1.
PROGRAMME INFORMATION
Programme Title
Department and Faculty
Postgraduate Diploma Psychology Conversion for
Sport and Exercise
Department of Sport and Exercise
Faculty of Business, Law, and Sport
3 rd October 2014 Date of most recent re/validation
Date(s) when Programme Specification revised
Revalidation due date
Awarding Institution
Teaching Institution (if different)
July 2015
Academic Year 2020-21
University of Winchester
N/A
Programme also accredited by (if relevant) N/A
Title of Final Award Postgraduate Diploma Psychology Conversion for
Sport and Exercise
Title(s) of Exit Award(s)
Language of Study
Mode(s) of Attendance
Mode(s) of Delivery
)
Postgraduate Certificate Psychology Conversion for
Sport and Exercise
English
Full-time/Part-time
Intake start date(s) and number of intakes per year
Normal Period of Study
UCAS Code
Distance Learning
September 2015 one intake per year
1 year full-time, 2 years part-time
N/A
QAA Subject Benchmarking Group Psychology
2.
ADMISSIONS AND ENTRY REQUIREMENTS
Prospective students should consult the latest prospectus and/or course pages online for programme entry requirements.
Prospective students for Taught programmes should consult the Admissions Policy for Taught
Programmes. Prospective students for Professional Doctorate programmes should consult the
Postgraduate Research Programmes Admissions Policy. Both are available on the University’s public webpage.
Page 1 of 9

3.
EDUCATIONAL AIMS AND LEARNING OUTCOMES
3.1 The aims of the Programme are: a) To develop knowledge and understanding of the core domains of psychology and the different theoretical and methodological perspectives associated with these domains. b) Equip students with subject-specific professional and practical skills that allow them to appropriately design, conduct, interpret and evaluate psychological studies. c) Confer eligibility for the Graduate Basis for Chartership of the British Psychological Society, provided the minimum standard of qualification of second-class honours is achieved. d) Foster a range of generic, transferable skills. e) Empower students to have the confidence to deploy their psychological and generic knowledge and skills appropriately in employment and further study.
3.2 The Learning Outcomes of the Programme are:
Students will be able to: a) Demonstrate a scientific understanding of mind, brain, behaviour, and experience, and of the complex interactions between them. b) Utilise psychological theory to explain real world phenomena. c) Demonstrate an understanding of the role of empirical evidence in the creation and constraint of theory and also in how theory guides the collection and interpretation of empirical data. d) Generate and explore hypotheses and research questions, present and evaluate research findings; and to analyse data using both quantitative and qualitative methods. e) Critically evaluate theory, research findings, and applications.
On successful completion of this programme, students will be able to demonstrate the following skills of:
A.
Knowledge and Understanding a) Understanding the scientific underpinnings of psychology as a discipline, its historical origins, development and limitations. b) Demonstrating a critical appreciation for the inherent variability and diversity of psychological functioning and its significance. c) Demonstrating systematic knowledge and critical understanding of a range of influences on psychological functioning and how they are conceptualised across the core areas in psychology. d) Demonstrating deep and detailed contemporary knowledge of research within the core areas of Psychology. e) Understanding the ethical standards and guidelines of the British Psychological Society.
B.
Skills and other Attributes a) Analysing and interpreting psychological evidence and apply critical reasoning skills. b) Drawing upon a broad range of psychological expertise based on academic knowledge, skills, and a range of qualitative and quantitative research skills, including the use and reporting of psychological models. c) Making explicit links between the scientific and theoretical background materials and its practical application, thereby developing a scholarly and critical approach to the scientific foundations of psychology.
Mapping of programme and aims by module is available in Appendix 1.

4.
PROGRAMME STRUCTURE, LEVELS, MODULES, CREDIT AND AWARDS
This section outlines the levels of study, modules and credits required for each programme (where there is more than one) and for final and exit awards.
Module code and title
Credits Core Mand Option Comments e.g. pre/co-requisites
- All - .
Level 7 (Certificate)
SP 7017 Conceptual and historical psychology
20
20 SP 7018
Developmental psychology
SP 7019 Biological psychology
20
-
-
All
All
-
-
Level 7 (Diploma)
SP 7020 Social psychology
20 - All -
Exit award: PG Cert
SP 7021 Cognitive psychology
SP 7022 Research
Project
20
20
-
-
All
All
-
-
Glossary
Core = modules must be taken and passed
Mandatory = modules must be taken but may be eligible for compensation
Optional = modules may be selected by students, subject to availability
PG Dip
5.
LEARNING, TEACHING AND ASSESSMENT
5.1 Means of delivery:
Learning, Teaching and assessment for Distance Learning students (with Key Information Set (KIS)
Activity Type in brackets):

Online Seminars (KIS: Seminar)

Online Workshops (specific skill development) (KIS: Practical classes and workshops)

Guest lectures (pre-recorded content (KIS: Lecture)

Online tutorials (KIS: Tutorial)

Virtual Learning Environments (e.g. Learning Network, Canvas, iTunes U, and Adobe Connect)
(KIS: Guided independent study )
Intellectual skill development is threaded through the online programme including individual and group-based problem solving exercises that require planning, analysis, design and evaluation within a

theoretical and practical context.
Webinars and pre-recorded guest lectures will be utilised to stimulate interest in the relevant debates, to define the syllabus and to guide students in their learning and development. At times a flipped learning model will be employed to ensure the best use of seminar time. One-to-one tutorials, held in
Adobe Connect, will provide students with opportunities to seek clarity from tutors. There will be rich content developed through engagement with group forums and structured discussions tasks. Creating a group identity and building relationships are key and as such student-centred activities and peer interaction will form the basis of delivery. This will include critical enquiry around case studies and group work, which will develop a community of practice. These activities are designed to develop students’ specific subject knowledge and to increase their ability and capacity to analyse and critically evaluate psychology literature. The learning and teaching approach adopted on the programme is also designed to develop students’ professional/vocational skills linked to time management, the use of technology for learning, communication, problem solving and team work.
5.2 Types of assessment employed:
Assessments are designed to maximise the potential for sharing of questions, queries, and answers as part of the community of practice that underpins the programme.
Both formative and summative assessments will be part of the assessment strategy for the programme.
Specific assessment types will include:
Essay (KIS: Written assignment): The essay will offer students the opportunity to both articulate and present a clear and coherent argument. In particular developing a structured approach to critical thinking and scientific writing.
Case study (KIS Written assignment): The purpose of this assessment is to develop the ability to apply sport and exercise psychological theory against ‘real world’ examples. The assessment will develop the students’ ability to make the important link between theory and practice and to contextualise real world issues in a theoretically driven manner.
Research project (Report): The research project aims to help students master data collection, analysis and interpretation in a relevant area of psychology. As well as allowing students to explore a specific issue/topic in greater detail the assessment also seeks to enhance research methodology knowledge and skills.
Within the programme, the importance of formative assessment practices and feedback is paramount as research within TESTA has demonstrated. Key learning for students around clarity of goals and standards, use of feedback, and creating cycles of reflection is generated from formative tasks. The use of peer assessment is encouraged in a way to allow students to garner far more feedback from those around them on the programme in order to further benefit their learning.
5.4 Specifics of assessment:
In line with the University of Winchester Learning and Teaching Strategy, 2013-2016, a variety of innovative formative and summative assessment methods will be employed in the PGDip Psychology
Conversion for Sport and Exercise. The aim here is to balance the formative (developmental) and summative (judgemental) aspects of assessment to promote deeper learning among students and to give students a greater opportunity to maximise their potential.
With regards to feedback, students will receive both explanatory and diagnostic feedback, as well as grades/marks. All assessments will also be anchored in clearly articulated learning outcomes and assessment criteria; with specific assessment criteria for each summative mode of assessment published in each module handbook at the outset of each module.

For further details see the mapping grid for assessments in Appendix 2.
6.
QUALITY ASSURANCE AND ENHANCEMENT
6.1 Mechanisms for review and evaluation:
Quality assurance and enhancement at Module Level
Students provide feedback to module tutors through Module Evaluation Forms, reviews and other responses. The tutor collates the evaluation forms and produces a response for discussion at
Programme Committee. The response identifies good practice and proposes remedies for any points of concern. The response is made available to students at the next running of the module.
Quality assurance and enhancement at Programme Level
The Programme Committee evaluates the success of the programme, paying particular attention to student feedback and student representatives. Minutes from the Programme Committee and the
External Examiners report will inform the Annual Programme Evaluation which is submitted for approval to the Faculty Academic Development Committee. Issues for attention are identified and included in the action plan for the following year.
Quality assurance and enhancement at Department Level
The Annual Programme Evaluation is submitted to the Department for discussion and to draw out department objectives.
Quality assurance and enhancement at Faculty Level
The Annual Programme Evaluation is submitted to the Faculty Academic Development Committee which has oversight of learning development in the Faculty, including via the Peer Observation of
Teaching.
Quality assurance and enhancement at University Level
The quality of the programme is monitored by an External Examiner appointed by the University’s
Senate Academic Development Committee. The External Examiner’s Report is distributed to the Vice-
Chancellor, First Deputy Vice-Chancellor, Director of Academic Quality and Development, the Faculty
Dean and Faculty Head of Quality. A summary of all external examiner reports is received at Senate
Academic Development Committee. An annual audit of Faculties is conducted by Senate Academic
Development Committee.
Quality assurance and enhancement for Staff
The quality of learning and teaching is supported by the Peer Observation of Teaching and Staff
Development, by Staff Development and Review, by attendance at conferences and curriculumfocused staff development, by external involvement such as external examining and by involvement in research and knowledge exchange activities.
6.2 Indicators of Quality and Standards
External Examiner Report(s)
Annual Monitoring process
Student feedback including the National Student Survey or Postgraduate Taught Experience Survey
Student representation at Faculty level and University level committees
Programme Revalidation
Higher Education Review

7.
THE REGULATORY & POLICY FRAMEWORK
7.1 The programme conforms fully with the University’s Academic Regulations for Taught
Programmes of Study
7.2 No exemptions from the Academic Regulations are required.
7.3 External PSRB Accreditation
British Psychological Society (BPS) http://www.bps.org.uk/careers-education-training/accredited-courses-training-programmes/usefulaccreditation-documents/und
‘Accreditation through partnership’ is a process undertaken once the programme has been validated.
7.4 Engagement with UK Quality Code and Subject Benchmarks
Validation and Revalidation assure the University of the Programme’s continued engagement with
FHEQ and appropriate consideration of subject benchmarks. Between validations external examiners assure the University that this engagement remains active and evident.
7.5 Engagement with Work Based Learning and Placements Approved Procedures n/a

Appendix 1
Grids mapping Modules to Programme Aims and Learning Outcomes
Programme Aims: a) To develop knowledge and understanding of the core domains of psychology and the different theoretical and methodological perspectives associated with these domains. b) Equip students with subject-specific professional and practical skills that allow them to appropriately design, conduct, interpret and evaluate psychological studies. c) Confer eligibility for the Graduate Basis for Chartership of the British Psychological Society, provided the minimum standard of qualification of second-class honours is achieved. d) Foster a range of generic, transferable skills. e) Empower students to have the confidence to deploy their psychological and generic knowledge and skills appropriately in employment and further study.
Aim a Aim b Aim c Aim d Aim e
X X X
Modules
SP 7017 Conceptual and historical psychology
SP 7018 Developmental psychology
SP 7019 Biological psychology
SP 7020 Social psychology
SP 7021 Cognitive psychology
SP 7022 Research Project
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Programme Learning Outcomes a) Demonstrate a scientific understanding of mind, brain, behaviour, and experience, and of the complex interactions between them. b) Utilise psychological theory to explain real world phenomena. c) Demonstrate an understanding of the role of empirical evidence in the creation and constraint of theory and also in how theory guides the collection and interpretation of empirical data. d) Generate and explore hypotheses and research questions, present and evaluate research findings; and to analyse data using both quantitative and qualitative methods. e) Critically evaluate theory, research findings, and applications.
Modules
SP 7017 Conceptual and historical psychology
SP 7018 Developmental psychology
SP 7019 Biological psychology
SP 7020 Social psychology
SP 7021 Cognitive psychology
SP 7022 Research Project
LOa
X
X
X
X
LOb
X
X
X
X
LOc
X
LOd
X
LOe
X
X
X
X
X
X

Appendix 2 Assessments mapped to the Modules
Each column is headed by the name of assessment type, as defined by the Programme (not KIS), eg blog, essay, portfolio.
Essay Case study Research project
Presentation Formative
task
SP 7017 Conceptual and historical psychology
X X
SP 7018 Developmental psychology
SP 7019 Biological psychology
SP 7020 Social psychology
SP 7021 Cognitive psychology
SP 7022 Research Project
X
X
X
X
X
X
X
X
X