpinning theoretical knowledge and skills to plan, implement and evaluate a health promotion intervention at individual, organisational or community level.
8. Reflect on the process of planning and implementing a HP initiative including the strengths, weaknesses, and limitations of the process.

This module explores physical activity and sport from a physical education and school-setting perspective. It takes a pedagogical and student-centred approach and explores a broad range of physical activity options to meet the needs, motivations and wellbeing of all participants. It aims to equip learners with the knowledge and skills to deliver lessons to all students, including those with physical, sensory and intellectual disabilities.

* A minimum of 75% attendance (or equivalent engagement) is advised for Teaching Council Subject Declaration Approval for PE

1. Compare and contrast physical education practice and sports coaching approaches in learner engagement, health promotion and wellbeing.
2. Examine and discuss international research on physical education and trace the development of physical education in an Irish context
3. Engage with and practice utilising the hierarchical levels of learning incorporated within the domains of learning in the design and planning stages of units of learning and physical education lessons
4. Consider and review curricular models in education, and their application in a physical education setting and health and wellbeing context
5. Cope and improvise with scant resources to deliver quality physical education experiences
6. Discuss the social and physical barriers and benefits that people with disabilities experience in their participation in physical activity
7. Adapt teaching strategies, rules, equipment, rules and the environment to enable people with disabilities to participate in fully inclusive physical education lessons

The aim of this module is to develop the learner's academic and practical knowledge, skills and capabilities to a professionally competent level to enable them to prescribe, plan and deliver, safe and effective exercise programmes within a gym or health club environment.

1. Define the role of the personal trainer, the principles that underpin personal training and act as a positive role model within the parameters of industry standards.
2. Analyse clients needs in terms of exercise prescription, promote PA guidelines as recommended by various agencies and prescribe safe and effective supervised and unsupervised exercise programme(s) to meet clients goals that can be delivered in a variety of settings.
3. Demonstrate the necessary skills including (ethical considerations) to deliver safe and effective periodized exercise programmes, adapt or progress exercises as necessary and refer clients to other relevant professionals when appropriate.
4. Describe special precautions and modifications of exercise programming for special populations.
5. Evaluate exercise programme(s) and provide future recommendations.
6. Provide clients with accurate information on the principles of nutrition and physical activity goals including, health, weight management, fitness and performance.
7. Apply motivational techniques of motivation to promote behaviour change and adherence.
8. Demonstrate a detailed knowledge and understanding of Anatomy & Physiology in the context of physical activity and sports performance.

This module introduces students to the creative aspects and aesthetic experience of movement in the form of gymnastics and dance. It focuses on teaching the fundamentals of body management, body form, precision, technique, rhythm, progressions and sequences with a view to building creative movement compositions. Learners will perform and microteach in inclusive peer group scenarios.

*A minimum of 75% attendance is advised for Teaching Council Approval for PE

1. Link aesthetic movement through the elements of travel, balance, weight transfer and rhythm in gymnastics and dance activities
2. Apply teaching cues for improving dance movement and gymnastic techniques
3. Choreograph and perform movement sequences in groups, pairs and individually in response to themes and other stimuli in gymnastics and dance
4. Observe the movement experience of others in terms of precision and aesthetic form
5. Teach a range of educational gymnastic activities using specific gymnastics apparatus and equipment with a focus on safety, inclusion and technique
6. Teach a range of inclusive dance forms including rhythmic activities and dances from a variety of traditions

The aim of this module is to provide learners with the opportunity to immerse into and gain quality work experience in the sport/leisure sector in areas such as physical education, physical activity, wellbeing and performance. The experience will provide learners with a supervised opportunity to apply their theoretical and practical knowledge and skills in a structured work environment. Learners will participate in the preparation, organisation and delivery phases of their practice and engage in a continuous cycle of reflection on their roles as developing educators and sports leaders.

1. Integrate into the working environment and communicate as an effective employee in the workplace
2. Assist in the delivery of specific sport/leisure activities and other relevant work in a supervised environment
3. Design units of learning and lesson plans in physical education and/or component specific, stage related programmes of physical activity, wellbeing and performance and other specific tasks relevant to the work placement culture and purpose
4. Cope with available resources to deliver quality work-related outcomes with maximum participant engagement and demonstrate initiative and leadership skills
5. Apply appropriate and standardised safety procedures and protocols in all aspects of work experience
6. Utilise the knowledge, skills and competencies acquired during the programme of study to date in meeting the challenges presented by work placement tasks
7. Reflect on the work experience on an ongoing basis, identifying areas for improvement and refining practice as a developing professional
8. Establish a gateway into the sport/leisure sector by networking and developing an awareness of supporting agencies and organisations

The aim of this module is to provide learners with the opportunity to gain quality international work experience in the sport/leisure sector in areas such as physical education, physical activity, wellbeing and performance in a partner Erasmus+ organisation in a European country. This international experience will provide learners with a supervised opportunity to apply their theoretical and practical knowledge and skills in a structured work environment, whilst immersing in the culture of their host country. Learners will participate in the preparation, organisation and delivery phases of their practice and engage in a continuous cycle of reflection on their roles as developing educators and sports leaders, whilst gaining intercultural awareness and understanding.

1. Immerse in the culture of the host country, integrate into the working environment and communicate as an effective employee in the international workplace
2. Assist in the delivery of specific sport/leisure activities and other relevant work in a supervised working environment
3. Design units of learning and lesson plans in physical education and/or component specific, stage related programmes of physical activity, wellbeing and performance and other specific tasks relevant to the work placement culture and purpose
4. Cope with available resources to deliver quality work-related outcomes with maximum participant engagement and demonstrate intercultural sensitivity, initiative and leadership skills when working in team situations and while working alone
5. Apply appropriate and standardised safety procedures and protocols in all aspects of work experience
6. Utilise the knowledge, skills and competencies acquired during the programme of study to date in meeting the challenges presented by work placement tasks
7. Reflect on the work experience on an ongoing basis, identifying areas for improvement and refining practice as a developing professional
8. Establish a gateway into the sport/leisure sector of the host country by networking and developing an awareness of supporting agencies and organisations