Fundamentals of Sport and Exercise Science
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BSc (Hons) Sport & Exercise Science BSc (Hons) Sport & Exercise Science (Teaching & Coaching sport) BSc (Hons) Sport & Exercise Science (Sport Performance) BA/BSc (Hons) Sport & Community Development STUDENT PROGRAMME HANDBOOK 2011/12 School of Health and Social Sciences Programme Leader: Phil Barter Student Name: Students with disabilities: Information in alternative formats Information in this publication can We can supply sections from this be downloaded from the following Publication as: website: A Word document with http://www.mdx.ac.uk/hssc enlarged type — sent by email or supplied on disc or CD If you have a disability which makes navigating our website Printed copy with enlarged difficult and you would like to type receive information in an alternative format, please contact Bryan Jones on 020 8411 5367 As Braille or email B.Jones@mdx.ac.uk Other formats may be possible. Please state your disability and We will do our best to respond details of the specific information promptly. To help us, please be you need. as specific as you can and include details of your disability. CONTENTS University and Programme Academic Calendar ................................................................... 5 Welcome from the Dean................................................................................................................. 8 Programme Leader’s Welcome ................................................................................................... 9 Purpose and status of your student handbook...................................................................... 9 Programme staff list and contact details ...............................................................................10 Bridging Materials .........................................................................................................................12 Programme Structure Diagram .................................................................................................12 Module Information ......................................................................................................................14 Attendance requirements ...........................................................................................................15 Policy on late arrival .....................................................................................................................15 Dress Code.........................................................................................................................................15 Assessment schedule ....................................................................................................................16 Assessment Officer support ........................................................................................................16 Professional, statutory and/or regulatory body requirements ....................................16 Placements........................................................................................................................................17 Careers Service ................................................................................................................................18 Learner Development Unit .........................................................................................................21 Learning Resources .......................................................................................................................22 Assessment Feedback ...................................................................................................................23 Personal Development Planning ..............................................................................................25 What to expect during your first year .....................................................................................26 Progressing on your programme .............................................................................................26 Accessing your own records including your timetable and letter requests .............30 24-7......................................................................................................................................................31 Middlesex e-mail – your account for life ................................................................................31 What is OASISPlus? ........................................................................................................................31 OASISPlus use in Sport and Exercise Science .......................................................................32 Academic Support ..........................................................................................................................33 Counselling .......................................................................................................................................34 International Student Support ..................................................................................................35 Disability Support Service ...........................................................................................................35 Health, Safety and Welfare ..........................................................................................................35 Middlesex University Students’ Union – The Student Voice of Middlesex .................36 Financial Issues ...............................................................................................................................37 Quality assurance and enhancement of your programme ..............................................39 Feedback from you ........................................................................................................................39 Campus Forums...............................................................................................................................40 Student representatives ..............................................................................................................40 School Board of Study ...................................................................................................................41 Programme evaluation forms ....................................................................................................41 National Student Survey (NSS) ..................................................................................................41 Suggestions and Complaints .......................................................................................................42 A. Accessing University IT systems ..........................................................................................44 B. Programme Specification and Curriculum Map for BSc Hons Sport and Exercise Science ................................................................................................................................................47 C. Module Narratives .....................................................................................................................57 D. Assessment Schedule for the SES programmes ..............................................................98 University and Programme Academic Calendar 2011/2012 Academic Calendar - Undergraduate October starters Week Beginning 46 22 47 48 49 50 29 05-Sep 12 19 51 26 SEPT START UG resit exams resit exams marking marking wk 1 wk 2 2011-2012 5 Sep CWK 20 Sep AB1 23 Sep MOD 27 Sep PPC 27/28 Sep AIR 29 Sep-2 Oct INT 29 Sep PROG 30 Sep AB2 0 03-Oct 1 2 3 4 5 6 7 8 10 17 24 31 07-Nov 14 21 28 9 10 11 12 13 05-Dec 12 19 26 02-Jan-12 14 15 9 16 16 17 18 19 20 21 22 induction & learning wk 0 learning wk 1 learning wk learning wk learning wk learning wk learning wk learning wk 2 3 4 5 6 7 learning wk learning wk learning wk xmas vac 8 9 10 7 Oct FIN REV 17 Dec - 2 Jan xmas vac xmas vac CLOSED learning wk 11 23 30 06-Feb 13 20 27 learning wk learning wk learning wk learning wk learning wk learning wk learning wk 12 13 14 15 16 17 18 05-Mar learning wk 19 20 Jan W-CWK W-EX 24 Feb W-AB1 28 Feb W-MOD 1 Mar W-PPC 5 Mar PROG 7 Mar W-AB2 5 Student Programme Handbook 2011/2012 23 12 24 19 25 26 26 02-Apr 27 9 28 16 29 23 30 30 31 BH 07-May 32 14 33 21 34 35 36 37 38 28 BH 4-5Jun 11 18 25 39 02-Jul 40 41 42 43 44 9 16 23 30 06-Aug 45 46 47 48 49 50 13 20 BH 27 03-Sep 10 17 51 24 0 1 2 3 01-Oct 8 15 22 learning wk learning wk learning wk easter vac easter vac learning wk learning wk exams exams exams exams & marking marking 20 21 22 12 Mar FIN PLAN 6 Apr CLOSED 9-10 Apr CLOSED 23 24 CWK see note 3 marking marking boards boards 20 Jun AB1 25 Jun MOD 28 Jun PPC 3 Jul AB2 5 Jul PROG 6 Jul FIN boards Graduation Ceremonies resit exams resit exams marking boards 3 Sep CWK 18 Sep AB1 21 Sep MOD boards 25 Sep PPC 25-26 Sep AIR 27 Sep-30 Sep INT 27 Sep PROG 28 Sep AB2 5 Oct FIN induction learning wk learning wk learning wk 1 2 3 6 Student Programme Handbook 2011/2012 4 5 6 7 8 29 05-Nov 12 19 26 9 10 11 03-Dec 10 17 12 13 14 24 31 07-Jan-13 learning wk learning wk learning wk learning wk 4 5 6 7 learning wk learning wk learning wk 8 9 10 learning wk 11 Learning Framework Term Dates Autumn Term 10 Oct - 16 Dec 2011 Winter Term 9 Jan - 30 Mar 2012 Spring Term Summer Term 16 Apr - 20 Jul 2012 23 Jul - 5 Oct 2012 (11 weeks) (10 learning weeks) (12 learning weeks) (14 learning weeks) Student Attendance Dates (Sep starters) 3 Oct - 16 Dec (11 wks) (new students) 10 Oct - 16 Dec (10 wks) (returning students) 9 Jan - 30 Mar (12 wks) 16 Apr - 29 Jun (11 wks) UG only 16 Apr - 12 Oct PG only 7 Student Programme Handbook 2011/2012 WELCOME TO THE SCHOOL Welcome from the Dean Welcome to the University and to the School of Health and Social Sciences. This programme handbook should be treated as though it is our contract with you – keep it safely so that you may refer to it throughout your time here at Middlesex. It contains an overview of the framework of your programme and the content of its modules and signposts key contacts and information you need to progress your studies and to get the most out of student life. From our side we will deliver the best student experience we can so that you can build on your skills and knowledge and fulfil your full potential. In return we expect you to engage actively in the learning process, to be fully committed to your studies and determined to succeed. In your early weeks, this includes reading through this handbook and consulting the other information sources flagged here. You are not expected to absorb everything in detail, but to be aware of the main resource documents and their contents. In particular as an enrolled Middlesex student, you have certain rights but also specific responsibilities. See the full University Regulations http://www.mdx.ac.uk/regulations in particular ‘University Membership’, and if you have not already done so, explore http://www.24-7.mdx.ac.uk, the student portal which contains detailed advice and support to assist you further. We know it takes time to settle in to University life. If you still have questions to ask, your first port of call should be your Student Office. Staff there will be pleased to help and direct you. We wish you well in your future studies. Here at Middlesex we are very proud of our academic programmes and students and we look forward to meeting you. Jan Williams Dean of HSSC 8 Student Programme Handbook 2011/2012 WELCOME TO YOUR PROGRAMME Programme Leader’s Welcome Welcome to the Sport and Exercise Science subject area. We hope you find this Handbook helpful and informative. It was designed to provide you with relevant information regarding the BSc (Hons) in Sport & Exercise Science so as you can successfully engage in your studies. The Handbook contains sections, which summarise the policies and regulations pertaining to the programme, structure of the programme, and the content of each module as well as such information as your code of conduct. If you have any queries about individual modules or the overall programme, do not hesitate to contact a member of the programme team. Please ask. We hope you will enjoy your time at Middlesex University and we wish you every success in your studies. Please note that this handbook is subject to change. All information contained herein was correct at the time of publication. The responsibility rests with you to check the updates to the handbook on OASISPlus Phil Barter Programme Leader SES Purpose and status of your student handbook The purpose of this handbook is to provide you with information about your Programme of study and to direct you to other general information about studying at Middlesex University. This handbook must be read in conjunction with the University Regulations at www.mdx.ac.uk/regulations/ the material in this handbook is as accurate as possible at the date of production. Your comments on any improvements to this handbook are welcome - please put them in writing (with name of handbook) to Phil Barter Phil Barter Middlesex University Hendon Campus Town Hall Annex (3rd Floor) The Burroughs Hendon London, NW4 4BT Telephone: 020 8411 4671 9 Student Programme Handbook 2011/2012 Programme staff list and contact details Teaching Staff Title/name Base Tel: E-Mail: Title/name Base Tel E-Mail Title/name Base Tel E-Mail Title/name Earle Abrahamson (EA) (Director of Programmes) B Phys Ed, BA Hons, MA, HPCSA, Programme Leader in Sports Rehabilitation Principal Lecturer in Sport Rehabilitation Teaching Fellow Town Hall Annex T304 Hendon 020 8411 4720 e.abrahamson@mdx.ac.uk Phil Barter (PB) BSc (Hons), MSc, PGCE, HEA Senior Lecturer Hendon Town Hall Annex T304 020 8411 4671 p.barter@mdx.ac.uk Rhonda Cohen (RC) BA (Hons), MSc, PGCHE, CPscyhol, CSci Head of the London Sport institute Town Hall Annex T305 Hendon 020 8411 2651 r.x.cohen@mdx.ac.uk Tel Jon Cree (JC) BSc (Hons), GSR, MSc Lecturer Hendon Town Hall Annex T304 020 8411 4117 E-Mail J.Cree@mdx.ac.uk Title/name Sheila Cunningham (SC) RN, BSc(Hons), PgDip, MSc Principal Lecturer Hendon Town Hall Annex 1st floor 0208 411 2687 s.cunningham@mdx.ac.uk Base Base Room Tel E-Mail Title/name Base Tel E-Mail Title/name Base Dr. Lygeri Dimitriou (LD) BSc (Hons), MSc, PhD Human Performance Lab Manager and Lecturer Archway Campus 020 8411 4355 l.dimitriou@mdx.ac.uk Stuart Miller (SM) BSc (Hons), Lecturer Hendon 10 Student Programme Handbook 2011/2012 Tel E-Mail Title/name Base Tel E-Mail Title/name Base Tel: E-Mail: Title/name Base E-Mail: Town Hall Annex T304 020 8411 4769 S.Milller@mdx.ac.uk Anthony Turner (AT) BSc (Hons), MSc, PGCE, ACSM, CSCS Senior Lecturer Hendon Town Hall Annex T304 020 8411 4667 a.n.turner@mdx.ac.uk Robert Walsh (RW) BSc(Hons), MSc, PGCHE Senior Lecturer Sports Rehabilitation Hendon Town hall Annex T304 020 8411 5205 r.j.walsh@mdx.ac.uk Colin Baker (CB) BSc(Hons) Lecturer Hendon Town hall Annex T304 c.baker@mdx.ac.uk Technicians Title/name Base Tel E-Mail Title/name Base Tel E-Mail Ian Grant (IG) BSc (Hons), MSc Human Performance Lab Technician Human Performance Laboratory Archway Campus Highgate Hill, London N19 5LW 020 8411 4355 I.Grant@mdx.ac.uk Barry Malone (BM) BSc (Hons), GSR Lab Technician Hendon Campus Hatchcroft Building, H204 020 8411 4206 B.malone@mdx.ac.uk Administrators Title/name Base Tel Email Title/name Base Tel Email Colin Allison BA (Hons), Department Administrator, Hendon Campus, Town Hall, Annex T303 0208 411 6261 c.allison@mdx.ac.uk; Russell Freedman MBA LLB PG Cert HE, Department Administrator, Hendon Campus, Town Hall, Annex T303 0208 411 6261 r.freedman@hotmail.com 11 Student Programme Handbook 2011/2012 Bridging Materials Prior to entry you will have received access to the ‘My Middlesex/getting started’ and ‘My Programme’ materials on OASISPlus. The ‘My Middlesex/getting started’ materials will have given you an insight into studying at Middlesex University, what is expected of you as a student of Middlesex and also what to expect from the university. Information on the services and facilities to support your studies and transition to student life can also be found here. The My Programme materials provide an introduction to many aspects of your programme including; your programme team, the first year modules you will be studying, assessments methods in year 1 and also hints and tips from previous students studying on that programme. Programme Structure Diagram BSc (Hons) Sport & Exercise Science Core Year 1 SES1240 SES1242 SES1241 SES1243 Fundementals of Anatomy & Human Movement Professional Skills & work experience Fundamentals of Health & Fitness Training Fundamentals of Sport & Exercise Science 30 Credits 30 Credits 30 Credits 30 Credits BSc (Hons) Sport & Exercise Science Core Year 2 SES2203 SES2222 SES2557 SES2116 Applied sport & exercise Research Methods Applied Physiology & Biomechanics Applied Sport & Exericse Psychology Applied Sport & Health Coaching 30 Credits 30 Credits 30 Credits 30 Credits BSc Sport & Exercise Science Year 3 BSc Sport & Exercise Science (Teaching & Coaching Sport) BSc Sport & Exercise Science (Sports Performance) BSc / BA Sport & Community Development Year 3 Year 3 Year 3 SES3360 SES3360 SES3360 SES3330 Dissertation Dissertation Dissertation Research Project 60 Credits 60 Credits 60 Credits 30 Credits SES3338 SES3339 SES3332 SES3337 Interdisiplinary Approches to Sports Science Advanced Teaching & Coaching Sport Fundenmentals of Strength & Conditioning Advanced Sport & Community Development 30 Credits 30 Credits 30 Credits 30 Credits SES3340 SES3340 SES3340 SES3339 Advanced Sport & Exericse Science Advanced Sport & Exercise Science Advanced Sport & Exericse Science Advanced Teaching & Coaching Sport 30 Credits 30 Credits 30 Credits 30 Credits SES3370 Independent Study Module 30 Credits 12 Student Programme Handbook 2011/2012 Which is the correct programme route for you? The SES programme has various third year routes that are available to you which can affect your career and future studies. Your decision on which route you wish to take has to be finalised by the end of your second year of study. You will receive regular advice on which is the best route for you, during the review weeks in your first year and during your second year of study. The programme team will be able to best advise you on which is the most appropriate route for you, and how to complete the paperwork, but ultimately the decision is down to you. Change to levels of modules and programmes Middlesex University will change the way it describes the levels of its modules and programmes. The university will adopt the widely used Framework for Higher Education Qualifications (FHEQ) levels, as defined in the table below. The new level structure will be fully adopted across the university by September 2011. Until then you may experience some inconsistency in the description of module levels. Description Foundation level Certificate level Intermediate level Honours level Masters level Doctoral level New Middlesex University / FHEQ levels (From Sep 2011) 3 4 5 6 7 8 Current Middlesex University levels 0 1 2 3 4 5 13 Student Programme Handbook 2011/2012 Module Information Learning Narratives: This is what you will be studying. Every attempt has been made to ensure this information is correct at the time of publish however additional information may be provided in the handbook given to you for the specified module. Module handbooks are given out within the two weeks of class and are available on OASISPlus. SES 1240 ......................................................................................... Error! Bookmark not defined. Fundamentals of Anatomy and Human Movement ..... Error! Bookmark not defined. SES 1241 ...................................................................................................................................................... 60 Fundamentals of Health of Fitness .................................................................................................. 60 SES 1242 ...................................................................................................................................................... 62 Professional Skills Development and Work Experience ........................................................ 62 SES 1243 ...................................................................................................................................................... 64 Fundamentals of Sport and Exercise Science.............................................................................. 64 SES 2203 ...................................................................................................................................................... 67 Applied Sport and Exercise Research Methods ......................................................................... 67 SES 2116 ...................................................................................................................................................... 70 Applied Sport andHealth Coaching .................................................................................................. 70 SES 2222 ...................................................................................................................................................... 72 Applied Physiology and Biomechanics .......................................................................................... 72 SES 2557 ...................................................................................................................................................... 74 Applied Sports and Exercise Psychology ...................................................................................... 74 SES 3330 ...................................................................................................................................................... 77 Research Project ...................................................................................................................................... 77 SES 3332 ...................................................................................................................................................... 81 Fundamentals of Strength and Conditioning .............................................................................. 81 SES 3337 ...................................................................................................................................................... 83 Advanced Sport and Community development ......................................................................... 83 SES 3338 ...................................................................................................................................................... 85 Interdisciplinary Sports Science ....................................................................................................... 85 SES 3339 ...................................................................................................................................................... 88 Advanced Teaching and Coaching Sport ....................................................................................... 88 SES 3340 ...................................................................................................................................................... 90 Advance Sport and Exercise Science ............................................................................................... 90 SES 3360 ...................................................................................................................................................... 92 Dissertation ................................................................................................................................................ 92 SES 3370 ...................................................................................................................................................... 96 Independent Learning Module .......................................................................................................... 96 14 Student Programme Handbook 2011/2012 Attendance requirements In the Sports area, most modules require 100% attendance. This is for safety reasons as you are training to be a Sports Professional. It is not good for a graduate in sport not to know the anatomy of the knee, for instance, as they missed classes that week. You need to know and to be able to apply everything you learn. Therefore you must attend. Please see your module handbooks, as this is a binding contract between the module leader and you as a student. In order to pass most of our modules, lectures, seminars, labs and practical sessions are compulsory. These sessions tend not to repeat so if you miss any session then you must see / e-mail your module leader as soon as possible as this could affect your progression. You should attend all scheduled classes and prescribed activities to be eligible for formal assessment. Where your attendance fails to meet the minimum required to meet the learning outcomes of the module (as published) you may be excluded from the assessment and be graded X in the module. The definition of the X grade is “Fail – incomplete without good reason: may not be reassessed”. It is your responsibility to ensure that your attendance fulfils the published attendance requirements. The X grade is applied if you fail to participate in the learning processes of a module for which you are registered. It is not a “punishment” for poor attendance but recognition that you have not been able to prepare yourself for assessment in the content of the module. It is also given when you drop a module without formally removing it from your registered programme of study. If you receive an X grade you may have the opportunity of taking the whole module again with permission from the Programme Leader, without grade penalty, though you will have to pay the module registration fee. You may only do this at Summer School (if available) or at the end of your programme. For further guidance on attendance requirements, refer to the section entitled “Attendance & Withdrawal” which is also available at www.247.mdx.ac.uk/admin/attend.htm. The formal regulations about attendance can be found in Section C2 of the University Regulations and at www.mdx.ac.uk/regulations/ . Policy on late arrival Due to health & safety reasons, the sports programmes will not allow students into labs or practical sessions more than 10 minutes after the start of these classes. As students who enter late also cause a disruption to the entire class, sports lecturers will not permit students to enter after 10 minutes. Please wait until the next available break to speak with your tutor if you miss a session. Dress Code Due to health and safety reasons, you are required to dress accordingly for all labs and practical session. You will be required to purchase the LSI clothing. You will need to wear the clothing for all practical sessions. If you fail to dress appropriately for practical sessions you will be denied entry and marked absent. The new LSI clothing catalogue is available at the back of the quick start guide. Order should be 15 Student Programme Handbook 2011/2012 directed through Neil Bangs (n.bangs@mdx.ac.uk). In addition, you must wear appropriate footwear, i.e. trainers, and track suit bottoms. All long hair or hair that hangs in your face must be tied back. Students are not allowed to wear hats and jewellery in practical sessions as it hinders the ability to carry out the activity. . Students are not allowed to use mobile phones or have them turned on in class. Students must not be under the influence of drugs or alcohol in any sessions. You are training to be a sport professional and in learning how to work with athletes you must always be fully aware and alert within this professional environment. Assessment schedule The assessment schedules is in appendices D. Assessment Officer support Assessment is an important aspect to your programme but you may find that at times personal circumstances can impact on your studies. Should you have circumstances which mean you need to defer your assessment you will find valuable guidance on 24-7, but you can also contact the Assessment Team, Email: hsscassessmentdata@mdx.ac.uk, who will guide you through the process. The full Deferral Policy is available at http://www.24-7.mdx.ac.uk/assess/defer.htm. In addition, your Module Leaders will be more than happy to assist you with any queries you may have about assessment of a particular module. Professional, statutory and/or regulatory body requirements Though there are no statutory requirements at present. Membership in BASES, British Association of Sport and Exercise Science can be applied for following the successful achievement of a degree in Sport and Exercise Science. See www.bases.org for more information. The awarding bodies to which the department, teaching staff are affiliated with are detailed below: For information regarding the ANLP see: http://www.thelazarus.com/training_courses/list_of_training_courses/fasttrack_nlp_pr actitioner.phtml For information regarding the NASM see: http://www.nasm.org/specialization/default.aspx?id=292&ekmensel=32_submenu_0_ link_3 For information regarding the NSCA see: http://www.nsca-cc.org/resources/downloads.html For information regarding the REPS see: http://www.exerciseregister.org/REPsQualsFramework2010.html 16 Student Programme Handbook 2011/2012 The UKSCA competencies, assessment guide and application documents can be found at the following address: http://www.uksca.org.uk/uksca/Common/memberships.asp?txtID=forms Placements In sport our students need to show that they have the practical competencies to match their theoretical expertise to gain employment. To enhance the student potential to gain employment the sports courses have 30 hours of compulsory placement experiences. During these placement experiences, students will further need to demonstrate competency across a range of skills necessary for work within the sport and exercise science sector. Placements further provide important experiential and reflexive learning opportunities for students. The first placement for sport students will be introduced early in the programme with students attending a fitness centre or coaching observation in year 1. This will make up part of the revised SES 1242 module. Students will be asked to complete a reflective report on their placement. Students will be adequately prepared for fitness centre placement because they will be trained in gym and fitness instruction as part of SES 1241 fundamentals of health and fitness and will cover first aid as part of this module. Student in the second year will be asked to complete a coaching log book of an additional 30 hours of placement in SES 2116 Applied sport and health fitness. The second year placement should be focused on coaching groups or individuals in sport or fitness activities. The final year of the programme will further include a work experience focus within the advanced modules for that pathway, for example SES3338 interdisciplinary sport science they will be asked to work with an athlete in an holistic manner to utilise their sport and exercise science skills to improve performance. The idea is to further develop students for work by focussing on specific and specialist work skills. All placements have to meet the sport and exercise science placement policy, which will be covered in SES1242. Before students can start their placements, they must normally pass the earlier modules. Students will receive help with identifying a suitable placement, with any application if required. On placement, each student will be allocated a supervisor, who will be employee at the placement. The supervisor will provide the student with learning opportunities, enabling students to achieve the learning outcome of the module. Each placement will be allocated a placement tutor, who will strive to ensure students gain the most educationally from the placement. These stages adhere to the sport and exercise science placement policy, which will be covered in SES1242 and prior to placements all students will attend 2 workshops to outline and explain placement procedures inline with the new MU placement guidelines. In sport placement opportunities exist in the following areas: Sports Clubs, University Sports Clubs, local sports development projects. Work placements are supported across the University by a network of School placement offices that work closely with your academic staff. With the Careers Service, workshops and one-to-one advice on writing CVs, cover letters and application forms will be offered; offer password protected access to the placement website; help arrange interviews and where possible create links with employers. Please note, however, that placements cannot be guaranteed and your energy in researching and applying for a placement is key. Your Placement Office can be contacted as follows: 17 Student Programme Handbook 2011/2012 Elaine Elson, Placement Support – Hendon Campus – Quadrangle Tel: 0208 411 5341 Email: E.Elson@mdx.ac.uk Equally important is the fact that these experiences help you develop your own ideas about the career you want, what will suit you best, and perhaps the kind of work or employers you wish to focus on. It is much easier to identify the positive and negative aspects of a particular career if you have experienced it first hand. The University has responsibilities under the Health and Safety at Work Act 1974 to ensure that risks to health and safety are controlled and you are properly insured while on placement. It is therefore essential that no student commence a placement without first having it approved by the School Placement staff and as such ensuring that all administrative, health and safety and insurance procedures are carried out prior to the start date. Failure to adhere to this may invalidate your placement. Further information and guidance notes for students are available on www.247.mdx.ac.uk/placement Careers Service The Careers Service provides impartial and confidential guidance and information to Middlesex University students and alumni (for up to two years after graduation) to help them in their career planning and job seeking. The careers advisers can assist you with planning your academic programme and personal development in relation to your career goals from your first year to final year. This includes exploring career and study options, self-awareness and decisionmaking. The advisers can also help you to: find full and part-time employment, write CVs, covering letters and application forms, prepare for interviews, psychometric tests and assessment centres, identify voluntary and work experience opportunities and research postgraduate/further study and funding. You have access to careers information, individual guidance appointments, drop-in advice sessions, careers seminars and workshops, employer presentations, Careers Fairs, other campus based careers events and alumni links to support students with their career development. The careers advisers also work with tutors to deliver and support careers related activities on course programmes, such as career opportunities for graduates, job study research, the graduate employment market, developing employability skills, sector specific information, pre-placement preparation, job search skills and strategies and post graduate study options. The main careers library is based at Hendon and careers advisers are available on most campuses offering a flexible service to support the needs and any specific requirements of all students. To check opening times and availability of careers advisers on your campus or to book an appointment please see the website http://www.24-7.mdx.ac.uk/careers/careers.html, telephone 020 8411 5523. The Careers Service’s website as above (or accessible through the 24-7 website) offers a wide range of information and links to other graduate careers websites. The website contains an on-line job vacancy service, JobsPlus, where opportunities notified by employers for full time, part time, voluntary work or work experience are 18 Student Programme Handbook 2011/2012 posted. If you are unable to visit on campus there is also a link to ‘MeG’, an eguidance service, through which you can email your queries to a careers adviser. Today’s job market is full of opportunities but is also rapidly changing and developing to meet the needs of employers in the 21st Century. Gaining work experience and developing the employability skills that employer’s look for is an important part of your career planning and development and will help towards your future career success. In addition to the help and support available from the Careers Service, you may also want to consider the option of undertaking a work experience placement as part of your degree, a student exchange in another country or undertaking some voluntary work and gaining accreditation for this through the university. Further advices on placements are available from the placement staff in your school, or speak to your tutors about this. Information links to student exchanges and volunteering opportunities can be found on the 24-7 student portal at http://www.247.mdx.ac.uk. In sport we offer throughout the year a range of opportunities to gain employment and further enhance students CV. We work closely with the university careers service to arrange guest lectures from companies who are looking for intern students to come and talk to our students to offer places both in the UK and internationally, for example Thailand. Depending on the route choice the opportunities for postgraduate study exist to enhance your career prospects further, this could be onto one of the MSc offered in sport or onto the PGCE PE offered at the university or another university. These opportunities should enhance our students ability to gain employment in a range of jobs including, coaching programmes across the country i.e. working on community schemes and Educational roles – either coaching in schools as PE teachers after a successful PGCE and TA jobs. Sport graduates can gain employment in health and fitness club management, fitness consultancy, weight management, health promotion, personal fitness training, corporate health advice, sports or physical activity development, medical sales, and the armed forces. There are career opportunities in teaching and research. On graduation, students can continue with their professional studies taking British Association of Sport and Exercise Science (BASES) training programmes to qualify in three years as accredited sports and exercise scientists. Suitable graduates can study to become physiotherapists or sports rehabilitators. Membership in BASES is recommended to students. Career opportunities and postgraduate programmes in sport are advertised on their web site www.bases.org. 19 Student Programme Handbook 2011/2012 LEARNING, TEACHING AND ASSESSMENT Learning, Teaching and Assessment approaches will encourage you to be actively involved in your learning and to co-operate with other students. We aim to give you prompt feedback on your learning and opportunities to reflect upon and learn from that feedback. You will be actively involved in a range of learning, teaching and assessment approaches as part of your BSc Hons SES Programme. Such active learning approaches put students at the centre of their learning where they are actively involved and engaged in all aspects of their learning and the assessment of their learning. Your programme will require your active participation in learning activities and engagement with your peers both individually and collaboratively, working and learning with other students as part of a small group. Learning activities may also occur both within and outside the classroom. Your learning will also be supported by technology. Increasingly your tutors will be using existing and emerging learning technologies to engage you in e-learning activities. Your programme will be facilitated using a variety of media and online tools (OASISPlus, podcasts, wikis, etc) which will allow you flexible access to a diverse range of online resources, quizzes and learning materials as well as collaborative tools with which you can engage and learn with your peers. Not confined by time and space you will be able to take part in online discussions and learning activities from wherever you are studying. Our tutors and the Web Helpdesk will provide any support you may need whilst learning online. By engaging with e- learning you will also be developing skills, which are essential for your learning and are also highly valued by employers. These include but are not limited to: working flexibly, communication, understanding of IT, team working and creating shared understandings based on quality resources and access to global expertise. The aim of the sport and exercise science degree is to encourage and enhance graduate employability. To this end we use active learning approaches such as problem based learning to assist students with essential critical reasoning development. The degree programme has help pioneer a peer-learning scheme, which allows final year students to work with 1st and 2nd year learners. This helps students to better understand module and programme expectations as well as preparing them for future study. The programme teaching approaches reflect the philosophy of its clinical nature by learning by and through doing. Assessment is an integral part of learning, and you may hear it referred to as formative or summative. Formative assessment is primarily developmental in nature, and is designed to give feedback to learners on their performance and how it can be improved. Formative assessment is a key part of the learning process, and has been shown to contribute to enhancement of learning and rising of standards. Formative assessment is part of all sports modules to enhance the learning experience. Summative assessment is designed to measure the extent to which a learner has achieved the intended learning outcomes of a module. The summative component of an assessment task is designed solely to provide a measure of the achievement of 20 Student Programme Handbook 2011/2012 a learning outcome by a learner. Summative assessment should assess achievement of all learning outcomes in a secure, fair and accurate manner. Assessment may also involve self, peer of group approaches. For example, you may be asked to self-assess your own work, indicating where you feel you have clearly demonstrated your understanding, and also identifying areas where can see you have room to improve. Assessment may also be a peer process where peers individually, or as groups, offer feedback on one another’s work. Group assessment may also be part of your programme, where part of the assessment process requires you to demonstrate your ability to work as part of a group or team, and possibly receive a group mark. Learner Development Unit The Learner Development Unit (LDU) is a team of specialists in academic writing and English language development, Numeracy and Dyslexia Support. You will see us at different times throughout your academic career. During induction week we generate a Learning Development Profile for each new Middlesex student. This is designed to give us information about your academic English and numeracy skills, and it will help you identify your strengths and also areas for improvement. And it will help us to make sure you get effective and timely support during your studies. Often we will be in your School working alongside your subject lecturers to help you understand what’s expected of you on your programme. We are likely to work with you in this way on the writing process, preparing for presentations, making the most of feedback, etc. If necessary, we can provide you with an individual programme of support, which could involve intensive courses, self-study materials and close monitoring of your progress. Help with maths is available from our Numeracy Support team, in the form of embedded, small group, online and individual provision. If you are dyslexic, you can receive specialist help from our Dyslexia Support team, who work closely with the Disability Support Service. You will also find support at the University’s Learning Resources Centres, which are equipped with assistive technologies and services, and have disability support representatives. We also coordinate the University’s Student Learning Assistants (SLAs), a group of highly motivated peer-mentors, from the 2nd and 3rd years, who are here to help 1st year students in their studies. You may see them helping out in tutorials or seminars, or you may see them offering help with academic writing. You can read more about SLAs at www.sla.mdx.ac.uk. 21 Student Programme Handbook 2011/2012 Contact details Information on what we do can be found on our 24-7 pages at http://www.247.mdx.ac.uk/lduor by contacting us on020 8411 5116 or at LDU@mdx.ac.uk. If you have questions about specific teams within LDU, please contact: Academic writing and English language 020 8411 4609 english@mdx.ac.uk Numeracy Support Dyslexia Support 020 8411 6280 020 8411 6073 numeracy@mdx.ac.uk dystutor@mdx.ac.uk Learning Resources Learning Resources (LR) provides library and academic computing services to support student learning. Middlesex University has a Learning Resource Centre (library) on each campus.The Museum of Design and Domestic Architecture (MODA) is also part of Learning Resources. Details of all our opening hours, services, facilities and resources can be found at http://www.lr.mdx.ac.uk. Learning materials and resources The LR provides electronic and print books and journals, DVDs, CDs, etc to support you in your studies. We also provide materials listed in your module handbooks. You can access these resources via the LR website and you can also find specialist resources from the Library Subject Guides at http://libguides.mdx.ac.uk. Many of our resources are web-based so you can access them from wherever you are. Equipment and facilities The libraries (Learning Resources Centres) supply the computers and other equipment you will need for study on the programmes at that site. This could include video cameras, Mac computers, and DVD players; printing and copying facilities; small study rooms with projectors so you can practice presentations; or space to cut, paste and cover your project report. Help and support Learning Resources staff is here to help and support you throughout your studies providing IT, and media support, and help with your information/research needs. We provide one-to-on support at the Enquiry Desk, group training in library workshops and online help through the Web Helpdesk (http://webhelpdesk.mdx.ac.uk) and Ask a Librarianhttp://askalibrarian.mdx.ac.uk You can get specialist subject support from your Liaison Librarian (http://libguides.mdx.ac.uk/content.php?hs=a&pid=40637) who also provides information and research skills workshops relevant to your subject. Librarians work closely with your lecturers to ensure that the resources and support that you need are available. Contact your librarian if you require individual support or if you would like to suggest a book/DVD etc for the library etc. 22 Student Programme Handbook 2011/2012 Assessment Feedback Assessment feedback provides the opportunity for you to engage with feedback on your assessed work, to reflect on it, and to use this feedback as the basis for learning and to improve your work. Feedback can take many forms, and may be informal, for example, it may be offered and discussed in classroom sessions either collectively or individually. It may also be more formal and delivered for example in written or audio form from peers or academic staff. Understanding your feedback is very important; to achieve this you are encouraged to discuss feedback with your peers and academic staff. All forms of assessment are part of the learning process, both formative and summative. Receiving feedback on your work is an essential and important part of your learning, and all programmes will therefore provide regular opportunities to assess your work formatively and provide feedback on it. The nature of the formative assessment and the feedback will vary from Programme to Programme. You will find further information in the University Regulations detailed under the Code of Assessment Practice. Arrangements for the provision of feedback shall include the minimum provision detailed in section M of the University Regulations and shall be included in the relevant Module Handbook. You will normally be provided with feedback within 15 working days of the published coursework component submission date. Your assessment map will be available online on OASISPlus on the SES notice board Feedback on Assessed work will be offered in a variety of forms and all work will be marked and moderated in line with the University Regulations Code of Assessment Practice: http://www.web.mdx.ac.uk/regulations/allprogs/sectionm.htm 23 Student Programme Handbook 2011/2012 All forms of assessment are part of the learning process. You should be provided with either individual or collective feedback on your assessed work. Feedback on coursework Feedback from work that is assessed, either formative (for a pass only) or summative (for a grade) will be available to you. We feel that feedback is a very important part of the learning process and therefore we strive to make feedback as effective as possible. Feedback on work is usually available online. This sheet will be available to you for your individual work. It will be given to you through OASISPlus. Group feedback sheets will be available on OASISPlus or in a group hardcopy from the tutor Feedback on examinations Collective and general feedback from exams will be available on the OASISPlus. Students wishing to go over individual progress should make an appointment to see the tutor. Comments on examination scripts and marks Comments from makers are not written on exam papers. General comments are available on OASISPlus or may be obtained on an individual basis from your tutor. Viewing scripts Students have the right to view examination scripts after they have been marked and after the assessment results have been published. Dissertations All dissertations, in your final year, are double marked. Your supervisor is your first marker. Work will be assessed blindly and then a grade will be negotiated between the two markers. Procedure is outlined on the dissertation module handbook. Other forms of assessment – minimal requirements General comments from practical assessments and vivas will be available on OASISPlus. Students wishing to obtain individual feedback should make an appointment to see their tutor. Return of coursework You are expected to keep a copy of your coursework. As the marked copy is not normally returned to you, retention of a copy is important so that you can relate feedback to your work. Where work is returned to a student this should be clearly indicated in Programme handbooks along with deadlines after which it is disposed of if not collected (normally six months). E-Learning In sport assessment is electronic via oasis plus, where appropriate to meet the needs to our students. All forms of coursework will be submitted via oasis plus, which make submission of work more convenient as you don’t have to be on campus to submit your work. The feedback will be given out via oasis plus using the grade mark system, which again aids in accessibility and ease of understanding. There are also a series of videos developed by the team to help explain general common themes such as plagiarism. 24 Student Programme Handbook 2011/2012 Electronic receipt of coursework All coursework must be submitted on paper unless (i) a different format is specified in the programme handbook or (ii) submission in electronic form is an explicit requirement for the assessment in the module concerned or for electronic detection of plagiarism. If submitted online students will receive an electronic receipt, which you should save and retain for future reference. Please refer to the module handbook for details on submission of work. Marking, second marking and marking moderation A minimum of 10% of all coursework and examinations are moderated in the sports area. All coursework and examinations, which are failed work, will be second marked. All coursework and exams, which are awarded first class grades, are moderated. Copies of past examination papers and other forms of assessment are available here: http://www.24-7.mdx.ac.uk/exampaper.Multiple choice question papers are not available on this database. In some cases, for example where there are copyright restrictions, it may not be possible to publish past examination papers. In this case please ask the relevant Module Leader for information. Personal Development Planning Personal Development Planning (PDP) will provide you with an opportunity to assess the value of the skills and knowledge you are developing and identify your future learning and development needs. It is intended for both undergraduate and postgraduate students. It offers a structured way to reflect on what you are good at and what you need to develop further. You will learn to review your own skill levels and what you have learned from different situations and environments, including your studies, part time work, voluntary work and other activities; you will record your reflections and use them to help you think about and plan your future development. This is an important part of your personal development and reflects the working environment where employers encourage new graduates to assess their own continuous professional development (CPD) using a portfolio. You can also use your record of PDP as a valuable aid for marketing your skills to employers in recruitment and selection processes. In order to help you reflect on, and record evidence of these skills, Middlesex University has introduced Personal Development Planning for all first year students. In later years of the programme, you will be encouraged to continue with planning and recording your personal development. Your Careers Adviser will be able to provide you with further advice on how best to use your PDP to help you build up useful documentation of your skills. Your online Personal Development Portfolios will be introduced in SES1242 Professional and Skills Development in the first year. The portfolio development will continue through SES 2203 Applied Sport and Exercise Research Methods and SES 3360 Dissertation. Following this introduction further help can be obtained from the Careers Adviser on your campus. Your Careers Adviser will be able to provide you with advice on how best to use your PDP to help you build up useful documentation of your skills. 25 Student Programme Handbook 2011/2012 What to expect during your first year There are a number of resources and activities built into the first year of your University experience to enable you to focus upon, and understand, your own learning and development, and thus enable your progression and achievement. Before starting at Middlesex you will have discovered more about your programme through accessing ‘My Middlesex’ and ‘My programme’ through OASISPlus. You may still be using these resources, which are designed to assist your transition into University life. Induction activities will have provided an initial introduction to study skills, personal development planning, academic standards and student expectation, along with the opportunity to get to know your fellow students and the programme team. During week 4 you will participate in an activity we call ‘Reality Check’. This focuses on your initial few weeks at Middlesex and enables students to share these experiences and raise any questions or issues with the programme team. The programme leader will respond to these queries, normally via OASISPlus, within 7 days. By week 9 you will have settled into your programme of study and will have received some assessment feedback. At this point you will have a Programme Progress Review, which will be a one-to-one discussion with a member of the programme team, to talk about your progress and achievement to date, academic progress and future aims. A further opportunity for such a one-to-one discussion will be provided around week 18 when you will review your progression and achievement to date and identify and plan to meet any specific needs and enable fulfilment of your future aims. Progressing on your programme An explanation of the University grading scale can be found in the University Regulations (www.mdx.ac.uk/regulations/). Further information on the use of the University grading scale can be found on 24-7 (www.24-7.mdx.ac.uk/assess/grading.htm). If you have any specific queries on your module grade, contact your Link Tutor. Grading Scale The University grading scale is used in relation to, and in conjunction with, the University grade criteria guide and guidance on the generation and use of module level descriptors (see Regulations “Module Level Descriptors” and “Grade Criteria Guide” www.mdx.ac.uk/regulations/). Module Grades Grades 1 to 16, the Y grade and 17C and 18C (compensated fail grades) are all pass grades. If you do not get one of these grades in any of your modules it is very important that you check the exact details of what you need to do in order to pass. Therefore, if you are given any of the following grades, you will need to take action: grades 17 to 20, X, I or U. 26 Student Programme Handbook 2011/2012 You have the right to be reassessed once only, in any module, with a grade of 17 to 20. Reassessment will be taken at the next available opportunity, unless deferred (see below). For modules at levels 0/1 the overall grade following reassessment will be the grade achieved at the second attempt. For example: 1st attempt – grade 17 2nd attempt – grade 12 Overall module grade – grade 12 For modules at levels 2 and above, a maximum grade of 16 will be applied to the reassessed component. For example: 1st attempt 2nd attempt Component (50%) 8 8 (as before) An example in percentages Component (50%) 1st attempt 2nd attempt 55% 55% (as A Component B Overall Module (50%) Grade 17 17RC 10 (capped at 16) 12 (17/12) A Component (50%) B Overall Grade Module 22% 39% before) 60% (but capped at 48% 40%) It is really important that students complete all assessed work (coursework, presentations, exams etc) that is required to complete each module. Failure to do so will result in failure in the component or the module concerned (grade 20 – failure incorporating failure to undertake all assessment components; compensation not allowed) should the required learning outcomes not be met. For more information on the X grade (fail – incomplete without good reason: may not be reassessed) see the earlier section titled ‘Attendance requirements’. Deferral You may seek permission to defer all or part of the assessment in a module to the next available opportunity. The full Deferral Policy is available at http://www.247.mdx.ac.uk/assess/defer.htm.This can only be granted where exceptional circumstances prevent you from completing assessment through no fault of your own and where documentary evidence is supplied. Deferral requests should be submitted to the School Student Office counter on your base campus by completing the relevant form and attaching supporting documentation, e.g. medical certificates. The final deadline for deferral applications is 2 weeks after the end of the examination period. The deferral form is available at: http://www.24-7.mdx.ac.uk/assess/defer.htm. Requests for deferral of assessment that is due to be submitted up to Learning Week 17 should be submitted to the relevant Assessment Officer by the end of that week. The request will be considered under the usual deferral regulations, and if it is 27 Student Programme Handbook 2011/2012 granted the assessment will be deferred until the final module assessment deadline. Module grades for this deferred work will be published in June (for September start students) and July for January start students. Requests for deferral of assessment that is due to be submitted after Learning Week 17 should be submitted to the relevant Assessment Officer by the final assessment deadline. The request will be considered under the usual deferral regulations, and if it is granted the assessment will be deferred until the module reassessment deadline. Module grades for this deferred work will be published in September (for September and January start students). If you have difficulties accessing resources (e.g. access to the University network, library, OASIS etc.) after deferral, contact the web helpdesk at http://webhelpdesk.mdx.ac.uk . Extenuating Circumstances If you do not wish to defer assessment, but are concerned that exceptional personal circumstances (e.g. ill health) might affect your performance in assessment, you should complete an extenuating circumstances form and attach supporting documentary evidence. This form should be submitted to your School Student Office. The extenuating circumstances will be summarised by the Assessment Officer and brought to the attention of the appropriate assessment board. Extenuating circumstances are only considered when determining the progression or the final classification of borderline students. They are not used to change the grade in a module. The final deadline for submission of extenuating circumstances forms, attaching supporting documentation, is the last date of the examination period. The extenuating circumstances form is available at: http://www.24-7.mdx.ac.uk/assess/extenu.htm Regulations Assessment and progression regulations for taught programmes of study can be found in Section E of the University Regulations www.mdx.ac.uk/regulations/. This section covers: The calendar of assessment Progression of undergraduate and postgraduate students Qualifications and classification, including methods of determining classification of qualifications The grading scheme Reassessment in and deferral of modules Publication of results Production of certificates and issuing of diploma supplements / transcripts. You will find additional guidance in the Assessment Section on 24-7 which is available at www.24-7.mdx.ac.uk/assess. The University Regulations also detail procedures in relation to: Infringement of Assessment Regulations – Academic Misconduct (Section F) including collusion and plagiarism Appeal Regulations and Procedures (Section G) Student Conduct and Discipline 28 Student Programme Handbook 2011/2012 Student Complaints and Grievance Procedures Equal Opportunities (See www.mdx.ac.uk/regulations/ ) Academic Misconduct Plagiarism is the presentation by a student, as his or her own work, of a body of material (written, visual or oral), which is wholly, or partly the work of another. In fact, plagiarism extends to cover one's own work previously assessed or published, which is required to be properly referenced. Taking unfair advantage over other authors, students or oneself in this way is considered by the University to be a serious offence. The University will take serious action against any student who plagiarises whether through negligence, foolishness or deliberate intent. Make sure written material, ideas, theories, formulae, etc are acknowledged through the use of quotation marks, references and bibliographies. Information on the correct way of acknowledging work from other sources is available from campus learning resource centres. Academic misconduct also covers cheating in examinations. Detailed information can be obtained at www.24-7.mdx.ac.uk/assess/plagiarism.htm 29 Student Programme Handbook 2011/2012 COMMUNICATION Middlesex is committed to keeping students informed about developments and changes and constantly reviews the tools it uses to keep students informed. The University's policy is to make all standard information easily available to students on and off campus. Your university e-mail account is a key tool in communications and it is critical that you check your university e-mail address regularly. Middlesex also has its own website for current students http://www.24-7.mdx.ac.uk and all-important information is posted on there. The university will also text you with important and urgent information so ensure that you provide us with an up-to-date mobile phone number when you register as a student. There are also student offices on all campuses if you prefer to ask questions face to face. The university is committed to ensuring communication tools allow students to provide feedback as well as receive information. See section Quality of your programme and experience to find out more about ways to give your feedback. Accessing your own records including your timetable and letter requests You can enrol, see timetables, view your module registrations, academic records (including assessment results) and other information using MISIS (Middlesex Integrated Student Information System). You can access MISIS at https://misis.mdx.ac.uk or by clicking the link via student website 24/7 http://www.24-7.mdx.ac.uk. If you are having problems accessing MISIS, please contact the Computer Helpdesk in the Learning Resources Centre or contact the web helpdesk at http://webhelpdesk.mdx.ac.uk. Timetable You are allocated to timetabled lectures, labs, seminars, and workshops based upon your module registrations. Once this is done you can view your own personal timetable via MISIS. If your timetable is incomplete, you are unable to view it or you wish to change your timetable please contact a member of Student Support Staff. You can view the entire university timetable via MISIS using the 'Search University Timetable' facility. Letter Requests Full-time, UK based, students can request Council Tax exemptions letters. Both full and part-time students can request student status and bank letters. These letters are requested via MISIS. 30 Student Programme Handbook 2011/2012 24-7 24-7 is the Middlesex website for current students. It can be accessed whether you are in the university or not and is not password protected. It has the latest news and events from the university, as well as a complete guide to services available to assist you with your studies. At certain times of the year 24-7 is also an important source of key information such as exam timetables. To find out more visit http://www.247.mdx.ac.uk Middlesex e-mail – your account for life As an enrolled student, you have your own university email address. This is in the form xxnnn@live.mdx.ac.uk, where xx are your initials, and nnn is a number generated by the system. This code will be found on the reverse of your student card. Your initial password is: Student Number + mmm, where mmm is the month (in lower case) of your date of birth. At first login you will be invited to complete a simple registration process. Any students experiencing difficulties accessing their account should contact the web helpdesk at http://webhelpdesk.mdx.ac.uk Your Middlesex University e-mail is an e-mail address that is available to you for life and will be the principle tool the university will use to communicate with you. Your tutors, the student support team, the Learning Resource Centre and other areas of administration will use this e-mail address to contact you so it is critical that you check your account regularly (at least twice a week). We’ll also use this account to tell you about events and activities that will help enhance your time at university and enable you to make new friends. The university adheres to the usual data protection policies and will not share your address within any external companies and organisations, except those working with the university to gather your feedback. To access your email account, go to: http://www.outlook.com or click on the Email link on the 24-7 website. Your local computer centre will help you gain access to your account during your Learning Resource Centre induction after enrolment. For quick guides on user accounts and using the network, go to: www.lr.mdx.ac.uk/document.htm and click on Computing Network and Software. If you are having continuing difficulty in its use, consult the web helpdesk at http://webhelpdesk.mdx.ac.uk Important note on privacy To ensure security, continuity and privacy, the University discourages the use of private accounts for University business. You should ensure that the MISIS database of personal information about you is accurate and up to date, but you are not required to publicise this private information to other students or individual members of staff. What is OASISPlus? OASISPlus is the University’s online learning environment where you can find online materials, including lecture notes, to support your studies together with: discussion boards, quizzes, module information, announcements and important information. 31 Student Programme Handbook 2011/2012 Most modules and programmes now have an online presence delivered through OASISPlus. Your tutors will be providing you with more information about how you will be expected to interact online with your peers and your tutors. Instructions on how to access OASISPlus are available in the appendix section of this handbook. For the most up to date information on how to access OASISPlus please go to: http://www.24-7.mdx.ac.uk/OASISPlus/index.htm OASISPlus use in Sport and Exercise Science Oasisplus is used extensively in the sport area, in a variety of forms. All modules will have learning resources uploaded onto the site for you to access and use for your studies. There is a central SES notice board for general course information, which is available to all years of studies. Several modules have online assessments both formative and summative where you will be asked to take quizzes online and submit work online. You will receive the majority of your feedback through oasis plus and if the work is submitted online then you will receive individualised feedback available through OASISPlus only. It is therefore recommended that you check OASISPlus daily for announcements on the specific SES notice board page and relevant information. Information can also be found on the LSI twitter feed, middlesexLSI@twitter.com and the Facebook page (http://www.facebook.com/pages/The-London-Sport-Institute-at-MiddlesexUniversity/135153376510286). 32 Student Programme Handbook 2011/2012 SUPPORT Academic Support Programme and Curriculum Advice You are expected to be independent and to take responsibility for your own academic and personal life. However there is a lot of help available. Your tutors will direct your studies and ensure that you know what work you need to cover in any given module. Seek advice from academic staff either after class, during their office hours (published on their doors), by email or telephone. General Educational Guidance and Enquiries General educational guidance, clarification of University Regulations and help with planning your programme is available from the student support team’s duty/student advisers, who can be contacted by telephone or e-mail or in person on any campus and who normally have regular drop-in hours. You can get a wide range of support, advice and information direct from the student website 24-7 (http://www.24-7.mdx.ac.uk) where you can also find the telephone numbers and email addresses of student/programme support team staff. If you need personal advice call the School Student Office, Email: (Hendon) hsscso@mdx.ac.uk Tel: 020 8411 5700/ (Archway and Hospitals) csoarchway@mdx.ac.uk Tel: 020 8411 6600.If they cannot help you, they will refer you to someone who can. Do not hesitate to approach the student support team by telephone, email or in person for support services including: Changes to your personal record such as address, name, etc. (Alternatively this can be done on-line via MISIS https://misis.mdx.ac.uk ) Using MISIS (Middlesex Integrated Student Information System) Programme regulations advice Revising or recording module registrations Submission of coursework Assessment deferral requests Recording extenuating circumstances Recording reasons for unavoidably being absent Arranging to interrupt your studies, change or withdraw from your programme Advice on where to make a suggestion or a complaint Personal Counselling Specialist advice is also available from the Disability Support Service, Careers Advice and Placement Services, Accommodation Service, Childcare Service, Sport and Leisure, International Support Services, Money and Welfare Advise Services, Counselling Services, and Financial Services; and from the Middlesex University Students’ Union (MUSU). Ask at your school office for more information. As these materials are designed to aid your transition into university life they can be referred to throughout the first year. 33 Student Programme Handbook 2011/2012 Counselling During the course of your studies at Middlesex, if you encounter problems concerning your coursework or personal or emotional difficulties, you can consult one of our professional counsellors confidentially. Counselling involves one or more meetings with your counsellor in a safe and confidential setting. You will have the time and space to discuss difficulties in your life which may be interfering with your ability to study and enjoy your time as a student. Students come to counselling for all sorts of reasons but generally it is a good idea to seek help before things start to feel unmanageable. Counselling can give you the opportunity to talk and think things through with someone from outside your social circle. This can feel both supportive and also offer the possibility of developing a fresh perspective on your difficulties. For more information please go to intranet www.24-7.mdx.ac.uk/counsel Contacting a counsellor: Archway & Hospitals – Alison Jefferies Room 15a Trevor Clay Building, Whittington Hospital, for Royal Free Hospital. Tel: 020 8411 6152 Email: a.jefferies@mdx.ac.uk Cat Hill & Trent Park Lindsey Othen-Price Room 5 Peter Green Building CH Room 210 The Mansion TP Tel: 020 8411 5548 Email: l.othen-price@mdx.ac.uk Caroline Hallett Room 5 Peter Green Building CH Room 210 The Mansion TP Tel: 020 8411 6421 Email: c.hallett@mdx.ac.uk Hendon Sandra Taylor Room CG24 College Building Tel: 020 8411 4719 Email:s.taylor@mdx.ac.uk Bernard Shapley Tel: 020 8411 5779 Email: b.shapley@mdx.ac.uk Nadina Al-Jarrah Room CG25 College Building Tel: 020 8411 5779 Email: n.al-jarrah@mdx.ac.uk Sandra Primack Room CG23 College Building Tel: 020 8411 6169 Email: s.primack@mdx.ac.uk 34 Student Programme Handbook 2011/2012 International Student Support All members of the Student Support Team on each campus are dedicated to supporting international students, who make up over 20% of students in the university. Check on 24-7 (http://www.24-7.mdx.ac.uk) or ask the student office if you are unsure who to speak to. You can join in a varied and exciting social programme organised by the International Student Liaison Manager, 020 8411 5422, c.savva@mdx.ac.uk, who also organises the Welcome to Middlesex Orientation Programme. Look out for the International Newsletter every few weeks. You can get specialist advice and support, particularly relating to visa renewals, from the International Student Support Co-ordinator, who works in collaboration with the Money and Welfare advisers. – Telephone and fax 020 8411 5917/6076 and email c.struwe@mdx.ac.uk. If you require either a CAS (Confirmation of Acceptance for Study) or a post study work visa letter then please email letterrequests@mdx.ac.uk. Disability Support Service If you have a long term medical condition, physical difficulty, sensory impairment, mental health problems or a specific learning difficulty (e.g. dyslexia) that you feel could impact on your studies, and would like information about support provision that can be made available, please contact the University’s Disability Support Service. You are encouraged to make your situation known at the earliest opportunity to ensure due provision is made. Support can include, but is not restricted to: advice on Programme related study needs, arranging support such as note takers, personal assistants, liaison with tutors and funding authorities and arranging special provision for examinations and undertaking needs assessments for students applying for support through the Disabled Student’s Allowance. Confidentiality will be respected and relevant details will only be disclosed with your permission. For further details contact the Disability Support Service on 020 8411 4945; e-mail disability@mdx.ac.uk or see 24-7 http://www.24-7.mdx.ac.uk/Disability/index.htm Please also refer to the Programme Specification included in this Handbook, which will state whether the programme excludes students with particular disabilities. See also Personal Evacuation Plans below. Health, Safety and Welfare Information and advice regarding health, safety and welfare is accessible on a University wide basis at: www.mdx.ac.uk/24-7. The information resource for Middlesex University students contains a summary of this advice. On this web site you will find useful information on: Health related issues such as registering with a doctor, dentist or optician. A summary of key infectious disease and a range of health matter such as minor illnesses, alcohol, drugs and travel. Health and safety issues such as the University’s Health and Safety policy, first aid arrangements, fire procedures, accident reporting procedures and 35 Student Programme Handbook 2011/2012 how to raise concerns. Also, several other key health and safety related policies such Alcohol and Substance Misuse and No Smoking. Personal safety related issues such as, reporting and dealing with crime. Useful numbers to contact while on campus or in halls supports these. The University strongly advises you to register with a local doctor on enrolment if you have moved away from home. More detailed guidance on the above will be brought to your attention at the start of your studies. Personal Evacuation Plans If you have specific long or short-term disabilities, it may be that you will require a specific plan to be agreed and in place so that you can evacuate, or be evacuated from university buildings safely during an emergency. If you think you need to discuss an evacuation plan, please contact your School Student Office in the first instance. Otherwise, if you are registered as disabled, your School safety representative should independently contact you early in the new term to agree an emergency plan. The Health and Safety Officer for the School of Health and Social Sciences is: Graham Shennan, Tel: 020 8411 4260 Email: g.shennan@mdx.ac.uk Middlesex University Students’ Union – The Student Voice of Middlesex MUSU (Middlesex University Students’ Union) is a democratically elected, studentled, not-for-profit organisation to which all enrolled Middlesex students are automatically members. MUSU exists in order to promote, support, respond to, campaign on behalf of and above all represent the student body both to the University and, through its affiliation with the NUS (National Union of Students), nationally and to the wider community as a whole – in essence MUSU aims to be the definitive student voice of Middlesex. MUSU is a membership organisation with officers elected annually each spring by the student body to represent their interests. These officers, along with the staff team, oversee the day to day running of MUSU and its longer-term strategic direction. MUSU provides a number of services, activities and projects in addition to its democratic function in order to fulfil its mission. These include financial and resource support for Student Clubs and Societies, welfare and academic advice, referral, representation and campaigning via SWIRL (Student Welfare & International Resource Lounge), the Student Course Rep scheme which provides a formal and organised system of feedback on course provision, an online radio station with shows entirely hosted by student presenters (MUD Radio) and a monthly magazine written and edited by current, and sometimes former, Middlesex students (MUD Magazine). The Union also runs a number of specific projects, campaigns and events throughout the year including society, cultural & social event nights, the Freshers’ Fairs during Induction Week, ‘MYfriend’ the student-to-student buddy scheme and the MUSU Star Awards Ceremony an annual celebration of student volunteering plus many more. 36 Student Programme Handbook 2011/2012 For more information, to access services, support and activities, or to get involved in your Union at any level simply call us on 020 8411 6450, contact one of the MUSU Campus Administration Offices below, or visit musu.mdx.ac.uk Hendon MUSU Campus Administration Office Open 10:30am – 4:00pm Monday - Friday T: 020 8411 4296 E: S.Davies@mdx.ac.uk Cat Hill MUSU Campus Administration Office Open 10:00am – 4:00pm Monday – Friday T: 020 8411 5511 E: P.Aylott@mdx.ac.uk Trent Park MUSU Campus Administration Office Open 10:30am – 5:00pm Monday – Friday T: 020 8411 6450 E: Y.Adjei-Bohyen@mdx.ac.uk Financial Issues Tuition Fee Payment The University has a strict policy on fee payment. If you do not pay your fees when due you may be deregistered or have a financial hold automatically placed upon your record. This can prevent you from accessing certain University services and from viewing parts of your MISIS record. University Services include, but are not restricted to: OASISPlus Library Lending Disclosure of your module grades Letter Requests, etc Access to classrooms and library buildings The annual tuition fee is due upon enrolment. You are allowed two weeks from the start of the academic year to make payment or provide proof of sponsorship. Failure to do so may result in you being de-registered i.e. cancellation of your enrolment. UK/EU undergraduate students who have applied and are eligible for Student Finance England (SFE) funding and support will be sent a statement when their contributions are due to be paid and are not subject to the de-registration process. Please note: It is your responsibility to research and make sure that you are eligible for the above funding. For instance, if you already have a higher or equivalent award to that which you are applying, you will not be funded and will be liable to pay a higher rate of tuition fees. If in doubt, please seek advice from a Money & Welfare Adviser on your campus at once. If you are having difficulty in paying your fees you should contact the Credit Control Team as soon as possible by telephone on 020 8411 6400 option 3 or by email at stufin_credcon@mdx.ac.uk Withdrawal, Interruption or Transfer Tuition fee charges are determined on the basis of enrolment and not actual attendance. Charges will be incurred until such time as an official notification of withdrawal, interruption or transfer to another institution has been received from you 37 Student Programme Handbook 2011/2012 and submitted to your School Student Office. See http://www.247.mdx.ac.uk/admin/attend.htm for more advice on attendance and withdrawal. Money and welfare advice Financial, practical and legal assistance is offered by the Money, Welfare and International Advice Service (MWIAS) (http://www.24-7.mdx.ac.uk/mwas/index.htm). There are advisers available on a drop-in basis on every campus who can help with issues such as: Student funding, debt and loans Welfare benefits and housing rights Immigration queries Contact your adviser via Student Services, or email welfare@mdx.ac.uk 38 Student Programme Handbook 2011/2012 QUALITY OF YOUR PROGRAMME AND EXPERIENCE Quality assurance and enhancement of your programme To ensure the high standards and quality of Middlesex University provision, all Programmes are subject to the University’s academic quality assurance procedures (which include those procedures related to programme approval, monitoring and review). A key feature of these processes is the input from external subject experts who ensure that awards of Middlesex are comparable to those of other UK universities, and that the programme curriculum, teaching, assessment and resources are appropriate. You also have a very important role in enhancing Programmes, feeding back on a regular basis via feedback forms, Boards of Study, and other mechanisms. Your feedback also plays a major role in Programme monitoring and review. Middlesex University, and its Programmes, are subject to periodic audit or review by external quality agencies such as the Quality Assurance Agency for Higher Education (QAA). These audits and reviews place confidence in the quality and standards of provision as operated at Middlesex University. The most recent QAA audit of quality and standards of Middlesex University awards, conducted in 2009, was of those programmes delivered in-house. The outcomes were that confidence can reasonably be placed in the soundness of the University’s current and likely future management of the academic standards of its provision, and, of the quality of the learning opportunities available to students. QAA review and audit reports can be viewed at: www.qaa.ac.uk. Feedback from you Boards of Study The purpose of the Board of Study is to provide a forum for discussion between you and staff involved in all aspects of your Programme. You elect student members of the Board at the start of each academic year to ensure that all the various interests on the Programme are adequately represented, for advice and training contact the MUSU Student Representative and Development Coordinator on 020 8411 6481. Each Programme holds regular Boards of Study. The membership includes: Student representatives Director of Programme/Head of Department Academic staff aligned to the delivery of the Programme or modules Support services representatives Your student representative represents the Programme or year group and is responsible for notifying the Board of issues, which have been brought to them by you. You should be aware of the function of the Board of Study, and should ensure that representatives are alerted in good time to matters of concern, or to suggest initiatives. 39 Student Programme Handbook 2011/2012 Minutes are made of the discussion and decisions of each Board meeting, and these are circulated to members with outcomes. The minutes are included with the Programme Quality/Annual Monitoring Report for consideration by the University. The points raised at the meeting are carefully recorded for issues arising, and the action taken upon them, and are available at http://www.24-7.mdx.ac.uk. Feedback from the board of studies is e-mailed to the student reps who will be given the opportunity at the end of a module to read out all or selective comments. Board of Study minutes are also posted on the notice board. Terms of reference Full terms of reference are available in the Learning and Quality Enhancement Handbook, which is available from: http://www.mdx.ac.uk/aboutus/Strategy/quality-standards/index.aspx Dates, minutes, actions and further information can be found on 24-7 at www.247.mdx.ac.uk/campusforums/index.htm Dates Week 6 & Week 18 time and rooms TBC Campus Forums The purpose of Campus Forums is to optimise the student experience by asking you to raise campus-specific issues relating to the operation of academic, administrative and service support for students, but not to deal with programme-specific curriculum issues, which are dealt with by Boards of Study. For clarification please check with your MUSU Campus Sabbatical Officer. (MUSU Representatives please refer to your training kit.) Campus Forums are usually held once per term. All students are welcome. The membership includes: Student Representatives (contact the Student’s Union or the Campus Director’s office if you wish to attend – even if you are not a formal representative) Representatives from Campus Team, Campus Facilities, Campus Learning Resource Centre, Estate Services, Computing, Catering, Printing and MUSU A representative of each School and each Service based on the campus Deputy Vice Chancellor, Academic or the Deputy Vice-Chancellor and Director of Corporate Services (Chair) Your student representatives represent your Programme or year group and are responsible for notifying the Forum of issues which have been brought to them by you. Student representatives In the Sports area, there are student representatives in each year. These students volunteer in writing to the Programme Leader who then selects the representatives. You may also represent your halls of residence on Campus Forums; for more information and training contact the MUSU Student Representative and Development Co-ordinator on +44 (0)20 8411 6481. 40 Student Programme Handbook 2011/2012 If you are elected as a student representative your role will be to gather the views and opinions of the students you represent and to represent these to either the Board of Study or the relevant Campus Forum and to feed back the results and information to other students following the meeting. Student representatives should be selected, either by election or self-nomination, by the end of week 2 each year. Training and support throughout the year is provided for student representatives by MUSU – details of times and dates for training can be found on the MUSU website at www.musu.mdx.ac.uk. As a representative you can receive a certificate that recognises your representational achievement. For the certificate you will have to attend the training sessions and be present at the Board of Study each term. This is a great opportunity to add value to your CV. School Board of Study The School Board of Studies is the School level committee that deals with issues affecting students. All programme student representatives are invited to attend the School Board of Studies, which occurs twice per year. Dates of meetings will be confirmed at the start of the year. Minutes from the meetings can be found on OASISPlus. Programme evaluation forms Programme feedback forms are distributed throughout the academic year. The forms are completely anonymous. The aim of this feedback process is to elicit your views on the quality of your programme of study. You can expect to receive a report on any issues that have been identified. The report would also describe the measures taken to resolve any problems. All reports will be an item for discussion during Boards of Study and will, where necessary, be reported upon during the quality/annual monitoring process. The whole feedback process will also be reviewed on a regular basis, to ensure that that it is effective in helping provide a good quality experience for students. The Students Union and the University also conduct periodic surveys of your levels of satisfaction with various University services. Further information will be available from time to time on MISIS and 24-7. National Student Survey (NSS) The Higher Education Funding Councils for England, Wales and Northern Ireland have commissioned Ipsos MORI, a specialist survey company, to ask finalists in all higher education institutions about the quality of their learning experience. The aim of the National Student Survey (NSS) is to gather feedback on the quality of students' courses, to help inform the choices of future applicants to higher education, and to contribute to public accountability. Most final-year undergraduate students at these institutions will be asked a series of questions about the quality of their courses. You will be contacted by email, phone or sent a letter and invited to fill in the survey. 41 Student Programme Handbook 2011/2012 Other surveys From time to time the University will distribute surveys to elicit your views on the quality of the services offered by the University and your student experience on areas other than your programme of study. These surveys will be completely anonymous. You can expect to receive a report on any issues that have been identified. The report would also describe the measures taken to resolve any problems. All reports will be an item for discussion during Boards of Study and will, where necessary, be reported upon during the quality/annual monitoring process. This process will be reviewed on a regular basis, to ensure that it is effective in helping provide a good quality experience for students. Suggestions and Complaints We welcome your suggestions on how we might improve your experience of university life, even when this takes the form of a complaint about a service, a member of staff or another student. If you have a suggestion or a complaint about any aspect of university life, raise it with the person concerned in the first instance. If you are not satisfied with the outcome you can progress the matter through informal and formal procedures step by step up the management structure of the university. Full details of these steps are available in the University Regulations (www.mdx.ac.uk/regulations/) within the Student Complaints and Grievance Procedures. If you are not sure who to speak to, seek advice from a school office or advice centre. If the matter is serious, talk directly to your school's Director of Resources. If something goes wrong we aim to put it right as quickly as possible. Your advice and comments are essential. 42 Student Programme Handbook 2011/2012 APPENDICES A. Accessing University IT systems B. Programme Specification and Curriculum Map C. Module Narratives D. Programme assessment planner 43 Student Programme Handbook 2011/2012 A. Accessing University IT systems Logging onto the computer network This enables you to use computers in the Learning Resources Centres or anywhere else on a Middlesex University Campus. To access a computer you will need: 1. Your IT User ID: thisis printed on the back of your student card, consisting of your initials and three or more digits, e.g. SO807 2. Your Password: this is yourStudent Number + mmm, where mmm is the month (in lower case) of your date of birth. e.g. Student Number = M00123456 (If your Student Number is all numeric, please insert an UPPERCASE M at the beginning of your password.) Date of Birth = 27th June 1989 Password = M00123456jun 3. You will need to change your password the first time you login. Your new password MUST include the following: - at least 8 characters - at least one letter in UPPERCASE - at least one letter in lowercase - at least one number e.g. Sunsh1ne or Monday63 For further information and assistance go to: http://www.247.mdx.ac.uk/email/index.htm Logging onto OASISPlus To access OASISPlus take the following steps: 1. From the 24-7 website click on the ‘OASISPlus’ link or alternatively type http://oasisplus.mdx.ac.uk/ 2. Click on the ‘MIDDLESEX UNIVERSITY’ link to take you to the login page. 3. Enter your Username. This is your Student Number and can be found on your student card. 4. For the most up to date information about OASISplus passwords please go to:http://www.lr.mdx.ac.uk/helpsheets/getting_started/Howtologin.pdf 5. You should now be able to see the list of modules for which you are registered although only those with content will be listed here. Click on the module name to access the materials, discussions, assignments and other activities within the module. For more information and troubleshooting advice visit the OASISplus pages on 24-7 at http://www.24-7.mdx.ac.uk/oasisplus/index.htm Logging onto Athens 44 Student Programme Handbook 2011/2012 Your Athens username and password will enable you to access the full text databases or journal articles that the library subscribe to; wherever you are - on or off-campus; in the UK and abroad. 1. Enter your User ID and Password = these are the same as for the computer network. But please note that the initial password will not work off campus so if you have not yet changed or cannot change your password on campus then please apply to a helpdesk for your password. 2. There are two ways to use Athens: you will usually be asked to login when accessing a specific article. Alternatively you can login once to all the resources authenticated by Athens at:http://www.lr.mdx.ac.uk/lib/athens Logging ontoMISIS 1. From the 24-7 website click on the ‘MISIS’ link or alternatively type http://misis.mdx.ac.uk 2. Enter your Username. This is your Student Number and can be found on your student card. 3. Enter your PIN. If you are logging on for the first time, your default password will be your date of birth (DDMMYY). 4. You will need to change your password the first time you login, and create a six-digit number. For further information and assistance go to: http://www.24-7.mdx.ac.uk/misis/ Logging ontoyour Middlesex University email account 1. From the 24-7 website click on the ‘Student email’ link or alternatively type http://www.outlook.com 2. Your email address and login is: ITuserID@live.mdx.ac.uk 3. YourIT User ID: thisis printed on the back of your student card, consisting of your initials and three or more digits, e.g. SO807@live.mdx.ac.uk 4. Your Password: this is yourStudent Number + mmm, where mmm is the month (in lower case) of your date of birth. e.g. Student Number = M00123456 (If your Student Number is all numeric, please insert an UPPERCASE M at the beginning of your password.) Date of Birth = 27th June 1989 Password = M00123456jun 5. You will asked to complete a simple registration and change your password the first time you login For further information and assistance go to: http://www.247.mdx.ac.uk/email/login.htm Logging ontoyour Sky Drive online file store 45 Student Programme Handbook 2011/2012 1. This provides you with 25GB of online storage which can be accessed at http://www.skydrive.live.com 2. Your User ID and Password are the same as your email account For further information and assistance go to: http://www.247.mdx.ac.uk/email/login.htm Logging ontothe Library catalogue 1. Access the library catalogue at: http://library.mdx.ac.uk 2. Enter your Borrower ID. This is your Student Number and can be found on your student card. 3. Enter your PIN. Your password will be your date of birth (DDMMYY). If you are unsuccessful type in the default PIN number: 111111 If you have difficulties accessing any university system please contact the computing helpdesk on your campus or the Web Helpdesk available online at http://webhelpdesk.mdx.ac.uk/ 46 Student Programme Handbook 2011/2012 B. Programme Specification and Curriculum Map for BSc Hons Sport and Exercise Science c (Hons) Sport & Exercise Science 1. Awarding institution Middlesex University 2. Teaching institution Middlesex University 3. Programme accredited by Not Applicable 4. Final qualification BSc (Hons) Sport and Exercise Science BSC (Hons) Sports and Exercise science (Sport Performance) BSC (Hons) Sports and Exercise science (Teaching and Coaching Sport) BA/BSc (Hons) Sport & Community Development 5. Programme title Sport and Exercise Science 6. JACS code (or other relevant coding system) C600 7. Relevant QAA subject benchmark group(s) Hospitality, Leisure, Sport and Tourism 8. Academic Year 2011/12 9. Reference points The following reference points were used in designing the Programme. Internal documentation: i. Middlesex University (2006) Learning Framework Document ii. Middlesex University (2009/10) Guide and Regulations. London. MU. iii. Middlesex University: QAAS Procedures Handbook, London, MU. iv. School of Health and Social Sciences (2008) Learning, Teaching and Assessment Policy and Strategy 2008. HSSC v. School of Health and Social Sciences: Assuring Academic Quality and Standards. (2004) HSSC vi. Human and Healthcare Sciences Academic Group (2008) Learning, Teaching and Assessment Strategy External Documentation: i. BASES (2009) BASES Undergraduate Endorsement Scheme (BUES) Application Manual. BASES ii. Quality Assurance Agency (2008) Framework for Higher Qualifications, London, QAA iii. Quality Assurance Agency (2008) QAA Subject Benchmarking Group: Hospitality, Leisure, Sport and Tourism (Unit 25) 47 Student Programme Handbook 2011/2012 10. Aims of the programme The programme aims to: The core aim is: To provide a knowledge and understanding of human response and apply to exercise. other aims of the programmes are: i. To ensure a familiarity with methods to enhance sport performance. ii. To develop competence in the scientific methods of enquiry and problem-solving abilities. iii. To develop a reflective approach to theory and practice. iv. To develop the student’s ability to analyze, justify, debate and review ideas, protocols and actions. v. To promote an appreciation of the need for both a multi-disciplinary and inter-disciplinary approach to study and intervention. To promote autonomous learning and an appreciation of the need for continuing professional development 11. Programme outcomes - the programme offers opportunities for students to achieve and demonstrate the following learning outcomes. A. Knowledge and understanding Teaching/learning methods Students gain knowledge and understanding On completion of this programme the successful through attending lectures, participatory seminars, student will have knowledge and understanding of : small group discussions, directed learning, 1. Human structure and function with reference to laboratory and practical clinical sessions and on exercise performance, health or movement 2. Research methods and processes with particular placement. An understanding of the subject is both summative and formatively assessed. relevance to exercise and health 3. The psychology of working with those in sport 4. Nutritional needs of the physically active 5. The basic effects of pharmacological agents on Assessment exercise performance, disease and health Students’ knowledge and understanding is assessed 6. Techniques and procedures used to assess by presentations, written assignments, laboratory physical fitness and well-being reports, case studies, Learning portfolios and 7. The principles of safe and effective training for unseen examinations. variety of clients including elite athletes, special populations or individuals with chronic diseases taking into account national and professional bodies guidelines and the client’s social and cultural background B. Cognitive (thinking) skills Teaching/learning methods Students learn cognitive skills through lectures, On completion of this programme the successful discussions, formative assessment, peer-review of student will be able to: seminar presentations, debates and directed 1. Develop and challenge ideas through the evaluation of appropriate literature, concepts and reading. principles Assessment 2. Design and carryout independent research and Students’ cognitive skills are assessed by written critically evaluate research findings work, peer-assessment, self-assessment, 3. Critically analyse and interpret data with examinations, presentations and case studies. understanding of strength and weakness of the data and technique used to collect the data 4. Design and evaluate exercise programmes to enhance health and fitness 5. Articulate the need for both a multi-disciplinary and inter-disciplinary approach to intervention C. Practical skills On completion of the programme the successful student will be able to: 1. Select and execute appropriate, laboratory or field tests 2. Design, carryout and communicate independent research using appropriate media 3. Review and competently carry out safety and risk assessment or appropriate emergency care in accordance with legislation and professional codes of conduct. 4. Plan, design, manage and execute practical activities using appropriate techniques and procedures. Teaching/learning methods Students learn practical skills through attending laboratory classes, formative assessment, skills sessions and work experience. Assessment Students’ practical skills are assessed by practical examinations, laboratory reports, and logbook and supervisor reports. 48 Student Programme Handbook 2011/2012 D. Graduate Skills On completion of this programme the successful student will be able to: 1. Develop communication and presentation skills 2. Demonstrate teamwork and interpersonal skills 3. Competently use information technology 4. Demonstrate competence in numeracy and problem solving techniques 5. Develop Personal career plans 6. Develop an autonomous and reflective approach to lifelong learning Teaching/learning methods Students acquire graduate skills through reading, group work exercises, structured and directed learning, reflection and development of portfolio material, formative assessment and on placement. Assessment Students’ graduate skills are assessed by written work in the form of portfolios, case studies, logbook, presentations, peer assessment and selfassessment and project work. 12. Programme structure and requirements, levels, modules, credits and qualifications 12. 1 Overall structure of the programme The programme can normally be studied over three years full time or six years part-time. The programme is modular with 4 modules a year set at 30 credit points. The total number of credits for an honours degree is 360 at level 4 to 6 Entry on to the programme from a foundation degree requires a minimum of a merit grade from a 240 credit course. The Foundation degree student from the FdA in Sport and Community Development will progress onto the BA in Sport and Community Development Award. In all other cases students who choose the Sport and Community Development route will progress onto the BSc in Sport and Community Developmentaward. 12.2 Levels and modules. Level 4 Modules COMPULSORY FOR ALL PROGRAMMES Students must take all of the following SES1240 SES1241 SES1242 SES1243 Level 5 Modules COMPULSORY FOR ALL PROGRAMMES Students must take all of the following SES2203 SES2222 SES2116 SES2557 Level 6 Modules COMPULSORY FOR ALL PROGRAMMES Students must take all of the following SES3360 or SES3330 COMPULSORY FOR A SPECIFIC PROGRAMME NA OPTIONAL PROGRESSION REQUIREMENTS None Completion of all level 4 modules. COMPULSORY FOR A SPECIFIC PROGRAMME NA OPTIONAL PROGRESSION REQUIREMENTS None Completion of all level 5 modules. COMPULSORY FOR A SPECIFIC PROGRAMME Students must also choose at one of four programmes: OPTIONAL PROGRESSION REQUIREMENTS None Completion of all level 6 modules. Sport and Exercise Science SES3338 SES3340 None Completion of all level 6 modules. 49 Student Programme Handbook 2011/2012 Sport and Exercise Science (Teaching and Coaching Sport) SES3339 SES3340 Sports and Exercise Science (Sport Performance) SES3332 SES3340 Sport & Community Development SES3337 SES3339 SES3370 None Completion of all level 6 modules. None Completion of all level 6 modules. None Completion of all level 6 modules. 13. A curriculum map relating programme learning outcomes to modules See Curriculum Map attached. 14. Criteria for admission to the Programme Candidates must be able to satisfy the general admissions requirements of Middlesex University in one of the following ways: The normal minimum age of entry is 18. A minimum of 260 points (to include 2 A 2’s) plus GCSEs grades A to C in mathematics, English and science OR BTEC National Diploma or VCE’s or International Baccalaureate or Access science course (equivalent tariff to above) Applications from candidates with a foundation degree must obtain a merit or above and the foundation degree must be in a related subject to the award title. Applications from candidates without formal qualifications are welcome, providing they can show appropriate levels of relevant ability and experience; they would need to make a claim for accreditation of prior learning (APL) examples of this could be vocational based fitness qualifications and relevant experience in the field. Exemptions from parts of the degree programmes are possible. Claimants seeking accreditation of prior learning and experience must apply to the university and may be required to present a portfolio in support of their claims. In addition for Overseas students: a qualification demonstrating competence in English (e.g. TOEFL 550, IELTS 6.0) if English is not the first language. The programme is suitable for individuals with profound physical or visual impairment. 15. Information about assessment regulations Regulations follow those set out in the Middlesex University Guide and Regulations. 16. Indicators of quality The course has several indicators of quality which include: Validation of BSc (Hons) Sport and Exercise Science programmes (March 2011) Professional Bodies mapping (REPS, Active IQ, BASES, NASM) High level of tutorial support Experienced lecturers Positive external examiner comments Positive student comments Positive placement supervisor comments Student academic achievements 50 Student Programme Handbook 2011/2012 17. Specialised support for learning (if applicable) ILRS facilities at Middlesex including CAL suite and internet access. Access to English Language and Learning Support Specialist laboratory and clinical facilities for the development of practical skills Support for modules available on OASISPlus. 18. Methods for evaluating and improving the quality and standards of learning Module and Programme Evaluation by staff and students. Programme and School Board of Studies held each semester. External Examiner Reports. Peer review of Teaching. Programme Annual Monitoring and Action Plan. Communication with Teaching and Learning Development team. Staff appraisals and development strategy, which includes PGCE HE training and the promotion of teaching fellows, and is regularly monitored and is part of the HEA, HLST and LTSN network. 19. Placement opportunities, requirements and support SES Students have to complete 30 hours of placements in order to pass SES1242 which is a core first year module. Work experience will further be included into the advance modules within specific programme choices in final year. Depending upon pathway choice a CRB check may be required at the end of the second year. Placement opportunties are further embedded into the advanced skills modules for the designated specialist pathways in the final year of study. The first placement will be introduced early in the new programme with students attending a fitness centre or coaching observation in year 1. This will make up part of the SES 1242 module. Student will be asked to complete a reflective report on their placement. Students will be adequately prepared for fitness centre placement because they will be trained in gym and fitness instruction as part of SES 1241 fundamentals of health and fitness and will cover first aid as part of this module. Student in the second year will be asked to complete a coaching log book of another additional 30 hours of placement in SES 2116 Applied sport and health fitness coaching. The second year placement should be focused on coaching groups or individuals in sport or fitness activities. The final year of the programme will further include a work experience focus within the advanced modules for that pathway, for example SES3338 interdisciplinary sport science they will be asked to work with an athlete in a holistic manner to utilise their sport and exercise science skills to improve performance. Before students can start their placements, they must pass the earlier modules. Students will receive help with identifying a suitable placement, with any application if required. On placement, each student will be allocated a supervisor, who will be an employee at the placement. The supervisor will provide the student with learning opportunities, enabling students to achieve the learning outcome of the module. Each placement will be allocated a placement tutor, who will strive to ensure students gain the most educationally from the placement. Prior to placements all students will attend 2 workshops to outline and explain placement procedures inline with the new MU placement guidelines. Placement opportunities exist in the following areas: Sports Clubs, University Sports Clubs, local sports development projects. 20. Future careers: how the programme supports graduates’ future career development Graduates can gain employment in health and fitness club management, fitness consultancy, weight management, health promotion, personal fitness training, corporate health advice, sports or physical activity development, medical sales, and the armed forces. There are career opportunities in teaching and research. On graduation, students can continue with their professional studies taking British Association of Sport and Exercise Science (BASES) training programmes to qualify in three years as accredited sports and exercise scientist. Suitable graduates can study to become physiotherapists or sports rehabilitators. Membership in BASES is recommended to students. Career opportunities and postgraduate programmes in sport are advertised on their web site www.bases.org They can also progress onto postgraduate studies at Middlesex University or another university. 51 Student Programme Handbook 2011/2012 Please note: this specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve if s/he takes full advantage of the learning opportunities that are provided. More detailed information can be found in the student programme handbook and the University Regulations. 52 Student Programme Handbook 2011/2012 Curriculum map for BSc (Hons) Sport & Exercise Science This section shows the highest level at which programme outcomes are to be achieved by all graduates, and maps programme learning outcomes against the modules in which they are assessed. Module Code Programme Outcomes A1 A2 A3 A4 A5 A6 A7 B1 B2 B3 B4 B5 C1 C2 C3 C4 D1 D2 D3 D4 D5 D6 SES1242 6 Professional Skills and Work Experience Fundamentals of Anatomy and Human Movement Fundamentals of Sport & Exercise Science Fundamentals of Health & Fitness Training Applied Sport & Exercise Research Methods Applied Biomechanics and Physiology SES2222 X 7 Applied sport and Health Coaching SES2116 X 8 Applied Sport and Exercise Psychology Interdisciplinary Sports Science SES2557 X X X SES3338 X X X X X 10 Advanced Sport and Exercise Science SES3340 X X X X X 11 Research Dissertation X X X 1 2 3 4 5 9 X SES1240 X X SES1243 X X SES1241 X SES2203 SES3360 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 52 Student Programme Handbook 2011/2012 Curriculum map for BSc (Hons) Sport & Exercise Science (Teaching and Coaching Sport) This section shows the highest level at which programme outcomes are to be achieved by all graduates, and maps programme learning outcomes against the modules in which they are assessed. Module Code Programme Outcomes A1 A2 A3 A4 A5 A6 A7 B1 B2 B3 B4 B5 C1 C2 C3 C4 D1 D2 D3 D4 D5 D6 SES1242 6 Professional Skills and Work Experience Fundamentals of Anatomy and Human Movement Fundamentals of Sport & Exercise Science Fundamentals of Health & Fitness Training Applied Sport & Exercise Research Methods Applied Biomechanics and Physiology SES2222 X 7 Applied sport and Health Coaching SES2116 X Applied Sport and Exercise SES2557 Psychology 9 Advanced Teaching and Coaching SES3339 Sport 10 Advanced Sport and Exercise Science SES3340 X X X X 11 Research Dissertation X X X 1 2 3 4 5 X SES1240 X X SES1243 X X SES1241 X SES2203 8 SES3360 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 53 Student Programme Handbook 2011/2012 Curriculum map for BSc (Hons) Sport & Exercise Science (Sport Performance) This section shows the highest level at which programme outcomes are to be achieved by all graduates, and maps programme learning outcomes against the modules in which they are assessed. Module Code Programme Outcomes A1 A2 A3 A4 A5 A6 A7 B1 B2 B3 B4 B5 C1 C2 C3 C4 D1 D2 D3 D4 D5 D6 SES1242 6 Professional Skills and Work Experience Fundamentals of Anatomy and Human Movement Fundamentals of Sport & Exercise Science Fundamentals of Health & Fitness Training Applied Sport & Exercise Research Methods Applied Biomechanics and Physiology SES2222 X 7 Applied sport and Health Coaching SES2116 X 8 Applied Sport and Exercise Psychology Principles of Strength & conditioning SES2557 X X X SES3332 X X X X 10 Advanced Sport and Exercise Science SES3340 X X X X 11 Research Dissertation X X X 1 2 3 4 5 9 X SES1240 X X SES1243 X X SES1241 X SES2203 SES3660 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 54 Student Programme Handbook 2011/2012 Curriculum map for BA/BSc (Hons) Sport & Community Development This section shows the highest level at which programme outcomes are to be achieved by all graduates, and maps programme learning outcomes against the modules in which they are assessed. Module Code Programme Outcomes A1 A2 A3 A4 A5 A6 A7 B1 B2 B3 B4 B5 C1 C2 C3 C4 D1 D2 D3 D4 D5 D6 SES1242 6 Professional Skills and Work Experience Fundamentals of Anatomy and Human Movement Fundamentals of Sport & Exercise Science Fundamentals of Health & Fitness Training Applied Sport & Exercise Research Methods Applied Biomechanics and Physiology SES2222 X 7 Applied sport and Health Coaching SES2116 X 8 Applied Sport and Exercise Psychology Research Project SES2557 X 1 2 3 4 5 9 10 Advanced Teaching and Coaching Sport 11 Advanced Sport & Community development 12 Independent Learning Module X SES1240 X X SES1243 X X SES1241 X SES2203 X X X X X X X X X X X X X X X X X WBL3370 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X SES3337 X X X X X X SES3330 SES3339 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 55 Student Programme Handbook 2011/2012 Programme learning outcomes A: Knowledge and understanding of C: Practical skills Human structure and function with reference to exercise performance, health or movement Research methods and processes with particular relevance to exercise and health C1 Select and execute appropriate clinical, laboratory or field tests C2 Design, carryout and communicate research using appropriate media A3 The psychology of working with those in sport and exercise C3 Review and competently carry out safety and risk assessment or appropriate emergency care in accordance with legislation and professional codes of conduct A4 Nutritional needs of the physically active C4 Plan, design, manage and execute practical activities using appropriate techniques and procedures A5 The basic effects Ergogenic aids on exercise performance, disease and health A6 Techniques and procedures used to assess physical fitness and well-being A7 The principles of safe and effective training for variety of clients including elite athletes, special populations or individuals with chronic diseases taking into national and professional bodies guidelines and the client’s social and cultural background A1 A2 B: Cognitive skills D: Key skills B1 Develop and challenge ideas through the evaluation of appropriate literature, concepts and principles D1 Develop communication and presentation skills B2 Design and carryout research and critically evaluate research findings D2 Demonstrate teamwork and interpersonal skills B3 Critically analyse and interpret data with understanding of strength and weakness of the data and technique used to collect the data D3 Competently use of information technology B4 Design and evaluate the effectiveness and appropriateness of interventions to enhance health, fitness or performance D4 Demonstrate competence in numeracy and problem solving techniques B5 Articulate the need for both a multi-disciplinary and inter-disciplinary approach to intervention D5 Develop Personal career plans D6 Develop an autonomous and reflective approach to lifelong learning 56 Student Programme Handbook 2011/2012 C. Module Narratives You are advised to refer to Oasis for updated Module Information such as reading lists 1. Short Code SES 1240 2. Title Fundamentals of Anatomy and Human Movement 3. 4. 5. 6. 7. Level 4 Credit Points 30 Start Date October 2011 Subject Sport and Exercise Science Other Subject Module Leader Robert Walsh Accredited by Module Restrictions (a) Pre-requisite None Automatic Deferral Not permitted Aims This module aims to provide students with fundamental knowledge of clinical and functional anatomy. Exploration of the microscopic and macroscopic structure of nerves, muscles, joints and bone and provides a fundamental platform upon which to build understanding of applied biomechanics and human movement. Syllabus 1. Introduction to human movement terminology such as planes of motion, contraction spectrums, nomenclature and its practical application 2. Movement analysis of sporting movements 3. Exploration muscle and contraction types and how these contribute to joint stability and movement. 4. Muscle attachments and integrated function. 5. The structure and function of bones and nerve 6. Detailed exploration of muscle groups and joints involved in movement of the, spine, shoulder, elbow, wrist, hand, hip, knee, ankle and foot. 7. Palpation of important clinical surface landmarks, ligaments, tendons and muscles. 8. Principles of biomechanics and application to human movement Learning Outcomes 8. 9. 10 11 12 13 14 On completion of the module, the successful student will be able to: 1. Articulate the function and position of the muscles, joints, soft structures and bone of the lower limb. 2. Articulate and function and position of the muscles, joints, soft structures and bone of the upper limb 3. Articulate the function and position of the muscles, joints, soft structures and bone of the trunk and cervical spine 4. Demonstrate knowledge and application of the biomechanical principles pertaining to human movement. 57 15 Learning, Teaching and Assessment Strategy i. Weekly, 1.5-hour lecture/workshops where directed learning will be reviewed and where theoretical and practical knowledge and skills will be taught and developed. ii. 1-hour weekly practical reinforce lecture material and practical skills. iii. Additionally students will receive (1 hr of individual tutorial/feedback l support per semester). iv. Directed study will foster autonomy in the planning and implementation of own learning and development of research skills and will complement or supplement information covered in class. v. Formative assessment will be used to encourage students to engage with the subject, adequately prepare them for their summative assessment and identify those, who need additional tutorial support. Assessment Scheme A. Formative 1. Weekly quizzes and practical sessions to enforce and check learning. 2. Formal OASISPlus quiz at week four to identify students at risk and facilitate an action plan. 3. Practice VIVA in December in preparation for the January summative assessment. B. Summative 1. Viva covering the Lower Limb 15mins (LO1) 25% 2. Viva covering the Upper Limb 15mins (LO2) 25% 3. Viva covering the Trunk and Spine (LO3) 25% 4. OASIS Plus Quiz covering biomechanical, movement principles (LO3) 25% 16 17 18 Assessment Weighting Practical Assessment - Three Coursework (no examination) - Quiz Timetabled examination required - No 75% 25% Learning materials Anatomy: 18 . Purchase a full size skeleton or book usage at the university. Floyd R, (2007) Manual of Structural Kinesiology McGraw-Hill, Europe. Behnke RS, (2006) Kinetic Anatomy Human Kinetics, Europe Ltd Hamilton, N and Luttgens, K. (2002) Kinesiology 10th edition. McGraw-Hill, London Oatis (2004) Kinesiology: The Mechanics and Pathomechanices of Human Movement. Lippincott Williams and Wilkins Kendal F, (2006) Muscles: Testing and Function with Posture and Pain Lippincott Williams and Wilkins Watkins J, (1999) Structure and Function of the Musculoskeletal System Human Kinetics, Europe Ltd. Biomechanics Hall (2005) Basic Biomechanics McGraw Hill NSCA (2000) Essentials of Strength Training and Conditioning Human Kinetics, Hay (1993) The Biomechanics of Sports Techniques. Prentice hall Multimedia www.getbodysmart.com DVD Acland's Video Atlas of Human Anatomy (Highly recommend viewing) Module run: Year Start Campus Dates Student Numbers 2011/2012 Autumn HEN 1 full year 150 2012/2013 Autumn HEN 1 full year 150 2013/2014 Autumn HEN 1 full year 150 2014/2015 Autumn HEN 1 full year 150 2015/2016 Autumn HEN 1 full year 150 58 Student Programme Handbook 2011/2012 19 20 . Timetabling Information (a) Please indicate which teaching activities will be offered in this module: LECTURE (LEC) SEMINAR (SEM) LABORATORY/STUDIO (LAB/STU) WORKSHOP (WRK) TUTORIAL (TUT) OTHER (b) Timetabled (c) Sectioned 1.5 hour per week NO 1 hrs per week NO 1.5 hour per week for students needing extra support with their studies 3 hours per week of directed learning YES NO 59 Student Programme Handbook 2011/2012 1. Short Code SES 1241 2. Title Fundamentals of Health of Fitness 3. 4. 5. 6. 7. 8. 9. 10. Level 4 Credit Points 30 Start Date October 2011 Subject Sport and Exercise Science Other Subject Module Leader Jon Cree Accredited by Module Restrictions (a) Pre-requisite None Automatic Deferral Not permitted Aim The sport rehabilitator or sport trainer will need to be aware of the benefits and adverse consequences of physical activity. S/he will also need to be aware of the role of physical activity in the development and maintenance of health, fitness and in optimising sports performance. The future professional role of a trainer may involve caring for a range of individuals, from the elite athlete through to special populations using exercise as a clinical intervention. The module aims to provide an introduction to core concepts developed later in the program, stimulate an interest in current issues in athletic health care and encourage the development of appropriate administrative, communication and practical skills required for successful academic and professional progress. 11. 12. 13. 14. 15. Syllabus Concepts of health and fitness. Methods of assessment of health and fitness. Nutritional requirements for athletes and the general population. Exercise program design and instruction including hypertrophy strength and power. Acute and chronic, physiological responses to exercise. The functioning of the cardiovascular and respiratory system during exercise. Pre and post exercise routines to improve performance and reduce injury. Psychological considerations including models of behaviour change. An introduction to special exercise groups. Learning Outcomes On completion of the module, the successful student will be able to: 1. Explain the concepts of health, fitness, exercise adherence and well-being and their relationship to different modes and levels of physical activity. 2. Outline composition of a healthy diet with reference to the food pyramid and nutritional requirements of the physically active. 3. Design and discuss appropriate safe and effective exercise programmes according to current guidelines, based on health screening and fitness data. 4. Safely instruct a client through a personalised exercise programme. Learning, Teaching and Assessment Strategy i. Lectures (1.5hr/week) will outline the theory of each of the issues covered within the module. This will be supported by links to additional reading to enhance student learning via OASISPlus. The lectures may also provide an opportunity for student debate/discussion in linking the knowledge base with the professional role. ii. Practical workshops (1.5hr/week) will be lecture specific and will provide an opportunity for directed work to be reviewed and for students to practice all relevant assessments, procedures and interventions. iii. Supervised Study (1.0 hr/week) will provide tasks/exercises/discussions on the week previous topics in a less formal environment. iv. Tutorial time (Available on upon request) will provide assessment and formative feedback regarding formative tests. This will be take the form of ILPs and student feedback on assessed work Assessment Scheme 60 Student Programme Handbook 2011/2012 All components of the module assessment must be passed in order to complete the module. A. Formative 1. Draft of the case study assignments to be submitted. Student will be required to submit a self-evaluation report with this assignment(1000 words). 16 B. Summative 1. OASISPlus Quiz (25%), to assess learning outcome 1 & 2 2. Practical Assessment 15 mins (25%) to assess learning outcome 4 3. Case Study 2000 words (50%) to assess learning outcome 3 Assessment Weighting 17. 18. OASISPlus Quiz Practical assessment Case Study Timetabled examination required Learning Materials 25% 25% 50% NO Books Baechle, T.R. and Earle, R.W. (2008). Essentials of strength training and conditioning. (3rd Ed.). Champaign, IL: Human Kinetics. ACSM (2009) Guidelines for Exercise Testing and Prescription (8th Ed). Williams and Wilkins, Media, PA. ACSM (2009). Resource Manual for Guidelines for Exercise Testing and prescription (6thEd.) Williams and Wilkins, Media, PA Zatsiorsky, V.M. & Kraemer, W.J. (2006). Science and Practice of Strength Training. (2nd Ed.). Champaign, IL: Human Kinetics. Delavier, F. (2010). Strength Training Anatomy. (3rd Ed). Champaign, IL: Human Kinetics. 19. 20. Websites www.nsca-lift.org Module run: Year Start Campus Dates 2011/2012 Autumn HEN 1 full year 2012/2013 Autumn HEN 1 full year 2013/2014 Autumn HEN 1 full year 2014/2015 Autumn HEN 1 full year 2015/2016 Autumn HEN 1 full year Timetabling Information LECTURE (LEC) PRACTICAL (PRAC) SEMINAR (SEM) TUTORIAL (TUT) Student Numbers 150 150 150 150 150 1.5 hour per week 1.5 hours per week OR 1.5 hours per week Weekly tutorials for students needing extra support with their studies 61 Student Programme Handbook 2011/2012 1. Short Code SES 1242 2. Title Professional Skills Development and Work Experience 3. 4. 5. 6. 7. 8. 9. 10 . Level Credit Points Start Date Subject Other Subject Module Leader Accredited by Module Restrictions 4 30 October 2011 Sport and Exercise Science Phil Barter - (a) Pre-requisite Automatic Deferral None Not permitted 11 . 12 . 13 . 14 . Aim The module aims to provide an introduction to core concepts developed (including communication, teamwork, numeracy skills, the use of information technology and the development of a personal development portfolio) later in the programme and encourage the development of appropriate administrative, communication and practical skills required for successful academic and professional progress. Syllabus 1. Communication: Note making and taking. Essay, professional letter, case and experimental report writing, referencing conventions, critical thinking, argument construction, and discussion-questioning techniques. Medical terminologies and abbreviations. 2. Teamwork: How groups work and the roles of members within groups. Establishing ground rules. Support and conflict within groups. 3. Effective Learning: Identification of learning styles. Information retrieval. Tools to facilitate learning, e.g. learning contracts and art of reflection. Interpreting the requirements of different assessment methods. The value and use of feedback in the learning process. 4. Information Technology: word processing, spreadsheets, PowerPoint presentations, internet and CDROM literature searches. 5. Numeracy: Laboratory calculations. Descriptive statistics. Linear kinetics. Data presentation and interpretation. Scientific notation. 6. Professional Development: Professional and statutory bodies. Roles and responsibilities of medical, health, sport and exercise professionals. Ethics, professionalism, privacy and confidentiality. Clinical reasoning. Scientific method and evidence-based practice. Health and safety in the laboratory, field and clinical setting. Career options. Learning Outcomes On completion of the module, the successful student will be able to: 1. Demonstrate the acquisition of skills required to study at the level required 2. Use information technology to retrieve and present information in graphical numerical and text formats. 3. Outline the roles and responsibilities of sport and exercise practitioners. 4. Reflect on own learning to identify knowledge and skills gained from a work placement and areas requiring further development. 15 . Learning, Teaching and Assessment Strategy i. Seminar session to introduce key information, concepts, debates and theories, facilitate student participation, the development of problem solving, presentational and social skills(1.5 hours). ii. Workshops to develop IT, numeracy and laboratory skills(1.5 hours). iii. Directed study to foster autonomy in the planning and implementation of own learning 62 Student Programme Handbook 2011/2012 and development of research skills and complements or supplements information covered in class. iv. Formative assessment to encourage students to engage with the subject, adequately prepare them for their summative assessment and identify those, who need additional tutorial support. Assessment Scheme A. Formative 1. Draft of at least two assignments to be submitted before the end of the autumn semester. This should take the form of either of the summative assessments or part of the portfolio. Student will be required to submit a self-evaluation report with one assignment.(1000 words each) B. Summative 1. Online portfolio containing study tasks (typically to include a research task, an excel task, a writing task, a quiz and a placement report), to assess learning outcomes 1 to 4 to be submitted at the end of the spring semester. Within the portfolio, student will be required to submit a self-evaluation report of their 30 hour placement to assess learning outcome 1,2,3 and 4, totalling 4000 words (100%) 2. Group presentation, assessed by the tutor and peers, learning outcomes 2 and 3 by the end of the Spring semester. Final decision on grade will be made by the tutors where appropriate (Pass/Fail) 16 . 17 18 . 19 . 20 Note foundation degree students who submit work for other placement modules e.g. SES 1312, can use this as evidence for the SES1242 placement hours. Assessment Weighting Seen examination NO Unseen examination NO Coursework (no examination) 100% Timetabled examination required NO Learning Materials Books Cottrell, S. (2005) Critical Thinking Skills: Developing Effective. Analysis and Argument (Palgrave Study Guides). Palgrave Macmillan. Cottrell, S. (2003) Skills for Success. Palgrave Macmillan, Basingstoke. Higgs, J., (Editor), Jones, M., (Editor) (2004) Clinical Reasoning in the Health Professions. Butterworth-Heinemann Ltd. Jones, M.A, Rivett, D., Dalton, M. (2004) Clinical Reasoning for Manual Therapists. Butterworth-Heinemann Ltd. Module run: Year Start Campus Dates Student Numbers 2011/2012 Autumn HEN 1 full year 150 2012/2013 Autumn HEN 1 full year 150 2013/2014 Autumn HEN 1 full year 150 2014/2015 Autumn HEN 1 full year 150 2015/2016 Autumn HEN 1 full year 150 Timetabling Information (a) Please indicate which teaching activities will be offered in this module: LECTURE (LEC) NO SEMINAR (SEM) NO LABORATORY (MLAB) 3 Hours a week WORKSHOP (WRK) NO TUTORIAL (TUT) Weekly tutorials for students needing extra support with their studies OTHER NO (b) Timetabled YES (c) Sectioned NO 63 Student Programme Handbook 2011/2012 1. Short Code SES 1243 2. Title Fundamentals of Sport and Exercise Science 3. 4. 5. 6. Level Credit Points Start Date Subject 7. 8. 9. 10 4 30 October 2011 Sport and Exercise Science Phil Barter - Other Subject Module Leader Accredited by Module Restrictions (a) Pre-requisite None Automatic Deferral Not Permitted Aims The aim of the module is to highlight and introduce the fundamental key scientific concepts and principles, across the three main sports science disciplines of physiology, psychology, and biomechanics. Syllabus The role of the module is to give the students the basic and necessary understanding of exercise physiology, sports biomechanics and sports psychology pertinent to sport and exercise science. Topics and concepts to include: Introduction to the benefits of psychological, physiological and biomechanical techniques in sport Understanding the sporting personality Motivating individuals for exercise and adherence Building self confidence Managing stress and arousal levels Goal setting strategies. Body composition Homoeostasis The respiratory and cardiovascular systems The endocrine system The anaerobic and aerobic systems Linear kinematics and kinetics Angular kinematics and kinetics Mass/Force/Momentum/impulse Newton’s laws of motion Learning Outcomes On completion of the module, the successful student will be able to: 11 12 13 14 15 1. Identify and explain the key scientific principles of sport and exercise biomechanics 2. Identify and explain the key scientific principles sport and exercise physiology 3. Discuss how psychological methods and principles can be applied to sport Learning, Teaching and Assessment Strategy i. Lectures (1.5hr/week) will outline the theory of each of the issues covered within the module. This will be supported by links to additional reading to enhance student learning via OASISPlus. The lectures may also provide an opportunity for student debate/discussion in linking the knowledge base with the professional role. ii. Practical Laboratories (1.5hr/week) will be lecture specific and will provide an opportunity for directed work to be reviewed and for students to practice all relevant assessments, procedures and interventions. iii. Supervised Study (1.0 hr/week) will provide tasks/exercises/discussions on the week previous topics in a less formal environment. 64 Student Programme Handbook 2011/2012 iv. Tutorial time (Available on upon request) will provide assessment and formative feedback regarding formative tests. This will be take the form of ILPs and student feedback on assessed work Assessment Scheme A. Formative 1. Draft of the lab reports to be submitted (1000 words). 2. Draft essay assignment to be submitted (1000 words). Student will be required to submit a self-evaluation report with these assignments. 16 17 18 B. Summative 1. Physiology Lab report 1250 words to assess learning outcome 2 (30%) 2. Biomechanics Lab report 1250 words to assess learning outcome 1 (30%) 3. Psychology essay 1500 words to assess learning outcome 3 (40%) Assessment Weighting Practical assessment NO Unseen examination NO Coursework (no examination) 100% Timetabled examination required NO Learning Materials Books Blazevich, A. (2007) Sports Biomechanics, the basics: optimising human performance. A&C black publishers, UK, London Carr, G. (1998) Mechanics of Sport, Champaign, Human Kinetics Cox, R.H. (2007) Sport Psychology Concepts and Applications (5th Ed) Boston, McGraw Hill Hay, J G. (1993). The biomechanics of sports techniques 4thEdition. Prentice hall, UK McArdle, W., Katch, F., Katch, V. (2007) Exercise Physiology: Energy, Nutrition and Human Performance. (6th Ed).Philadelphia: Lippincott, Williams and Wilkins McGinnis, P. (1999 & 2005) Biomechanics of Sport and Exercise (1st& 2nd editions) Champaign, Human Kinetics Thatcher, J. Thatcher, R. Day, M. Portas and Hood, S.(2009). Sports and Exercise Science. Learning Matter, UK Vanden Auweele, Y. et al. (1999). Psychology for Physical Educators. Champaign, IL: Human Kinetics. Wilmore, J.H. and Costill, D.L. (2004). Physiology of Sport and Exercise. 3rd ed. Champaign, IL: Human Kinetics Journals Journal of Applied Sport Psychology Journal of Sport & Exercise Psychology Journal of Sport Sciences Medicine in Science, Exercise and Sport Psychology of Sport Exercise Websites www.acsm.org www.mindtools.com www.mindtools.com www.phyed.duth.gr,sportpsy www.sportscoachuk.org www.sports-med.co.nz 65 Student Programme Handbook 2011/2012 19 20. Module run: Year Start Campus Dates Numbers 2011/2012 Autumn HEN 1 full year 2012/2013 Autumn HEN 1 full year 2013/2014 Autumn HEN 1 full year 2014/2015 Autumn HEN 1 full year 2015/2016 Autumn HEN 1 full year Timetabling Information LECTURE (LEC) SEMINAR (SEM) LABORATORY/STUDIO (LAB/STU) TUTORIAL (TUT) Student 150 150 150 150 150 1 hour per week 2 hours per week or 2 hours per week Weekly tutorials for students needing extra support with their studies 66 Student Programme Handbook 2011/2012 1. Short Code SES 2203 2. Title Applied Sport and Exercise Research Methods 3. 4. 5. 6. 7. 8. 9. 10 Level 5 Credit Points 30 Start Date October2011 Subject Sport and Exercise Science Other Subject Module Leader Phil Barter Accredited by Module Restrictions (a) Pre-requisite NONE Automatic Deferral NA Aims To introduce students of health and social care related subjects to the process of health and social care research. It is a professional requirement for those working in health and social care related disciplines to underpin their knowledge with research and evidencebased practice. Professionals need to be able to access research findings, and through an understanding of the research process and methodology, be able to critique research and apply this knowledge to practice. The aim of this module is to develop the students' awareness the research process and to equip them with the skills required in the subject area appropriate to their target award and to offer some preparation for the final year project/dissertation. Syllabus Knowledge, science, research and theory Quantitative and qualitative research The research process Literature review Formulating a research question Research designs Making sense and presentation of data Research ethics applied to health care Dissemination of findings Evaluating research studies Utilisation of findings in clinical practice Learning Outcomes On completion of the module, the successful student will be able to: 11 12 13 14 1. Identify and debate different sources of knowledge 2. Demonstrate the ability to search and organise a variety of information and literature sources 3. Identify and discuss the individual stages in a research journey that comprise the research process 4. Compare and contrast the strengths and weaknesses of the major research approaches and designs used in health and social care 5. Critically review a range of data collection, analysis and presentation methods 6. Demonstrate critical understanding of the relevance of the ethical dimensions arising in the process of health and social care research 7. Evaluate the strengths and weaknesses of published health and social care research 8. Construct an appropriate and workable research proposal relevant to the programme of study 67 Student Programme Handbook 2011/2012 15 Learning, Teaching and Assessment Strategy This mode of delivery is supported through student led and teacher facilitated seminars(1 hour), which support the theory-based lectures (1 hour). Students will be encouraged to work in small groups both within and outside seminar groups. A blended learning approach will be used with students accessing resource-based activities using OASISPlus. The entire core module content is available on the Oasis web site, along with discussion groups, presentation areas and course documentation. Students will be required to present their work in class and be an active member of OASISPlus. Assessment Criteria Students will be assessed through a portfolio of evidence, which will not exceed 4000 words. The student’s engagement with research methods will form part of a portfolio of graduate skills that will span their undergraduate programme. The portfolio must contain a research proposal summary. Note an assessment task may demonstrate achievement of one or more learning outcomes A) Formative Assessment: 1. Elements of the research portfolio will be submitted formatively during the course of the module. Students may re-work any aspect of the portfolio in response to module leader’s comments. (LO 1-8) 16 17 18 19 20 B) Summative Assessment: 1. Research portfolio 4000 words 100% (LO’s 1-8) Assessment Weighting Practical assessment 0% Unseen examination 0% Coursework (no examination) 100% Timetabled examination required NO Learning Materials Blaxter, L, Hughes, C, Tight, M. (2006). How to research.(3rd ed.) Maidenhead : Open University Press Field, A. (2010) Discovering Statistics Using SPSS. SAGE. Ltd. UK Grix, J (2004). The foundations of research. Palgrave study guides Gratton, C and Jones, I (2010) Research methods for sports studies. (2nd ed.) London: Routledge Gomm, R. (2004) Social research methodology: A critical introduction. Basingstoke: Palgrave MacMillan May, T. (2001) Social Research: Issues, methods and processes (3rd ed). Buckingham: Open University Press Thomas, J.R, Nelson, J.K. Silverman, S (2005). Research methods in physical activity (5th ed). Champaign: Human Kinetics Module run: Year Start Campus Dates Student Numbers 2011/2012 Autumn HEN 1 full year 150 2012/2013 Autumn HEN 1 full year 150 2013/2014 Autumn HEN 1 full year 150 2014/2015 Autumn HEN 1 full year 150 2015/2016 Autumn HEN 1 full year 150 Timetabling Information (a) Please indicate which teaching activities will be offered in this module: 1 Hr LECTURE (LEC) NO SEMINAR (SEM) 1 hr LABORATORY/STUDIO (LAB/STU) NO WORKSHOP (WRK) Weekly tutorials for students needing TUTORIAL (TUT) OTHER extra support with their studies NO 68 Student Programme Handbook 2011/2012 69 Student Programme Handbook 2011/2012 1. Short Code SES 2116 2. Title Applied Sport and Health Coaching 3. 4. 5. 6. 7. 8. 9. 10. Level 5 Credit Points 30 Start Date October 2011 Subject Sport and Exercise Science Other Subject Module Leader Colin Baker Accredited by Module Restrictions (a) Pre-requisite None Automatic Deferral Not permitted Aims The module introduces the theoretical concepts of sports and health coaching in a practically orientated way. Students will experience different coaching styles in a variety of sporting and fitness situations and have the opportunity to plan, deliver, evaluate, and modify coaching sessions. The module also offers opportunities to further develop ethical issues and aspects of health and safety. Syllabus This modules aims to develop a philosophy, styles of coaching, coaching individuals and teams, inclusive practice to the delivery and organisation of coaching sessions. Observation and analysis of performance, evaluation and adaptation of coaching sessions. Rules and regulations of specific sports, sports competition structure. Plan and evaluate effective coaching sessions to both individuals and groups/teams. Health and safety considerations, legislation and liability insurance. Documentation, session plans, periodisation, micro and macro-cycles, risk assessment, emergency procedures and first aid. Develop an understanding of sport nutrition and the role of the coach in preparing the athletes. Develop an understanding of team cohesion and leadership and apply to coaching using motivational Processes and facilitations of quality engagement in coaching. Learning Outcomes On completion of the module, the successful student will be able to: 1. Identify the components, skills and techniques required of a successful sports and / or health fitness coach. 2. Plan a coaching programme, including the concept of inclusion and nutritional advise 3. Analyse performance to assess strength and weaknesses and intervene to improve sporting performance and or health fitness. 4. Deliver sports and / or health fitness coaching sessions, showing adaption where necessary. Learning, Teaching and Assessment Strategy The emphasis is on delivering the material in a practical way in order to appreciate the relevance in applying coaching theory to a specific sport. Students will plan, participate, deliver coaching sessions, and so gain learning experiences through doing. They will maintain a logbook of participation, evaluation and session plans that culminates in an individual performance portfolio. 11. 12. 13. 14. 15. Assessment Scheme A. Formative 1. Draft of the coaching plans to be submitted. Students will be required to submit a selfevaluation report with one assignment. 16. Summative 1. Two practical coaching sessions’ observations (15mins) one in your favoured sporting or fitness activity and one in a non favoured sport or fitness activity, to assess learning outcomes 3, 4, (25%) 2. An online coaching log based on 30 hours of coaching session plans and evaluations to assess learning outcomes 1, 2, 3, 2000 words (50%) 3. A one-month detailed training plan for a team/individual sport or fitness activity of your choice to assess learning outcomes 1, 2, 1000 words (25%) Assessment Weighting Practical assessment 60% 70 Student Programme Handbook 2011/2012 17. 18. 19. 20. Seen examination NO Unseen examination NO Coursework (no examination) 40% Timetabled examination required NO Learning Materials Brown, M. and Adamson, J. (1995) The Flexibility Factor. Pelham Books. Cross, N. and Lyle, J. (1999) The Coaching Process: Principles and Practice. Butterworth Heinemann Lyle J (2002) Sports Coaching Concepts: A Framework for Coaches' Behaviour. Routledge, an imprint of Taylor and Francis Books Ltd. Martens, R. (2004) Successful Coaching. Human Kinetics. Module run: Year Start Campus Dates Student Numbers 2011/2012 Autumn HEN 1 full year 150 2012/2013 Autumn HEN 1 full year 150 2013/2014 Autumn HEN 1 full year 150 2014/2015 Autumn HEN 1 full year 150 2015/2016 Autumn HEN 1 full year 150 Timetabling Information (a) Please indicate which teaching activities will be offered in this module: LECTURE (LEC) 1 hour per week SEMINAR (SEM) 2 hours per week or PRACTICAL (PRA) 3 Hours per week WORKSHOP (WRK) NO TUTORIAL (TUT) Weekly tutorials for students needing extra support with their studies OTHER NO (b) Timetabled YES (c) Sectioned NO 71 Student Programme Handbook 2011/2012 1. Short Code SES 2222 2. Title Applied Physiology and Biomechanics 3. 4. 5. 6. 7. 8. 9. 10. Level 5 Credit Points 30 Start Date October 2011 Subject Sport and Exercise Science Other Subject Module Leader Stuart Miller Accredited by Module Restrictions (a) Pre-requisite None Automatic Deferral Not permitted Aims This module aims to enable students to understand the physiological basis of human movement from the cortex to skeletal muscle. Students will gain an understanding the mechanical basis of human movement from Newton’s laws to the kinematics and kinetics of sport, exercise, and rehabilitation. Students will gain understanding the chronic physiological adaptations to sport, exercise and rehabilitation. Students willgain an understandingof the principles of measurement in muscle, vascular, cardiopulmonary physiology, kinetics and kinematics of human movement. Syllabus Motor control: cortical to peripheral control of human movement; motor units; neuromuscular basis of human movement; sensory feedback and proprioception; theories of motor learning and performance. Physiological adaptation: cellular, endocrine, connective tissue, neural and cardiovascular adaptations to: (1) endurance training; (2) strength and power training; (3) inactivity / detraining and (4) environmental conditions (heat, humidity, hypoxia). Concepts of motion: describing motion, movement forces, forces within the body, running jumping and throwing. Adaptability of the motor system: warm up effects, flexibility, muscle damage, motor recovery from injury, adaptations with age and reduced use. Measurement and analysis of human muscle, vascular and cardiopulmonary physiology. Measurement and analysis of the kinetics and kinematics of human movement in sport, exercise and rehabilitation. Learning Outcomes On completion of the module, the successful student will be able to: 11. 12. 13. 14. 15. 1. Explain the physiological and biomechanical basis of human movement. 2. Evaluate the current research evidence about the adaptability of human physiological and motor systems and draw appropriate conclusions. 3. Debate the value of different exercise and training methods in terms of the physiological adaptation and biomechanics of movement and draw appropriate conclusions. Learning, Teaching and Assessment Strategy i. Lectures introduce key information, concepts, debates and theories. ii. Seminars facilitate student participation, the development of problem solving, presentational and social skills. iii. Practical sessions in human performance laboratory/gym facilitate the development of manual, observational, analytical, literacy and numeracy skills. Assessment Scheme A. Formative 1. Short answer and multiple-choice tests mid-way through the Autumn and Spring semesters to assess learning outcomes 1, 2, and 3. B. Summative: 1. Oral presentation on topic related to laboratory report to assess learning outcomes 2 and 3 (Pass/Fail) 2. A 1500-word physiology laboratory report to assess learning outcomes 1-3 to be submitted 72 Student Programme Handbook 2011/2012 16. 17. 18. 19. 20. by the end of the Autumn semester (50%) 3. A 1500-word biomechanics laboratory report to assess learning outcomes 1-3 to be submitted by the end of the Spring semester (50%) Assessment Weighting Seen examination NO Unseen examination NO Coursework (no examination) 100% Timetabled examination required NO Learning Materials Books Enoka, R.M. (2002). Neuromechanics of Human Movement (3rd Edition). Human Kinetics, Champaign IL. Schmidt, R.A. and C.A. Wrisberg (2000). Motor Learning and Performance (2nd Edition). Human Kinetics, Champaign IL. Wilmore, J.H. and D. L Costill (2005). Physiology of Sport and Exercise (4th Edition).Human Kinetics, Champaign IL. Module run: Year Start Campus Dates Student Numbers 2011/2012 Autumn HEN 1 full year 100 2012/2013 Autumn HEN 1 full year 100 2013/2014 Autumn HEN 1 full year 100 2014/2015 Autumn HEN 1 full year 100 2015/2016 Autumn HEN 1 full year 100 Timetabling Information (a) Please indicate which teaching activities will be offered in this module: LECTURE (LEC) 1 hour per week SEMINAR (SEM) NO LABORATORY/STUDIO (LAB/STU) 2 hours per week WORKSHOP (WRK) NO TUTORIAL (TUT) Weekly personal tutorials are available on request or for students needing extra support with their studies. OTHER NO (b) Timetabled YES (c) Sectioned NO 73 Student Programme Handbook 2011/2012 1. Short Code SES 2557 2. Title Applied Sports and Exercise Psychology 3. 4. 5. 6. 7. 8. 9. 10. Level 5 Credit Points 30 Start Date October 2011 Subject Sport and Exercise Science Other Subject Module Leader Rhonda Cohen Accredited by Module Restrictions (a) Pre-requisite None Automatic Deferral Not permitted Aims This module integrates psychology theory with sport and exercise to explore how performance can be optimised. The first part of the module focuses on psychological and personal factors that affect performance, physical activity, exercise and sporting achievements. The module then progresses on to psychological skills training and the development of a sport psychology framework, focusing on specific techniques that can improve performance. The module provides the individual with a theoretical understanding of factors that underpin working with athletes and exercisers through practical exercises as well as psychological sport and exercise tests. The later part of the module provides an understanding for those working in sport, exercise, and rehabilitation on how psychological and socio-cultural issues impact on recovery from injury and illness and explores the importance of lifestyle management in working with those recovering from injury. Syllabus Motivation and competitive drive Imagery Concentration and Focus Sport and emotion – Anxiety, the Perfectionist and Anger The Cognitive–Behavioural Approach The NLP approach in sport The Physiological Approach - Motor Learning and the Brain Exercise Psychology Psychology of Injuries - Overtraining Eating Disorders /Substance Use The High Risk and Extreme Athlete Disability in Sport and Exercise Transition and termination Role of the Sport Psychologist with the sport & exercise team of professionals Motor skill and feedback Reaction time Personality analysis Learning Outcomes On completion of the module, the successful student will be able to: 11. 12. 13. 14. 1. 2. 3. 4. Evaluate psychological theories as they relate to sport, exercise and performance. Discuss how psychological techniques used to enhance performance. Apply to use with teams, rehabilitation, or teaching Demonstrate capacity to be self-evaluating in performance and in learning. 74 Student Programme Handbook 2011/2012 15. Learning, Teaching and Assessment Strategy Lectures, small group work, problem-based learning, key lectures, discussion in seminar groups to include group exercises and small group work. Students will utilise reflective-learning logbooks in order to record and evaluate their progression of learning and achievement throughout the module. Learners will also use a variety of tests, questionnaires, exercises and practical tasks e.g. sport competition anxiety test, relaxation techniques used in relieving anxiety. The grade for the module will be solely based on passing part 1 and then the grade for the logbook part 2 (100%) Logbook comprises Directive research based on reading and lectures to assess learning outcome 1 Evidence from interactive seminar sessions to assess learning outcomes 2 Application of topics e.g. to future or specific career in sport to assess learning outcome 3 Reflection on questions raised in lectures, seminars, reading and research to assess learning outcome 4 Assessment Scheme A) Formative 1. 1000-words assignment, you must submit the formative (non assessed) logbook, i.e. part 1 to be eligible for subsequent assessment. B) Summative 1. Learning Logbook part 1 – (approximately 1000 words) Graded with a Pass, Fail or Referral, required that you pass this and hand it in on time or your whole final grade will be penalised by 10%, Date: end semester 1(LO 1234) 2. Learning Logbook part 2 (approximately 3000 words) - to be graded. Requires a pass on logbook part 1 and then grade will be 100% based on grade for part 2. End of semester. Date: end semester 2 (LO 1234) 16. Assessment Weighting Coursework (no examination) 100% 17. Timetabled examination required NO 18. Learning Materials Books Buckworth, J. and Dishman, R. (2002). Exercise Psychology. Champaign: Ill: Human Kinetics. Cox, R. (2007). Sport Psychology: Concepts and Applications. 6th edition. McGraw-Hill Crossman, J. (2001). Coping with Sports Injuries: Psychological strategies for rehabilitation. Oxford University Press. Horn, T. (Ed.) (2007). Advances in Sport Psychology. 2nd edition. Human Kinetics. Hill,K. (2001). Frameworks for Sport Psychologist : Enhancing sport performance. Champaign: Ill: Human Kinetics. Murphy, S. (2005). The Sport Psych Handbook. Champaign: Ill: Human Kinetics. Van Raalte, J.L. and Brewer, B.W. (2002). Exploring Sport and Exercise Psychology. APA Technology, Inc, Washington DC. Other http://www.mentalskills.co.uk/ http://science.ntu.ac.uk/sportspsyc/sp-dunn/ http://www.mastersport.co.uk/sportspsychology.htm http://www.psychwww.com/mtsite/page11.html http://www-personal.umich.edu/~bing/oversite/sportpsych.html http://www.athleticinsight.com/ http://www.psychwatch.com/sport_psychology.htm http://users.rcn.com/dupcak/mntledge.html http://wcupa.edu/_ACADEMICS/sch_cas.psy/career_paths/sports/career07.htm 75 Student Programme Handbook 2011/2012 19 20 Module run: Year Start Campus Dates Student Numbers 2011/2012 Autumn HEN 1 full year 100 2012/2013 Autumn HEN 1 full year 100 2013/2014 Autumn HEN 1 full year 100 2014/2015 Autumn HEN 1 full year 100 2015/2016 Autumn HEN 1 full year 100 Timetabling Information (a) Please indicate which teaching activities will be offered in this module: LECTURE (LEC) 1 hour a week SEMINAR (SEM) 1 hour a week LABORATORY/STUDIO (LAB/STU) NO WORKSHOP (WRK) NO TUTORIAL (TUT) Weekly personal tutorials are available on request or for students needing extra support with their studies. OTHER NO (b) Timetabled YES (c) Sectioned 76 Student Programme Handbook 2011/2012 1. Short Code SES 3330 2. Title Research Project 3. 4. 5. 6. 7. 8. 9. 10 Level 6 Credit Points 30 Start Date October 2011 Subject Sport and Exercise Science Other Subject Module Leader Stuart Miller Accredited by Module Restrictions (a) Pre-requisite SES 2203 Automatic Deferral Not permitted Aims This module aims to synthesise learning from the students' undergraduate programme providing an opportunity for students to study independently and investigate a topic in depth. It fosters academic curiosity; an inquiry based approach, the employment and application of research skills thus facilitating the development of a higher level of theorising. Students will select a topic of personal interest they wish to study further and will manage their own learning during this module, with the support of an allocated supervisor for this period of independent study. Syllabus As the culmination of the student's undergraduate programme the syllabus for this module is a synthesis of their subject knowledge and the application of the research skills they have developed during their programme. This module will also illustrate the student's achievement of the graduate and employability skills of effective learning, communication, teamwork, numeracy, information technology and personal and career development. Learning Outcomes On completion of the module, the successful student will be able to: 11 12 13 14 1. Critically appraise the fundamental theories and concepts along with contemporary debates underpinning the subject, illustrating understanding of the relationship between theory and research. 2. Demonstrate the systematic searching, organisation, handling, critical selection, analysis and synthesis of a wide variety of different data and information sources. 3. Critically review and evaluate the arguments evident in the literature and/or alternative sources of evidence pertaining to the chosen topic of study. 4. Articulate the research questions or hypothesis and select and justify the choice of research methodology and methods appropriate to conduct such inquiry and consider their scientific rigour in reliability and validity. 5. Exhibit critical insight into ethical concerns, which may arise when planning, conducting and disseminating both primary and secondary research. 6. Construct critical and reasoned argument, which analyses, evaluates and challenges research findings, justifies propositions and elucidates alternatives. 7. Draw meaningful, logical and informative conclusions with emergent recommendations for the future development of theory, practice or policy and the identification of areas requiring further research. Study, through the dissemination of research findings. 77 Student Programme Handbook 2011/2012 15 Learning, Teaching and Assessment Strategy This module is the culmination of the undergraduate programme and demonstrates the development of both the students' subject knowledge and graduate skills. The overall learning experience for this module will demonstrate the student’s effective learning skills and ability to manage and direct their own learning independently. Facilitation and support for this learning will be largely through individual supervision with an allocated supervisor from the subject team who shares an interest in the topic under investigation. To support the learning process and further facilitate learning from constructive formative feedback a 'learning log' to support the students learning will be utilised throughout the year. The learning log will include a range of formative learning opportunities as detailed below; however, the log itself will form a summative component of the overall module assessment, and is required to be appended in the submission of the summative work. The Learning Log will comprise of: Supervision Record: Students will be required to meet with their supervisors on a minimum of five occasions during the module. The process of supervision will be recorded in the learning log detailing what the student has achieved and facilitating the setting of future goals. It clarifies the student and supervisors roles in the development of the work, how the supervisor facilitates the student's learning, and the extent to which the student both requires, and utilises the supervision opportunities available. Specialist Support: As part of the supervision processes the supervisor may recommend that the student seek further specialist knowledge or advice. This may be from a range of sources such as clinical specialists, government agencies, charities, or attendance at specific lectures or seminars. Such specialist support will be detailed in the learning log. Confirmation of Ethical Approval: Confirmation that ethical approval has either been granted or is not required will be documented in the learning log and endorsed by the supervisor or proof of approval from the appropriate ethics committee. Presentation: Students will be given the opportunity to present their developing work to a group of peers from their programme Peer Review: The presentations will provide the opportunity for peer review of the students work, and using guidelines provided in the students will offer feedback on the work presented. Workshops: A programme of subject specific workshops will provide a guide to developing and writing the research project. E-Learning: Materials to support student learning in their final year projects will be available on Oasis plus. Assessment Criteria Formative Assessment: Each section can be submitted as a draft once, apart from the discussion, inline with the meeting schedule agreed with the 78 Student Programme Handbook 2011/2012 tutor. Word limit varies dependent on the section. Summative Assessment: One of the following assessments will be utilised to demonstrate achievement of the module learning outcomes. The assessment undertaken may be prescribed or restricted for different programmes to meet research governance requirements of some Professional, Statutory and Regulatory Bodies. Where this is the case only the available assessments will be indicated in the programme/module handbook. A 5000-7000 word Dissertation, the title and methodology of which must be agreed with the supervisor in advance and which may be presented as: 1. The preparation of an Article for Publication Prepare an article for publication in an academic journal utilising the Journal's published refereed guidelines, with a supporting critical reflective report detailing the development process and challenges arising. 2. Desktop and Secondary Analysis Review of the Literature A critical discussion and review of the literature utilising a rigorous 'desktop' research process in a secondary analysis review of a wide range primary sources pertaining to the subject under investigation. 3. Empirical Research Project Undertake an empirical research study on a topic agreed with your supervisor ensuring adherence to research governance processes. 16 17 18 4. Laboratory Based Experimental Study Undertake a laboratory based experimental project on a topic agreed with your supervisor ensuring adherence to research governance processes. Assessment Weighting Practical assessment Unseen examination Coursework (no examination) Timetabled examination required Learning Materials NO NO 100% NO Bell.J (2005). Doing your research project. (4th ed). Berkshire: OU Press. Levin.P (2005). Excellent dissertations. Maidenhead: OU Press. Thomson. A (2001). Critical reasoning. London: Routledge. Learning materials specific to the students’ individual area of study will be discussed with supervisor as part of the learning process. 19 20. Module run: Year Start Campus Dates Student Numbers 2011/2012 Autumn HEN 1 full year 30 2012/2013 Autumn HEN 1 full year 30 2013/2014 Autumn HEN 1 full year 30 2014/2015 Autumn HEN 1 full year 30 2015/2016 Autumn HEN 1 full year 30 Timetabling Information (a) Please indicate which teaching activities will be offered in this module: LECTURE (LEC) SEMINAR (SEM) LABORATORY/STUDIO (LAB/STU) WORKSHOP (WRK) 1 hour for 4 weeks of the semester NO NO NO 79 Student Programme Handbook 2011/2012 TUTORIAL (TUT) OTHER (b) Timetabled (c) Sectioned YES 4 hrs a year per student NO YES NO 80 Student Programme Handbook 2011/2012 1. Short Code SES 3332 2. Title Fundamentals of Strength and Conditioning 3. 4. 5. 6. 7. 8. 9. 10 Level 6 Credit Points 30 Start Date October2011 Subject Sport and Exercise Science Other Subject Module Leader Jon Cree Accredited by Module Restrictions (a) Pre-requisite None Automatic Deferral Not permitted Aims This module aims to encourage critical evaluation of the core concepts of strength and conditioning training and encourage the development of skills required for successful academic and professional progress. To provide a detailed understanding of the scientific principles, concepts and theories of strength and conditioning training including practical application to performance. The sport rehabilitator or personal/sport trainer will need to be aware of structure and function of the body, training adaptations, testing and evaluation, nutrition and be able to design fitness programmes. Students will develop knowledge of how to apply scientific principles to improve muscular strength, power and endurance with clients ranging from beginners to elite athletes. Practical sessions will include Olympic weightlifting, speed, agility and plyometrics training. Syllabus Neuromuscular physiology; Bioenergetics & EPOC; Acceleration, speed, agility and plyometrics training; power training; Olympic weightlifting; neuroendocrinology; aerobic training; periodisation, overtraining; corrective exercise; nutrition, performance analysis, programme design. Learning Outcomes On completion of the module, the successful student will be able to: 1. Critically discuss the physiological principles that underpin fitness training and the optimisation of performance. 2. Critically evaluate and apply the guidelines for strength and conditioning. 3. Design and evaluate a periodised strength and conditioning programme. 4. Demonstrate and instruct Olympic weightlifting, speed, agility and plyometrics training Learning, Teaching and Assessment Strategy i. Lecture: 1-hour lecture to introduce key information, concepts and theories. 11 12 . 13 . 14 . 15 . ii. Practical: 2-hour practical gym session to promote the development of psychomotor, problem-solving, presentational and social skills. OR iii. Seminar: 2-hour seminar session to develop observational, analytical, literacy and numeracy skills. Assessment Scheme: A) Formative 1. Draft of the case study assignment to be submitted. Students will be required to submit a self-evaluation report with one assignment. 16 B) Summative 1. Practical assessment of Olympic weightlifting to assess learning outcome 4, 20mins (25%) 2. Practical assessment of speed, agility and plyometrics training to assess learning outcome 4, 20mins (25%) 3. Case Study Presentation to assess learning outcomes 1-3, 30mins (50%) 4. Group Case Study Poster Presentation at the Strength and Conditioning Student Conference to assess learning outcomes 1-3 (Pass/Defer) Assessment Weighting 81 Student Programme Handbook 2011/2012 17 18 . Practical 1 Olympic lifts 25% Practical 2 Plyometrics 25% Unseen examination NO Coursework (no examination) Group poster Presentation Pass/Defer Individual Case study Presentation 50% Timetabled examination required NO Learning materials Books Baechle, T.R. and Earle, R.W. (2008). Essentials of strength training and conditioning. (2nd Ed.). Champaign, IL: Human Kinetics. Bompa, T. O. And Haff, G.G. (2008). Periodization training for sports. (3rded). USA: Human Kinetics. Newton, H.S. (2006). Explosive lifting for sports. Champaign, IL: Human Kinetics Stone, M.H., Stone, M. And Sands, W.A. (2007). Principles and practice of resistance Training. Human Kinetics, USA Zatsiorsky, V.M. & Kraemer, W.J. (2006). Science and Practice of Strength Training. (2nd Ed.). Champaign, IL: Human Kinetics. Journals Strength and conditioning journal Journal of strength and conditioning research Other Explosive lifting for sports DVD. Champaign, IL: Human Kinetics 19 20 Module run: Year Start Campus Dates Student Numbers 2011/2012 Autumn HEN 1 full year 60 2012/2013 Autumn HEN 1 full year 60 2013/2014 Autumn HEN 1 full year 60 2014/2015 Autumn HEN 1 full year 60 2015/2016 Autumn HEN 1 full year 60 Timetabling Information (a) Please indicate which teaching activities will be offered in this module: LECTURE (LEC) 1 hour per week SEMINAR (SEM) 2 hours per week or LABORATORY/STUDIO (LAB/STU) 2 hours per week WORKSHOP (WRK) NO TUTORIAL (TUT) Weekly personal tutorials are available on request or for students needing extra support with their studies. OTHER NO (b) Timetabled YES (c) Sectioned NO 82 Student Programme Handbook 2011/2012 1. Short Code SES 3337 2. Title Advanced Sport and Community development 3. 4. 5. 6. 7. 8. 9. 10 Level 6 Credit Points 30 Start Date October 2011 Subject Sport and Exercise Science Other Subject Module Leader Neil Bangs Accredited by Module Restrictions (a) Pre-requisite NONE Automatic Deferral Not permitted Aims This module aims to critically explore how sporting organisations are working in partnerships and through a multi-disciplinary approach to tackle and support local area agreement targets for example; obesity, anti-social behaviour and teenage pregnancy. The Community Development in this module will critically explore the inclusiveness needed to engage with the more hard to reach individual. It will critique the complexity of partnership brokerage and focus on what skills are needed to design, implement and monitor and evaluate (M & E) a Sports and Community development project. Syllabus History of Sports and Community development The roles of different sport and community development officers; SDO, PDMs etc The key to successful partnerships Project design and implementation The use of international, European, and national community schemes as an engagement tool The roles and responsibilities of different sport and community development agencies Learning Outcomes On completion of the module, the successful student will be able to: 1. Critically evaluate how sport as a tool can be used to engage vulnerable families, young people and adults. 2. Demonstrate an advanced understanding of local and nation agendas and identify how sport can support the required outcomes 3. Demonstrate ability to design a detailed potential project and submit a detailed proposal. Learning, Teaching and Assessment Strategy I. Lectures (1 hr/week) will outline the theory of each of the issues covered within the module. This will be supported by links to additional reading to enhance student learning via OASISPlus. The lectures may also provide an opportunity for student, debate/discussion in linking the knowledge base with the professional role. 11 12 13 14 15 II. Seminars (1hr/week) will be lecture specific and will provide an opportunity for directed work to be reviewed and for students to practice all relevant assessments, procedures and interventions. III. Tutorial time (Available on upon request) will provide assessment and formative feedback regarding formative tests. This will be take the form of ILPs and student feedback on assessed work Assessment Scheme A. Formative 1. Students will be asked to submit draft copies of the proposal and critique 83 Student Programme Handbook 2011/2012 16 17 18 19 20 B. Summative 1. Critique the role of sport in the community 2000 words LO’s 1 (30%) 2. 2000 words proposal for a community project to cover an identified national agenda item LO’s 2 + 3 (40%) 3. 15 minute presentation of the proposal LO’s 1+3 (30%) Assessment Weighting Practical assessment NO Unseen examination NO Coursework (no examination) 100% Timetabled examination required NO Learning Materials Bloyce, D. and Smith, A. (2009) Sport Policy and Development. London, Routledge Green, K. (2010) Key Themes in Youth Sport. London, Routledge. Fitzgerald, H. (2008) Disability and Youth Sport. London, Routledge. Thomas, N. and Smith, A. (2008) Disability, Sport and Society: An Introduction. London, Routledge Module run: Year Start Campus Dates Student Numbers 2011/2012 Autumn HEN 1 full year 30 2012/2013 Autumn HEN 1 full year 30 2013/2014 Autumn HEN 1 full year 30 2014/2015 Autumn HEN 1 full year 30 2015/2016 Autumn HEN 1 full year 30 Timetabling Information (a) Please indicate which teaching activities will be offered in this module: LECTURE (LEC) 1 hour a week SEMINAR (SEM) 1 hour a week LABORATORY/STUDIO (LAB/STU) NO WORKSHOP (WRK) NO TUTORIAL (TUT) Weekly personal tutorials are available on request or for students needing extra support with their studies. OTHER NO (b) Timetabled YES (c) Sectioned 84 Student Programme Handbook 2011/2012 1. Short Code SES 3338 2. Title Interdisciplinary Sports Science 3. 4. 5. 6. 7. 8. 9. 10 Level 6 Credit Points 30 Start Date October2011 Subject Sport and Exercise Science Other Subject Module Leader Phil Barter Accredited by Module Restrictions (a) Pre-requisite None Automatic Deferral Not permitted Aims This module aims to introduce additional advanced sport science concepts, from each discipline. Examine analyse their role in optimising sports performance in a field setting as well as how they may practically influence the coaching process. Demonstrate the interdisciplinary nature of how the theoretical principles of biomechanics, physiology and psychology apply to and impact on the coaching process and performance of four unique sports disciplines. This module will enable students to experience and apply appropriate interdisciplinary tools and procedures in working with the athlete Syllabus The module is designed to give students an opportunity to enhance and demonstrate their knowledge and use of advanced applied sport science techniques. The role of the module is to give students an opportunity to profile and coach an athlete from an interdisciplinary perspective.Students will complete the process from needs analysis to developing an intervention to assessing the effectiveness of the intervention, with an athlete. The module will help prepare students for working in a sport science team within sport. Learning Outcomes On completion of the module, the successful student will be able to: 1. Interpret, rationalise and discuss the interdisciplinary nature and demands of a range of different sports disciplines 11 12 13 14 2. Critically evaluate the interdisciplinary needs of athletes within a range of different sports disciplines 15 3. Apply an interdisciplinary approach to enhancing performance across a range of different sport disciplines Learning, Teaching and Assessment Strategy I. Lectures (1 hr/week) will outline the theory of each of the issues covered within the module. This will be supported by links to additional reading to enhance student learning via OASISPlus. The lectures may also provide an opportunity for student, debate/discussion in linking the knowledge base with the professional role. II. Seminars/ Laboratory (1hr/week) will be lecture specific and will provide an opportunity for directed work to be reviewed and for students to practice all relevant assessments, procedures and interventions. III. Tutorial time (Available on upon request) will provide assessment and formative feedback regarding formative tests. This will be take the form of ILPs and student feedback on assessed work Assessment Scheme A. Formative 1. Case study report sections to be submitted to supervisor B. Summative 85 Student Programme Handbook 2011/2012 16 17 18 1. Athletic Case study report 2000 words LO’s 1, 2, 3 (50%) 2. Case study presentation, on the students work with an athlete which should indicate 30 hours minimum work experience, 30 min LO’s 1, 2, 3 (50%) Assessment Weighting Practical assessment Unseen examination Coursework (no examination) Timetabled examination required Learning Materials Books: Bartlett, R. (1999) Sports Biomechanics: Reducing Injury and Improving Performance. London: E&FN Spon. Baechle, T.R and Earle, R.W. (Eds). (2000). Essentials of strength and conditioning. 2nd Ed. Champaign, IL: Human Kinetics Cox, R. (2007) SportPsychology: Concepts and Applications(5th Ed.). Boston: Mai. McGraw-Hill. Eston,R., Reilly, T. (2001) Kinanthropometry and Exercise Physiology Laboratory Manual: Tests, Procedures and Data. 2 nd ed. USA and Canada, E & FN Spon Foran, B. (Ed) (2001). High-Performance Sports Conditioning: Modern Training for Ultimate Athletic Development. Champaign, IL: Human Kinetics Gore, C.J. (Ed) (2000). Physiological tests for elite athletes. Australian Sports Commission. Champaign, IL: Human Kinetics Hay, J. (1994) Biomechanics of Sport Techniques USA, Prentice Hall Hoffman, J. (2002). Physiological Aspects of Sport Training and Performance. Champaign, IL: Human Kinetics Horn, T. (2002) Advances in Sport Psychology (2nd Ed.) Champaign, Human Kinetics McGinnis, P. (1999, 2005) Biomechanics of Sport and Exercise (1st or 2nd editions) USA, Human Kinetics Starks, J. L. and Ericsson, K. A. (Ed’s)(2003) Expert Performance in Sports. Champaign Human Kinetics Williams, J.M. (Ed) (2001) Applied Sport Psychology: Personal Growth to Peak Performance(4rdEd.) Mountain View. CA. Mayfield. Wilmore,J.H. and Costill, D.L. (2004). Physiology of Sport and Exercise. 3rd ed. Champaign, IL: Human Kinetics NO NO 100% NO Journals: Journal of Sport Sciences Journal of Applied Biomechanics Medicine and Science in Sport & Exercise Journal of Applied Physiology Journal of Applied Sport Psychology Journal of Sport and Exercise Psychology 19 Websites: www.athleticinsight.com www.zoneofexcellence.com www.acsmbig.@freeweb.com www.phyed.duth.gr/sportpsy www.elsevier.com Module run: Year Start Campus Numbers 2011/2012 Autumn HEN 2012/2013 Autumn HEN 2013/2014 Autumn HEN 2014/2015 Autumn HEN Dates Student 1 full year 1 full year 1 full year 1 full year 30 30 30 30 86 Student Programme Handbook 2011/2012 2015/2016 Autumn HEN 20 1 full year 30 Timetabling Information (a) Please indicate which teaching activities will be offered in this module: LECTURE (LEC) 1 hour a week SEMINAR (SEM) 1 hour a week or 1 hour a week NO Weekly personal tutorials are available on request or for students needing extra support with their studies. NO YES LABORATORY/STUDIO (LAB/STU) WORKSHOP (WRK) TUTORIAL (TUT) OTHER (b) Timetabled (c) Sectioned 87 Student Programme Handbook 2011/2012 1. Short Code SES 3339 2. Title Advanced Teaching and Coaching Sport 3. 4. 5. 6. 7. 8. 9. 10. Level 6 Credit Points 30 Start Date October 2011 Subject Sport and Exercise Science Other Subject Module Leader Neil Bangs Accredited by Module Restrictions (a) Pre-requisite None Automatic Deferral Not permitted Aims This module will aim to give Students an understanding of the necessary Physical Education and coaching standards, systems and guidelines required within the administration process of teaching and coaching. To develop and extend students knowledge, understanding and confidence in the delivery of a range of physical activities and sports at Key Stage 1-4 (5-16yrs). To create an extensive provision of physical activities and sport teaching and coaching materials that examines and encourages progression and development of teaching and coaching skills. Students will gain an understanding of analysing and developing any physical skills from its simple origin through its most complexes and advanced form. Syllabus Curriculum/session planning and identify the seven stages involved in long-term, medium term and short term planning The physical capabilities of children at different ages (Minimum expected standards) Assessment as an integral part of the planning process, understand why, what and how to assess Creating P.E. and coaching policies that encourage high quality lessons, safe practice, appropriate application of equipment, emergency procedures and auditing systems of a P.E/Coaching provision Models of skill and technique development Extensive knowledge on planning and delivery of a range of physical activities and sports Learning Outcomes On completion of the module, the successful student will be able to: 1. To know how to plan and prepare physical education and coaching sessions in line with national minimum expected standards. 2. To understand how to implement a range of teaching, learning and coaching styles and strategies to optimise key stage 1-4 students learning. 3. Be able to deliver sessions that meet the required standard for key stage 1-4 physical education and coaching learning (National minimum expected standards). Learning, Teaching and Assessment Strategy I. Lectures (1 hr/week) will outline the theory of each of the issues covered within the module. This will be supported by links to additional reading to enhance student learning via OASISPlus. The lectures may also provide an opportunity for student, debate/discussion in linking the knowledge base with the professional role. 11. 12. 13. 14. 15 II. Seminars/ practical’s (2hr/week) will be lecture specific and will provide an opportunity for directed work to be reviewed and for students to practice all relevant assessments, procedures and interventions. III. Tutorial time (Available on upon request) will provide assessment and formative feedback regarding formative tests. This will be take the form of ILPs and student feedback on assessed work Assessment Scheme 88 Student Programme Handbook 2011/2012 A. Formative 1. A learning log will be required to be completed through the course of the module to build up students teaching and coaching materials which will be regularly checked. 16 17 18 19 20 B. Summative 1. Four practical coaching sessions’ observations one in each of the given physical activities and sports, to assess learning outcomes 3 40 mins (50%) 2. Am online coaching log based on coaching session plans, materials and evaluations to assess learning outcomes 1 1750 words (25%) 3. An essay to demonstrate and understanding of what makes a high quality physical education and coaching session in key stages 1-4 to assess learning outcome 2 1750 words (25%) Assessment Weighting Practical assessment Unseen examination Coursework (no examination) Timetabled examination required Learning Materials Brown, M. and Adamson, J. (1995) The Flexibility Factor. Pelham Books. Cross, N. and Lyle, J. (1999) The Coaching Process: Principles and Practice. Butterworth Heinemann Lyle J (2002) Sports Coaching Concepts: A Framework for Coaches' Behaviour. Routledge, an imprint of Taylor and Francis Books Ltd. Martens, R. (2004) Successful Coaching. Human Kinetics. Module run: Year Start Campus Dates Student Numbers 2011/2012 Autumn HEN 1 full year 60 2012/2013 Autumn HEN 1 full year 60 2013/2014 Autumn HEN 1 full year 60 2014/2015 Autumn HEN 1 full year 60 2015/2016 Autumn HEN 1 full year 60 Timetabling Information (a) Please indicate which teaching activities will be offered in this module: LECTURE (LEC) SEMINAR (SEM) PRACTICAL (PRAC) WORKSHOP (WRK) TUTORIAL (TUT) OTHER (b) Timetabled (c) Sectioned 50% NO 50% NO 1 Hour a week 1 Hours a week or 3 Hours a week NO Weekly personal tutorials are available on request or for students needing extra support with their studies. NO YES NO 89 Student Programme Handbook 2011/2012 1. Short Code SES 3340 2. Title Advance Sport and Exercise Science 3. 4. 5. 6. 7. 8. 9. 10 Level 6 Credit Points 30 Start Date October 2011 Subject Sport and Exercise Science Other Subject Module Leader Phil Barter Accredited by Module Restrictions (a) Pre-requisite SES 2222 Automatic Deferral Not permitted Aims The aim of the module is to highlight and introduce the advanced key scientific Principles and contemporary topics, across the three main sports science disciplines of physiology, psychology and biomechanics. Syllabus An introduction to the advanced scientific principles and modern developments in sports physiology, sports psychology and sports biomechanics. Contemporary issues will mainly be analysed from the three main sports science disciplines of physiology, psychology and biomechanics. Contemporary issues could include: Performance profiling of athletes Pain analysis (Lower Back pain problems) Developing counselling /communication /life coaching skills in working with athletes/exerciser. Identifying psychological problems which may be hindering performance/rehabilitation Identifying physiological problems which may be hindering performance/rehabilitation Identifying biomechanical problems which may be hindering performance/rehabilitation Enhancing strategies in order to improve performance. Kinematic & kinetic profiling Learning Outcomes On successful completion of this module students will be expected at threshold level to: 1. Recognise and explain advanced scientific principles in physiology, biomechanics and sports psychology. 2. Distinguish the relative contribution of each discipline to specific sports and their application in contemporary Sport and Exercise topics. 3. Critically analyse the contemporary topics of sport and Exercise science. Learning, Teaching and Assessment Strategy I. Lectures (1 hr/week) will outline the theory of each of the issues covered within the module. Each contemporary issue will be approached by each sports science discipline. This will enable the student to review the issues from a holistic manner. Each topic will therefore be taught in 3 week blocks. This will be supported by links to additional reading to enhance student learning via OASISPlus. The lectures may also provide an opportunity for student, debate/discussion in linking the knowledge base with the professional role. 11 12 13 14 15 II. Seminars/Laboratory (1hr/week) will be lecture specific and will provide an opportunity for directed work to be reviewed and for students to practice all relevant assessments, procedures and interventions. 90 Student Programme Handbook 2011/2012 III. Tutorial time (Available on upon request) will provide assessment and formative feedback regarding formative tests. This will be take the form of ILPs and student feedback on assessed work Assessment Scheme A. Formative 1. Draft of the essay assignment to be submitted. Students will be required to submit a self-evaluation report with this assignment. (LO’s 1-3) 16 17 18 19 20 B. Summative 1. Essay on how one concept can be affected by all three sports and exercise science disciplines 5000 words LO 1-3 (100%) Assessment Weighting Practical assessment Unseen examination Coursework (no examination) Timetabled examination required Learning Materials Learning materials specific to the contemporary issue of study and therefore will be subject to change to keep the content of the module relevant to enhance the learning process. Typically content will be derived from the following journals: Journal of Sport Sciences European Journal of sport sciences Journal of strength and conditioning Journal of applied physiology Journal of biomechanics Journal of science and medicine in sport British Journal of psychology Journal of Applied Sports Psychology Module run: Year Start Campus Dates Student Numbers 2011/2012 Autumn HEN 1 full year 80 2012/2013 Autumn HEN 1 full year 80 2013/2014 Autumn HEN 1 full year 80 2014/2015 Autumn HEN 1 full year 80 2015/2016 Autumn HEN 1 full year 80 Timetabling Information (a) Please indicate which teaching activities will be offered in this module: LECTURE (LEC) SEMINAR (SEM) LABORATORY/STUDIO (LAB/STU) WORKSHOP (WRK) TUTORIAL (TUT) OTHER (b) Timetabled (c) Sectioned NO NO 100% NO 1 hour a week 1 Hour a week or 1 hour a week NA Weekly personal tutorials are available on request or for students needing extra support with their studies. NA 91 Student Programme Handbook 2011/2012 1. Short Code SES 3360 2. Title Dissertation 3. 4. 5. 6. 7. 8. 9. 10 Level 6 Credit Points 60 Start Date October 2011 Subject Sport and Exercise Science Other Subject Module Leader Stuart Miller Accredited by Module Restrictions (a) Pre-requisite SES 2203 Automatic Deferral Not permitted Aims This module aims to synthesise learning from the students' undergraduate programme providing an opportunity for students to study independently and investigate a topic in depth. It fosters academic curiosity; an inquiry based approach, the employment and application of research skills thus facilitating the development of a higher level of theorising. Students will select a topic of personal interest on which they wish to undertake a substantial in-depth study. They will manage their own learning during this module, with the support of an allocated supervisor for this period if independent study. 11 12 13 14 Syllabus As the culmination ifthe students; undergraduate programme the syllabus for this module is a synthesis of their subject knowledge and the application of the research skills they have developed during their programme. This module will also illustrate the student's achievement of the graduate and employability skills of effective learning, communication, teamwork, numeracy, information technology and personal and career development. Learning Outcomes On completion of the module, the successful student will be able to: 1. Critically appraise the fundamental theories and concepts along with contemporary debates underpinning the chosen area of study illustrating breadth and depth of understanding and making explicit the relationship between theory and research. 2. Demonstrate the systematic searching, organisation, handling, critical selection, analysis and synthesis of a wide variety of different data and information sources. 3. Critically review and evaluate the arguments evident in the literature and/or alternative sources of evidence pertaining to the chosen topic of study. 4. Articulate the research questions or hypothesis/es, select and justify the choice of research methodology and methods appropriate to conduct such inquiry, and consider their scientific rigour in reliability and validity. 5. Exhibit critical insight into ethical concerns which may arise when planning, conducting and disseminating both primary and secondary research and demonstrate engagement with research governance processes. 6. Construct critical and reasoned argument which analyses, evaluates and challenges research findings, justifies propositions and elucidates alternatives. 7. Draw meaningful, logical and informative conclusions with emergent recommendations for the future development of theory, practice or policy and the identification of areas requiring further research. Study through the dissemination of research findings. 92 Student Programme Handbook 2011/2012 15 Learning, Teaching and Assessment Strategy This module is the culmination of the undergraduate programme and demonstrates the development of both the students' subject knowledge and graduate skills. The overall learning experience for this module will demonstrate the students' effective learning skills and ability to manage and direct their own learning independently. Facilitation and support for this learning will be largely through individual supervision with an allocated supervisor from the subject team who shares an interest in the topic under investigation. To support the learning process and further facilitate learning from constructive formative feedback a 'learning log' to support the students learning will be utilised throughout the year. The learning log will include a range of formative learning opportunities as detailed below; however, the log itself will form a summative component of the overall module assessment, and is required to be appended in the submission of the summative work. The Learning Log will comprise of: Supervision Record: Students will be required to meet with their supervisors on a minimum of five occasions during the module. The process of supervision will be recorded in the learning log detailing what the student has achieved and facilitating the setting of future goals. It clarifies the student and supervisors' roles in the development of the work, how the supervisor facilitates the student's learning, and the extent to which the student both requires and utilises the supervision opportunities available. Specialist Support: As part of the supervision process the supervisor may recommend that the student seeks further specialist knowledge or advice. This may be from a range of sources such as clinical specialists, government agencies, charities, or attendance at specific lectures or seminars. Such specialist support will be detailed in the learning log. Confirmation of Ethical Approval: Confirmation that ethical approval has either been granted or is not required will be documented in the learning log and endorsed by the supervisor or proof of approval from the appropriate ethics committee. Presentation: Students will be given the opportunity to present their developing work to a group of peers from their programme. Peer Review: The presentations will provide the opportunity for peer review of the students work, and using guidelines provided to the students will offer feedback on the work presented. Workshops: A programme of subject specific workshops will provide a guide to developing and writing the research project. E-Learning Materials: to support student learning in their final year projects will be available on Oasis Plus 93 Student Programme Handbook 2011/2012 Assessment Criteria Formative Assessment: Each section can be submitted as a draft once, apart from the discussion, inline with the meeting schedule agreed with the tutor. Word limit varies dependent on the section. Summative Assessment: One of the following assessments will be utilised to demonstrate achievement of the module learning outcomes. The assessment undertaken may be prescribed or restricted for different programmes to meet research governance requirements of some Professional, Statutory and Regulatory Bodies. Where this is the case only the available assessments will be indicated in the programme/module handbook. A 10,000 - 12,000 word Dissertation, the title and methodology of which must be agreed with the supervisor in advance and which may be presented as: 1. The preparation of an Article for publication: Prepare an article for publication in an academic journal utilising the Journal's published refereed guidelines, with a supporting critical reflective report detailing the development process and challenges arising. 2. Desktop and Secondary Analysis Review of the Literature: A critical discussion and review of the literature utilising a rigorous 'desktop' research process in a secondary analysis review of a wide range primary sources pertaining to the subject under investigation. 3. Empirical Research Project: Undertake an empirical research study on a topic agreed with your supervisor ensuring adherence to research governance processes. 4. Laboratory Based Experimental Study: Undertake a laboratory based experimental project on a topic agreed with your supervisor ensuring adherence to research governance processes 5. Literature Review Linked to Research proposal: identify an area for future in depth study and provide a critical review of the literature identifying questions for further research. Provide a detailed research proposal for the exploration of these research questions, for example as Masters study, identifying the research methodology, methods to be employed and research governance issues that may arise. 16 17 18 Assessment Weighting Practical assessment Unseen examination Coursework (no examination) Timetabled examination required Learning Materials Bell.J (2005). Doing your research project. (4th ed). Berkshire: OU Press. Levin.P (2005). Excellent dissertations. Maidenhead: OU Press. Thomson. A (2001). Critical reasoning. London: Routledge. NA NA 100% NO Learning materials specific to the student’s individual area of study will be discussed with supervisor as part of the learning process. 94 Student Programme Handbook 2011/2012 19 20. Module run: Year Start Campus Dates Student Numbers 2011/2012 Autumn HEN 1 full year 100 2012/2013 Autumn HEN 1 full year 100 2013/2014 Autumn HEN 1 full year 100 2014/2015 Autumn HEN 1 full year 100 2015/2016 Autumn HEN 1 full year 100 Timetabling Information (a) Please indicate which teaching activities will be offered in this module: LECTURE (LEC) 1 hour per 4 weeks SEMINAR (SEM) NO LABORATORY/STUDIO (LAB/STU) NO WORKSHOP (WRK) NO TUTORIAL (TUT) YES 5 hrs a year per student OTHER NO (b) Timetabled YES (c) Sectioned NO 95 Student Programme Handbook 2011/2012 1. Short Code SES 3370 2. Title Independent Learning Module 3. 4. 5. 6. 7. 8. 9. 10 Level 6 Credit Points 30 Start Date October2011 Subject Sport and Exercise Science Other Subject Module Leader Phil Barter Accredited by Module Restrictions (a) Pre-requisite NONE Automatic Deferral Not permitted Aims This module is driven by the agreed aims with the student to allow them freedom to research a particular area of interest or to complete an area of study in a unique format. The agreed aims and objective should be closely linked to their award title and career ambitions Syllabus This module will typically include: Identification of an appropriate topic to research (agreed with a tutor) Self motivation and time management Selecting, reading and organising relevant material Setting of own objectives and subject specific learning outcomes Examples of typical ISM topics, pilot study for dissertation, data collection of performance Through coach involvement, specific sport science discipline linked to coaching and or Performance improvement, i.e. sport physiology. Learning Outcomes On successful completion of this module students will be expected at threshold level to: 1. Be able to select and justify an appropriate topic to research 2. Be able to appraise arguments and counter-arguments on the chosen topic 3. Be able to present information effectively, orally and in written formats 4. Be able to critically evaluate the material presented 11 12 13 14 15 Learning, Teaching and Assessment Strategy I. Tutorial time (Available on upon request) will provide assessment and formative feedback regarding formative tests. This will be take the form of ILPs and student feedback on assessed work Assessment Scheme A. Formative 1. Draft of the report assignment to be submitted. Students will be required to submit a self-evaluation report with this assignment. (LO’s 1-4) B. Summative 1. A report on the independent learning report, to include a reflective journal, 3000 words LO 1-4 (60%) 2. Presentation on Report Findings, 30 mins, LO 1-4 (40%) 16 17 18 Assessment Weighting Practical assessment Unseen examination Coursework (no examination) Timetabled examination required Learning Materials NO NO 100% NO May, T. (2001) Social Research: Issues, methods and processes (3rd ed). Buckingham: Open University Press Blaxter, L, Hughes, C, Tight, M. (2006). How to research.(3rd ed.) Maidenhead 96 Student Programme Handbook 2011/2012 19 : Open University Press Thomas, J.R, Nelson, J.K. Silverman, S (2005). Research methods in physical activity (5th ed). Champaign: Human Kinetics Module run: Year 2011/2012 2012/2013 2013/2014 2014/2015 2015/2016 20 Start Campus Autumn HEN Autumn HEN Autumn HEN Autumn HEN Autumn HEN Dates Student Numbers 1 full year 15 1 full year 15 1 full year 15 1 full year 15 1 full year 15 Timetabling Information (a) Please indicate which teaching activities will be offered in this module: LECTURE (LEC) SEMINAR (SEM) LABORATORY/STUDIO (LAB/STU) WORKSHOP (WRK) TUTORIAL (TUT) OTHER (b) Timetabled (c) Sectioned NO NO NO NO 1 hour every 4 weeks NO YES NO 97 Student Programme Handbook 2011/2012 D. Assessment Schedule for the SES programmes Year 1 Module Number SES1200 SES1520 SES1234 SES1235 1 2 3 4 FI FI FI SI 5 6 7 8 9 10 FI Learning Week 11 12 13 14 15 SI SI SI FI FI FI 17 18 19 20 21 SI 22 23 SI SI 24 SI SI SI SI SG FI FI 16 FI SI FI SI FI Exam Week Exam Component Exam Week Exam component NO NO YES NO Exam Week Exam component NO NO NO SI Year 2 Learning Week Module Number SES2203 SES2222 SES2115 SES2557 1 2 3 4 FI 5 6 FI 7 8 FI 9 10 11 12 FI 14 15 FI SI FI FI FI 13 16 17 18 19 20 21 22 FI FI FI SI FI SI P 23 24 SI P SI SI P EI Year 3 SES Module Number SES3360 SES3338 SES3340 1 2 3 4 5 6 7 8 FI 9 10 FI P FI Learning Week 11 12 13 14 15 16 17 18 19 20 FI 21 FI FI FI 22 23 24 SI SI SI 98 Year 3 ES Learning Week Module Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Exam Week SES3360 SES3336 SES3340 Year 3 TCS FI FI FI FI SI SI SI FI EI FI SI Exam component NO YES NO Learning Week Module Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Exam Week SES3360 SES3339 SES3340 Year 3 SCD FI FI FI SI FI SI FI FI SI SI SI FI EI Exam component NO YES NO Learning Week Module Number 1 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Exam Week SES3360 SES3337 SES3339 Key 2 FI= FG = FI FI SI FI SI SG SI SI SI Formative Individual Coursework Formative Group Coursework FI Summative Individual Coursework Summative Group Coursework FI SI P EI SI EI Exam component NO NO YES Presentation Individual Exam 99 Student Programme Handbook 2011/2012 100
