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UNIVERSITY of wales TRINITY saint david

Issue 2 - 2013

Making waves

The competit ive world of Surf Kayak ing

High intensity

Fitness among the ageing

otion Health inwm much fun

Ho be education can

Volunteering in Merida Mexico

Tour du Mont Blanc

School of Sport, Health & Outdoor Education Faculty of Performance

keep active!

University of Wales: Trinity Saint David on the Carmarthen campus has over a 160 years’ experience of offering physical education, sport and outdoor education related courses. More recently, these have expanded to include courses in health, exercise and nutrition. The School of Sport, Health & Outdoor Education currently offers the following programmes; BSc Health & Exercise Referral, BA Health & Exercise and Sport Studies, BSc Health, Nutrition & Lifestyle, BA Outdoor Education, BA Physical Education, and MA Outdoor Education. New programme development continues with the launch of the MA Physical Education course in September followed by BSc Sports Therapy in 2014.

Programme development within the School has been very much led by UK government and Welsh Assembly policies linked to health, social cohesion and a concern for low levels of physical activity within the population.

The use of the outstanding natural environment in Wales to improve health, social inclusion, sustainable tourism and the economy is embedded in both Outdoor Education degrees. Several academic staff within the School play a key role in the national Physical Education and School Sport (PESS) initiative in Wales, and the School has a proven track record of students progressing into the teaching profession and a range of professions in health, exercise and the outdoors. The School has invested heavily in the latest health and fitness assessment technology to support the undergraduate courses, ‘A’ level workshops and INSET, and a community health and fitness programme. Vocational relevance is a strong theme underpinning all degrees and students are strongly encouraged to gain additional experience and qualifications to support their career aspirations. Work placement begins in the very first term and is developed further in the second year.

University of Wales: Trinity Saint David prides itself as being a “community University”, and the School of Sport, Health & Outdoor Education plays a significant role is fulfilling that mission. In addition to its degree programmes, the School has a community swimming programme, Easter and Summer Sports Camp for 8-14 year olds and training courses for teachers, ‘A’ level students and the Dyfed/Powys police.

The recent hosting of a research symposium with academics from Telemark University in Norway continues to strengthen academic and research links and builds on the well-established student exchange programme for Outdoor Education students.

The internationally renowned outdoor adventure academic Colin Mortlock delivered the key note address. Other international partner exchange opportunities are with Greensboro University in North Carolina in the USA (BA Physical Education/Health & Exercise), Douglas College Vancouver in Canada (MA Physical Education) and Hobart William Smith in New York State (Outdoor Education summer school).

At the individual level, students frequently comment on the warm sense of community within the school and the wider campus. The establishment of the new Trinity St David University, and subsequent investment in infrastructure on the Carmarthen campus, will provide an opportunity for further development of the activities and mission of the School of Sport, Health & Outdoor Education.

Time flies when you are having

CONTENTS

Where has the year gone? I’m sure you’ll agree with me that time is going so fast; 2012 is over and done with and I’m over halfway through my Outdoor Education Degree in Carmarthen. Yet I must say I’ve had an amazing two years, full of wonderful experiences and opportunities.

Time flies when you are having fun.................................... 03 Mastering Physical Education..................................... 04 Sam Davenport – You’d Believe a Man Could Fly.......... 04 Outstanding undergraduate student achievement............... 05 The Peacemakers....................... 05 International Research Seminar...................... 06 Synnwyr O Le.............................. 06 High Intensity Training for the Elderly............................. 07 Our students............................... 08 The Health Promotion............. 08 Eastern Approaches................. 09 Outdoor Management Development...............................10 John Grimes.................................10 Western Approaches.................11 Fitness and Health in Rural Communities...............11 Telemark University College...........................................12 Pedagogy and Lifestyle Research Seminar.......................14 Swim with the Salmons............14 Volunteering in Merida............15 Tour du Mont Blanc...................16

Jamie Bevan BA (Hons) Outdoor Education

To name a few – that’s me abseiling down a 5 pitch climb, roughly 150m high on the Greek island of Kalymnos. I was there on a week’s trip climbing with my university course, learning and developing my sport climbing leading skills. That’s easier said than done, trust me, but absolutely awesome fun. Climbing is my favourite outdoor activity.

Another experience I have enjoyed this year was my work experience opportunity, at the Glan Llyn Outdoor activity centre in Bala, North Wales. I was there for 6 weeks just before the summer holidays. I gained a lot of experience assisting and eventually instructing outdoor activities. I went there to develop my group management skills, working with young people and schoolchildren and also to develop the use of my Welsh language. I really enjoyed my time there, and it has opened my eyes to the possible career opportunities that are linked with my degree.

I am thinking of completing my degree, then doing a PGCE teacher training course, and then doing some travelling whilst working in outdoor centres around the world. After this I’ll share all my experiences and possibly go into teaching. But who knows what might happen?

My best experience has to have been my study abroad exchange in Norway.

I was there for one semester from the sunny days of August, swimming in the lakes, to the cold depths of the Norwegian winter in December, where there was snow, and daytime temperatures of –7 Celsius. I was studying on the outdoor life course there, with a group of 10 international students from all over the world (Wales, USA, Canada, Netherlands, Germany, and Czech Republic). We had 30 nights out camping in the wild on expeditions, hiking, canoeing and sailing. There are so many stories I could share with you.

So…keep active!

This picture shows one of my favourite experiences in Norway. It was in the Lyselfjorden, on the west coast. Along with two other students I planned and undertook a trip around the 30km fjord, hiking, catching ferries, buses and trains and even hitch hiking. Thumbs up!

Ceredig Emanuel Head of School

One of the big attractions is the Preikestolen rock. It is 600m high and goes over the edge of the fjord, seen here with the ferry in the distance.

/Trinity-Saint-David-School-of-SportHealth-and-Outdoor-Education 02 Active Express

@tsdshoe

fun!

The second, being the more thrilling attraction is Kjeragbolten. This is a rock wedged between two cliffs, which you can stand on. The adrenaline comes from the fact that it is a straight 1km drop to the fjord water below.

It was terrifying but an amazing memory that I’ll keep forever!

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Mastering Physical Education In September the new Masters in Physical Education will be launched. The programme which has generated lots of interest will run alongside the existing MA in Outdoor Education, using the same format of residential weekends supported by distance learning; a formula which is useful to hard-working professionals from across Britain and further afield. The Programme has been developed to meet the needs of practitioners and graduates working in Physical Education, sport and leisure. It combines deep theoretical study with professional practice to develop a higher level of understanding of Physical Education.

With growing concerns over childhood and adolescent health and the implications of the effects of longterm inactivity, it is very clear that we need many more Physical Education teachers with higher levels of knowledge and understanding, particularly of the potential and benefits of physical education. The course explores many aspects of learning in a physical context, personal philosophies of Physical Education, managing the Physical Education curriculum and meeting the needs of all learners to develop Physical Literacy throughout life.

The Welsh government has identified a desire to make teaching a Masters level profession, and this new programme will also give many professionals and aspiring teachers the opportunity to gain a Masters in their preferred subject.

Due to the residential aspect of the MA delivery, those studying both the MA PE and the MA Outdoor Ed will be able to meet in between workshops and socially to build a community of post graduate study, sharing and broadening experiences and learning opportunities.

Key Features l l l l l

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Flexible postgraduate opportunities throughout Wales Part-time and full time options Weekend and distance learning Accessible weekend locations in south and north Wales Modules to suit students’ professional practice and individual needs Taught or research based study options.

Modules l l

l l l l

Philosophical Perspectives and Issues in Physical Education Leading Curriculum Innovation and Change in Physical Education Inspirational Physical Education Research Methods School of Sport Health and Outdoor Education Internship Dissertation.

Programme Structure The programme is modular and has three named awards: Postgraduate Certificate 2 taught modules (60 credits) Postgraduate Diploma

4 taught modules (120 credits)

MA Physical Education (180 credits)

4 taught modules + dissertation

Students study the dissertation module after completing the postgraduate diploma.

Location Weekend residentials are divided between the Trinity Saint David Campus in Carmarthen, South Wales and the Urdd Gobeith Cymru centre at Glan Llyn in Bala, North Wales.

Sam DavveeanMpaonrCtould Fly You’d Belie

Cornishman Sam Davenport is making waves in the competitive world of Surf Kayaking.

Sam, who until recently studied PE at our Carmarthen campus, spends much of his time competing at international level (he represents England), with, it has to be said, a high degree of success.

As well as achieving Silver in the 2011 world championships (Connecticut, USA – see pictures), Sam has excelled at junior and senior level through the years, gaining, among a host of other national and international awards, gold at junior level in 2008.

We wish Sam continued success in his new teaching and coaching role, and fervently hope that one day his chosen discipline will be recognised at Olympic level.

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The

Peacemakers An Outdoor Education degree can lead to an exciting and fulfilling life. Our former students find work in the outdoors itself, in expeditions (some are currently planning the world’s first Antarctic kayak expedition), and in a wide range of active professions. Some find themselves in very interesting places.

An example of the latter is Cohn, a former student, who, in his own words, is “embarking on creating an outdoor club that will serve both Israelis and Palestinians, hopefully to lead to some reconciliation as well as community empowerment”. Itamar’s vision is one that, knowing him, we have complete confidence he will fulfil.

This is an uphill struggle in which people like Outward Bound have donated equipment, academics from the world of conflict resolution have offered support, and funding is being actively sought. Itamar has presented the project at a ‘Middle East Safe Conflict synergizer’ in California at the end of the October.

Not that Itamar has just the one string to his bow... he has also spent time in the Sierra Nevada, where this year he became a lead instructor with Outward Bound and mentored new staff for the first time. He also reached the landmark of his thirtieth birthday – in the celebrations for which he was serenaded with ”happy birthday to you” by a group of 16-18 year olds. He and they were on an expedition that touched nature – sleeping with an eye on the position of moon in the sky (no watches), spending 20 hours on the rainbow ridge traverse mission – summiting five 12,000ft peaks in one go. Such experiences touch the emotions, and a late night arrival back at camp saw some crying (mostly for joy), some laughing, but all having a life-changing experience.

So – Outdoor Education at Trinity doesn’t guarantee a life of serenity, safety and security – a spell here might be the gateway to a life of useful, active, challenging, energetic, endeavour...

Outstanding

Undergraduate student achievement

Anna Pilbeam BA Outdoor Education year 3 Sometimes, students go the extra mile...

One such is Anna Pilbeam, 3rd year BA student. Anna has gone from strength to strength during her three years with SHOE and was encouraged in her second year to become more involved with broader pedagogy/research links. In her own words, “Since joining the editorial board of The Student Researcher (TSR) at the beginning of my second year, I have benefited hugely.

It has given me an insight into not just the benefits of extra-curricular activities, but also of being more involved in the links between research and learning. I have had opportunities to get involved in events such as the British Conference for Undergraduate Research (BCUR) which I attended last year, and will be returning to this year.

For the event I have had two papers accepted for presentations; a poster presentation about TSR and the challenges we face as an editorial board, as well as a spoken presentation about my dissertation research methodology. I have also written the forward for the next issue of TSR. These opportunities should provide experiences that will benefit me in further education pursuits as well as in a professional capacity”.

Many congratulations to Anna for her achievements and in representing SHOE at these highly prestigious events. After graduation Anna is considering joining others of the current third year on the MA Outdoor Education programme.

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An International Research Seminar in

Carmarthen

Developing from the inaugural event that took place in Norway in 2011 Sport, Heath and Outdoor Education staff hosted a group of five Norwegian staff from our exchange partner (Telemark University College, Norway) for the 2nd Outdoor Health and Lifestyles Research Seminar. The event was held at the Carmarthen campus (23-25 April 2013) and focussed on the impact of the student exchange experience and the shared outdoor research interests of staff from both universities.

The event began with two third-year students (Jamie Bevan and Sam Johnson) sharing insights into the impact their four months of study in Telemark (August – December 2012) has had upon their personal and professional development since their return. In addition, postgraduate students from the MA Outdoor Education programme shared their on-going research interests interspersed with input from SHOE and Norwegian staff.

High Intensity Training RESEARCH NEWS

Included in the seminar was a keynote address from Colin Mortlock, author of The Adventure Alternative, Beyond Adventure and The Spirit of Adventure. This took place on the Wednesday afternoon (24 April) to an invited audience of SHOE students, colleagues from the University, guests from Norway and from external organisations. Colin is one of the most respected authorities on adventure education, and has developed fascinating ideas about the vital and restorative place of adventure in our world. In recent years he has devoted his enviable energies to turning these ideas into reality through the Spirit of Adventure Foundation.

All were then reassessed, and the sedentary group showed a significant increase in fitness, but not power. They also lost, on average, 4% body fat. After the second assessment, the fit group’s results showed no change.

Other speakers included Andre Horgen, Tone Reiten, Michael Reinboth, Solfrid Brattland and Sanda Low of Telemark, and a host of Trinty-related speakers.

The results on the third series of tests were remarkable.

All groups significantly improved their cardiovascular fitness, leg power and leg muscle size. Blood pressure was reduced and leg flexibility increased.

The event was part of the SHOE/Faculty of Arts and Social Studies programme of international activity and research studies.

Synnwyr O Le

a sense of place

A group of eight Welsh-speaking students from the first year of the BA Outdoor Education degree recently completed one of their modules entirely through the medium of Welsh.

For the second six weeks all participants would carry out supervised high intensity once every five days. This would comprise of six 30-second bursts of vigorous cycling in Trinity’s physiology laboratory. They only exercised for a total of 3 minutes every five days. For the first six weeks they had been training almost every day.

Senior Lecturer Peter Herbert is carrying out fascinating research into fitness among the ageing.

In his Doctoral work he poses the question ‘High Intensity Training for the Elderly: Is it safe and does it work?’. In seeking an answer, in the summer of 2012, over forty 60 to 70 year-old local men took part in a three-month study.

The results might well change views on how the elderly should exercise.

In detail, the questions to be answered were: l

It was appropriate that the module concerned was a module titled ‘A sense of place’ (‘Synnwyr o le’ in Welsh) which looks at incorporating the history of the landscape into outdoor adventurous activities. By studying this module in Welsh, the students were able to delve deeper into the meanings of place names and aspects of Welsh history.

The students explored the lower Teifi valley by canoe, comparing it’s industrial past as a slate quarrying area, to its current status as a wetlands reserve. The group then headed North to the Urdd camp at Glan Llyn with whom the University has a collaborative partnership. In the snow of North Wales the students walked up to disused railway lines and cottages on Arrenig, and looked at the history of Bala and Llanuwchlyn. Finally the group moved on to another institution with which the University has very close ties, the Centre for Alternative Technology near Machynlleth. This allowed the students to reflect not only on past and present uses of the land, but also on potential future usage, and how learning from the past can help to inform planning for the future.

The module was delivered by three Welsh-speaking members of staff from the School of Sport, Health and Outdoor Education: Conway Davies, Ceredig Emanuel and Geraint Forster. The funding for the creation of the module came from the Coleg Cymraeg Cenedlaethol, and is part of a nationwide strategy to increase the provision of Welshmedium higher education opportunities. Welsh-medium teaching fellow Geraint Forster stated: “These types of modules are essential in ensuring that Welsh-speaking students develop the knowledge and terminology to be able to go on and work through the medium of Welsh in outdoor education centres and schools.”

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for the Elderly – is it safe?

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Can sedentary men aged over 60 perform high intensity exercise safely? ill infrequent high intensity training for them improve W aerobic fitness, power and muscle size? oes infrequent high intensity exercise increase aerobic, D power and muscular power in highly conditioned men of over 60?

The participants were divided into two groups; the sedentary who had not exercised for over thirty years, and the very fit who exercise hard and regularly, often competing in various sports. Following an extremely thorough fitness and health check they took part in a series of tests to measure their current health and fitness status. These included maximal effort tests, body analysis, flexibility and blood analysis.

The sedentary group was given the exercise programme advocated by the American College of Sports Medicine.

This meant a gradual build-up of medium intensity exercise to a total of 150 minutes a week. They were provided with heart rate monitors so that activity was recorded and emailed to the researcher. During the same six weeks, the other, very fit group carried on with their normal training.

There was a downside; the high intensity exercise caused the heart rate to rise above 90% of its maximum, causing discomfort and breathlessness.

The upside was that it only took 3 minutes of hard work. That was a total of 18 minutes a month.

What the infrequent high intensity exercise did not do was help the participants to lose body fat, although this was expected with this type of exercise.

What it does show is that to lose body fat, one needs to take physical activity (not necessarily of a demanding nature) for longer periods.

It could be a gentle stroll or easy cycle in the countryside; this does not improve the condition of the cardiovascular system to the same degree as high intensity exercise.

The study also showed is that providing you are healthy and not have a history of heart or blood pressure problems, and with the support of your GP, over 60’s can train at high intensity.

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Health Promotion

With a steady stream of visiting students from Europe and across the Atlantic.

One such is Adrienne Della-Longa from Canada. She tells her story below:

The Health Promotion in Motion event was held in the student’s union on 26th March by second year students studying on the Health Promotion in Practice module. It was marketed to students and staff via poster displays throughout campus, global email and the facebook link to Trinity.

After having had such a positive experience of studying abroad at undergraduate level in the School of Sport, Health and Outdoor Education (SHOE) at The University of Wales, Trinity Saint David, the decision to return to Carmarthen for my postgraduate studies was a very easy one.

Now, six months in, I continue to reap the benefits of that decision. Despite the MA in Outdoor Education being a distance-based programme, I have managed to completely immerse myself in the depths of all things SHOE and it is this immersion that has helped to make my educational experience so rich.

Undertaking my MA in the Wales has given me the unique opportunity to be able to compare and contrast British and Canadian perspectives on Outdoor Education. My education has so much more depth and breadth because I have chosen to study in a land in which I am a foreigner. I truly believe in and advocate the educational benefits of this type of knowledge exchange – one which requires the sharing of experiences and is rich in collaboration and compromise. The opportunity to look at the academic landscape of the UK though a Canadian’s eyes, to be able to compare and contrast theory and practice within the field of Outdoor Education, and to be able to bring my own knowledge and traditions to the small academic community in southwest Wales has been unforgettable, immensely rewarding and immeasurably valuable.

However, upon reflection I think I will always be known as the girl with the drum due to one activity that I have facilitated a few times here that is particularly close to my heart. The drum walk is rooted in aboriginal Canadian rite of passage traditions. Without giving too much away, the activity involves participants roaming through an unfamiliar expanse of forest blindfolded and barefoot in search of the source of a constant drum beat. Although I have had to adapt this activity to the landscape in this part of the world, I find that the profound impact it has on participants has remained relatively untouched.

My observations of how humans develop a sense of place or a relationship with an environment seem to be a central theme of my learning throughout my postgraduate studies. I suppose my experience here, as a foreigner in Wales, is an extension of that learning. In many ways I would compare this experience to a drum walk – undergoing an experience that takes one from feeling disoriented, challenged and out of place to having a deep personal connection grounded in personal experiences. The experiences and challenges to which one is exposed when living in an unfamiliar land allow for the possibility of learning across all disciplines. Comparatively, my feelings in relation to living in Wales five months ago to those I have now are worlds apart. I feel comfortable in both the rural and urban environments of this land and they feel like home.

I do hope to be able to incorporate sense of place theory further into my postgraduate studies especially looking at how humans develop a sense of place or how it can be fostered. Meanwhile I plan to continue my learning in all facets of life here in Wales and see where it takes me.

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There were 4 groups/displays on the day: sexual health, alcohol awareness, nutrition awareness (learning about fat, sugar and salt contents of everyday foods) and a nutrition group looking at healthy recipes and food hygiene.

The photos show how much work the students put into it – and how much fun education can be...

challenge by choice...

About the course Sport therapy is an aspect of healthcare where the principles derived from sports and exercise sciences are used to prevent and rehabilitate injuries. This not only includes working with people involved in athletic performance but also in remedial therapy concerned with issues such as pain management and general well-being.

During your degree you will develop an in depth understanding of how the body responds to injury and the strategies that can be used to speed up the recovery process. Your knowledge will be applied through a range of practical and vocationally based modules that will give you skills and experience of a working sport therapist.

To further support your studies you will have opportunities to achieve various additional awards throughout the degree. These will include various coaching awards, a certificate in exercise referral and sport massage. You may be able to receive financial support for these additional awards through the University’s bursary scheme.

Typical modules • The Sport Therapist and the Management of Injury • Pathophysiology of Sport Injuries • Exercise Physiology • Biomechanics of Injury • Work Placement • Rehabilitation and Manual Therapy • Professional Practice in Sport Therapy • Multidisciplinary Rehabilitation Key Features • High level of vocational based learning and training • Bespoke sport therapy suit • High level of Work based practice • Accreditation by the Society of Sport Therapists (subject to validation) • VTCT Sport Massage certification • Small, friendly campus with motivated and supportive staff Why study at Trinity • Small, friendly campus with easy access to a wide variety of excellent outdoor recreation (climbing wall and pool) opportunities • Close proximity to 3 National Parks, AONBs, Pembrokeshire Coastline, Cambrian Mountains and Brecon Beacons • Excellent links with commercial and public organisations in the field of outdoor education • Excellent facilities and equipment • Highly experienced and qualified staff with good staff / student ratios • Study opportunities in USA and Europe • An accredited centre for the Duke of Edinburgh Award • Postgraduate study opportunities (MA Outdoor Education)

Award

BSc Sport Therapy UCAS code

BC61

Course length • 3 years full-time • Part-time study available Entry requirements You will be invited to visit the University to discuss the course.

Entry is based on individual merit.

Career opportunities • Sport Therapist • Gym Instructor • Exercise Referral consultant • Personal trainer • Physiotherapist support • Post graduate research

Health and Exercise

Our students don’t only come from Britain

Enhancing Welsh Language Opportunities

Western

Going to Trinity doesn’t necessarily mean staying at Trinity.

Third-year student Rachel Jones explains her experience of a semester in the United States:

The School of Sport, Health and Outdoor Education have many opportunities available for students to study through the medium of Welsh.

Former Secondary School PE Teacher Dylan Blain has recently been appointed as part of the Coleg Cymraeg Cenedlaethol‘s scheme to enhance Welsh Language opportunities within higher education. He joins a team of bilingual staff to enhance provision of Welsh medium Higher Education on Physical Education and Outdoor Education degrees.

The provision of higher education through the Welsh language allows students the opportunity to choose to study in the language they feel most comfortable. It also allows students to maintain and improve their language skills whilst studying for their selected degree. Many companies based in Wales report the ability to work bilingually as a skill that improves individual employability.

Students considering studying through the medium of Welsh should view the range of Coleg Cymraeg scholarships available at undergraduate and postgraduate level. More

information can be found on their website www.colegcymraeg.ac.uk. The University also offers a bursary for those studying part, or all, of their course through the Welsh language. More information can be found www.tsd.ac.uk/en/studentlife/bursariesscholarships/

Physical Education There have been considerable technological developments in recent times and many of these can have a significant impact within Physical Education.

Substantial investment has been made to allow the integration of technology into degree programmes at the University, providing students with a flavour of how technology can be used to enhance learning and learning experiences.

This includes utilising mobile technologies such as iPads that allow a variety of activities to take place on the move. Video analysis apps such as Coach’s Eye allow students to capture and analyse video footage from the top of a mountain to the Sportshall. Combining these with the extensive Wi-Fi network available on campus allows students to seamlessly work on a range of devices through the “cloud”. In a recent Raquet Sports Unit students were able to capture, analyse and create feedback video tutorials, which were then uploaded to improve their subjects’ performance.

in the 21st Century

On outdoor expeditions, DriftCams are mounted to bikes, kayaks and climbing attire to capture activities from a personal perspective. The latest video editing software is used to then edit and create videos, some of which can be viewed on the school’s YouTube page http://www.youtube. com/tsdshoe.

The latest handheld GPS mapping devices are also used on expeditions to provide the most up to date technologies for trail walks and runs.

The University also has the latest lab based technologies in its Performance Lab providing students with a range of experiences using cutting edge equipment. Whilst studying at the University students will gain experience using the latest VO2 max testing equipment, Reaction Time Wall, Heart rate Monitors, Watt bikes, Speed Timing Gates, Respiratory Function Tests, Body Composition Analysers and much more.

The use of these technologies places graduates at the forefront of their subject, helping them develop essential 21st century skills so important in today’s world.

Dylan Blain Coleg Cymraeg Cenedlaethol Lecturer in Physical Education

Approaches

“From day one of my exchange semester at the University of North Carolina at Greensboro (UNCG), everyone at the international office was very helpful and welcoming. I was shown in to the Phillips Hawkins building – “the international house” – my home for the next six months, and in the lobby was a crowd of people half internationals and half American volunteers there to help us settle in, some of whom turned out to be friends for life. It’s surprising how close you can become to people who are all in the same position, – you make friends quickly!

The first week was orientation and the international office helped us with things like getting a bank account and thinking about classes we wanted to take but also getting to know everyone and finding our way around the campus. Navigating our way around was quite a challenge to start with; it’s so much bigger than Trinity’s campus! We got lost quite a few times – but by the time we were leaving, we were the ones giving other people directions – we knew exactly where we were and it felt like home.

Classes were very different. They tended to have more exams, tests, and quizzes, rather than essays and assignments. Some ‘professors’ – they ALL seemed to be professors! – also gave out “extra credit”, which could increase your grade or give you a few extra points. It was even possible to get “participation points” for answering in class.

UNCG was an amazing opportunity for me, and I am very grateful that I had this chance. It has helped me grow in confidence and also helped me to believe in my ability more. At the beginning I was unsure whether I would be able to survive on my own in a completely different country, and maybe going in at the deep end helped, not knowing anyone else, but I did it and enjoyed every minute of it. And the friends I have made and the things I have learnt will stay with me for life.”

Rachel’s comments are echoed by many others in the School – we have exchange arrangements with a number of European – and more distant – Universities, and a good proportion of our students spend a semester discovering (and being immersed in) another culture.

In return, we are delighted play host to students from near nations – Germany and Norway for example, and those from further away – India, China, and the United States, for example.

It’s all part of a valuable process that enriches the intellect of all concerned.

Rachel Jones Brief account of my exchange semester, Spring 2011

Fitness and Health in Rural Communities A Trinity Initiative

by Peter Herbert Health & Exercise Lecturer Aims Higher Education isn’t just about attending lectures. At TSD, we are proud of a growing practical element in all our sport, health and outdoor education programmes. Such practicality helps address the criticism that students only know theory.

An outstanding example of this is that four of our 3rd year students are taking health and fitness to areas of the county where the locals might be disadvantaged by the distance they live from leisure centres. Their brief is to provide facilities to improve the health and fitness to members of rural communities; to provide expertise to assist in the implementation of health and fitness programmes; to advise on the day to day running of a fitness facility and to encourage an appreciation of the local environment and its place in exercise In conjunction with the Carmarthenshire Rural Initiative Agency they are installing £20,000 worth of Technogym fitness equipment in the sports pavilion of the pretty seaside village of Llansteffan. They are also providing expertise in the use of the equipment and prescribing exercise programmes to members of the community.

As if that wasn’t enough, the students will also be responsible for marketing the project in the village and around the surrounding area, and will run the facility for a three month period.

During this time they will be meeting the Sports Club representatives to ensure the facility will be transferred to a committee that will be well versed in all things related to it. They will be guided by Peter Herbert, a lecturer from the Sports department throughout this pilot project.

The students have all recently gained an accredited Fitness Trainers qualification that they will immediately put to good use... There is much at stake: success could possibly lead to employment following graduation.

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2nd Outdoor Health, Pedagogy and Lifestyle Research Seminar

Volunteering in Merida

Mexico

Carmarthen campus, 23-25 April 2013.

Following the success of the conference in Norway, there was a second conference, this time in Carmarthen.

The keynote address, by outdoor learning legend Colin Mortlock, was highly appropriate both to Norwegian and British contingents, and considered the relevance of appropriate experiences in Wild Nature to help solve the problems of a troubled man-made world. Pure Adventure was considered as a global concept to engage with, emerging from Wild Nature. Colin and others have created the Spirit of Adventure Foundation, which was presented as a way forward and a possible strategy for humankind’s future success.

Colin is internationally recognised as an outdoor adventure educator having spent a lifetime climbing, kayaking, exploring and teaching adventure. He has taught in schools, outdoor education centres and was Director of Adventure Education at Ambleside College, University of Lancaster, for

In the Swim with the Laura Newnes, recently-graduated BSc Health & Exercise student, gives an example of how student life isn’t all socialising and study: “Towy Salmon is a swimming school for people with varying disabilities and impairments. I started volunteering there at the beginning of my second year and continued to help throughout my degree. My role enables me to teach people from as young as 5 up to 21 how to swim. The key reason is to ensure that they’re keeping physically active; I also ensure that they’re having fun by organising a variety of water-based activities and games”.

Laura explains that things aren’t just passive at the Salmons – many of the young people compete in Galas across Wales and even in the all-UK gala in Sevenoaks. The youngsters love and meeting others – and there’s always a warm atmosphere when clubs get together – a real sense of community. To avoid the pressures of competing against each other, the galas are organised so that the children compete against themselves, aiming to beat targets set by their club.

Laura believes that Volunteering for the club has benefited her in many ways. She now has the confidence to teach a variety of children of different abilities and the club has 12 Active Express

20 years. Early retirement allowed a 10 year lifestyle of long solo expeditions in big mountains and along wilderness coastlines. He is one of the most experienced, knowledgeable and respected people in the world and speaks throughout the world on the links between values, adventure and Wild Nature. He is the author of several books including the seminal publication The Adventure Alternative, Beyond Adventure and The Spirit of Adventure. Since 2003 he has committed himself to The Spirit of Adventure Foundation – a global movement to inspire societies to live in harmony with Nature.

Other speakers at the conference made presentations on such diverse topics as the benefits and difficulties of adopting a facilitative approach to kayak teaching, physical literacy in the Foundation Phase and the threat of a performativity culture on experiential learning.

Dr Andy Williams Programme Coordinator, MA Outdoor Education School of Sport, Health & Outdoor Education

Salmons! enabled her to develop a flexible teaching style geared to the needs of the children. The varied needs of these young people often require her to adapt her skills to meet the pressures of, for example, working with those of a very limited concentration span, keeping them constantly engaged.

As so often with volunteering, everybody benefits: Not only has involvement with the Salmons helped Laura build upon her personal skills, it has also enriched her CV. In addition, the Edge Community Sport Programme (Open to all SHOE students, and used by many) has rewarded her for volunteering over the past 2 years by funding appropriate sport-related courses for Laura to the tune of five pounds for every hour spent volunteering. As a result, Laura has been able to complete her Gym Instructor Level 2, Hockey Umpiring, Football Leaders Award, Basketball Leaders Award, Badminton Leaders Award and Level 2 Swimming Teachers – all free of charge.

If anyone is interested in volunteering for the Towy Salmon Disabled Swim Club, contact John Hollies on 01994 427767 you won’t regret it!

I departed London Heathrow bound for Cancun, Mexico as part of a volunteer placement in Merida with three other students from the University of Wales Trinity St. David, we arrived in the early hours Saturday and had the weekend to prepare for our lessons for the following weeks.

We bought suitable teaching and communication equipment in the local town. We also had a Basic Spanish lesson to ensure that we had the basics required to teach, things like asking the children their names and counting to 20. We took the option to improve our Spanish a little further, continuing the lessons throughout the weeks. This enabled us to converse effectively with the children.

We started teaching English on the Monday morning. Our normal day consisted of getting up at 7a.m., catching 2 local buses to the Orphanage and then teaching 2 lessons a day followed by a games lesson in the early afternoon. After a further two hours learning Spanish, we had the rest of the evening to explore the local culture. Catching the local buses was really useful as we got a real insight into local culture and tested our Spanish. The people of Merida were very helpful and friendly and enjoyed talking to us in our respective languages. We taught 25 children in each class with ages ranging from 6-16, of mixed ability and including children with special educational needs. The children were very well behaved and understand that in order to gain secure employment in the local tourist industry, speaking English is vital. This was emphasised to them on a regular basis by their care workers. The best chance to get a job for disadvantaged children without formal qualifications is good English.

This placement has made us really appreciate what we have been brought up with. We organised several fun activities in the orphanage, which only had the most basic equipment. These games were very similar to games played by British children, except that instead of using specialist equipment the children made do with what they had. For example they played bowls with 2 litre pop bottle filled with water to make bowling pins. With only one ball to play with between 50 children, each child waited their turn and happily re-set the pins for the others.

We also felt that we gained invaluable life skills, for instance being able to liaise within other cultures. Importantly, we gained respect and admiration for the children as they were grateful, happy and content throughout our stay. The dedication of the permanent staff was admirable; their manner with the children was always pastoral and appropriate. The children responded well to them and there was a high level of respect throughout the orphanage. As publicity surrounding orphanages often emphasises problems, we were all nervous as what to expect but we were warmly welcomed by the children and co-staff, whom we would like to thank.

It was a joy to see the children so happy, and there was a real sense of community providing the children with a family feeling.

We would finally like to take the time to thank the University of Wales, Trinity Saint David for giving us this opportunity to broaden our horizons as we were funded through the internship scholarship and would particularly like to thank Delyth from Student Services for her continuing support and financial guidance through the preparation of our trip.

Many Thanks, Laura Newnes BSc Health and Exercise

Active Express 13

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MONT BLLLA ANC

In September 2012 a group of eight staff members from the School of Sport, Health and Outdoor Education travelled to Chamonix in the French Alps to cycle the Tour o du Mont Blanc, one of the most popular long distance trails in Europe. The trail is historically a walking route, thereffore the riding is both technical and steep in many places, and involves very little tarmac. The team rode some of the twenty eight the Scott Aspect 20 mountain bikes that the University purchased earlier in the year for for use on the Outdoor Education and physical activity related degrees.

Over a five-day period, the team rode over 170km, including over 10,000m of climbing and descending. The route began in France, crossed into Italyy, then Switzerland, beffor o e finally or finishing back in France again. A number of Alpine passes, or col’s, were crossed, some over 2,500m high.

For the first three days the group were blessed with glorious sunshine and blue skies, with shorts and short-sleeved tops being the order of the day. The long and arduous climbs were rewarded with stunning views of the Mont Blanc massive, with glaciers glinting in the sunshine. Day four fourr, howeverr, was a reminder to the group of how quickly things can change in the high mountains, and how expeditions like this should only be carried out by those with the appropriate experience and equipment. Rain in the valley floorr,, turned to sleet higher up, and finallyy,, by the e time the group reached the Gr G and Col

Ferret at 2,537m, near blizzard conditions were being encountered. A rapid descent to an Alpine hut with a roaring log burner and steaming hot chocolate soon improved spirits!

The final day was a return to the sunshine and blue skies, with the group carving their way down a purpose-built mountain bike trail into the Chamonix valleyy, showing off their greatlyimproved bike handling skills.

An expedition of this type has links to all of the degrees that the School of Sport, Health and Outdoor Education has to off ffer er: knowledge of physiology and training methods is essential in order to train in the months leading up to the expedition; with over 7,000 calories being expended each day, nutrition plays a key role; mountain biking and general outdoor skills such as navigation are essential, and an ability to work as part of a team is critical.

For this reason, two members of staff ff,, Geraint Forster and Graham Harveyy, will be returning to attempt the tour again in September 2013, but this time with a team of students from across the school. The students will have to work together in the months leading up to the expedition in order to ensure that they all have the required level of fitness and skill to complete the expedition. By sharing the knowledge and experience that they gain from their various degrees, they can ensure that they each contribute to the overall success of the team. Who knows, this expedition could inspire students to go on to accomplish even greater challenges in the future, or even choose a career as an Alpine mountain bike guide!

Geraint Forster (Welsh Medium Teaching Fellow) School of Sport, Health & Outdoor Education

14 ACTIVE EXPRESS

BA Health & Exercise and Sports Studies The course has a strong vocational and academic content and will be of interest to the student who prefers to study a breadth of topics within the areas of sport and health. The Sport Studies part of the degree examines sport from sociocultural, scientific and practical perspectives. You may choose between the coaching/sports development and socio-cultural pathways, or select modules of interest from both pathways.

During your second year, you will be able to undertake a work placement as well as gain a number of coaching awards throughout the course. The importance of maintaining a healthy lifestyle for the individual’s well-being is also examined within the Health & Exercise programme. How exercise and diet affect the body and impact on the individual’s health is also explored, as well as what social and psychological factors encourage or constrain health-related behaviour. You will also learn how to implement and maintain health promotion strategies and how to measure and assess an individual’s health and fitness using the latest testing equipment.

Key features • • • • • • • • • • • •

Typical modules • • • • • • • • • • •

Coaching Pedagogy Psychology of Health & Exercise Sociology of Sport Skill Acquisition Work Placement Games in Education Athletic Activities Outdoor Adventurous Activities Aquatics Activities Conditioning and Training Methods Dissertation

Practical performance modules Health & Exercise Assessment Laboratory Access to the on-campus Health Suite Additional coaching awards in a wide range of sports and exercise qualifications available Work placement module USA exchange available in Year 2 for selected students Small, friendly campus with motivated and supportive staff Average teaching group numbers are less than 25 Only degree of its kind in the region Practical and vocational focus of the course An accredited centre for the Duke of Edinburgh Award University sports teams compete in the British Universities Championships in a wide range of sports including: rugby, netball, football, hockey, cricket, triathlon, cross-country, judo and golf. There are also many other sports clubs and societies such as the Outdoor Pursuits club, Aerobics and Surf Club. Students from the School usually take a lead role in the organising and running of many of these clubs.

Career opportunities • • • • • • •

Teaching - Primary or Secondary (subject to PGCE) Sports Development and Coaching Fitness Consultant Public Services and Forces Personal Trainer Health Promotion Higher degree and research

Undergraduate Courses

Tour du

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BA Outdoor Education

The degree programme examines how individuals’ lifestyles impact upon their health and well-being.

You will learn how nutrition and exercise affect the body and impact upon the individual’s health and well-being. In addition, you will examine the psychological and sociological factors which may influence health-related behaviour. The course includes modules which will allow you to develop your knowledge and application of current health promotion strategies. You will have the opportunity to use the latest laboratory equipment to gain practical experience of undertaking dietary analysis, and assessing individuals’ health and fitness levels.

The multidisciplinary approach to Outdoor Education draws upon education, leadership and environmental theory to explore the potential of the natural environment to offer an alternative, experientially focused approach to learning.

Outdoor Education has much to offer as an active, inclusive and natural form of learning that develops positive relationships between the individual, group and environment.

Increasing job opportunities are available in education, recreation, community development, adventure tourism and environmental sustainability. It is recognised as a valuable method of developing the transferable skills relevant to all sectors of the workplace in the twenty-first century.

Typical modules • • • • • • • • • • • •

Nutrition for Health Science of Nutrition Health and Lifestyles Health and Exercise Psychology Complementary Therapies Health and Disease Discovering Outdoor Lifestyles Work Placement Exercise, Injuries and First Aid Health Promotion in Practice Assessing Health-Related Fitness Dissertation/Project

Key features • • • • • • • • • • • •

Only degree of its kind within the region Work-based learning module in the second year Strong vocational relevance Health and exercise assessment laboratory Links with medical & exercise professionals Links with a wide range of employers in the health sector Additional vocational training awards are available to all students Modular choice Representation on the Carmarthenshire Health Alliance Small, friendly campus with motivated and supportive staff USA exchange programme available in the second year Access to the Sports Centre and Health Suite on campus

Career opportunities • • • • • • •

Teaching (DT - Food) Secondary Dietetic Support Worker (NHS) Personal Health Trainer (NHS) GP Referral Practitioner Healthy Schools Co-ordinator Community Health Officer Lifestyle Consultant

Typical modules • Outdoor Education Philosophy and approaches • Facilitation theory and practice • Outdoor Leadership Skills (mountain craft, rock-climbing, kayaking/ canoeing, mountain biking, coasteering) • The Natural Environment and Eco-systems • From Desks to Dens (getting outside the classroom) • Impacts of Outdoor Recreation • Outdoor Education in the Community • Professional Placement (30 days) • Personal Development and Coaching • Research Methods for evaluating outdoor learning • Expedition Studies • Landscape and Recreation in Wales • Sense of Place approaches to the Outdoor Environment • Contemporary Issues in Outdoor Education • Dissertation

Key features • Practical performance modules in Years 1 and 2 including an independent expedition module in Year 2 • National Governing Body awards opportunities • Work placement in a variety of outdoor education settings • A challenging course for personal growth and development • Practical and vocational focus on the course • Small, friendly campus with easy access to a wide variety of excellent outdoor recreation opportunities • Very good links with many commercial and public organisations in the field of outdoor education • Excellent facilities and equipment • Highly experienced and qualified staff with good staff/student ratios • Study opportunities in USA/Norway • Recent overseas expeditions include: Nepal, Norway, Sardinia, Spain, Morocco and Greece

Career opportunities • • • • • • •

Outdoor Instructor/Facilitator Outdoor Community Development Worker Freelance Outdoor/Adventure Instructor/Eco-Tourism Environmental and Conservation organisations Teaching (subject to PGCE) Local Authority Services – Outdoor Activity Officer Armed Forces and Police Services

BSc Personal Training (Health and Exercise) The importance of maintaining a healthy lifestyle for the individual’s well-being is examined in this degree programme. You will learn how exercise and diet affect the body and impact on the individual’s health, as well as what social and psychological factors encourage or constrain health-related behaviour. You will also learn how to implement and maintain health promotion strategies as well as how to measure and assess an individual’s health and fitness using the latest testing equipment.

Typical modules • • • • • • • • • • •

Human Physiology Conditioning Activities Nutrition for Health Promoting Healthy Lifestyles Assessing Health-related Fitness Work Placement Discovering Outdoor Lifestyles Exercise Physiology Exercise Referral Dissertation Health Promotion in Practice

Key features • Human Performance Laboratory • Links with Medical and Exercise Professionals • USA exchange programme available in the second year • Modular choice • Small, friendly campus with motivated and supportive staff • Good links with a wide range of employers in the health and exercise business • Additional coaching and training awards are available to all students • Sports Centre and Health Suite on campus • An accredited centre for the Duke of Edinburgh Award • Vocational training in association with Fitness Wales

Career opportunities • Private Health Clubs and Fitness Assessment units within Leisure Centres • Personal trainers • Sports Clubs • Teaching (subject to PGCE) • Health Promotion

Undergraduate Courses

Undergraduate Courses

BSc Health, Nutrition and Lifestyle

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Undergraduate Courses

BA Physical Education This course is designed for those students who have identified Physical Education teaching (primary and secondary) or youth sport as a future career route.

All of the practical areas of activity identified in the National Curriculum for Physical Education are included as core or optional modules.

The current health focus of physical education is strongly represented in the overall content of the degree. Throughout the course, students will develop a broad definition of Physical Education as a lifelong process and will be able to relate theory to practice in a practical setting. Work placement in a primary or secondary school is available in the second year, as is the opportunity for an exchange for a semester to a university in the USA.

Typical modules • • • • • • • • • • • • • • •

PE, the Child and the Curriculum Games in Education* Teaching Swimming Fundamentals Inclusion in PE and Youth Sport* Physical Education and Health* School Placement Dance Forms Research Methods Athletic Activities Skill Acquisition Assessment in Physical Education Perspectives on Sport, Health & PE Education, Sport and PE* Coaching Pedagogy Dissertation*

* opportunities to study through the medium of Welsh

Key features • Unique course in Wales • Opportunities for gaining additional Governing Body awards • Staff are actively involved with the national PE and School Sport (PESS) project • Practical and vocational focus on the course • Highly relevant degree for progression route to PGCE primary and secondary courses • Great sports facilities on campus • Strong sporting tradition • Small, friendly campus with motivated and supportive staff • Practical and vocational focus of the course • University sports teams compete in the British Universities Championships in a wide range of sports including: rugby, netball, football, hockey, cricket, triathlon, cross-country, judo and golf. There are also many other sports clubs and societies such as the Outdoor Pursuits club, Aerobics and Surf Club. Students of the School take a lead role in the organising and running of many of these clubs • An accredited centre for the Duke of Edinburgh Award

Career opportunities • • • • •

Teaching - Primary or Secondary (subject to PGCE) Sports Development & Youth Sport Community Youth Service Public Services and Forces Higher degree and research