NORTHUMBRIA UNIVERSITY
POSTGRADUATE PROGRAMME SPECIFICATION
(see guidance notes for completion1)
Please note that from January 2005
 Where a programme is delivered in more than one mode:
o a full Programme Specification is completed for what is deemed to be the main mode
o details of other modes (part-time, franchise deliveries etc.) are entered onto a Delivery Supplement which is attached to the main document
o one or more delivery supplements may be included at the time of validation, or added when an additional mode of delivery is subsequently
approved.
 Any changes made to an approved Programme Specification are indicated on a Log of Changes sheet, and appended.
Sections 1-10 below indicate all modes of delivery and attendance, with the main mode highlighted by the use of bold type; sections 11-20 refer to the main
mode of delivery.
1.
Programme Title and Award
Master of Science (MSc) in Clinical Exercise Physiology
Postgraduate Diploma in Clinical Exercise Physiology
Postgraduate Certificate in Clinical Exercise Physiology
Postgraduate Certificate in Sport and Exercise Studies
2.
External Admissions Code if applicable
3.
Northumbria Programme Code
ie SITS route code
4.
5.
Mode(s) of Delivery please indicate the main mode
Classroombased
X
of delivery in bold
Mode(s) of Attendance please indicate the main
Full-time
X

Distance Learning
Blended
Sandwich
Part-time
X
delivery in bold
Other please specify
6.
Location(s) of Delivery if other than Northumbria
Northumbria University
7.
Collaborative Provision if applicable
Franchised
Validated
Joint
Partner Institution(s)
8.
Date(s) of Approval/Review
17 March 2010
9.
QAA Subject Benchmark Group if applicable
Unit 25
10.
PSRB accreditation if applicable
N/A
1 The
Programme Specification should be completed in accordance with the guidelines available from http://Northumbria.ac.uk/sd/central/ar/lts/approval/progspecs/
Dual
NORTHUMBRIA UNIVERSITY
POSTGRADUATE PROGRAMME SPECIFICATION
Sections 11 – 20 relate to the main delivery as indicated in bold above.
11.
Educational Aims of the Programme Specified in terms of the general intentions of the programme and its distinctive characteristics; these should be consistent
with any relevant benchmark and with the Mission of the University.
The field of clinical exercise physiology focuses on the study of acute physiological as well as pathophysiological responses to physical activity and
how regular exercise alters human form and functional capacity. Clinical exercise physiology (CEP) has a strong foundation in basic science and
applied research approaches to the study of acute and chronic adaptations to exercise, ranging from sub-cellular to systemic levels of organisation.
The applied clinical branch of the field involves the application of various exercise modalities for the assessment of physiologic functional capacity in
healthy individuals and the diagnosis and rehabilitation of dysfunction in those with chronic disease and disability.
This programme aims to prepare graduates to be able to improve a person's physical status and quality of life through individualised assessment and
exercise prescription in the dual context of clinical pathology (acute and chronic) and enhancement of daily living activities. The roles that can be
performed by a CEP are varied and include: cardiac rehabilitation; respiratory disorder rehabilitation; health screening and intervention; obesity
management; and exercise therapy for special populations. Clinical exercise physiologists form the basis of phase III and IV cardiac rehabilitation
programmes, phase II and III chronic obstruction pulmonary disorder (COPD) rehabilitation programmes and GP referral schemes.
Building upon the department’s existing strengths in the provision of undergraduate sport and exercise science teaching and utilising the expertise
within the Department of Sport and Exercise Science, the degree aims to equip students with a solid knowledge foundation, key practitioner skills, and
research skills that effectively prepare them for a career in clinical exercise physiology. The programme aims to develop in graduates a critical
understanding of theoretical and vocationally relevant issues for clinical exercise physiology in contemporary society and to provide a basis for entry for
further professional development in this area of the industry. This programme has a very applied focus and is guided by key professional
competencies. Throughout the programme students are encouraged to apply their theoretical knowledge in practical settings. This focus upon
professional skills and vocational practice is in line with the University Mission to promote employability.
Specifically the programme aims to:
 provide an advanced understanding of key theoretical issues and current framework in clinical exercise physiology
 provide a focus on the application of theory to real world practice
 provide students with a range of professional skills important for development as a practitioner or researcher
 instruct students in a range of practical competencies pertinent to clinical exercise physiology
 provide students with the opportunity to develop skills in designing, conducting, analysing and reporting empirical research
 provide the foundation for a career as a clinical exercise physiologist
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NORTHUMBRIA UNIVERSITY
POSTGRADUATE PROGRAMME SPECIFICATION
12.
How Students are Supported in their Learning/Employability/Career Development eg curriculum design, personal development plans, placements,
fieldwork, practical projects.
Student learning is supported by a curriculum design that facilitates an advanced understanding of theory and practice at the forefront of the academic
and professional discipline. The degree commences with a comprehensive induction programme that aims to provide information and support on all
aspects of the postgraduate student experience. Emphasis is placed upon outlining the demands and expectations that characterise academic
masters level performance. In terms of student support, sessions are provided that outline the availability of, and access to, learning support and
effective study skill assistance. This includes tutorials on accessing learning resources such as electronic databases, journals and e-mail, ICT systems
in the university and advanced statistical packages. Students receive extensive written material detailing academic support together with a
comprehensive handbook and University assessment regulations.
Study problems or social/psychological factors that may inhibit learning are dealt with through the guidance tutorial system. The induction includes an
introduction to guidance tutors, and an explanation of the purpose and process of the tutorial system. Tutors are allocated at induction and regular
meetings take place throughout the course of study. A contact system has been well established through appointment sheets on office doors or
through e-mail to a particular tutor. All students have personal development portfolios in which they record their learning and plan for the future. This is
used within personal tutorials to provide a framework with which to promote individual and empowered learning.
The curriculum itself is designed to ensure that during the first two semesters students cover core areas of knowledge and practical skills. Particular
attention has been given to ensure teaching embraces measures that encourage a critical approach, focusing upon problem solving and critical
analysis in programme objectives and building in teaching activities that demand a systematic and creative problem solving approach. Students are
encouraged to be reflective and self-critical and to adopt an active and collaborative approach to their studies. In the final semester students, with the
support of supervisors, carry out an empirical piece of research (the dissertation) that requires a synthesis of knowledge and understanding covered on
the programme. The experience of confronting and dealing with conceptual, methodological and logistical problems of applied research helps to give a
deeper understanding of clinical exercise physiology. The dissertation gives students an opportunity to conduct applied research in an exercise
physiology context in a safe environment where they have the support of a specified project tutor.
The University is committed to listening to student views on their programme of study, and responding to them. There are a number of avenues open
to students. First is informal contact with a tutor or guidance tutor. Programme meetings are held each semester between the programme leader and
the programme representative (appointed during induction sessions). This meeting facilitates liaison between the students and staff regarding module
and general programme progression. All programme academic staff are invited to attend, or alternatively they submit written comments regarding
module progress. The minutes of this meeting are placed onto the e-learning portal and subsequently feed into the Staff-Student Committee meeting
which addresses any outstanding issues and identifies areas of good practice.
The modules are to be delivered in a format that will make the programme accessible for day release study for part time students. To facilitate access
to guidance support guidance tutors will be available for meetings with part time students at the end of their scheduled teaching day. Specific attention
will be paid during induction to offering two days when part time students can attend. Any follow up activities and information will be supplied to
students in a self-help information pack if the students are unable to attend subsequent days. It is anticipated that the mix of part time students
immersed in related professional disciplines with full time students will allow for a variety of discussion and perspectives and is anticipated to be a
benefit of the programme.
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NORTHUMBRIA UNIVERSITY
POSTGRADUATE PROGRAMME SPECIFICATION
13.
Learning Outcomes of Programme Specified in terms of performance capabilities to be shown on completion of the programme. Please identify numerically to
correspond to the map of learning outcomes in section 18.
a) Knowledge and Understanding
At the end of the programme, students should be able to:
1.
Effectively utilise quantitative research including methods of gathering, analysing, interpreting and reporting data collected through their
own research.
2.
Critically evaluate the theoretical underpinnings of a range of diagnostic measures and criteria.
3.
Critically appraise a range of contemporary professional issues in clinical exercise physiology and demonstrate awareness of ethics
and equal opportunities.
4.
Critically evaluate a range of contemporary and alternative clinical interventions.
5.
Demonstrate a critical awareness of the roles and input of other relevant professional clinical disciplines.
b) Intellectual Skills
At the end of the programme, students should be able to:
1. Critically analyse problems and identify appropriate solutions.
2. Apply critical self-reflection to become an effective practitioner.
3. Synthesise and critique key literature to provide a literature review of a subject area.
4. Demonstrate a critical awareness of current issues in clinical exercise physiology
c) Practical Skills
At the end of the programme, students should be able to:
1. Practically apply a range of theoretical concepts to real life scenarios.
2. Demonstrate a range of skills relevant to clinical interpretation and diagnosis.
3. Assess and devise appropriate interventions for health disorders and special populations.
4. Employ appropriate clinical skills.
5. Design, conduct, analyse and report and present an ethically sound independent empirical research project.
6. Utilise a range of qualitative, numerical and quantitative skills including the use of advanced statistical and analytical techniques.
d) Transferable/Key Skills
At the end of the programme, students should be able to:
1. Manage and apply intellect; critically analyse and evaluate reflectively.
2. Manage self; time management; set priorities and work independently.
3. Work well with others; building, maintaining and improving relationships; making positive contributions to teams.
4. Communicate effectively: listening; influencing others; oral and written communication; including the preparation of reports, writing for and
presenting to different audiences using a range of media.
5. Use information technology effectively for learning and professional practice
6. Apply skills in numeracy and mathematical reasoning
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NORTHUMBRIA UNIVERSITY
POSTGRADUATE PROGRAMME SPECIFICATION
14.
Learning, Teaching and Assessment Strategy Specified to enable learners to achieve and demonstrate the above learning outcomes.
The programme is designed to ensure alignment of learning outcomes, delivery methods and assessment practice. Each module descriptor explicitly
states the link between stated learning outcomes and the assessment of the outcomes. Assessment types include exams, oral and poster
presentations, case studies, assignments, practical skills, small-scale projects and a dissertation and are designed to reflect the nature of the learning
outcomes. Student achievement is assessed through reference to a generic grade descriptor in the student handbook, adapted to specific module
needs. The programme includes a range of delivery methods, such as lectures, seminars, workshops, tutorials, laboratory sessions, experiential
learning, directed and independent learning, and includes the use of e-learning as a supportive mechanism through the University blackboard site and
use of e-mail.
This programme uses a variety of teaching methods and will provide the students with the opportunity of learning from practical as well as theoretical
perspectives. Such an approach will allow students to enhance various skills such as informed debate with peers and self-directed study. Lectures will
be delivered to small groups and students are expected to regard the information gained as a guideline/basis for further research and study, to be done
in non-contact time. All teaching will be underpinned by the practical, professional and research expertise of the staff involved in the programme. In
seminars, the aim is to get students to read more widely prior to the session. Seminars attempt to clarify student comprehension of the chosen topic
and to encourage the development of argument and debate effectively and constructively. The practical sessions mainly involve laboratory work or may
be conducted in the field to develop practical/laboratory/field work skills. With guidance, students are then expected to develop the analytical, data
handling, and scientific report skills. In each of the sessions students are made aware of and are expected to follow health and safety regulations and
ethical considerations.
Assessment at postgraduate level provide students with the opportunity to demonstrate critical analysis, deep and insightful thought and the application
of knowledge. Coursework not only optimises the student learning experience but also enables the aforementioned skills, together with the
transferable and practical/professional skills that are developed and learnt throughout modules, to be effectively evaluated. A wide variety of
assessment modes are employed including case studies, laboratory reports, preparing articles suitable for journals, and poster/oral presentations.
Poster and oral presentations are employed to enable students to research a topic and present it in a clear aural/oral/visual format. The aim is to
enhance skills of information presentation to a level suitable for a scientific research conference.
The knowledge and skills of a typical graduate from this programme take into account those laid out in the benchmark statement for Hospitality,
Leisure, Sport and Tourism under sections 3.2 (knowledge), 3.3 (intellectual skills) and 3.5 (key skills). Those listed below encompass these
benchmark standards but develop them further in accordance with the M-Level descriptors identified in the Framework for Higher Education
Qualifications in England, Wales and Northern Ireland, January 2001.
Knowledge and Understanding
Knowledge and understanding of subject specialism (A3, 4 & 5) are developed through the epidemiology, exercise prescription, contextualising CEP
and exercise psychology modules. The clinical competency module allows students to develop critical appraisal of diagnostic methods and criteria (A2).
The research methods module requires students to effectively work within quantitative research paradigms, and to collect, and analyse data, and report
their own research (A1). Lectures provide the main theoretical frameworks, whilst accompanying seminars emphasise depth of coverage. Seminars
and practical laboratory sessions also provide an opportunity to explore and discuss knowledge, understanding and ideas with staff and other students
and to apply theoretical knowledge to practical settings. The dissertation provides an opportunity to engage deeply with research, and to develop
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NORTHUMBRIA UNIVERSITY
POSTGRADUATE PROGRAMME SPECIFICATION
overarching analytical thinking and judgement of key issues and concepts in clinical exercise physiology.
Knowledge is assessed by seen and unseen examinations, course assignments, case studies, research proposals and data analysis. Written feedback
is given on all assessed assignments and informal feedback is given on formative coursework throughout. The dissertation module assesses
knowledge from A1, A3 and A4 and will enable students to select a topic from any aspect of clinical exercise physiology.
Intellectual Skills
All modules contribute to students’ ability to critically analyse problems and identify appropriate solutions (B1). The clinical competencies and skill
assessment module is specifically designed to enable students to develop their skills of critical analysis and reflection (B2). This will be done through
the use of personal logbooks that ask students to critically reflect upon their own performance. The modules covering epidemiology, prescription,
contextualising CEP and exercise psychology are designed to enable students to become reflective practitioners who have critical awareness of current
issues in CEP and exercise psychology (B4). The epidemiology and prescription modules also allow students to develop the skill of conducting a
literature review in a selected subject area (B3). This skill is further developed during completion of the dissertation.
Assessment of intellectual skills is achieved by unseen examinations, assignments, case studies, research proposals and data analysis. Written
feedback is given on all assessed assignments and informal feedback is given on formative coursework throughout.
Practical Skills
The package of modules enables students to develop a range of practical skills. Practical skills C1-4 are acquired through the exercise prescription,
clinical competencies and exercise psychology modules. C4 is predominantly addressed in the clinical competencies module, which provides
theoretical understanding of assessment, and allows students the opportunity to develop a range of laboratory skills. In addition these skills are
developed in the exercise prescription and exercise psychology modules. The research module enables students to acquire key research skills and
requires students to utilise a range of quantitative, and numerical skills, including the use of advanced statistical and analytical techniques (C6).
Students are able to draw upon these key skills in the completion of the dissertation, where they have to design, conduct, analyse and report an
ethically sound empirical research project (C5).
Practical skills are assessed by case studies, competency assessments and experimental reports.
Transferable/Key Skills
Key skills (e.g. managing and applying intellect, critical analysis and reflective evaluation, time management, working with others, effective
communication, use of information technology and numeracy and mathematical reasoning) are developed throughout the programme. The use of IT for
learning is encouraged in all modules. The students will need to become familiar with numerous pieces of electronic laboratory equipment in the
collection of data. They will also require mastery of spreadsheets and statistical software for analysis of data and finally the presentation of results will
demand familiarity with word processing and presentation software. Further IT skills will be developed through Blackboard™, use of the internet and the
library NORA system. The ability to work with others and the ability to communicate effectively is developed by group discussions and debates in
seminars across modules. Modules normally include both formative and summative assessments, with opportunities for verbal and written feedback.
Transferable/key skills are assessed through course work, case studies, practical assessments, research proposals, examinations and the dissertation.
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NORTHUMBRIA UNIVERSITY
POSTGRADUATE PROGRAMME SPECIFICATION
15.
Programme Structure The Modular Framework for Northumbria Awards2 allows programmes to be validated with up to 30 Level 6 credits. Possible stages/awards
are indicated; please delete rows as required. Diagrams can also be used to demonstrate the structure.
Programme Structure Refer if necessary to appended diagrams
Postgraduate
Certificate in Clinical
Exercise Physiology
60 credits at Level 7
Semester 1
Epidemiology, Aetiology and Pathology
of Health Disorders and Special
Populations
(20 credits)
Semester 2
Exercise Prescription for Health
Disorders and Special Populations
(20 credits)
Clinical Competencies and
Assessment Skills
(20 credits)
Postgraduate
Certificate in Sport
and Exercise Studies
60 credits at Level 7
60 credits from any combination of:
 Epidemiology, Aetiology and Pathology of Health Disorders and Special Populations (20 credits)
 Exercise Prescription for Health Disorders and Special Populations (20 credits)
 Clinical Competencies and Assessment Skills (20 credits)
 Contextualising Clinical Exercise Physiology (20 credits)
 Exercise Psychology (20 credits)
Semester 1
Epidemiology, Aetiology and Pathology
of Health Disorders and Special
Populations
(20 credits)
Clinical Competencies and
Assessment Skills
(20 credits)
Semester 2
Exercise Prescription for Health
Disorders and Special Populations
(20 credits)
Contextualising Clinical Exercise
Physiology
(20 credits)
Exercise Psychology
(20 credits)
2
The Modular Framework for Northumbria Awards available from http://Northumbria.ac.uk/sd/central/ar/lts/approval/framework/
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NORTHUMBRIA UNIVERSITY
POSTGRADUATE PROGRAMME SPECIFICATION
Postgraduate
Diploma in Clinical
Exercise Physiology
120 credits at Level 7
Semester 1
Epidemiology, Aetiology and Pathology
of Health Disorders and Special
Populations
(20 credits)
Clinical Competencies and
Assessment Skills
(20 credits)
Semester 2
Exercise Prescription for Health
Disorders and Special Populations
(20 credits)
Contextualising Clinical Exercise
Physiology
(20 credits)
Exercise Psychology
(20 credits)
Clinical Research Governance and Research Methods
(20 credits)
Students must successfully complete the 120-credit taught programme (PG Dip) to be eligible to progress to the
Masters stage.
Masters in Clinical
Exercise Physiology
180 credits at Level 7
Semester 1
Epidemiology, Aetiology and
Pathology of Health Disorders and
Special Populations
(20 credits)
Semester 2
Exercise Prescription for Health
Disorders and Special Populations
(20 credits)
Clinical Competencies and
Contextualising Clinical Exercise
Assessment Skills
Physiology
(20 credits)
(20 credits)
Exercise Psychology
(20 credits)
Semester 3
Dissertation
(60 credits)
Clinical Research Governance and Research Methods
(20 credits)
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NORTHUMBRIA UNIVERSITY
POSTGRADUATE PROGRAMME SPECIFICATION
16.
Lower Level Awards Credit Structure and Programme Learning Outcomes for Lower Level Awards.
Please delete or add rows as appropriate, with reference to the Assessment Regulations for Northumbria Awards 3 . Learning outcomes should be specified for each
lower level award in accordance with the QAA Framework for Higher Education Qualifications4 which also provides generic qualification descriptors for each level. The
standard credit structure for each award is given below. The Modular Framework for Northumbria Awards2 allows postgraduate taught programmes to be validated with
up to 30 Level 6 credits.
Award
Programme Learning Outcomes may be completed with reference to section 13.
Postgraduate Certificate in
Clinical Exercise Physiology
Knowledge and understanding A2,4,5
Intellectual skills B1,3,4
Practical skills C1,3
Transferable skills D1,2,3,4,5
Knowledge and understanding A2
Intellectual skills B1,4
Practical skills C1,3
Transferable skills D1,2,3,4,5
Knowledge and understanding A2,3,4,5
Intellectual skills B1,2,3,4
Practical skills C1,2,3,4,6
Transferable key skills D1,2,3,4,5,6
60 credits at Level 7
Postgraduate Certificate Sport
and Exercise Studies
60 credits at Level 7
Postgraduate Diploma in
Clinical Exercise Physiology
120 credits at Level 7
17.
Variation from Assessment Regulations or the Modular Framework Provide details of any approved variations from the Assessment Regulations for
Northumbria Awards (ARNA)3 or the Modular Framework for Northumbria Awards2.
N/A
2
The Modular Framework for Northumbria Awards available from http://Northumbria.ac.uk/sd/central/ar/lts/approval/framework/
The Assessment Regulations for Northumbria Awards available from http://Northumbria.ac.uk/sd/central/ar/lts/approval/assess/
4
There is a link to the QAA Framework for Higher Education Qualifications at http://Northumbria.ac.uk/sd/central/ar/lts/approval/
3
2
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NORTHUMBRIA UNIVERSITY
POSTGRADUATE PROGRAMME SPECIFICATION
18.
Mapping of Learning Outcomes
This section shows how the individual modules (with module learning outcomes as written in the module descriptor) together contribute to programme learning
outcomes. It should be presented as a matrix of programme learning outcomes (as identified numerically in section 13), against modules. Where a module contributes to
a programme-learning outcome it should be flagged. Standard practice will be for a single symbol to indicate a learning outcome addressed in the module. See
guidance notes for discussion of alternative practices.
The following matrix is for a programme structure with 6 learning outcomes in each of the categories of section 13, with rows for modules. See guidance notes for a
discussion of the treatment of option modules. The matrix should be extended as required.
MODULE CODE
Core/
option
C/O
a) Knowledge &
Understanding
1
2
Epidemiology
C
√
Prescription
C
√
Clinical Competency
C
√
Contextualising CEP
C
Exercise Psychology
C
Research Methods
C
√
Dissertation
C
√
prog_spec_pg_nov_08.doc
3
√
b) Intellectual
Skills
4
5
1
√
√
√
√
√
√
3
4
√
√
√
√
√
√
√
√
√
2
√
√
√
√
1
2
√
√
√
√
c) Practical Skills
3
√
√
4
d) Transferable Key Skills
5
6
1
2
3
4
5
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
6
√
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NORTHUMBRIA UNIVERSITY
POSTGRADUATE PROGRAMME SPECIFICATION
19.
Admission Requirements Please give details of specific programme requirements including approved arrangements for admission with advanced standing, where
appropriate.
The minimum entry requirement for students is a first degree, normally in the Upper Second class category in: sport science, physical education,
physiotherapy or other related field. Students will be considered with other appropriate qualifications or experience that are deemed equivalent.
Applicants should normally be able to demonstrate a background in research methods or a related discipline.
20.
Application Procedure The approved procedure should be indicated
Applicants complete a standard university application form.
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