Bachelor of Health Sciences in Human Movement Science

Purpose

The Bachelor Health Sciences in Human Movement Science aims to develop learners to have a well-rounded knowledge and understanding of essential theories, scholarly positions and primary methodologies relating to the field of physical activity, sport and ergonomics. They should be able to act innovatively and pro-actively, applying ethical criteria to their decisions and actions, participating in society as self-directed citizens and interacting responsibly with others in various contexts.

The broad purpose is to impart the knowledge, skills and values among graduates that will enable them to pursue Sport Science and Ergonomics as a career and apply their expertise in the field, as well as to serve as an undergraduate base for further Postgraduate studies.

An overarching purpose is to provide the region - and the nation - with qualified sports specialists, physical activity specialist and ergonomist to contribute towards the growth of the field of study. The knowledge, skills, values and general competencies are achievable by establishing a sound body of knowledge and theoretical base, and providing practical engagement within the context of community engagement by coaching sport, doing risk assessments in small to medium business and assisting with physical education in local schools. An integration of theory, practice, ethics and values is achieved by assisting the UFH sport department and sport teams within the parameters of their own policy and practices.

The purpose of this qualification is therefor

• to provide learners with a well-rounded and broad education focusing on sport, physical activity and ergonomics, preparing them for a range of professions and/or research possibilities in the area of sport, physical fitness and health;
• to familiarise learners with the content and theories relevant to these fields;

to enable them to contextualize new knowledge and to use appropriate methods for resolving problems;

• to provide learners with a variety of intellectual competencies, including the ability to apply critical reasoning skills to the assumptions of fundamental theories, and to develop an understanding of elementary research methods used within the discipline;
• to equip learners with the ability to give an accurate account of theoretical positions;

to equip learners with the competence to express their own opinions clearly and coherently, in written and oral communication;

• to provide a thorough undergraduate base that prepares learners for postgraduate study;
• to produce learners who are able to think laterally, critically and creatively and who are prepared for life-long learning; and
• to produce learners who understand the principles of good citizenship.

Rationale

The definition of Ergonomics is "The scientific discipline concerned with the understanding of interactions among humans and other elements of a working system, and the profession that applies theory, principles, data and methods to design to optimise human well-being and overall system performance". There are three major disciplines in ergonomics:

• Physical ergonomics: is concerned with human anatomical, anthropometric, physiological and biomechanical characteristics as they relate to physical activity.
• Cognitive ergonomics: is concerned with mental processes, such as perception, memory, reasoning, and motor response, as they affect interactions among humans and other elements of a system.
• Organisational Ergonomics: is concerned with the optimisation of socio-technical systems, including their organisational structures, policies, and processes.

Hence, much of the current BHS in HMS already speaks to Ergonomics; however some modules have been added so to prepare the learner for Postgraduate Hon in Ergonomics.

In 2012 the Department of Labour (DoL) hosted the Occupational Health and Safety Conference: "Road to Zero Injuries and Accidents", to discuss the topic of Ergonomics. Since then, the DoL has invested a significant amount of time and energy into getting ergonomics regulations promulgated within South Africa and giving the discipline the recognition that it deserves. Considerable progress is visible, and the Ergonomics Technical Committee has developed an excellent working document for the regulations. An essential step in ensuring that the rules can be successfully implemented is providing the DoL Occupational Health and Safety inspectorate and corporate parties with sufficient education in Ergonomics. Within this context, the HMS Department at the institution could assist with addressing this need in the field.

Recognition of Prior Learning (RPL)

An applicant whose level of knowledge, skills, competencies and attitudes have not been assessed earlier in terms of the formal qualification in question, but who can demonstrate in an appropriate way, through an assessment designed by the institution that she/he has acquired those skills and competencies, may be considered for admission to the qualification, subject to the policy and procedures of the institution.

The learner may apply for RPL if he/she

a) does not meet minimum requirements for admission into a qualification or

b) meets minimum requirements but has experience or has completed some form of training or course that is applicable and may allow for exemption or advance status.

The learner is advised of the possibility of RPL and is afforded the opportunity to make a case for RPL by means of a motivating letter plus supporting documentation. The Faculty RPL committee sits and reviews the case. If the learner is indeed eligible to apply for RPL, the Committee must decide on the appropriate assessment mechanisms for the application. This may be a portfolio of evidence plus skills test/interview/demonstration and so forth. Deadlines are given for the formulation of the portfolio plus guidelines/support for the applicant are decided upon.

The Faculty RPL Committee appoints assessors and moderators

Assessors and moderators assess the submission and make a recommendation to the Committee. The Committee decides whether the information is sufficient to make an informed and fair decision, if further information/supporting documentation/evidence is required, it is referred back to the learner. If it is a clear-cut case, the decision is taken and tabled at Faculty Board, STLC and Senate.

If a learner is deemed eligible to apply for RPL, they must be given the requisite support of the department and faculty to ensure that they fully understand what is required of them.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level granting access to Bachelor Studies.

Or

• Senior Certificate, NQF Level 4 with endorsement.

This qualification consists of the following compulsory modules at National Qualifications Framework Levels 5, 6 and 7 totalling 368 Credits.

Compulsory Modules, Level 5, 128 Credits

• Foundation of HMS, 16 Credits.
• Anatomy and Movement, 16 Credits.
• Motor Development, 16 Credits.
• Introduction to Physiology, 16 Credits.
• Introduction to Psychology 1, 16 Credits.
• Introduction to Psychology 2, 16 Credits.
• Reading, writing, speaking and listening skills 1, 16 Credits.
• Reading, writing, speaking and listening skills 2, 16 Credits.

Compulsory Modules, Level 6, 128 Credits

• Motor learning, 16 Credits.
• Sport Physiology and exercise science 1, 16 Credits.
• Sport Nutrition, 16 Credits.
• Personality theory and social, 16 Credits.
• Perceptual motor learning, 16 Credits.
• Sport and workplace injuries, 16 Credits.
• Applied Sport physiology, 16 Credits.
• Development Psych, 16 Credits.

Compulsory Modules, Level 7, 112 Credits

• Psychology for physical activity and work, 16 Credits.
• Clinical physiology and exercise science I, 16 Credits.
• Recreation and sport management, 16 Credits.
• Ergonomical principles and system designs, 16 Credits.
• Research methods, 16 Credits.
• Clinical physiology in work environment, 16 Credits.
• Biomechanics of human movement in work and physical activity, 16 Credits.

1. Provide learners with a well-rounded and broad education focusing on sport, physical activity and ergonomics, preparing them for a range of professions and/or research possibilities in the area of sport, physical fitness and health.
2. Familiarise learners with the content and theories relevant to these fields.
3. Contextualise new knowledge and to use appropriate methods for resolving problems.
4. Apply critical reasoning skills to the assumptions of fundamental theories, and to develop an understanding of primary research methods used within the discipline.
5. Give an accurate account of theoretical positions.
6. Understand the complex relationship between cognitive development and physical development.
7. Equip learners with the competence to express their own opinions clearly and coherently, in written and oral communication.
8. Provide a thorough undergraduate base that prepares learners for postgraduate study.
9. Produce learners who can think laterally, critically, creatively and those prepared for life-long learning.
10. Produce learners who understand the principles of good citizenship.

The following Associated Assessment criteria applies across all the Exit Level Outcomes

• Teach appropriate physical education according to a specific population, i.e. children, adults, elderly, obese, disabled for long-term health.
• Effectively communicate through participation in sport the role of sport in social development.
• Apply Ergonomic principles in a work environment.
• Conduct physiological and ergonomic assessments to evaluate athletes and workers performance.
• Organise sporting events in a school, club and community environment.
• Identify potential among individuals for sporting achievement and develop that potential to be fulfilled optimally.
• Design customised training qualifications according to a specific population (sportspeople, general population, etc.) and needs, utilising gymnasium equipment and monitor implementation to ensure execution is effective.
• Demonstrate knowledge of the correct techniques of exercising methods and workspace design.
• Plan and execute coaching sessions at various levels (provincial, national and international) and in multiple sports codes (netball, rugby, soccer and cricket).
• Apply first aid as well as general emergency care in the sports context.
• Demonstrate competency according to ISAK (international society for the advancement of Kinanthropometry) level 1, comprising body assessment of at least 20 individuals.
• Perform physical and motor ability assessments of various sportspeople (part of physiology).
• Plan assessment sessions for physical and motor characteristics.
• Record the progress of exercise participants and provide appropriate feedback, progress reports and recommend further adjustments to train qualifications as required.
• Collect and interpret data, and provide assessment reports according to international sports norms to sports coaches, supplying appropriate recommendations for improving physical and motor characteristics of individual team members.
• Utilise sports scientific equipment (heart rate monitors, tendo power analyser, SMART speed system, dartfish analysing software).
• Give practical advice on nutrition and health.
• Apply sports psychology theories and methods to specific situations and individuals.
• Manage, maintain and ensure optimum utilisation of sports.
• Manage and organise team leagues and events.
• Organise tours for sports teams and individuals.
• Perform administrative duties of a sport department.
• Understand human behaviour in sport and aspects of the sport, e.g. psychological well-being and sport participation.
• Demonstrate familiarity with theories of social psychology and particular relevance in the sporting context.
• Conduct psychological assessments through testing utilising different approaches.
• Recognise symptoms of abnormal behaviour and provide appropriate counselling.
• Effectively communicate through holistic exercise qualifications the importance that physical activity has for long term health as well as disease prevention.

Integrated Assessment

Integrated assessment is intended to assess the learner's` ability to integrate the larger body of knowledge and competencies that are represented by overarching outcomes, either as a whole or as components of the qualification.

Assessment includes formative and summative assessments, the former comprising assignments, worksheets, class tests and group work. Different mechanisms cater for learners' different learning styles and multiple intelligences when assessing learning outcomes, e.g. practicals, reports, oral presentations, portfolios, posters, case studies, projects, observations, role plays, essays etc. The practical assessment also assists learners to train their workplace skills. The practical assessments can also indicate in what field the learner will specialise.

The assessment reflects learner performance and is an indicator of progress in acquiring the knowledge, skills and values that constitute the outcomes of modules and the qualification as a whole. The knowledge component is mainly assessed through written assessment and presentation, as well as through integrated assessment comprising the practical application of theory to case studies and mock-up scenarios. Skills and values needed for interaction in the broader social environment are imparted in the theoretical and practical contexts and applied in real-time during practicals in schools and the institution sports department. This is considered as an informal formative assessment as feedback is provided on-site in specific scenarios. Moreover, actual performance in the practical context informs the lecturer of the appropriateness or otherwise of teaching and learning strategies, providing for adjustment and improvement in teaching methodologies, curriculum sequence and content.

Formative Assessment

Formative assessment provides learners with feedback on their performance, and to guide learners on how to improve their performance in future. As such, formative assessment is designed to be for the benefit of learner learning rather than being for educational decision-making. Formative assessment serves to support the learner in the learning process towards the achievement of outcomes and to inform curriculum development. In the HMS department formative assessment takes place on a fortnightly basis, with a minimum of 4 formative assessments per module constituting the course mark, and consists of class tests, assignments and worksheets, for which feedback is provided before embarking on the next. Assessments are aimed at the integration of knowledge, skills, values and attitudes, and insofar as possible, they are designed so that there are opportunities for learners to demonstrate the achievement of several outcomes within a single assessment task.

Summative assessment performs the function of making a judgment on learner performance, and a minimum of two summative assessments per semester - or one per quarter - are required, with the summative assessment counting not more than 50% of the final mark.