Study

School Based Work – International (SSW2017 /SSW2018)
Introduce students to the Northern Ireland curriculum and the classroom.  Students will be placed in a school for at least 20 days and they will start to build professional competence in the classroom. They will complete a portfolio of evidence reflecting their developing competence. Students will be supported by a tutor in college and in school. Please note that a valid visa is required for this module.

Autistic Spectrum Disorders (SES3072)
The module covers issues in the education of children with ASD in the mainstream school; current approaches; the prevalence and nature of sensory processing and individual learning styles; the relationship between sensory processing and individual learning styles; the impact of sensory processing difficulties on learning, classroom behaviour and social relationships in school; the implementation of appropriate interventions in the classroom to address sensory processing difficulties and to enhance learning; and the application of current literature to provide an evidence base for practice. Please note that a valid visa is required for this module.

Children’s Literature (SCS3016)
This module investigates a range of texts written for children, including traditional tales, picture books, fantasy, realistic fiction, historical fiction and poetry. There will be a focus on the ways in which each literary genre displays differing conventions in language and in structure.

Children with Special and Additional Needs (SES3009)
The module will provide students with the opportunity to study concepts and contexts of special/additional needs in contemporary settings and to gain skills of assessment, curriculum planning and collaborative working. By focusing on a number of specific learning needs students will consider issues in addressing individual needs in diverse classrooms and consider the psychological theories that underpin current approaches to intervention. Consideration will be given to cultural, economic, managerial and pedagogical issues raised by current policy on inclusion.  Includes 5 days of observation in a special school.

Contemporary Approaches to the Teaching of Languages (SCS3042) 
The focus of this module is the teaching of languages to young children. The theories of language development will be discussed. Students will explore and discuss the history of second language teaching from the grammar translation to the modern day communicative and immersion approaches. Students will become familiar with the theories and methodology of second language learning and acquisition. The European Council recommendations and the European portfolio will be discussed. Through observation of good practice and teaching, the students will relate practice to theory and develop teaching materials in the context of the Northern Ireland Curriculum and Languages Strategy.  Includes teaching one language lesson per week in a school. Please note that a valid visa is required for this module.

Pastoral Care, Emotional Health & Wellbeing (SES3041)
The module addresses current sensitive issues in pastoral care which are relevant to beginning teachers both in Primary and Post-Primary contexts and considers a number of contemporary pastoral issues and in each case considers possible responses on the part of the class teacher and the school. The areas covered include bullying, child protection, domestic violence, separation and divorce, bereavement, self-harm and suicide. The module will require students to engage critically with local, national and international research in each area, and to consider how research findings relate to everyday practice in schools.

Curriculum Studies – Arts (Art/Drama/Music) (SCS2010)
This module will provide a working understanding of the content and teaching methods associated with the Arts in the primary school curriculum. In addition, students will gain an understanding of the thematic approach to teaching content within this area of learning.

Curriculum Studies – World Around Us (SCS2013)
This module will provide a working understanding of the content and teaching methods associated with WAU in the primary school curriculum. In addition, students will gain an understanding of the thematic approach to teaching content within this area of learning.

Fundamental Movements (SCS3053/ECS2014)
The module will train students in Fundamental Movement Skills (FMS) Programme designed to systematically teach basic movement patterns to young children. The module will focus on the role of the adult in planning and implementing purposeful activities which will promote FMS. Students will be encouraged to observe children’s physical development and motor skill as a means of assessing children physical abilities and plan play opportunities to help children practice, experiment and become proficient in FMS.

Language and Learning (SCS3055)
This module will focus on enabling students to promote and develop literacy effectively in the context of the revised Northern Ireland Curriculum for Foundation Stage, Key Stage 1 and Key Stage 2. There will be sessions devoted to developing talking and listening, reading and writing in cross-curricular learning areas, on enabling pupils to become active makers of meaning in both reading and writing, and on developing collaborative work and thinking skills in the context of communication skills. There will be a focus on analysing and responding to the needs of strugglers with reading and writing, and on creative activities at all stages to develop pupils’ confidence and abilities in integrating the four skills of talking, listening, reading and writing.

Learning & Assessment in Diverse Classrooms (SES2006)
This module considers the different learning styles and needs of individual pupils, set in the context of different learning theories. Students will critically examine inclusion in the modern, diverse classroom, identifying challenges and opportunities and evaluating strategies relevant to focus on social disadvantage, cultural diversity/English as an Additional Language and SEN (Down’s Syndrome), and will explore the nature, incidence and preventative strategies associated with school bullying. Students will also critically analyse issues in assessing children’s learning, with focus on Assessment for Learning strategies relevant to the primary and post-primary context.

Mathematics & Numeracy (SCS2008)
The students will develop a comprehensive concept of the knowledge, skills and understanding necessary to be an effective teacher of numeracy in the primary classroom. The practical nature of the subject and the theoretical premise on which the subject is based will both be explored. The role of diagnostic procedures and assessment will be examined. Students will be introduced to the assessment and teaching of numeracy to children with special educational needs. The areas of mathematical language, problem solving and mathematical thinking will be specifically addressed. The development of mathematical processes will underpin the course.

Mathematics & Numeracy (SCS3056)
This course is concerned with the preparation of an appropriate and effective primary mathematics curriculum. Students will examine the requirements of the NI Curriculum for Mathematics and Numeracy and other relevant literature in relation to the topics addressed. Students will explore approaches to calculation, and contexts for developing knowledge, skills and understanding in mathematics. They will also extend their knowledge and understanding of assessment within mathematics.

Northern Ireland Culture and Education (SEO2001)  
The students will study the education system of Northern Ireland and compare and contrast it to their own. The students will explore specific geographical and historical aspects of Northern Ireland and will participate in fieldwork. English language sessions will enable students to develop English oral and written communicative skills, grammar and vocabulary.

Peacebuilding, Education and Social Justice (SEO2003)
This module will explore peacebuilding and the role education can play in helping to rebuild post conflict societies. The relationship between reconciliation and justice will be examined through case study materials that will examine issues at an individual, community, national and global level. The role of schools, youth work agencies and religious groups play in building social cohesion and promoting peace will be examined.

Reading & Writing (SCS2009)
This module aims to develop students’ knowledge and understanding of literacy from preschool education through to Key Stage 2. There will be a strong focus on the reading process which will include aspects of organisation, management, assessment and good practice. The development of phonic skills and the promotion of phonic activities in the classroom particularly through an activity based approach will be studied. Students will also study the area of writing and investigate teachers and pupils as writers. Students will learn about the development of writing from early writing through to independent writing and gain an understanding of the importance of the range of writing genre that children should be exposed to. The use of ICT will be explored in terms of developing pupils’ literacy experiences in the classroom. There will be an element of personal literacy embedded in the module in terms of students exploring and analyzing own reading and writing skills.

Working with Disadvantaged Pupils (SES3055)
This module will initially offer critical insight into the central generic factors associated with disadvantage and the impact of children’s and young people’s learning and development. Links between disadvantage, adversities and learning will be subject to critical scrutiny throughout. Following this contextual analysis, the module will then critically consider the structure of community interventions with a focus on links with schools.

There are three main themes to the module: disadvantage, impact and interventions. These themes pose important questions about the nature of disadvantage and working with disadvantaged pupils. While they are presented separately during the course of the module, they are all interrelated.

Working with Parents (SES3071)
This module will provide students with opportunity to examine the historical perspective and rationale for parental involvement in their children’s education. Issues such as the parenting role and its relevance to education, the interaction of professionals and parents and suggested modules of children and professionals and parents working together will be studied. Involving fathers and working with grandparents will also be a key focus. Students will also have the opportunity to learn about the range of parenting programmes that may be operating in some schools and also to look at some examples of good practice in working with parents.

Young People, Community and Culture (EDC7066)
The module examines trends in youth culture and the implications for the personal, social and emotional development of young people. Student will gain a better understanding of youth culture and adolescent development and how historical changes and social and cultural trends affect and influence young people. Students are encouraged to put theory into practice by undertaking a placement module in a community or youth work setting.

School Based Work – International (SSW2017 /SSW2018)
Introduce students to the Northern Ireland curriculum and the classroom.  Students will be placed in a school for at least 20 days and they will start to build professional competence in the classroom. They will complete a portfolio of evidence reflecting their developing competence. Students will be supported by a tutor in college and in school. Please note that a valid visa is required for this module.

Advanced Maths (SMT30360 (Runs Alternate Years)
This course aims to introduce students to some aspects of number theory.  Number theory contains many results which are easy to state but difficult to prove.  This topic has a long history and we include both results from thousands of years ago and recent breakthroughs.  We also look at coding and in particular the type of coding that underpins most secure electronic transactions today.  The emphasis is on modelling good practice in the teaching of a range of mathematical topics, on extending the students’ own understanding of the topics, on looking for cross-curricularity in the applications of these topics and on encouraging a deeper understanding of connected learning within mathematics. The topics covered will be chosen from: number theory and it applications to coding, foundations of mathematics including the definition of number and an analysis of sets, the history and development of mathematics and its application to the classroom.

Autistic Spectrum Disorders (SES3072)
The module covers issues in the education of children with ASD in the mainstream school; current approaches; the prevalence and nature of sensory processing and individual learning styles; the relationship between sensory processing and individual learning styles; the impact of sensory processing difficulties on learning, classroom behaviour and social relationships in school; the implementation of appropriate interventions in the classroom to address sensory processing difficulties and to enhance learning; and the application of current literature to provide an evidence base for practice. Please note that a valid visa is required for this module.

Biblical Studies New Testament (SRS2014) (Runs Alternate Years)
This is a New Testament survey course. It covers the historical and geographical background of the New Testament; the synoptic gospels; Christology; exegesis of key texts; and key themes including salvation; the church; and mission.

Biblical Studies Old Testament (SRS2016) (Runs Alternate Years)
This is an Old Testament survey course. It covers the historical and geographical background; content and organisation of the Old Testament; introduction to selected books; exegesis of key texts; and key themes including the creation, covenant, the law, monarchy, the nation of Israel, exile and messianic prophecies.

Children with Special and Additional Needs (SES3009)
The module will provide students with the opportunity to study concepts and contexts of special/additional needs in contemporary settings and to gain skills of assessment, curriculum planning and collaborative working. By focusing on a number of specific learning needs students will consider issues in addressing individual needs in diverse classrooms and consider the psychological theories that underpin current approaches to intervention. Consideration will be given to cultural, economic, managerial and pedagogical issues raised by current policy on inclusion.  Includes 5 days of observation in a special school.

Contemporary Approaches to the Teaching of Languages (SCS3085) 
The focus of this module is the teaching of languages to young children. The theories of language development will be discussed. Students will explore and discuss the history of second language teaching from the grammar translation to the modern day communicative and immersion approaches. Students will become familiar with the theories and methodology of second language learning and acquisition. The European Council recommendations and the European portfolio will be discussed. Through observation of good practice and teaching, the students will relate practice to theory and develop teaching materials in the context of the Northern Ireland Curriculum and Languages Strategy.  Includes teaching one language lesson per week in a school. Please note that a valid visa is required for this module.

Pastoral Care, Emotional Health & Wellbeing (SES3041)
The module addresses current sensitive issues in pastoral care which are relevant to beginning teachers both in Primary and Post-Primary contexts and considers a number of contemporary pastoral issues and in each case considers possible responses on the part of the class teacher and the school. The areas covered include bullying, child protection, domestic violence, separation and divorce, bereavement, self-harm and suicide. The module will require students to engage critically with local, national and international research in each area, and to consider how research findings relate to everyday practice in schools.

Current Issues in RE (SRS3078) (Runs Alternate Years)
The module will involve an in-depth study of current issues and recent research relating to the teaching of RE in primary and post-primary classrooms such as spirituality and RE, philosophical justifications of RE, effectiveness in RE and assessment in RE. There will also be an exploration of the role of Religious Education within the whole school.

Early Church History (SRS2007) (Runs Alternate Years)
The module examines early Church history from its beginnings up to the Council of Nicaea in 325AD. It will focus primarily on the worship and life of the early Church; the development of doctrine; the Church’s relationship with Roman society; heresy and controversy; the Apostolic Fathers.

Eastern Religions  (SRS2085 ) (Runs Alternate Years)
The module will include a study of Eastern religions such as Hinduism, Buddhism and Sikhism, both in their indigenous and Northern Irish settings. Particular consideration will be given to an exploration of the origins, sacred texts, beliefs and practice, festivals and ceremonies within Eastern religions and students will be encouraged to engage in investigation of these areas through reflection and criticality. There will also be critical reflection on teaching about diversity and Eastern religions in the post-primary context.

Essential Skills (SPS30200
This module will look at essential skills, giving students an understanding of the nature of essential skills, the ability required to teach a different constituency, the theoretical and social framework and other pertinent issues. It will be experiential in nature and require the student to synthesise the practical and theoretical aspects as a well as reflect on their own engagement with the subject. Students will be assessed using a portfolio containing practical, reflective and theoretical aspects.

The key components to the delivery of this module are: an overview of the rationale and characteristics of this important area; (1) students will collaborate with staff to select 2 key areas for in-depth study to equate with personal interest and expertise. This will be delivered in collaboration with current key professional practitioners within these chosen areas. (2) Students will be required to undertake a placement to enhance essential skills and professional learning in appropriate accredited centres.

Islam & Judaism (SRS2013) (Runs Alternate Years)
The module will include a study of Islam and Judaism in their indigenous and diaspora settings. Particular consideration will be given to an exploration of origins, beliefs and practices, sacred texts, festivals and ceremonies. Students will be encouraged to engage in investigation of these areas through reflection and criticality. There will also be critical reflection on teaching about diversity in the post-primary context.

Learning & Assessment in Diverse Classrooms (SES2076)
This module considers the different learning styles and needs of individual pupils, set in the context of different learning theories. Students will critically examine inclusion in the modern, diverse classroom, identifying challenges and opportunities and evaluating strategies relevant to focus on social disadvantage, ability and SEN (hearing impairment, visual impairment, Down’s Syndrome), and will explore the nature, incidence and preventative strategies associated with school bullying. Students will also critically analyse issues in assessing children’s learning, with a focus on Assessment for Learning strategies relevant to the primary and post-primary context.

Literary Studies and the Social Context (SEN1007)
This module is designed to develop further understanding of the primacy of the text in literary study through textual analysis of drama, prose and poetry. Students will see how language operates in a particular historical and social context in the three literary genres. Students will have opportunities to apply this study of language and literature through a focus on how to integrate the skills of reading, talking and listening in the classroom.

Northern Ireland Culture and Education (SEO2001)  
The students will study the education system of Northern Ireland and compare and contrast it to their own. The students will explore specific geographical and historical aspects of Northern Ireland and will participate in fieldwork. English language sessions will enable students to develop English oral and written communicative skills, grammar and vocabulary.

Peacebuilding, Education and Social Justice n (SEO2003)
This module will explore peacebuilding and the role education can play in helping to rebuild post conflict societies. The relationship between reconciliation and justice will be examined through case study materials that will examine issues at an individual, community, national and global level. The role of schools, youth work agencies and religious groups play in building social cohesion and promoting peace will be examined.

Philosophy of Religion and Ethics (SRS3070)
Selected arguments for the existence of God; life after death; miracles; problem of evil; religious experience; religious language; selected ethical theories; selected topics in practical ethics; work of selected philosophers.

Reformation Church History (SRS20066) (Runs Alternate Years)
The module explores various themes/personalities associated with the 16th C European Reformations: background/context to the Reformation; identifies leaders of the Protestant Reformations (Luther, Calvin, Zwingli) and their theological ideas; the Anabaptists; the Catholic Reformation and the Council of Trent.

Theology (SRS3084) (Runs Alternate Years)
The module aims to introduce students to the main areas of Christian theology. The module explores the Christian doctrine of God and examines the development of Trinitarian theology. The module sets out to introduce some of theology’s basic themes in both classic and contemporary contexts. Themes selected from: faith and reason; God; Creation; Jesus; Salvation; Holy Spirit; Trinity; Church; Sacraments; Heaven; Scripture; Christianity and other religions.

Working with Disadvantaged Pupils (SES3055)
This module will initially offer critical insight into the central generic factors associated with disadvantage and the impact of children’s and young people’s learning and development. Links between disadvantage, adversities and learning will be subject to critical scrutiny throughout. Following this contextual analysis, the module will then critically consider the structure of community interventions with a focus on links with schools.

There are three main themes to the module: disadvantage, impact and interventions. These themes pose important questions about the nature of disadvantage and working with disadvantaged pupils. While they are presented separately during the course of the module, they are all interrelated.

Advanced Social & Developmental Learning (SEC3009)
This interactive module seeks to extend your knowledge of young children’s thinking and learning. You will have an opportunity to test’s children’s self-regulation, their memory and to explore their knowledge and preference for tablet devices Vs story books. Together we will examine all aspects of the processes that drive our thinking and learning. New words will become part of your vocabulary such as automaticity – without the fundamental ability to automatize skills we are in danger of developing dyslexia, dyspraxia etc. YouTube clips are included in lectures to demonstrate the impact the child’s environment has upon their thinking and learning and how the child impacts the social world. You will also have a chance to test your attention span, learning style and memory. This field of study is changing at a faster rate than most others, therefore the module content will be informed by cutting edge research and newly developed theories in the field of early childhood development.

Advanced Understanding of Diversity & Inclusion (SEC3009)
This module focuses on concepts of diversity and inclusion as a way of investigating important issues in practice in the early years within the context of children, their families and the wider community. It will challenge students to reflect on their own attitudes towards equal opportunity issues. Children’s social identity formation will be examined in the light of growing multi-cultural societies. Students will explore an advanced range of issues related to diversity and inclusion. It offers opportunities to compare and contrast theoretical perspectives with personal experience which may then be validated through observation and discussion of equal opportunity issues.

Children in the Early Years Environment (SEC2010)
This module will provide students with an understanding of how to manage an early year’s environment in order to promote positive behaviour. Students will be encouraged to explore the determinants of behaviour in early years settings. Reflecting upon theoretical perspectives, students will examine factors which may influence children’s prosocial and antisocial behaviour. Students will reflect on the role of the adult in managing both the early years environment and challenging behaviour.

Curiosity, Creativity and the Child (SEC2031)
The module content will encourage students to examine their own personal perspectives regarding the definition of creativity. Students will further consider and reflect on the theoretical foundations relating to creativity. They will examine and reflect on the role of music, movement, drama, dance, role play and visual art as experiential learning for children developing creatively. Students will plan, deliver and reflect upon a series of creative activities and reflect on the role of the adult in developing the creativity of young children.

Developing Professionalism (SEC3008)
This module will draw on content and issues explored during the prerequisite module. During the module students will engage in study of theories of professionalism and their application to the early years workforce. The role and expertise of the early years professional will be analysed and examined in relation to the child in the family and community. Consideration will be given to policy developments relevant to the area of integrated service professionalism. The module will promote students’ knowledge and skills in dealing with multi-agency partnerships, inter-agency meetings and case conferences. This will address their developing expertise in working with a range of professionals.

Diversity & Inclusion (SEC2009)
This module will enable students to examine the concepts of diversity and inclusion in relation to the child in the early years setting. Students will explore a range of inclusive strategies and will reflect on their professional role throughout.

Early Years Intervention (0-3 years) (SEC3050)
This module will encourage in-depth reflection on the rationale for early years intervention (birth to three), drawing upon relevant research findings. It will explore the Northern Ireland policy context for early years intervention services. The module will consider aspects that have been deemed to constitute a ‘quality’ early years intervention for very young children. In addition, this module will explore the current range of early years interventions provided for children aged birth to three within Northern Ireland, with key focus placed on, for example, the Early Intervention Transformation Programme (EITP) and Sure Start.

Early Years Curriculum (3-8 years) (SEC2030)
This module will address key issues related to the curricula for children aged three to eight years old; those being the rationale for the current approach to curricula, policy developments in relation to curricula, the benefits of an integrated and play based approach to young children’s learning, the multifaceted role of the adult, and the importance of the areas of learning explored within an integrated framework.

International Perspectives (SEC3043)
On completion of this module the student will be able to provide a rationale for making international comparisons in the context of Early Years education policy and practice; engage in an informed debate about the range of factors which have influenced the development of policy and practice in a variety of international contexts; reflect in depth on theory/practice relationships regarding international early years issues; critically analyse international research, reviewing and evaluating the relevant literature; and compare and contrast provision and policy in a variety of international context.

Northern Ireland Culture and Education (SEO2001)  
The students will study the education system of Northern Ireland and compare and contrast it to their own. The students will explore specific geographical and historical aspects of Northern Ireland and will participate in fieldwork. English language sessions will enable students to develop English oral and written communicative skills, grammar and vocabulary.

Peacebuilding, Education and Social Justice (SEO2003)
This module will explore peacebuilding and the role education can play in helping to rebuild post conflict societies. The relationship between reconciliation and justice will be examined through case study materials that will examine issues at an individual, community, national and global level. The role of schools, youth work agencies and religious groups play in building social cohesion and promoting peace will be examined.

Assessment of Physical Activity (SHL3005)
This module covers the analysis and evaluation of the major approaches to assessing physical activity in free living populations; evaluation of the risks of physical activity; physical activity levels of various sections of the population; correlates and determinants of physical activity in free living populations; current issues in physical activities.

Community Health (SHL2014)
Student will examine concepts of the ‘community’; history of community development in Health promotion; healthy alliances and working in collaboration; exploration of community health promotion projects in global, European and Northern Ireland contexts; and inequality in health.

Exercise Science (SHL2043)
Muscular contraction, respiration at rest and during exercise, further development of the concepts of aerobic and anaerobic metabolism. Nutrition for performance, temperature regulation, training methods for various activities.

Health Promotion and Professional Practice (SHL3006)
Students will conduct a critical overview of: the ethical issues in health promotion; the need for a philosophy of health promotion; the politics of health promotion structure and organisation; health promotion methods and content; helping people to change; motivational interviewing; skills for professional practice; evaluation, quality and audit; and evaluation and performance indicators.

Introduction to Sport and Exercise Psychology (SHL1072)
This course will introduce students to basic psychological concepts related to sport and exercise. Areas to be considered are understanding participants, social psychology of sports, understanding sport and exercise environments, enhancing performance and exercise psychology.

Northern Ireland Culture and Education (SEO2001)  
The students will study the education system of Northern Ireland and compare and contrast it to their own. The students will explore specific geographical and historical aspects of Northern Ireland and will participate in fieldwork. English language sessions will enable students to develop English oral and written communicative skills, grammar and vocabulary.

Peacebuilding and Reconciliation (SEO2003)
This module will explore peacebuilding and the role education can play in helping to rebuild post conflict societies. The relationship between reconciliation and justice will be examined through case study materials that will examine issues at an individual, community, national and global level. The role of schools, youth work agencies and religious groups play in building social cohesion and promoting peace will be examined.

Project Management (SHL3017)
Students will have opportunities to explore and understand the concept of projects within the health and leisure sector. They will identify and use the factors and processes involved in project management and evaluate the success of a project which they will plan as part of an assessed group presentation. The core content of the module will include the nature of project management and knowledge of accepted models of project planning. This will include recognition of the power of planning, the “key building blocks”, a range of planning tools, success criteria and monitoring and evaluating.

Psychology of Physical Activity (SHL3036)
This course will provide an in depth view of physical activity against the backdrop of today’s technologically advanced society. At a time when physical activity has become a key feature of health promotion and disease prevention programmes, ways of promoting physical activity remain a significant challenge. The course will enable students to provide a comprehensive review of contemporary psychological knowledge in physical activity, with a particular emphasis in participation and health. This course will enable students to understand the key psychological principles behind physical activity and the steps to a more active and healthier lifestyle.

Sport and Exercise Psychology Applied (SHL2071)
Physical activity has long been recognised as having a positive effect on both physical and psychological well-being. This module will consider and evaluate concepts within psychology, relating to both health and exercise. In particular, the psychological benefits of exercise and the effect of psychology on exercise.

Sports Development – Advanced (SHL3007)
Students will have opportunities to explore and understand current research, theory, principles, concepts & models. LTAD, physical literacy, the evolving definition of sports development; roles of central & local government, Sport NI, the community/voluntary sector. Critical to sports development & always changing; policy-making & planning and policy development & implementation at national & local level; factor analysis, consultation & monitoring & evaluating; funding & partnerships; trends in the concept of partnership both in the area of funding & generally and the relationship between sport, community development & health. Sport as a tool for community re-generation. The obesity debate & PE & sport in education.

Sports Development – Introduction (SHL2025)
Definitions, purposes and models of the delivery of sport in the community. The similarities and differences between school PE/sport and sport in the community. The continuum between participation/community sport and performance/elite sport. The role of schools, clubs and National Governing Bodies. The administration of sport in NI, the UK and Ireland. The role of local and national government in sport. Current issues in Sports Development.

Sports Nutrition (SHL2021)
The module examines macro nutrients for sports performance; fluids and electrolyte requirements for sports performance; supplements and ergogenic aids for sports performance; and nutritional requirements for different modalities of sports performance.