HND in Outdoor Leadership

COURSE SPECIFICATION

This course is designed for anyone with an enthusiasm for outdoor adventure, sport, exercise and health, coaching, teaching, or a career in the military. All modules combine theory and practice using the experience gained from involvement in outdoor practical days. The tutors on the HND in Outdoor Activities have vast experience in the outdoor industry and have many links to employment.

There will be the opportunity to access external National Governing Body (NGB) qualifications including Rescue Emergency Care (REC) first aid, Mountain Bike Leadership Award or UKCC Level 1 Canoe/Kayak award and Mountain Leader summer training.

A minimum of 48 UCAS Points in subjects appropriate to the course. This may include A Levels in PE, sciences such as Biology, Level 3 Sport (Outdoor), or other vocationally relevant qualifications. Industry related experience and additional qualifications can also be considered, i.e. Duke of Edinburgh Gold or NGB qualifications.

The course aims to provide individuals with the skills and experience to gain NGB qualifications, develop the knowledge and skills to lead outdoor activities to a range of clientele and to develop the required fitness and professionalism that will enhance any chosen career path. Individuals will also gain a diverse range of subject specific knowledge from experienced teachers and coaches.

Year 1 units include:

Physical Activity, Lifestyle & Health

Lifestyle significantly influences an individual's health, well-being, and overall quality of life. Adopting healthy habits such as a balanced diet, regular physical activity, moderate alcohol consumption, effective stress management, and abstaining from smoking is associated with increased longevity and improved coping mechanisms. Conversely, a poor lifestyle elevates the risk of various physical and mental health issues, including cancer, obesity, heart disease, anxiety, and depression, highlighting the crucial role of a healthy lifestyle in disease prevention.

For professionals in the sport and fitness sector, understanding the profound impact of lifestyle on health and well-being is essential, alongside the ability to facilitate positive lifestyle changes in diverse populations. This unit explores key lifestyle factors like physical activity, stress, diet, drug use, smoking, and alcohol consumption, examining their effects on individual health. Students will investigate the relationship between lifestyle, health, and well-being, analyze physical activity guidelines and barriers, and explore behavior change strategies. Upon completion, they will be proficient in assessing lifestyles, designing and implementing enhancement programs, evaluating their effectiveness, and developing crucial communication, interpretation, and analytical skills for careers in the sport and fitness industry.

The Sport Landscape

The dynamic field of sports policy, politics, and development is increasingly vital for understanding the contemporary sporting landscape. Governments worldwide are recognizing sport and physical activity as powerful tools to achieve diverse objectives, leading to sport's growing cultural, social, and political significance. This unit will delve into the complex motivations behind this trend, exploring the expanding influence of governmental bodies on sport and the evolving political priorities that have shaped its current state.

This unit examines the stages of sport policy and current governmental aims, revealing how sport is utilized to achieve political, cultural, and social goals. Students will gain knowledge of the prevailing politico-sporting climate and the influence of key sporting organizations. The complexities of sports funding and the distinction between elite and mass participation policies will be analyzed, alongside their potential synergies and the debate surrounding the reinterpretation of sport development. By reviewing various policies and strategies, students will develop a comprehensive understanding of the government's impact on sport and the diverse contexts in which policymakers and development professionals operate.

Project Management (Pearson-set unit)

This unit is assessed through a Pearson-set assignment where students undertake an independent sports project. The project brief is determined by the Centre based on an annual theme provided by Pearson, allowing students to explore current and relevant aspects of sport. These projects can be laboratory or field-based, focusing on quantitative, qualitative, or mixed empirical data related to either elite or general populations, and can be specific to individuals or teams.

The primary aim of this unit is to equip students with essential project management skills through the independent research, investigation, and execution of a sport-related project with defined aims and objectives. Successful completion will foster confidence in decision-making, problem-solving, and research activities. Furthermore, students will gain fundamental knowledge and skills to investigate sports-related concepts, determine appropriate outcomes or solutions, and effectively present their findings to various stakeholders.

Technology in sport

Technology has become deeply embedded in our lives, significantly altering everyday routines, and its influence is increasingly prominent within the sporting world at all levels due to enhanced affordability and usability. The pursuit of a competitive advantage drives the adoption of technology, which aids in identifying performance metrics and effectively demonstrating individual progress. From professional sports to amateur levels, fueled by the prevalence of portable and wearable devices, understanding the application of technology in sport is becoming essential for future careers.

This unit aims to equip students with a comprehensive understanding of technology's impact on sport and its role in supporting athlete performance development. Students will investigate the effects of technological equipment, facility advancements, performance-enhancing tools, and testing equipment. They will also explore the crucial role of National Governing Bodies in establishing regulations for fair competition, the ethical considerations surrounding technology implementation, and its potential influence on athletes. By progressing through the unit, students will acquire practical and technical knowledge to critically evaluate the advantages and disadvantages of technological advancements in gaining a competitive edge and will ultimately demonstrate their ability to utilize technology effectively within a sporting context. The acquired knowledge and skills will enable students to appreciate the profound impact of technology on the sports environment and its capacity to shape athlete performance in practice.

Expedition Leadership

Expeditions have been a cornerstone of outdoor and adventure activity programs since their inception at Outward Bound Aberdovey in 1941. Their enduring presence in education, health, military, and public service sectors highlights their significant value. The profound learning, emotional connections, and camaraderie fostered during expeditions provide unique opportunities for individuals to discover their capabilities and limitations, forge lasting friendships, and create enduring memories.

This unit delves into the multifaceted benefits of expeditions while also addressing their inherent risks. Students will examine contemporary expeditions and gain practical experience in planning and executing adventures tailored to various skill levels and experiences. Ultimately, the aim is to understand how expeditions can push personal boundaries and facilitate individual growth, recognizing the delicate balance between exhilarating achievement and potential challenges.

Risk and Safety Management in the Outdoors

Risk is an intrinsic and defining characteristic of outdoor adventurous activities, making its complete elimination both impractical and undesirable. Consequently, a pragmatic approach to risk and safety management is essential. While safety statements and standard operating procedures are legally mandated and cannot guarantee the absence of incidents, their effective implementation fosters good practice and provides vital preventative measures. For aspiring outdoor leaders and instructors across all specializations, a thorough understanding of risk and safety management is therefore paramount.

This unit aims to equip students with a comprehensive understanding of risk assessment models, safety statements, and standard operating procedures, enabling them to develop effective risk management strategies for their own participation and when responsible for others in outdoor activities. Key topics include defining risk concepts and theories, the roles of national governing bodies and local authorities, relevant policies and legislation, risk assessment methodologies and implementation, the legal aspects of risk, the creation and review of safety statements and standard operating procedures, client documentation, the application of safety protocols, incident reporting, and the principles of duty and standard of care.

Outdoor Leadership

In an era marked by increasing reliance on technology and digital communication, a growing detachment from the natural environment, interpersonal connections, and authentic values is evident. Engaging with the outdoors, whether alone or in a group, actively or passively, offers numerous advantages. With the appropriate skills and understanding, an effective Outdoor Leader can act as a crucial facilitator for personal growth, development, and fostering a sense of connectedness in individuals and groups.

This unit is designed to cultivate students into capable and reflective outdoor leaders through an experiential and introspective journey. It aims to foster self-discovery, personal advancement, and professional development, providing a robust foundation for future involvement in adventure programming and expedition leadership. Key areas of study include the philosophies, values, and ethics underpinning outdoor leadership, defining the roles and responsibilities of a leader, exploring historical and contemporary leadership theories and styles, understanding the benefits of outdoor participation, developing essential competencies and soft skills, examining human and group development theories, and mastering the processes of planning, facilitating, and reviewing outdoor experiences. Successful completion will enable students to identify leadership roles, compare relevant leadership styles, enhance their own leadership skills, and gain practical experience in facilitating outdoor sessions.

Outdoor Activities

Engaging in outdoor activities offers significant benefits; however, adequate preparation and appropriate equipment are crucial for ensuring safety and enjoyment. The growing popularity of these activities also necessitates a focus on sustainability to mitigate the strain on natural resources. Modern practitioners must adopt environmentally conscious approaches to minimize their impact.

This unit is designed to equip students with the knowledge and skills necessary to participate safely and independently in outdoor activities while fostering a respectful and sustainable relationship with the environment. It provides a strong foundation for more advanced engagement and promotes responsible outdoor facilitation at instructor and leader levels. Key topics include equipment properties, care, and maintenance, safety precautions, risk assessment, first aid, emergency procedures, understanding social and environmental impacts, environmental ethics, sustainable strategy development (including Leave No Trace principles), pre-activity preparation, route planning, weather interpretation, communication, goal setting, and relevant National Governing Body requirements. Upon successful completion, students will be able to plan, execute, and review safe and focused outdoor sessions with minimal negative environmental impact.

Year 2 units include:

Advanced coaching

The field of coaching is undergoing professionalization, prompting practitioners to critically evaluate effective coaching practices and their development at elite levels. Contemporary coaches increasingly rely on theoretical frameworks from diverse disciplines like pedagogy, sports science, and technology, moving beyond mere intuition in their program design and decision-making. This unit challenges students to analyze the performance coaching environment from both a pedagogical and multidisciplinary support perspective, emphasizing the application of theory and technology to enhance athletic performance in their chosen sports. Students will critically assess definitions of effective coaching and devise solutions for real-world coaching scenarios.

Moving beyond individual session planning, this unit requires students to develop comprehensive training and competition cycles, identifying specific performance aspects for development across different training phases. Successful students will be able to plan macro, meso, and micro cycles, articulating performance development needs through athlete and sport profiling. They will be challenged to create customized training programs and coaching sessions to address individual athlete needs and demonstrate performance improvement through practical coaching. Furthermore, students will critically analyze the challenges and ethical considerations associated with integrating sports science and technology, including issues related to athlete surveillance.

Research Project

This unit employs a Pearson-set assignment where students independently select a project aligned with an annual theme and, where applicable, their specialist pathway. This allows for an in-depth exploration of a current and relevant sporting topic within a specific context. The primary goal is to provide students with an opportunity to conduct sustained research in a chosen area, encompassing the identification of a research theme, the development of aims, objectives, and outcomes, and the presentation of findings in both written and oral formats. Furthermore, the unit encourages critical self-reflection on the research process, emphasizing personal development and recommendations for future learning.

Upon successful completion, students will gain confidence in problem-solving and research endeavors. They will acquire fundamental knowledge and skills to investigate workplace challenges, formulate suitable solutions, and effectively communicate their findings to diverse audiences. Consequently, students will cultivate essential skills such as communication literacy, critical thinking, analysis, synthesis, reasoning, and interpretation, which are vital for both securing employment and fostering academic proficiency.

Entrepreneurism in Sport

Sir Richard Branson famously advocated for immediate entrepreneurial action, emphasizing that starting a business is the fundamental first step in one's career, regardless of age. He highlighted the significant contributions of young individuals who bring fresh perspectives and determination to solve complex problems, underscoring the potential for innovation at any stage of life. The current dynamic global landscape provides fertile ground for entrepreneurship, fueled by widespread engagement with novel ideas. Key motivations for venturing into business ownership include the desire to pursue personal visions, achieve financial independence, and attain autonomy, leading to a flourishing entrepreneurial spirit worldwide.

This unit is designed to equip students with a comprehensive understanding of the entrepreneurial journey. It will explore the essential skills and characteristics of successful contemporary entrepreneurs, encouraging students to critically evaluate their own entrepreneurial potential. A key component of the unit involves the practical development of an enterprise, culminating in the creation of a relevant business plan for a potential start-up. Through a blend of contextual learning and practical assessments, this module aims to provide students with a deeper understanding of the processes involved in developing and launching a new business venture.

Work experience in sport

Work experience is now a critical element for students aiming for success and future employability within the competitive and diverse sports industry. Due to the increasing number of sport graduates and the broad range of skills and experiences demanded, qualifications alone are often insufficient. This unit directly addresses this need by enabling students to gain practical experience in their chosen area of sport. They will explore employment opportunities, identify potential roles and organizations, and secure a work placement. This process involves initial communication with employers, clarifying responsibilities, and establishing placement objectives.

During the placement, students will be observed by supervisors and tutors while documenting their activities and progress through various means like diaries and portfolios. The unit culminates in a thorough evaluation of the placement, assessing individual performance, the achievement of objectives, and identifying areas for future improvement. Successful completion of this unit equips students with valuable employability skills, including time management, communication, and task prioritization. Furthermore, they develop the ability to self-assess their performance against initial goals using monitored data, providing a comprehensive understanding of the placement's success. A minimum of 20 flexible work experience hours is recommended to fulfill the assessment criteria.

Adventure Programming

Adventure programming strategically employs adventurous activities to facilitate learning through problem-solving and adaptation to challenging situations, encompassing recreational, educational, developmental, and therapeutic applications. This unit introduces the foundational philosophical models of adventure programming, exploring the contributions of thinkers like Plato and Aristotle. It further investigates the pivotal role of William James and John Dewey in establishing experiential education, emphasizing learning through direct experience and the necessity of risk for personal growth. The unit also examines the influential work of Kurt Hahn and the development of outward-bound programs.

Furthermore, this unit delves into the physiological and psychological factors that influence participants in adventure programs. Students will analyze concepts such as the 'endorphin high,' flow experience, and peak experiences to enhance their understanding of individual behavior, motivation, risk perception, and the adventure paradigm. The impact of different stages of individual and group development on effective teamwork will also be explored, providing a comprehensive perspective on the dynamics within adventure programming.

Personal and Professional Development

Personal and professional development is crucial for career advancement within the sports industry, increasingly requiring employees to self-assess their strengths and weaknesses and proactively seek skill development aligned with organizational needs and career goals. This unit aims to empower students to evaluate and cultivate a variety of professional and personal skills to foster their future personal and career growth. Students will begin by examining diverse career paths across public, private, and voluntary sectors within the sports industry, analyzing the necessary skills and experience to better understand their own attributes in relation to these roles.

Following this exploration, the focus will shift to the practical application of personal and professional development. Students will create and implement their own development plans, reflecting on their qualities, skills, experiences, and current and future requirements. They will learn to utilize various information sources, including vocational experience and other relevant activities, to assess their progress. Upon successful completion, students will be proficient in using appropriate tools for needs assessment, planning development strategies, and evaluating their effectiveness in meeting career objectives within the sports industry, ultimately enhancing their self-appraisal abilities vital for career progression.

Outdoor Facility Management

Managing an outdoor facility presents a distinct and fulfilling opportunity to create impactful experiences for participants. However, ensuring a secure and positive environment for both staff and visitors is paramount, alongside careful resource management and a forward-thinking approach. This unit is specifically designed to prepare students for the multifaceted role of a manager within this unique setting.

The curriculum combines the exploration of management theories and relevant business considerations through case studies with a practical element where students plan and manage their own program within an existing outdoor facility. Key areas of study include understanding the environments and influences affecting outdoor facilities, business requirements and limitations, resource and human resources management, customer care principles, various management theories and styles, the impact of the external and local environment, analytical frameworks, risk and safety management protocols, and effective programming strategies. Successful completion will enable students to discuss the managerial role, evaluate different management approaches, analyze organizational needs for successful programs, and demonstrate essential managerial skills.

Individuals will be taught through a variety of teaching methods including practical activities, guest speakers, visits to outdoor education centres, traditional lectures and a research project. Assignment tasks include written reports, presentations, practical observations and peer coaching/leading.

After the course, individuals can progress onto the third year of applicable degree courses at various universities, begin a teacher training route, or go directly into employment. Jobs in the outdoor industry include working as a seasonal/trainee instructor in centres such as PGL, as well as a full-time instructor or a senior instructor in LEA centres.

To join this course please click the Register Interest button to receive an email with a unique link and instructions to register with UCAS at www.ucas.com and then apply through UCAS.

You will then receive a confirmation email from UCAS and the college will be in contact with an interview date. Current Shrewsbury Colleges Group students should seek support from their tutor before applying.

If after reading this fact sheet, you are still undecided about the programme most suitable for you, please drop into one of our advice events, ring the Admissions Team on 01743 653333 or email courseadvice@scg.ac.uk