作为一名副讲师/演示者，我对课程设计和课程管理的影响很少。然而，在完成了教学工具包和我迄今为止在PG Cert LTHE上的学习之后，我已经投入了更多的工作，因此要求/被要求为学生设计实践课，包括MSC水平。我觉得如果没有教学工具包和PG证书，我就不会有能力或信心去做这件事。从我在这门课上所学到的知识，我能够识别和修正一些生物力学模块的评估设计中的潜在弱点(在这些模块中，他们过于专注于书面工作，而很少关注与运动生物力学相关的实用技能)。由于这些学生现在主要是根据他们的实际/真实世界技能而不是任务来评估(例如，XS3100应用生物力学模块的学生被要求提供三维步态分析给一个优秀的足球运动员，并且他们的能力和能力评估)。我认为，如果我没有完成教学工具包或开始使用PG证书课程，我将不会发现这些潜在的限制。就国家标准而言，参与方案设计和评估是教学和学习鉴定的SEDA和HEA价值观之一。
As an associate lecturer/demonstrator I often had little influence on curriculum design and course management. However, having completed the Teaching Toolkit and from what I have learned thus far on the PG Cert LTHE I have engaged more with this process and have thus requested/been asked to design practical session for students up to and including MSC level. I feel that without the Teaching Toolkit and PG Cert LTHE I would not have had the ability or the confidence to do this. From the knowledge I have picked up on this course I was able to identify and amend potential weaknesses in the assessment design in some of the Biomechanics modules, (in that they focussed too much on written work and too little on the practical skills associated with sports Biomechanics). As such students are now primarily assessed in terms of their practical/real world skills as opposed to assignments (for example for the XS3100 Applied Biomechanics module students are required to provide 3-D gait analysis to an elite footballer, and they are assessed in their competency and ability). I feel that if I had not completed the Teaching Toolkit or commenced with the PG Cert LTHE course I would not have picked up on these potential limitations. With respect to national standards involvement in programme design and assessment is one of the SEDA and HEA values for teaching and learning accreditation.