FACULTY OF SCIENCES
SCHOOL OF SPORT & EXERCISE SCIENCES
BSc (Hons) Sport and Exercise Science
COURSE GUIDE
2015/16
THE UNIVERSITY OF KENT
AT MEDWAY
1
UNIVERSITY OF KENT AT MEDWAY
School of Sport and Exercise Sciences – UNDERGRADUATE COURSE
GUIDE
CONTENTS
PAGE
1.
INTRODUCTION
4
2.
USEFUL NAMES , NUMBERS & CAMPUS MAP
5
3.
AIMS AND OBJECTVES
8
4.
COURSE STRUCTURE & ORGANISATION
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4.11
4.12
4.13
4.14
4.15
4.16
4.17
4.18
4.19
4.20
4.21
4.22
4.23
4.24
4.25
4.26
4.27
4.28
4.29
4.30
4.31
4.32
Curriculum Content and Organisation
Teaching Weeks 2014/15
The Credit Framework
Assessment Conventions Stage 1
Assessment Conventions Stage 2 & 3
Choosing Your Modules
Information about Lectures/Seminars/Timetable
Coursework & Examinations
Seminars & Supervisions
Assessment Arrangements
Student Data System
Course Monitoring
Course Evaluation
Teaching & Learning Strategy
Information Technology, e-learning and Moodle
Tutorials
Complaints Procedure
Internal Mail/Electronic Mail/Web
Intermission / Withdrawal / Transfer of Faculty
Student Learning Advisory Service
Diploma Supplement
Counselling Service
ENGLISH Language Unit
Student Support and Wellbeing
The Careers Service
Student Representation
Student Activities Centre
The Registry
Student Welfare Offices & Medical Information
Chaplaincy
Volunteering & Skills Development
Medical Information
2
9
36
37
41
42
45
45
46
48
50
50
51
52
52
53
53
54
54
55
56
58
59
60
60
61
62
63
63
63
65
66
66
4.33
4.34
4.35
4.36
4.37
4.38
5.
European Computer Driving Licence
Library Information
The Kent Law Clinic
Jobshop
The Faculty Office
‘Getting Started at Kent’ booklet
66
67
67
67
68
68
ADDITIONAL INFORMATION
5.1
5.2
5.3
5.4
5.5
5.6
5.7
5.8
5.9
5.10
5.11
5.12
5.13
5.14
5.15
Assignment Feedback Form
Assessment criteria essays, reports & dissertations
Concession Request Form
Extension Request Form
Essay Guidelines
Improving your Content
What your Tutor will be looking for
Academic Integrity and Honesty at University
Referencing Your Work
Personal Development Planner PDP
Dignity at Work and Study Policy
European Credit Transfer System
University Support Services Links
Personal Academic Support System (PASS)
Greenwich and Kent Students’ Unions Together
3
69
70
72
75
78
81
82
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85
91
91
92
94
94
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School of Sport and Exercise Sciences UNDERGRADUATE COURSE
GUIDE
1.
INTRODUCTION
Welcome to the School of Sport and Exercise Sciences at the
University of Kent.
This Course Guide sets out some general information, and the
rules and regulations concerning the following Undergraduate
degree programmes:
BSc (Hons) Sport and Exercise Science
You will be given access to individual module guides, which will
provide the details of each individual module that you are
studying e.g. module content, assessment details and key
readings.
You will be allocated an Academic Tutor who, as a new student,
you are required to meet at least once in the first term. Tutor lists
will be posted on student notice boards early in the autumn term.
Please ensure you find out who your tutor is and their office
hours so that you can make initial contact to discuss your
progress on the course and any other related matters.
If you require any further information about any aspect of the
course please feel free to contact me, or Michaela Fullman in
room M1-03. I hope that you enjoy your time at the University of
Kent and successfully complete your studies.
Professor Louis Passfield
Head of School of Sport and Exercise Sciences
Room M2-31
Telephone Number (01634 888858)
E-mail address l.passfield@kent.ac.uk
4
2.
USEFUL NAMES, NUMBERS & CAMPUS MAP
School of Sport and Exercise Sciences
Prof Louis Passfield
Head of the School of Sport and
Exercise Sciences
 Academic Staff
Jane Glew
Deputy Head of the School of Sport
and Exercise Sciences.
Module Convenor SS556.
Dr Steve Meadows
Director of Studies for:
BSc (Hons) Sport & Exercise for
Health, Lecturer, School Senior Tutor,
Chair of Ethics & Chief Examiner
(Stage1).
Module Convenor SS523 & SS527
Dr James Hopker
Senior Lecturer & Academic Advisor
Module Convenor SS349, SS564 &
SS802
Lucy Hale
Lecturer, Academic Advisor & UG
Admissions Lecturer and Lecturer
Module Convenor SS313, SS533 &
SS809
Dr.Sakis Pappous
Reader – on sabbatical.
Dr Nikki Koutrou
Dr Carla Meijen
Kyra
De
Berthoud
Sadie Jones
Coninck
Dr Glen Davison
Dr Lex Mauger
Lecturer & Academic Advisor
Module convenor for SS530, SS504,
SS503, SS555, SS567 SS574 &
SS350
Lecturer, Chair of Staff Student Liaison
Committee Meeting, Chief examiner
for all undergraduate programmes
& Personal Tutor
Module Convenor SS312, SS344,
SS546, SS569 & SS807
Lecturer & Academic Advisor
Module Convenor SS347 & SS558
Lecturer, Academic Advisor & Director
of Studies for BSc Sports Therapy
Module Convenor for SS562 & SS822
Senior Lecturer & Academic Advisor
Director of Studies for:
MSc Sport Science for Optimal
Performance, Director of Graduate
Studies,
PGT Admissions (Science),Endurance
Research Group co-ordinator, coordinating SSES Peer observation
Module Convenor SS565 & SS820
Senior Lecturer & Academic Advisor &
Director of Studies for BSc (Hons)
Sport and Exercise Science and
MSci Applied Sport and Exercise
Science
Module Convenor SS534 & SS821
5
01634
888813
L.Passfield@kent.ac.uk
01634
888807
J.P.Glew@kent.ac.uk
01634
888811
S.Meadows@kent.ac.uk
01634
888814
J.G.Hopker@kent.ac.uk
01634
888810
L.J.Hale@kent.ac.uk
01634
888892
A.Pappous@kent.ac.uk
01634
888952
N.Koutrou@kent.ac.uk
01634
888816
C.Meijen@kent.ac.uk
01634
888809
01634
888971
K.De-Coninck@kent.ac.uk
01634
888994
G.Davison@kent.ac.uk
01634
888997
L.Mauger@kent.ac.uk
S.Jones@kent.ac.uk
Dr Karen Hambly
Director of Learning & Teaching,
Senior Lecturer, Academic Advisor
SSES Plagiarism Officer, Lead for
STPAH Research Group & Lead for
Student experience and teaching
workgroup.
Module Convenor SS561, SS568 &
SS804
Director of Research and MSc
Academic Advisor
Senior Lecturer & Academic Advisor
Module Convenor SS326, SS345,
SS566 , SS571, SS573 & SS806
Senior Lecturer & Academic Advisor
Director of Studies for:
BA (Hons) Sport & Exercise
Management and BA (Hons) in Sport
Management
Module Convenor SS338, SS346 &
SS576
Lecturer, Deputy Director of Learning
and Teaching & Academic Advisor
Module Convenor SS327, SS575 &
SS803
Lecturer, Academic Advisor & Deputy
chair for Ethics committee and Chair of
SSES Disciplinary Committee.
Module Convenor SS559 & SS560
01634
888805
K.Hambly@kent.ac.uk
01634
202791
01634
202904
S.M.Marcora@kent.ac.uk
01634
202998
J.W.Dickinson@kent.ac.uk
01634
888815
S.L.Winter@kent.ac.uk
01634
888465
K.Muthumayandi@kent.ac.uk
Stephen Earl
Sessional Lecturer
tbc
Dave Hooper
Sessional Lecturer
Dr John Molphy
Sessional Lecturer
Yusuf Shah
Sessional Lecturer
Hugh Thomson
Sessional Lecturer
01634
888880
01634
888880
01634
888880
01634
888880
01634
888880
01634
888457
m.merlini-553@kent.ac.uk
01634
888812
01634
888812
01634
333078
tbc
01634
888808
01634
888858
N.S.Johnson@kent.ac.uk
Prof.Samuele Marcora
Dr Mark Burnley
Dr John Dickinson
Dr.Samantha Winter
Karthik Muthumayandi

Sessional Staff
 Research Staff
Michele Merlini
Research Assistant

D.Hooper@kent.ac.uk
j.r.molphy@kent.ac.uk
Ys99@kent.ac.uk
H.Thomson@kent.ac.uk
Technical Staff
Andrew Wickens
Senior Sports Technician
Laura McPherson
Sport Support Technician
James Hogg
Sport Support Technician

M.Burnley@kent.ac.uk
L.mcpherson@kent.ac.uk
J.Hogg-580@kent.ac.uk
Administrative Staff
Nicola Johnson
Centre Administrator
Ruth Cox
Clerical Officer/PA
6
R.E.Cox@kent.ac.uk
Michaela Fullman
Student Support Officer
01634
202999
M.j.fullman@kent.ac.uk
Richard Millns
School Administration Manager
R.A.Millns@kent.ac.uk
tbc
Marketing Officer
01634
202905
01634
888463

Support/Administrative Staff - Chatham Maritime – Medway Building
Michaela Dalzell
Ann Finnegan
Vicki Scarrott
Levis Fernandes
Sarah Megson
Jodie Innes
Kelly Pawley
Receptionist
01634
888801/888802
M.Dalzell@kent.ac.uk
Finance
9:30 to 4:30
Central Administration
Manager
Clerical
Officer
/
Central Administration
Clerical
Officer/
Central Administration
01634 888913
ukmfinance@kent.ac.uk
01634 888937
S.Megson@kent.ac.uk
01634 888803
J.Innes@kent.ac.uk
01634 888898
K.Pawley@kent.ac.uk
7
2a MEDWAY CAMPUS MAP
3.
AIMS AND OBJECTIVES
For full details of programme aims and objectives see
http://www.kent.ac.uk/stms/.
Then go to Information for
Undergraduates and Programme Specifications.
8
4.
COURSE STRUCTURE AND ORGANISATION
4.1
Curriculum Content and Organisation
Stage 1
FUNDAMENTALS OF HUMAN ANATOMY AND
PHYSIOLOGY (Level C)
30 Credits
Dr John Dickinson/ Dr Irisz Levai / Anna Jackson
Availability
Method of
Assessment:
Contact Hours:
MODULE SS338
Autumn & Spring
This module is taught at the Medway campus only
50% In Class Test
50% practical skills examination
Lectures – 22 hours per annum; Seminars – 22 hours
(approximately)
Module Details:
The main aims of this module are to provide students with the knowledge and
ability to explore and gain knowledge of human physiology. Students will
explore the major systems of the human body, including the musculoskeletal
system, the cardiovascular system and the nervous system. Students will gain
an understanding of their structure, how they function, and how they are
affected by exercise.
Summary Intended Learning Outcomes:
1. Understand the structure and function of the major body systems.
2. Demonstrate an understanding of the roles of the body systems in
maintaining the
body’s internal environment during rest and in facilitating movement.
3. Describe the responses and adaptations of the body systems to
exercise.
Preliminary Reading:
[Mc]McArdle, W, D., Katch, I, F., Katch, V, L. (2009) Exercise Physiology
Energy, Nutrition and Human Performance. (7th Edn). London:Lippincott
Williams & Wilkins.
[Tort]Tortora, G, J & Derrickson, B. (2008) Principles of Anatomy and
Physiology. (12th Edn). London: Wiley.
Wilmore, J.H., Costill, D.L., & Kenny, L. W. (2008). Physiology of Sport and
Exercise. 4th Edition. Champaign IL: Human Kinetics.
9
Introduction to Fitness Testing (Level C)
15 Credits
Dr John Molphy
Availability
Method of
Assessment:
Contact Hours:
MODULE SS348
Autumn
This module is taught at the Medway campus only
100% observed practical assessment
Lectures – 10 hours per annum (approximately) ;
Seminars – 10 hours
Module Details:
This module looks at the systematic processes involved in testing fitness.
Consideration is given to the evaluation of fitness in both the field and in the
laboratory. A range of fitness tests for a variety of parameters of fitness are
covered. Students are taught to consider the reliability and validity of the tests
as well as the specificity of the test to the population they are working with.
Summary Intended Learning Outcomes:
1. Demonstrate knowledge and understanding of the different
components of basic physical fitness and their contribution to health
and athletic performance.
2. Administer a fitness assessment
Preliminary Reading:
ACSM. (2009). ACSM’s Guidelines for Exercise Testing & Prescription. 8th
edn. Philadelphia: Lippincott Williams & Wilkins. 616.82/ACS
Heyward, V.H. (2010). Advanced Fitness Assessment & Exercise
Prescription. 6th edn. Champaign, Illinois: Human Kinetics. 613.7/HEY
Maud, P.J. & Foster, C. (Eds). (2006). Physiological Assessment of Human
Fitness. 2nd edn. Champaign, Illinois: Human Kinetics. 613.70287/MAU
.
10
SPORT AND EXERCISE NUTRITION (Level C)
15 Credits
Lucy Hale
Availability
Method of
Assessment:
Contact Hours:
MODULE SS313
Spring
This module is taught at the Medway campus only
100% written examination
Lectures – 9 hours per annum (approximately). Labs - 9
hours per annum
Module Details:
This module provides students with an introduction to the basic principles of
Sport and Exercise Nutrition. Students will explore the macronutrients and
micronutrients and Fluid guidelines. A strong physiological understanding
underpins much of the module content
Summary Intended Learning Outcomes:
1. Determine the importance of selected nutrients and their functions
within the body.
2. Discuss how nutrition can help athletes enhance exercise performance.
3. Discuss the dietary reference values (DRV) for sedentary and athletic
populations and limitations associated with the use of DRVs.
Preliminary Reading:
Burke, L & Deakin, V. ( 2010) Clinical Sports Nutrition 4th Ed. London:
McGraw and Hill
Jeukendrup, A & Gleeson, M. (2010) Sports Nutrition: An Introduction to
Energy Production and Performance 2nd Ed. Champaign, IL; Leeds: Human
Kinetics.
McArdle, W. D., Katch, F. I & Katch, V. L. (2005) Sports & Exercise Nutrition
2nd Ed. Philadelphia: Lippincott Williams & Wilkins.
11
FUNCTIONAL ANATOMY (Level C)
15 Credits
Dr Mark /Burnley
Availability
Method of
Assessment:
Contact Hours:
MODULE SS326
Autumn & Spring
This module is taught at the Medway campus only
100% exam
Module Aims:
The main aims of this module are to provide students with the knowledge and
ability to explore and gain knowledge of anatomy and biomechanics. Students
will learn to describe the structure and function of the major bones, joints,
muscles and soft tissue structures of the lower limb, upper limb and trunk.
Students will also be able to describe the basic movements of the body.
Summary Intended Learning Outcomes:
1. Identify the major bones, muscles and joints of the human body
2. To describe the basic movements of the body.
3. Relate the interrelationship of human anatomical structure and
function.
Preliminary Reading:
Beil, A. (2005) Trail Guide to the Body. 3rd edn. Canada: Books of Discovery.
Palastanga, N. and Soames, R. (2012) Anatomy and Human Movement.
Structure and Function (6th Ed) London. Churchill Livingstone.
Stone, R. & Stone, J. (2005) Atlas of the Skeletal Muscles. 5th edn. Boston.
McGraw-Hill.
12
Introduction to Sport & Exercise Psychology
(Level C)
15 Credits
Dr Carla Meijen/ Stephen Earl
Availability
Method of
Assessment:
Contact Hours:
MODULE SS344
Autumn
This module is taught at the Medway campus only
100% In Class Test
Lectures – 12 hours per annum;
Module Details:
The module aims to provide students with knowledge and understanding of
human responses and adaptations to sport and exercise. Using a
psychological approach, students acquire knowledge and understanding of
sport and exercise performance and exercise adherence to promote health.
Lectures and seminars provide forums for discussion and understanding of
cognitions, affect and behaviour and the complex interactions between these.
A key module aim is to provide an understanding of the application of theory
to real ‘applied’ situations within sport and exercise settings.
Summary Intended Learning Outcomes:
Students who take full advantage of the opportunities made available to them
will, on successful completion of the module, be able to:
1. Show knowledge of psychological theories relating to sport & exercise
2. Show knowledge of cognitive and social psychological factors that
influence behaviour in a sport & exercise environment
3. Show knowledge of the theoretical principles of sports psychology
underpinning applied practice
4. Show knowledge of group and individual behaviour in sport & exercise
environments
Preliminary Reading:
Gill, D.L., & Williams, L. (2008). Psychological dynamics of sport and exercise.
Champaign, IL: Human Kinetics.
Schmidt, R.A., & Wrisberg, C.A. (2008). Motor learning and performance.
Champaign, IL: Human Kinetics.
Weinberg, R.S., & Gould, D. (2011/5) Foundations of Sport & Exercise
Psychology. Champaign, IL: Human Kinetics.
13
Introduction to Professional Skills
(Level C)
15 Credits
Dr James Hopker/ SSES staff
Availability
Method of
Assessment:
Contact Hours:
MODULE SS349
Autumn
This module is taught at the Medway campus only
100% coursework and attendance pass/fail
Lectures – 12 hours per annum; Seminars - 12 hours per
annum
Module Details:
The module aims to provide students with a basic knowledge of professional
skills, including employability skills, and research methods. This includes an
introduction to academic writing style, referencing, plagiarism, quantitative
research, qualitative research, history of science, critical thinking, and
statistics.
Summary Intended Learning Outcomes:
Students who take full advantage of the opportunities made available to them
will, on successful completion of the module, be able to:
1. To implement appropriate academic skills specific to the area of
study
2. To demonstrate understanding of basic research and statistical
concepts
3. To understand principles of research design and ethics
4. To demonstrate an appreciation of time management and
professional practice consummate with that expected for
University study.
Preliminary Reading:
Burns, R.B. (2000). Introduction to Research methods. London, United
Kingdom: Sage.
Coyle, D. (2010). The talent code: Greatness isn’t born. It’s grown. London,
United Kingdom: The Random House Group
Dweck, C. (2012). Mindset: How you can fulfil your potential. London, United
Kingdom: Constable & Robinson.
Gladwell, M. (2008) Outliers: The story of success. London, United Kingdom:
Penguin UK.
14
Gratton, C., & Jones, I. (2010). Research methods for sports studies. Oxon,
United Kingdom: Routledge.
Ryall, E. (2010). Critical thinking for sports students. Exeter, United Kingdom:
Learning Matters Ltd.
Syed, M. (2010). Bounce. The myth of talent and the power of practice.
London, United Kingdom: Harper Collins.
Syed, M. (2010). Bounce. The myth of talent and the power of practice.
London, United Kingdom: Harper Collins.
15
MODULE SS327
Introduction to Biomechanics
(Level C)
15 Credits
Dr Samantha Winter
Availability
Method of
Assessment:
Contact Hours:
Spring
This module is taught at the Medway campus only
Four online open book quizzes 60% and one written
worksheet 40%
Lectures – 12 hours per annum; Seminars - 12 hours per
annum
Module Details:
The module aims to provide students with a basic understanding of
mechanical principles and their applications to sports performance and human
movement in general. We will work by specifying a question about an aspect
of sports performance, and then examining the mechanical principles that
allow us to answer this question. You will need to use basic algebra to
answer some of the questions, but we will cover these techniques in class and
there will be plenty of information available via Moodle, so don’t worry if you
haven’t done any maths for a while.
Summary Intended Learning Outcomes:
1. Define basic biomechanical terms including: kinematic terms such as
velocity and acceleration, force, mass, work, energy.
2. Apply Newton's Laws and the impulse-change in momentum
relationship to basic two dimensional whole body movement.
3. Use basic trigonometric and algebraic techniques to manipulate and
solve equations of uniform acceleration.
4. Describe the effect of air resistance on performance in sports such as
cycling and tennis.
Preliminary Reading:
Hay, J.G. (1993) The biomechanics of sports techniques. 4 th Ed.
Englewood Cliffs NJ: Prentice-Hall.
McGinnis, P. (2013) Biomechanics of sport and exercise. 3 rd Ed.
Champaign, IL: Human Kinetics.
16
Stage 2
APPLIED SPORT AND EXERCISE PHYSIOLOGY
(Level I)
30 Credits
Dr. Lex Mauger
Availability
Method of
Assessment:
Contact Hours:
MODULE SS534
Autumn & Spring
This module is taught at the Medway campus only
10% practical/log assessment; 50% written examination ;
40% Written coursework assessment
Lectures – 36 hours per annum (approximately)
Module Details:
The module explores the body’s physiological response to exercise. The
module deals with the assessment and interpretation of aerobic and
anaerobic fitness and performance, blood lactate and ventilatory thresholds,
as well as cardiovascular control during exercise. It aims to provide a critical
review of the key physiological factors that determine and thus limit exercise
performance in humans.
Summary Intended Learning Outcomes:
1. Demonstrated a detailed understanding of physiological systems
relevant to exercise - muscle, cardiovascular, thermoregulation,
respiratory.
2. Demonstrated a detailed understanding of the regulation, adjustment
and
integration of specific physiological systems to the challenge of
exercise.
3. Discussed the adaptation of specific physiological systems to training.
4. Demonstrated competence in a range of physiology practical’s and
defined set of experimental and statistical techniques.
Preliminary Reading:
McArdle, W. D., Katch, F.I. & Katch, V.L. (2010). Exercise Physiology:
Energy, Nutrition, and Human Performance. 7th edn. Balitmore, USA:
Lippincott, Williams and Wilkins.
17
Research Methods
15 Credits Required
Dr Samantha Winter
Availability
Method of
Assessment:
MODULE SS575
Autumn
This module is taught at the Medway campus only
The assessment for this module is an analysis and
written results section which will be administered via
Moodle, which is worth 100% of the module mark.
Contact Hours:
Module Details:
The module aims to provide students with an understanding of research
methods typically used in the sport and exercise sciences, a large section on
statistics and a shorter section on qualitative analysis.
Summary Intended Learning Outcomes:
1. Analyse the strengths and weaknesses associated with selected
research methods;
2. Identify and interpret descriptive, graphical and inferential statistics that
inform answers to specific research questions concerned with both
simple and complex research designs;
3. Conduct a variety of statistical analyses using the computer software
SPSS and communicate an interpretation of the output in a written
research report format;
4. Familiarise themselves with the workings of a research study through
voluntary participation in a project.
Preliminary Reading:
Vincent, W. J. and Weir, J. (2012). Statistics in kinesiology. 4th Ed. Leeds:
Human Kinetics.
18
SPORT AND EXERCISE PSYCHOLOGY
(Level I)
15 Credits
Dr. Carla Meijen
Availability
Method of
Assessment:
Contact Hours:
MODULE SS569
Spring
This module is taught at the Medway campus only
100% coursework
Lectures – 24 hours per annum (approximately)
Module Details:
The module aims to provide students with knowledge and understanding of
human responses and adaptations to sport and exercise. Using a
psychological approach, students acquire knowledge and understanding of
sport and exercise performance and exercise adherence to promote health.
Lectures and seminars provide forums for discussion and understanding of
cognitions, affect and behaviour and the complex interactions between these.
A key module aim is to provide an understanding of the application of theory
to real ‘applied’ situations within sport and exercise settings.
Summary Intended Learning Outcomes:
1. Discuss and apply psychological theories relating to sport & exercise
2. Discuss the influence of cognitive and social psychological factors that
influence behaviour in a sport and exercise environment
3. Discuss the theoretical principles of sports psychology underpinning
applied practice
4. Discuss and apply knowledge of psychological concepts to group and
individual behaviour in sport and exercise environments
Preliminary Reading:
Biddle, S.J.H. & Mutrie, N. (2006). Psychology of physical activity
determinants, well-being and interventions. London: Routledge.
Buckworth, J., Dishman, R.L., O’Connor, P.J., & Tomporowski, P. (2013).
Exercise psychology. Champaign, IL: Human Kinetics.
Gill, D. L., & Williams, L. (2008). Psychological dynamics of sport and
exercise. Champaign, IL: Human Kinetics.
Lavallee, D., Williams, J.M., & Jones, M.V. (2008). Key studies in sport and
exercise psychology. New York: McGraw-Hill.
Taylor, J. & Wilson, G. (2005). Applying sport psychology. Champaign, IL:
Human Kinetics.
19
Weinberg, R.S., & Gould, D. (2007/2011). Foundations of Sport & Exercise
Psychology. Champaign, IL: Human Kinetics.
20
Biomechanical Analysis (Level I)
15 Credits
MODULE SS577
Autumn
Availability
Method of
Assessment:
Contact Hours:
This module is taught at the Medway campus only
100% Coursework
Total hours for the module will be 150. This will include 1
hour Lecture per week for 11 weeks. There will also be a
1 hour seminar each week.
Module Details:
This module is concerned with angular mechanics and the biomechanics of
complex movements. Laboratory experimentation will provide the
opportunity for students to develop practical skills in the use of a range of
analysis equipment such as a force plate and computer-based motion
analysis. A range of sport and exercise situations will be used to illustrate
the mechanical principles considered. These could include kinematic
analysis of walking; the kinetics of weight lifting; the computation of resultant
joint moments and gait analysis.
Summary Intended Learning Outcomes:
On successful completion of the module students will be able:
1. Apply Newton’s Laws to whole body and segmental angular motion.
2. Identify the steps involved in computing resultant joint moments using a
two dimensional inverse dynamics procedure and critically discuss
methodological issues involved in collecting the necessary data.
3. Explain the advantages of muscle indeterminacy and the limitations of an
inverse dynamics analysis.
4. Interpret a joint moment-time profile to identify common gait issues.
5. Recognise a typical stress-strain relationship for biological tissues and the
changes in mechanical properties that occur with training, ageing and
disuse.
Preliminary Reading:
Hamill, J. and Knutzen, K.M. (2009) Biomechanical basis of human
movement. 3rd Ed. London: Lippincott Williams and Wilkins.
Hay, J.G. (1993) The biomechanics of sports techniques. 4th Ed. Englewood
Cliffs NJ: Prentice-Hall.
McGinnis, P. (2005) Biomechanics of sport and exercise. 2nd Ed.
Champaign, IL: Human Kinetics.
Nordin, M. and Frankel, V. H. (2001) Basic biomechanics of the
musculoskeletal system. 3rd Ed. London : Lippincott Williams & Wilkins.
21
Nigg, B. and Herzog, W. (2007). Biomechanics of the Musculoskeletal
System. 3rd Ed. Chichester: Wiley & Son.
Winter, D. A. (2009) Biomechanics and Motor Control of Human Movement.
4th Ed. Chichester: Wiley & Son
22
Applied Nutrition for Sports Performance (Level I)
15 Credits optional
Lucy Hale
Availability
Method of
Assessment:
Contact Hours:
MODULE SS533
Autumn
This module is taught at the Medway campus only
100% written coursework
Total Hours for the module will be 150. This will include 1
hour lecture per week.
Module Details:
This module takes basic nutrition to the next level in an applied manner. The
different needs of different sports persons are considered. Students will gain
critical knowledge of common nutrition data collection and analysis methods.
Summary Intended Learning Outcomes:
1. Critically review and apply knowledge of nutrition in relation to sport.
2. Critically review factors that may influence the nutritional requirements
of sporting disciplines.
3. Compare and contrast different methods of nutrition data collection and
analysis.
Preliminary Reading:
Burke L., Deakin V. Clinical Sports Nutrition. McGraw and Hill
Burke, L. Practical Sports Nutrition. Australia: Human Kinetics
McCance & Widowsons. The Composition of Foods. Compiled by the Food
Standards Agency and Institute of Food Research: Cambridge: Royal Society
of Chemistry. (3rd 4th and 5th edition is also acceptable)
Jeukendrup A & Gleeson M. Sports Nutrition: An Introduction to Energy
Production and Performance Human Kinetics.
McArdle W.D., Katch F. I., Katch V. L. Exercise Physiology: Energy, Nutrition,
and Human Performance. Lippincott Williams & Wilkins.
23
RESEARCH STUDY PREPARATION (Level I)
15 Credits
Dr Mark Burnley/ Science and Therapy SSES Staff
Availability
Method of
Assessment:
Contact Hours:
MODULE SS573
Spring
This module is taught at the Medway campus only
100% Dissertation Proposal
1 hour lecture and 1 hour seminar a week or supervisory
meetings
Module Details:
The main aims of this module are to prepare students to conduct a research
dissertation in their third year. As such, this module precedes the SS566
Research Study in Sport Sciences. Students will be introduced to the process
of proposing research and gaining ethical clearance to conduct that research.
They will also be introduced to the research areas studied in the School of
Sport and Exercise Sciences and be provided with the opportunity to discuss
their research ideas with members of staff. By the end of the module,
students will have produced a clear proposal for their 3rd year dissertation to
proceed with the assistance of a named supervisor and submit an application
for ethical clearance.
Summary Intended Learning Outcomes:
Students who take full advantage of the opportunities made available to them
will, on successful completion of the module, be able to:
1. Complete an appropriate literature search associated with their chosen
topic of study using primary and secondary sources;
2. Demonstrate theoretical knowledge of devising a clear specific and
testable research question that can be realistically addressed within the
limitations of undergraduate study;
3. Work collaboratively with a recognized expert in their area of research
interest;
4. Demonstrate an awareness of the ethical concerns of research within
their subject specialism.
Preliminary Reading:
Burns, R. (2000). Introduction to Research Methods. London: Sage.
Creswell, J. (2009). Research design: qualitative, quantitative, and mixed
methods approaches. Thousand Oaks, CA: Sage.
Lynch, C. (2010). Doing you research project in sport. Exeter: Swales and
Willis
Field, A., Hole, G. (2003). How to design and report experiments. London:
Sage
24
Locke, L. Spirduso, W. Silverman, S. (2009) Reading and Understanding
Research. 3rd Ed. London: Sage.
25
FITNESS TRAINING METHODS (Level I)
15 Credits
Dr John Molphy
Availability
Method of
Assessment:
Contact Hours:
MODULE SS570
Spring
This module is taught at the Medway campus only
50% practical, 50% in-class test
Lectures – 10 hours per annum; Labs - 10 hours per
annum (approx.)
Module Details:
This module will provide students with a grounding in training theory and
application, specifically looking at programme design and implementation in
health and athletic performance.
Summary Intended Learning Outcomes:
Students who take full advantage of the opportunities made available to them
will, on successful completion of the module, be able to:
1. Apply knowledge and understanding of the different components of
physical
2. Fitness and their contribution to health and athletic performance .
3. Demonstrate theoretical knowledge and application of training
programme and training methodology design, evaluation and
implementation
4. Administer and evaluate an exercise training programme
Preliminary Reading:
Baechle, T.R. (2008). Essentials of strength training and conditioning. 3rd
Edition. Champaign, Illinois: Human Kinetics
Bompa, T.O. (2009). Periodization: Theory & Methodology of Training. 5th
Edition. Champaign, Illinois: Human Kinetics.
NASM. (2012). NASM Essentials of personal training. 4th Edition.
Philadelphia: Lippincott Williams & Wilkins.
26
Stage 3
EXERCISE PRESCRIPTION, REFERRAL AND
REHABILITATION (Level H) Optional
30 Credits
Steve Meadows
Availability
Method of
Assessment:
Contact Hours:
MODULE SS523
Autumn & Spring
This module is taught at the Medway campus only
60% coursework; 40% Examination
Lectures – 22 hours per annum; Seminars – 22 hours
(approximately)
Module Details:
The module provides a natural progression from Year 1 & 2 modules relating
to exercise prescription. It introduces students to some clinical exercise
physiology & the use of physical activity as a clinical management tool to
sustain & promote health. In September 2009, the Government announced
that physical activity should have a more central role within NHS policy
making. This suggests that exercise has an important clinical function, and
should not just be considered a lifestyle choice. The main focus for the
module is on an older adult population, who have an increased risk of
disease. Key exercise prescription principles are covered, and the sessions
will encourage students to take a critical and innovative approach to
promoting physical activity to older adult groups with different clinical
conditions. The assessments encourage vocational application of knowledge
through a case study assignment, using an older adult with diagnosed
coronary heart disease. Examination questions challenge the physiological &
psychosocial issues encountered in clinical groups. Students need to be able
to demonstrate that they can prescribe appropriate and effective exercise /
physical activity plans that accommodate the many challenges these
population groups face.
Summary Intended Learning Outcomes:
1. Critically discuss the role of exercise / physical activity for different
clinical population groups.
2. Explain appropriate adaptation / modification of exercise / physical
activity for different clinical population groups.
3. Recommend / prescribe appropriate exercise / physical activity plans
for different clinical population groups
Preliminary Reading:
Durstine, J.L. et al. (Eds.) (2009) ACSM’s Exercise Management for Persons
with Chronic Diseases and Disabilities. 3rd Ed. Illinois: Human Kinetics.
Pescatello, L.S. (Ed.) (2014) ACSM’s Guidelines for Exercise Testing &
Prescription, (9th ed.). Baltimore: Lippincott Williams & Wilkins.
27
Woolf-May, K. (2006) Exercise Prescription: Physiological Foundations. A
Guide for Health, Sport & Exercise Professionals. London: Churchill
Livingstone Elsevier.
28
HIGH PERFORMANCE PHYSIOLOGY
(Level H) optional
15 Credits
Dr. James Hopker/ Joel Chidley
Availability
Method of
Assessment:
Contact Hours:
MODULE SS564
Autumn
This module is taught at the Medway campus only
100% coursework
Lectures – 12 hours per annum; Seminars – 12 hours
(approximately)
Module Details:
This module aims to increase the student’s knowledge and understanding of
the physiology governing sports performance. Contemporary training methods
will be discussed. It also further develops the skills necessary to analyse and
critically assess performance. Practical sessions will also be conducted to
reinforce theoretical knowledge.
Summary Intended Learning Outcomes:
1. Understand the integrated nature of exercise physiology
2. Critically analyse the key physiological components required in sport
and exercise related activities
3. Critically analyse contemporary issues in relation to exercise
physiology and training
Preliminary Reading:
McArdle, W. D., Katch, F.I., & Katch, V.L. (2010). Exercise Physiology:
Energy, Nutrition, and Human Performance. 7th edn. Balitmore, USA:
Lippincott, Williams and Wilkins.
29
Specialised Issues in Sport and Exercise (Level H)
15 Credits Optional
Dr. John Dickinson
Availability
Method of
Assessment:
Contact Hours:
MODULE SS576
Spring
This module is taught at the Medway campus only
100% coursework
Lectures – 10 hours per annum (approximately)
Module Details:
Individuals from a variety of populations take part in sport and exercise. This
module takes an in-depth look at 'athletic populations' and factors that impact
on performance. Students will critically analyse and discuss what types of
exercise are optimal for different athletes and consider the risks and benefits
associated with sport and exercise activities. Students will focus on some key
issues related to sports performance, e.g. managing athlete with respiratory
issues? What strategies could be put to minimise musculoskeletal injury in
child athletes? Should pregnant females play sport? The module utilises the
expertise of staff within SESS, guest speakers and student contributions.
Students will be encouraged to think about how they might work with athletes
on an individual basis.
Summary Intended Learning Outcomes:
1. Demonstrate an understanding of the scientific principles
underpinning sport & exercise performance for different athletic
populations and environments
2. Critically analyse the benefits and risks of sport and exercise for
different athlete populations and environments
3. Critically analyse exercise recommendations for individual athletes
Preliminary Reading:
Joyce , D. & Lewindon, D. (2014) High Performance Training for Sports.
Champaign: Human Kinetics.
Lane, A. et al (2014) Case Studies in Sport Science and Medicine. London:
CreateSpace Independent Publishing Platform
ACSM (2010) ACSM’s Guidelines for Exercise Testing and Prescription. 8th
Ed. Maryland: Lippincott Williams & Wilkins.
Kremer & Fleck (2006) Strength Training for Young Athletes. Champaign, IL
Human Kinetiics.
30
McArdle, W.D., Katch, F.I. & Katch, V.L. (2009) Exercise Physiology –
Energy, Nutrition & Human Performance. 7th Ed. Baltimore: Lippincott
Williams & Wilkins.
Rowland, T.W. (2005) Children’s Exercise Physiology. 2nd Ed. Leeds: Human
Kinetics.
Winter, E.M. et al (2007) Sport & Exercise Physiology Testing Guidelines
(BASES) Volume One: Sport Testing. Oxon:Routledge.
Winter, E.M. et al (2007) Sport & Exercise Physiology Testing Guidelines
(BASES) Volume Two: Exercise & Clinical Testing. Oxon:Routledge
31
APPLIED SPORT AND EXERCISE PSYCHOLOGY
(Level H) Optional
15 Credits
Dr. Carla Meijen
Availability
Method of
Assessment:
Contact Hours:
MODULE SS546
Autumn
This module is taught at the Medway campus only
100% Written Report
Lectures – 22 hours per annum (approximately)
Module Details:
The module aims to provide students with more advanced knowledge and
understanding of human responses and adaptations to sport and exercise
environments. Using a psychological approach, students are offered the
forum for discussion and understanding of cognitions, affect and behaviour
and the complex interactions between these in the various scenarios that
present within a sport or exercise setting. A key module aim is to provide an
understanding of the psychological approaches within real ‘applied’ situations
within sport and exercise settings
Summary Intended Learning Outcomes:
1. Understand attitude formation and beliefs about sport psychology
2. Understand psychological theory used to explain performance
excellence in sport.
3. Understand behavioural observations for performance in sport and
exercise.
4. Be able to explain the effects of environmental and personal
dispositional variables on behaviour in a variety of sporting situations.
5. Write a critical in depth applied report.
Preliminary Reading:
Andersen, M.B. (2000). Doing sport psychology. Champaign, IL: Human
Kinetics.
Biddle, S.J.H., & Mutrie, N. (2008). Psychology of physical activity:
Determinants, well-being and interventions. London: Routledge.
Buckworth, J. & Dishman, R.K. (2002). Exercise psychology. Champaign,
IL: Human Kinetics.
Williams, J.M. (2010). Applied sport psychology: Personal growth to
peak performance. New York: McGraw-Hill.
32
CONTEMPORARY ISSUES IN SPORT AND EXERCISE
NUTRITION (Level H) optional
15 Credits
Dr. Glen Davison
Availability
Method of
Assessment:
Contact Hours:
MODULE SS565
Spring
This module is taught at the Medway campus only
100% coursework
Lectures – 11 hours per annum; Seminars – 10 hours
(approximately)
Module Details:
This is a module which investigates the latest cutting edge research in sports
nutrition. Students will study nutritional ergogenic aids and nutritional
strategies suggested to improve performance. Students will conduct practical
sessions in order to test some of the theories and strategies studied.
Summary Intended Learning Outcomes:
1. To have a critical understanding of current research issues in sports
nutrition
2. To have critical awareness of eating strategies, and use of ergogenic
aids by athletes in different sports in order to enhance performance
3. To discuss the relative advantages and disadvantages of different
methods of inquiry in sports nutrition
Preliminary Reading:
Jeukendrup, A & Gleeson, M. Sport Nutrition.An Introduction to Energy
Production and Performance. Champaign, IL:Human Kinetics
(1st Edition was published in 2004, 2nd Edition 2007: either is suitable)
33
EXERCISE FOR SPECIAL POPULATIONS (Level I)
15 Credits
Dr Steve Meadows
Availability
Method of
Assessment:
Contact Hours:
MODULE SS527
Spring
This module is taught at the Medway campus only
100% written examination
Lectures – 11 hours per annum; Seminars – 11 hours
per annum (approximately)
Module Details:
The topic areas covered in this module build upon the knowledge gained in
SS348 Introduction to Fitness Testing & SS570 Fitness Training Methods,
which covers the fundamental aspects of exercise testing and prescription.
Special populations are those groups of individuals that may need some
adaptation or modification to an exercise prescription or programme, to take
into consideration a limitation, whether that be physiological, biological or
psychosocial. The emphasis is on promoting health, fitness and safety in
exercise, as well as some consideration being given to performance
environments.
Summary Intended Learning Outcomes:
1. Evaluate the role of exercise / physical activity for special population
groups.
2. Explain appropriate adaptation of exercise / physical activity for special
population groups.
3. Recommend appropriate exercise / physical activity for special
population groups.
Preliminary Reading:
Howley, E.T. & Thompson, D.L. (2012) Fitness Professional’s Handbook, 6th
ed. Champaign, Illinois: Human Kinetics.
Kenney, W.L., Wilmore, J.H. & Costill, D.L. (2012) Physiology of Sport &
Exercise, 5th ed. Illinois: Human Kinetics.
Pescatello, L.S. (Ed.) (2014) ACSM’s Guidelines for Exercise Testing &
Prescription, (9th ed.). Baltimore: Lippincott Williams & Wilkins.
34
Research Study in Sport Sciences
(Level H)
45 Credits
Dr Mark Burnley
Availability
Method of
Assessment:
Contact Hours:
MODULE SS566
Autumn & Spring
This module is taught at the Medway campus only
100% coursework (15% Presentation and 85%
Dissertation)
Contact hours - 7 hours per annum (approximately)
Module Details:
This module will involve the design and implementation of research activities
and will culminate in the production of a formally presented academic piece of
work. The nature of the written project will vary depending on the area and
purpose of the study, however, it aims to allow the students the opportunity to
develop and demonstrate their research and literary skills through the in-depth
investigation of an area of personal academic interest. It will provide the
opportunity for you to bring together, and further, concepts, skills, and
techniques developed in your previous modules.
Summary Intended Learning Outcomes:
1. To identify an appropriate research topic that makes a relevant
contribution to the students programme of study.
2. Demonstrate a critical understanding of the theories and concepts
underpinning the chosen area of study.
3. Select the most appropriate research methods, and produce an
individual research study that is presented in the appropriate way
Preliminary Reading:
Glatthorn, A. A. & Joyner, R. L (2005) Writing the Winning Thesis or
Dissertation: A Step by Step Guide. 2nd Edition. Corwin Press: London
Gratton, C. & Jones, I (2003) Research Methods for Sport Studies. London:
Routledge
This course programme may be subject to amendment at the discretion
of the University of Kent at Medway. UoK has the right to change the
courses and specifications.
35
4.2
Teaching Weeks 2015/16
Induction Week
Week1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
AUTUMN TERM 2015
Monday 21 September
Monday 28 September Term Starts
Monday 5 October
Monday 12 October
Monday 19 October
Monday 26 October
Employability Week
Monday 2 November
Monday 9 November
Monday 16 November
Monday 23 November
Monday 30 November
Monday 7 December
Monday 14 December
End of Term – Friday 18 December
Week13
Week 14
Week 15
Week 16
Week 17
Week 18
Week 19
Week 20
Week 21
Week 22
Week 23
Week 24
SPRING TERM 2016
Monday 18 January
Term Starts
Monday 25 January
Monday 1 February
Monday 8 February
Monday 15 February
Skills Enhancement Week
Monday 22 February
Monday 29 February
Monday 1 March
Monday 14 March
Monday 21 March
Monday 28 March
Monday 4 April
End of Term – Thursday 8 April
Week 25
Week 26
Week 27
Week 28
Week 29
Week 30
SUMMER TERM 2016
Monday 9 May
Monday 16 May
Monday 23 May
Monday 30 May
Monday 6 June
Monday 13 June
End of Term – Friday 17 June
Please note the university is closed on these dates.
Good Friday – 25 March 2016
Easter Monday – 28 March 2016
May Day – 2 May 2016
Spring Bank Holiday – 30 May 2016
36
4.3
The Credit Framework
Introduction
The University uses a `credit framework' for all of its taught programmes
of study, similar to the credit systems adopted by many other universities
in the UK. This is intended to make it easier for students to obtain
exemption from part of a University of Kent programme on the basis of
study elsewhere and similarly for students to transfer credit obtained at
this University to another university or college.
This section of the Handbook aims to explain those aspects of the credit
framework, which will be of interest to you. However, it should be
regarded as an informal guide only. The full credit framework regulations
may be found on the University web site at
http://www.kent.ac.uk/teaching/qa/credit-framework/index.html.
Outline of the Credit Framework
In order to be eligible for the award of a certificate, diploma or degree by
the University, you must take an approved programme of study, obtain a
specified number of credits, the number required depending on the
award in question, and meet such other requirements as may be
specified for the programme of study in question. Each programme of
study comprises a number of modules, usually at different levels and
each worth a specified number of credits. In order to be awarded the
credits for a module, you must normally demonstrate, via assessment,
that you have achieved the learning outcomes specified for the module.
Limited credit may also be awarded where assessment has been
affected by illness (condonement) or where you have demonstrated in
other modules that all programme learning outcomes have been
achieved (compensation).
Most programmes of study are divided into stages, usually equivalent to
one year of full time study. You must satisfy prescribed requirements for
each stage of a programme before being permitted to proceed to the
next stage.
Many programmes of study lead to 'classified' awards. For example,
undergraduate Honours degrees are awarded with First Class, Upper
Second Class, Lower Second Class or Third Class Honours, and
Certificates may be awarded with Merit or with Distinction.
Example: a student taking a three year full time undergraduate honours
degree programme is required to obtain a total of 360 credits of which at
least 90 must be at level 'H' or above (Stage 3 modules are normally at
level 'H') and at most 150 may be at level 'C' (Stage 1 modules are
normally at level 'C'). Many three-year full time honours degree
programmes comprise 120 level C credits in Stage 1, 120 level I/H
credits in Stage 2 and 120 level H credits in Stage 3.
37
Programmes of Study
Each programme of study comprises an approved set or sets of
modules and is divided into a number of stages. Each module is at a
specified level and successful completion of the module results in the
award of a specified number of credits at that level. The University
defines these terms as follows:
Credits: one credit corresponds to approximately ten hours of 'learning
time' (ie including all taught or supervised classes and all private study
and research). Thus obtaining 120 credits in an academic year of 30
weeks requires approximately 1200 hours of learning time, equivalent to
approximately 40 hours per week.
Module: a module is a self-contained component of a programme or
programmes of study with defined learning outcomes, teaching and
learning methods and assessment requirements. Each module normally
corresponds to a multiple of 15 credits ie to 15, 30, 45... credits, though
the Faculty may approve exceptions where it is satisfied that there is
good reason to do so.
Level: each module is at one of the following levels:
F
Foundation
C
Certificate
I
Intermediate
H
Honours
M
Masters
D
Doctoral
The level descriptors adopted by the University for these levels may be
found in Annex 2 of the Credit Framework Regulations. Where modules
at different levels have the same or similar curriculum, they may share
some or all of their teaching but will have different learning outcomes
and assessment.
Stage: Most programmes of study are divided into a number of stages
and you must achieve specified requirements in each stage except the
final stage before being permitted to progress to the next stage. For
undergraduate honours degree programmes, a stage will consist of
modules amounting to 120 credits.
Awards: In order to be eligible for the award of a certificate, diploma or
degree by the University, you must obtain at least the minimum number
of credits specified for that award at the specified levels. These
requirements are set out in Annex 4 of the credit framework regulations.
Individual programmes or groups of programmes will normally specify
additional requirements, which must be met for the award of the
qualification in the subject concerned, for example by requiring specified
modules to be taken and passed.
38
Award of Credits
Credits are worth 15, 30 or 45 credits. You must ensure you are
registered for modules amounting to the correct credits in each year of
study.
Successful Completion of Module: If you demonstrate via assessment
that you have achieved the specified learning outcomes for a module
you will be awarded the number and level of credits prescribed for the
module. Assessment methods vary between modules and are designed
to demonstrate achievement of learning outcomes. Module
specifications will state whether the pass mark has to be achieved in all
elements of assessment or in prescribed elements only. In certain
modules, assessment will be on a Pass/Fail basis and numerical marks
will not be awarded. In all other cases, the pass mark will be 40% for all
modules at level F, C, I or H.
Condonement
If you fail a module or modules due to illness or other mitigating
circumstances, the Board of Examiners may “condone” the failure and
award credits for the module(s), up to a limit of 25% of each stage of a
programme of study, provided that there is evidence to show that you
have achieved the programme learning outcomes and provided that you
have submitted written medical or other evidence to substantiate any
claim of illness or other mitigating circumstances. The marks achieved
for such modules will not be adjusted to take account of the mitigating
circumstances. Transcripts will indicate modules for which credits have
been awarded on the basis of condonement. Programme specifications
specify modules in which failure cannot be condoned.
Compensation
If you fail a module or modules but your marks for such modules are
within 10 percentage points of the pass mark, i.e. a final mark of at least
30% the Board of Examiners may award you the credits for the
module(s), up to a limit of 25% of each stage of a programme of study,
provided that your average mark for the stage is 40% or above and
provided that there is evidence to show that programme learning
outcomes have been achieved. The marks achieved for such modules
will not be adjusted. Transcripts will indicate modules for which credits
have been awarded on the basis of compensation. Programme
specifications specify modules in which failure cannot be compensated.
Application of the Condonement, Compensation and Trailing
Provisions
The provision for condonement or compensation of failure, or for the
trailing and retrieving of credit can only be applied to students who failed
modules amounting to 25% or less of the credit available for the stage.
Progression
When you have completed a stage of a programme of study other than
the final stage, the appropriate Board of Examiners will decide whether
39
you may progress to the next stage of the programme of study, or to
another programme of study. The normal requirement for progression
from one stage of a programme of study to the next is that you should
have obtained at least 75% of the credits for the stage and should have
obtained credits for those modules which the programme specification
indicates must be obtained before progression is permitted.
Referral
If you are not permitted to progress to the next stage of a programme,
the Board of Examiners may permit you to undertake further assessment
in failed modules. The Board of Examiners will specify which elements of
assessment you are required to retake/resit. If you are so referred in a
module you may be required to, or may elect to, repeat the module,
before progressing to the next stage of the programme, provided that it
is being taught in the year in question, or you may choose to take a
different module provided that the requirements of the programme of
study are met.
At most two such opportunities per module will be
permitted, the first of these to be automatically permitted unless denied
for disciplinary reasons and normally available during the long vacation
following the initial failure.
Trailing and Retrieving Credit
If you are permitted to progress to the next stage of a programme but
have not been awarded full credit for the previous stage, you will need to
obtain credits for modules for which you have not been awarded credit in
order to meet requirements for the award of the certificate, diploma or
degree for which you are registered. You will be permitted to `retrieve'
such credits, up to a maximum of 25% of the credits for the stage, in one
of two ways as follows:

by undertaking further assessment, for example a re-sit examination,
before the start of the next academic year. If you are permitted to
retrieve credit in this way you may elect to repeat the module,
provided that it is being taught in the year in question, or you may
choose to take a different module, provided that the requirements of
the programme of study are still met.

by progressing to the next stage of the programme and
simultaneously undertaking such further requirements as the Board
of Examiners specifies in relation to the failed modules. This is
known as trailing credit. Where credit is trailed, the Board of
Examiners may permit :
 to repeat the failed module(s) provided they are available and the
timetable permits, or
 to take an alternative module as permitted by the programme
specifications, or
 to undertake satisfactory assessment specified by the Board for
the award of the credits in question.
40
If you trail credit in this way and again fail to obtain the credits, the
credit may not be trailed to the next stage of the programme eg you
will not be permitted to progress to stage 3 of a programme unless
you have obtained all stage 1 credits and met the minimum
progression requirements in stage 2.
Deferral
If you have been unable to complete assessment requirements or your
performance has been affected by circumstances such as illness, and
where there is written evidence to support this, the Board of Examiners
may permit you to undertake some or all of the assessment for some or
all of the modules comprising the stage at a later date and as for the first
time. If you have met requirements for progression to the next stage of
the programme, you may be permitted to `trail' the deferred assessment
ie to proceed to the next stage and simultaneously undertake the
deferred assessment as for the first time.
Award and Classification of Qualifications
Certificates and diplomas may be awarded `with Merit' and `with
Distinction' and Honours degrees are awarded with First, Upper Second,
Lower Second or Third class Honours. Full details of the requirements
for these awards may be found in the credit framework regulations at
http://www.kent.ac.uk/teaching/qa/credit-framework/index.html.
29
4.4
Assessment Conventions for Stage 1
The means by which each module is assessed is indicated in the
module outlines. In order to progress to Stage 2 you must be awarded
120 credits in Stage 1. The ‘Credit Framework’ section (section 1 of
this handbook) describes in detail what you must achieve in order to be
awarded credit, including arrangements for compensation,
condonement, referral, deferral and trailing.
(a)
In Stage 1 the award of Merit and Distinction will be available
and will be based on both the ‘average’ and the ‘preponderance’
methods.
(b)
‘Average’ Method of Classification
‘with Merit’: an average mark of 60 or above but less than 70.
‘with Distinction’: an average mark of 70 or above.
(c)
‘Preponderance’ Method of Classification
‘with Merit’:
an average mark over all contributing modules of 57 or above
and
a mark of 60 or above for 55% or more of the credits obtained
‘with Distinction’:
41
an average mark over all contributing modules of 65 or above
and
a mark of 70 or above for 50% or more of the credits obtained
4.5
(d)
‘Average’ and ‘Preponderance’ Methods of Classification
In the event of a difference in the classification derived for a
particular student, the higher of the two classifications will be
awarded.
(e)
Stage 1 results do not contribute to final degree classifications.
Assessment Conventions for Stages 2 & 3
This is a summary of the assessment conventions for classifying
degrees in the Faculty:-
a)
Degrees are classified on the basis of both the ‘average’ and
‘preponderance’ methods of classification; in the event of a difference
in the classification derived, the higher of the two classes will be
awarded.
b)
‘Average’ Method of Classification
A candidate who has met the requirements for the award of an
Honours degree will be placed in an Honours class based on the
average mark, with modules weighted as agreed by the Faculty Board
and calculated to one decimal place, over all modules in stages 2, 3
and, where relevant, 4 of the programme of study according to the
following table:
First Class Honours
Upper Second Class
Honours
Lower Second Class
Honours
Third Class Honours
c)
70
and
above
60-69.9
50-59.9
Below 50
Preponderance’ Method of Classification
A candidate who has met the requirements for award of an Honours
degree will be placed in an Honours class on the attainment of at least
the following number of credits in that class or above AND at least the
following average mark over the examination as a whole:
42
For degrees with 360 contributing Credits:Class
Number of
Average mark
Credits in class or over all
above
contributing
modules
First Class
180
65
Upper Second
195
57
Class
Lower Second
225
48
Class
Third Class
360*
Not
applicable
For degrees/students with contributing Credits other than above:Class
% of Credits in class
or above
First
Class
Upper
Second
Class
Lower
Second
Class
Third
Class
*
50%
Average mark over
all
contributing
modules
65
55%
57
62.5
48
100%
Not applicable
where credits have been awarded via compensation or condonement
for a module mark of less than 40 the credits should be treated as
being in the Third Class category.
d)
Diplomas are classified on the basis of both the average and the
preponderance methods of classification; in the event of a difference
in classification derived, the higher of the two classifications will be
awarded.
e)
Average’ Method of Classification
‘with Merit’
‘with Distinction’
f)
an average mark of 60 or above but less than 70
an average mark of 70 or above
Preponderance’ Method of Classification
43
‘with Merit’
an average mark over all contributing modules of
57 or above and a mark of 60 or above for 55%
or more of the Credits obtained
‘with Distinction’
an average mark over all contributing modules of
65 or above and a mark of 70 or above for 50%
or more of the credits obtained
Categorical Marking Scale
The University is encouraging the use of a categorical marking scale. The
categorical marking scale contains a fixed number of percentage points in
each class band which might be assigned by a marker for a piece of assessed
work. Use of the scale is intended to encourage markers to make firm
decisions about assessed work in relation to which class band it most
appropriately belongs. It is also hoped that it will encourage markers to use
the full range of the marking scale, particularly in the first class band.
The scale chosen for use at Kent is set out below:
Classification
Numerical Scale
100
95
85
78
75
72
68
65
62
58
55
52
48
45
42
38
35
32
20
10
0
First Class
Upper Second Class
Lower Second Class
Third Class
Fail
Not all assessments will use the new categorical marking scale as they may
not be appropriate e.g. practical assessments/labs. The assignment remit
should clearly identify the marking scale used for that particular assignment. If
you are unsure please contact the module convenor.
44
4.6
Choosing Your Modules
Modules take place during one or both of the two terms:
Autumn term - 28 September 2015 – 18 December 2015
Spring term - 18 January 2016 – 8 April 2016
To choose your modules, refer to Section II (Programme Requirements).
120 credits must be taken – 60 credits in each of Autumn and Spring
terms.
‘Required’ modules - you must take and, in general, pass these before
you can enter Stage 2 of your programme.
Once you have registered as a student you will be able to check your
module registration via the Student Data System on the web through the
student guide pages at http://www.kent.ac.uk/student/
Minimum Undergraduate Module Size
It is possible that modules attracting fewer than 8 students will be
withdrawn. In this event, you will be allocated to another choice.
4.7
Information about Lectures / Seminars & Your Timetable
ATTENDANCE AT LECTURES, SEMINARS AND SUPERVISIONS
You should note that attendance at lectures, seminars and
supervisions, and the submission of written work, are obligatory.
Failure to fulfil these obligations could, in extreme cases, result in
your being required to withdraw from the university (see Paragraph
5.2 of the Regulations for Taught Programmes of Study).
Information regarding the Teaching Timetable can be found on the
University website at: http://www.kent.ac.uk/ettoffice/
Personal Timetable
Your personal timetable is available http://www.kent.ac.uk/student/
If you discover you have a clash on your timetable, or are not registered
for the correct number of credits, please e-mail Dr Lex Mauger, Director
of Studies for BSc (Hons) Sport and Exercise Science at
l.mauger@kent.ac.uk.
45
PLEASE ENSURE THAT YOU ARE REGISTERED FOR MODULES
AMOUNTING TO 120 CREDITS.
Normal teaching hours are 9.00 a.m. - 6.00 p.m. on Monday, Tuesday,
Thursday and Friday and 9.00 a.m. -1.00 p.m. on Wednesday. You
should however note that it is on occasion necessary for teaching to take
place on Wednesday afternoon or from 6.00 - 7.00 p.m. on Monday,
Tuesday, Thursday or Friday. In addition, you will have one seminar per
week in most of your modules. We will make every effort to fit in your
chosen modules. However, we may sometimes have to restrict your
choice because it is not possible to timetable the lectures and seminars
for your chosen set of modules.
Changes of module after registration may be restricted by the arranged
seminar and lecture timetable, which cannot be altered.
4.8
Coursework and Examinations
For information about your examinations, please see the Exams Office
website, at: http://www.kent.ac.uk/studentrecords/exams/students/index.html
Most modules are examined by a two or three-hour written paper - see
the module outlines for variations. Referrals (resit examinations and
coursework) take place in August, which give a second chance of
qualifying for entry into Stage 2.
You should note that a student receiving a formal warning relating
to attendance at seminars and progress in written work referred to
above, may not be offered an opportunity to re-sit and may be
required to withdraw.
If you have any queries about the examinations you should refer initially
to your tutor or to your supervisor if the questions relate to a specific
module. It is important that all students sitting examinations are familiar
with the instructions for candidates. These are available to view on the
Examinations Office web site at: http://www.kent.ac.uk/studentrecords/exams/students/index.html.
Registration for Examination
All students, including those who will not be taking any examination, are
required to confirm that they have been correctly entered for end of year
examinations. Examination entry forms are web based and can be accessed
via the Student Portal at http://www.kent.ac.uk/student/studying/index.html If you
do not check your examination entry form you risk finding that you are
scheduled to take two examinations at the same time.
The Examination Room
It is important that all students sitting examinations are familiar with the
46
instructions for candidates. These are available to view on the
Examinations Office website at: http://www.kent.ac.uk/studentrecords/exams/students/index.html
Candidates must display their ID card throughout the examinations.
Candidates may not leave an examination room during the first 30 minutes
of a session. Candidates may enter an examination room at any time
during a session. However, when a candidate enters an examination room
more than 30 minutes after the start of the session, the relevant Board of
Examiners shall have discretion to decide whether and how marks
awarded in such circumstances are to be used. Candidates who enter an
examination room after the start of a session will not as a result be granted
additional time for the examination.
The use of dictionaries in the examination room is prohibited. However,
departments will ensure that an appropriate member of staff is present for
the first fifteen minutes of an examination to answer questions from
students. Non-native speakers of English in particular should read
question papers carefully and ask about the meaning of words with which
they are not familiar during this time.
Concessions and Appeals Procedures- Please note this is currently
under review with the School of Sport and Exercise Science.
If you are ill before or during examinations or suffer from other
factors impairing examination or coursework performance, you may
make written representations to be placed before the Board of
Examiners. The Regulations for Taught Programmes, state that
concessions documentation should be submitted within five days of the
event to which the concessions applies, to the student support officer,
Medway Building Room M1-03. Full details are available at:
http://www.kent.ac.uk/fso/appeals/index.html.
For information about coursework requirements and submission
dates, please contact the module convenor.
Appeals Procedures
Appeals procedures can be found as an annex to the credit framework
assessment conventions at:
http://www.kent.ac.uk/fso/appeals/index.html
Appeals must be submitted using a form available at
http://www.kent.ac.uk/fso/appeals/index.html.
47
4.9
Seminars and Supervisions
You are required to attend all seminars and supervisions in all the
modules for which you register. If you are reported as not attending, you
may face disciplinary proceedings, which may lead to the termination of
your registration at the University.
A register of attendance will be maintained at all seminars, and
individual student attendance is monitored by the Departmental Senior
Tutor.
Seminar Presentation Code of Practice:
Please note that:
i)
ii)
Students are entitled to have the opportunity to have verbal
feedback from their seminar leaders on their seminar
presentations.
That students, on an individual basis, are entitled to have verbal
feedback from their seminar leaders on their overall seminar
contributions.
Seminar Presentations
The aim is to have an informed and interesting discussion. It is an
opportunity for students to discuss the themes and issues of the
course. It is important that all students should prepare for the seminars
by reading and thinking about the issues to be discussed. All students
will be expected to make some contribution to the discussion.
SEMINAR PAPERS – points to remember:
(a) Answer the question set. Do not make up your own question but
answer the one given.
(b) It is important to have a logical structure to your discussion. It is
useful to outline your argument and structure at the beginning.
(c) Do not be afraid to give your opinion as long as it is backed up by
arguments and evidence. Do produce a strong conclusion. The
idea of a seminar presentation is to stimulate discussion and
interest in the subject.
(d) Analysis not description is required. You do not have to say
everything on the subject. Keep to the most important and relevant
points and issues.
(e) Handouts may be useful to emphasise the key points that you are
making.
48
(f) Do not read out page after page of an essay. Use bullet points,
have brief notes and try to discuss the points. Look at the
audience, do not rush through without glancing up at other
students. Try to make the presentation interesting and stimulating.
(g) Inform the rest of the group about the books and articles you found
most useful in preparing your seminar paper.
(h) Produce some questions or issues, which you think the class could
usefully discuss. Give a lead in the discussion. Do not think that as
soon as you have finished your paper you have finished.
(i) The length of the seminar presentation will be identified by the
subject lecturer at the time of setting the seminar topic or title.
Please ask the subject lecturer or seminar leader if you have any
problems.
(j) You should use as wide a variety of sources as possible. You must
put points in your own words rather than copying out books and
articles. If you quote or use material to inform your presentation
you should state the source you have used.
Student Progress
Seminar leaders and module convenors are expected to draw to the
attention of tutors and/or the School Senior Tutor, the situation of
students who have academic difficulties. In the first instance a seminar
leader/module convenor will inform the tutor when a student is not
attending seminars or performing inadequately. The tutor will check if
this is the situation on other modules and subsequently discuss the
problem with the student. It must be made clear to students that
attendance at seminars is compulsory and that future absences will be
reported to the School Senior Tutor. The tutor may give advice to the
student on academic problems and/or may refer the student to the
Student Learning Advisory Service, the English Language Unit or other
sources of advice or support on academic matters. If the nonattendance or academic problem persists the School Senior Tutor will be
informed.
49
4.10
Assessment Arrangements
Submission of Assessed Assignments
Checking of draft work is negotiated with members of staff. It is usual
that staff will read through a draft piece of work, or discuss themes /
topics covered in a piece of work. Written work will not be proofed read
by lecturing staff.
All assessed assignments must be submitted by the deadlines given by
the lecturer concerned. It is the responsibility of the students to make
sure that he/she knows when work is due to be submitted.
Assignments must be submitted to the Student Administration Office,
Gillingham building and a date-stamped receipt obtained. Students
must submit ONE copy of their work for assessment and must include
a Module FEEDBACK FORM with their assignment (see section 5.1).
Some assigments will be required to be submitted electronically as
advised by the module convenor.
Extensions:
Extensions will only be granted in exceptional circumstances e.g.
illness. Students wishing to obtain an extension must submit the
completed form to the Student Support Office (Michaela Fullman room
M1-03) ONE WEEK before the work is due to be submitted. A medical
certificate will be required if the reason for requesting an extension is
illness. EMERGENCY EXTENSIONS (those under a week before the
deadline) will only be granted in emergencies e.g. admission to hospital
or accidents.
Extension forms can be obtained from the Student Support Officer,
Michaela Fullman, in room M1-03
These rules are designed to ensure that all students are treated fairly.
If you are unsure about them please consult the School Senior Tutor
(Dr Steve Meadows room M1-27) or the School Administration
Manager (Richard Millns room M2-32).
4.11 Student Data System
The University has an on-line Student Data System (SDS). It gives you
on-line access to the following information:


Your lecture and class timetable;
Coursework Details: includes assessment deadlines, weightings
and other related information;
50




Your marks: you are able to view your coursework marks as they
are entered into the system throughout the year. Examination
marks will be available at the end of the academic year once they
have been confirmed by Boards of Examiners;
The modules for which you are registered;
The records of your attendance at compulsory classes;
Your end of Stage result.
In your final year of study, you will be able to register for your congregation
ceremony. The system also allows you to view and notify changes to some
of your personal details as held by the University. In addition you can
verify your current mobile phone number and sign up for text alerts from
the University.
The system has a number of facilities to enable you to register on-line:




4.12
Returning registration at the start of a new academic year;
Confirmation of examinations and assessment in the Spring Term;
Optional modules registration;
You can sign up for study skills workshops throughout the academic
year.
Course Monitoring
The course will be monitored through the deliberations of the Board of
Studies each term, external examiners, examination boards and review
procedures of the University itself.
Role and composition of the Board of Studies
Composition
Director of Studies (Chair)
Module Convenors
Academic Advisors
All staff teaching on the course
Student Representative (Two from each year)
Library Representative
Quality Assurance Representative
Role
The Board of studies will meet at least twice in any academic year and
will oversee all operational matters concerning the course. It is
responsible for course organisation and its academic content and
standards.
51
The Board of studies will consider the reports of external examiners
and the Director of Studies will take action on any issues arising from
the reports.
In consultation with the Board of studies, the Director of Study will
prepare the annual course report which will include – external
examiners reports and action taken; statistical information (enrolment,
retention, performance figures); student views; staff development and
staff development needs; review of progress of course over year and
action plan for forthcoming year.
Staff / Student Liaison Committee
This meeting is attended by all staff and the student representatives for
each year. This committee meets a minimum of once a term and
reports to the Board of Studies
4.13
Course Evaluation
The students will be given a Module Evaluation Questionnaire on
completion of each module. This questionnaire will enable students to
comment in detail on the effectiveness of each module in fulfilling its
aims and objectives. The module convenor will write a report on the
results of the Student Evaluation Questionnaires, which will be utilised
by the Director of Studies as part of the programme’s annual
monitoring report.
The Board of studies will make recommendations, which will be
incorporated into the Action Plan for the forthcoming year.
4.14
Teaching and Learning Strategy
In general, the degree will be taught by lectures, seminars and
tutorials. The main principles, theories and methodologies of the
individual units will be presented in a structured form in lectures.
Handouts and journal articles will be used to enable students to
develop their understanding of the key principles of each module and
to discuss issues and controversies in depth. Seminars may take a
variety of forms. Individual or group student presentation of a seminar
paper followed by student discussion based on prior reading will be the
main method used. Case studies, workshops, role-plays, simulations
and use of video material to stimulate the discussion may also be
employed. The emphasis of the seminar will be student-centred
discussion and analysis to enable students to gain confidence in
presenting and discussing their ideas. The seminars will enable the
students to develop their critical skills and presentational techniques.
52
Assignments will take the form of essays, observed practical sessions,
presentations, case studies, reports and portfolio evidence. Other
assignment methods will be used where appropriate. Students will be
encouraged to use information technology and open access workshops
will be available to enable them to develop these skills.
Academic tutorials will be available for students to discuss their
assignments and receive feedback on their performance. For the
Dissertation in the final year of the degree, each student will be given
an academic supervisor who will be available to discuss the student’s
progress. Guidelines to assist students with the writing of their
dissertation form part of the dissertation module pack.
4.15
Information Technology, e-learning and Moodle
Students will be expected to use the University’s Information
Technology facilities throughout the course. Students will be expected
to use relevant packages to research, retrieve, analyse and present
data in their Dissertation. Packages should be used to analyse
statistical data, where appropriate. A majority of assessed work should
be word-processed (refer to the individual module packs for
assessment requirements).
Software packages will be used throughout the course and throughout
the degree.
e-Learning and Moodle
The University Virtual Learning Environment, known as
‘Moodle@Kent’, is available to all students using their normal Kent login. It can be accessed via the student guide pages at
http://www.kent.ac.uk/student/.
Online training guides for Moodle and general information regarding elearning are available from the ‘Student Support’ section of the elearning website: http://www.kent.ac.uk/elearning/files/moodle/gettingstarted-with-moodle.pdf
Any technical problems with your Moodle modules should be directed
to the IS helpdesk at: http://www.kent.ac.uk/itservices/help/.
Information on how the Moodle module will be used on your course will
be given to you by your lecturer at the start of term.
4.16
Tutorials
If you are a new student to the programme, you will be required to
meet with your assigned Academic Advisor at least once in your first
term. Academic advisor lists will be published on the student notice
board early in the autumn term. Please ensure you know who your
53
Academic Advisor
contacted.
is and their office hours when they can be
You will remain with your Academic Advisor throughout the duration of
your studies. It is recommended you meet to discuss your progress
and any other academic matters at least twice per academic year.
4.17
Complaints Procedure
As a student you are entitled to receive competent teaching on all
modules you take. But it does occasionally happen that there are
serious grounds for dissatisfaction, which can be dealt with only by
someone other than the teacher(s) concerned.
The Convenor of a module is the person who will normally consider any
complaint. In many cases you will be able to sort out any problems on
the spot by talking them through with the Convenor or teacher(s) of the
module. You may, however, if you wish, take a complaint in the first
instance to your Academic Advisor, the School Senior Tutor or the Head
of your School.
If you, as an individual or as a group of students, feel that the basic
requirements of good teaching are not being met, or that there are other
issues to do with a module or its teacher(s) which you feel give grounds
for complaint, you should raise the matter immediately. You may want
to talk first to your Academic Advisor or your student representative, and
ask him or her to convey the complaint to the Convenor or Head of
School.
If there are grounds for complaint, you may wish, at the end of the
module, to make a case that the inadequacies of the teaching have
affected your performance. It is important that you should have raised
any complaint you may have about a module or about a teacher
immediately it becomes a matter of concern to you.
At the end of the module you will be asked to complete a questionnaire
about the teaching and structure of the module. This enables your
teachers to pick up any suggestions for improvement in future years.
4.18
Internal Mail / Electronic Mail / Web
Please note that you are responsible for collecting University
communications via your internal mail, via e-mail and on the web. It is
your responsibility to check all these areas regularly and failure to collect
such mail will not be accepted as an extenuating circumstance in any
subsequent disciplinary procedures. For all information go to the Student
Guide: http://www.kent.ac.uk/student.
54
Other information is available on the web including the Examinations
Timetable, Hardship Grants, Computing Service, Library, E-mail
addresses and your Department’s website. Nearer the time of the
Examinations, information on the examination timetable, publication of
results, marking procedure will be on the web.
4.19
Intermission, Withdrawal, Transfer of Faculty
If you wish to withdraw from the University, or to transfer to another
Faculty, you should consult your Academic Advisor in the first instance
(where appointed) and then arrange to discuss the matter with the
School Senior Tutor, or the Admissions Tutor for the School you wish to
transfer to.
Intermission
People take time out from their degree (known as intermitting) for a
variety of reasons, mainly personal, but sometimes academic or
financial. If you feel you need some time out, go and see your
Academic Advisor, your Senior Tutor or the University Counselling
Service. Intermitting does not change the duration of your degree it just
gives you the opportunity to take some time away from University
should you need to. The University does not encourage people to take
longer than normal to complete their studies but is willing to discuss
this with you. Whatever is decided you will need to speak to your
funding body to ensure that any funding you receive is not affected by
intermission.
Intermission is normally given for a complete academic year, or
occasionally part of an academic year. Your School Senior Tutor will
ultimately be responsible for authorising your period of intermission.
However, no intermission will be granted after the end of student
examination registration ie end of Week 15.
Possible reasons for leave to intermit are:
1.
Personal Grounds:
Family or personal reasons (other than illness) prevent you from
continuing your studies
2.
Financial Grounds:
Where your financial situation prevents you from continuing your
studies.
3.
Medical Grounds:
(a) Absence from the University due to medical or emotional
reasons, or other such extenuating circumstances.
(b) Illness or extenuating circumstances, which are having a
negative impact on your studies.
(c) Illness or extenuating circumstances that have interrupted your
studies
55
When the reason for intermitting is medical, then your School
Senior Tutor will request medical evidence. They will not ask for
supervision reports. Before you return from intermission, you will be
required to provide another medical certificate to testify that you are
fit to return to your studies.






4.20
A few things to remember:
Intermitting does not change the number of terms you will spend at the
University, or your examination results.
Intermitting is intended to relieve you of a disadvantage, not put you at
an advantage to other students.
If you intermit within 4 weeks of the start of full term (and you are
privately funded) then you will be entitled to full return of your university
fees for that term and for the remainder of the academic year. If you
are LEA funded then 1 December is the cut-off date.
If you subsequently want to change the period for which you have been
permitted to intermit, you must seek approval from your School Senior
Tutor.
If you have to go out of residence quickly for medical reasons, make
sure you are seen by a doctor at the time so they can give you a
medical certificate that reflects the severity of your condition.
Make sure that your LEA is informed if you intermit
Student Learning Advisory Service
This Service is part of the Unit for the Enhancement of Learning and
Teaching. The Service provides information and advice for students
from all faculties and colleges who are interested in strengthening their
study skills or who wish to discuss a specific study problem. This is
provided in addition to the subject-based support available within
Schools.
Topics explored include time management, essay and report writing,
effective reading and note-taking, revision and exam techniques,
organisational skills and issues such as motivation and concentration.
Resources include books, videos, audio tapes, leaflets on a wide range
of themes, including on-line advice pages; friendly, impartial advice in a
relaxed environment and a series of ‘workshops’ on study techniques
(watch out for publicity at the beginning of each term). Everyone is
welcome. Whether you want help in organising your workload as a new
student, or advice on planning your first research project, the Student
Learning Advisory Service has information to offer and ideas to share.
For further information, get in touch:
56
Located in Room GO-09, Gillingham Building
Telephone 01634 888884



Email learningmedway@kent.ac.uk for any issues
related to student learning and support.
Academic Integrity -http://www.kent.ac.uk/ai/
Assignment Survival Kit http://www.kent.ac.uk/uelt/ai/ask/index.php
Of the many books on study techniques that are available, you may wish
to buy or borrow one or more of the following to help you off to a good
start:
Creme, P. & Lea, M. (2003) Writing at University, a Guide for Students.
(2nd Ed.) Buckingham: Open University
Cottrell, S. (2003) The Study Skills Handbook. (2nd Ed.) Basingstoke:
Palgrave
Greetham, B. (2001) How to Write Better Essays. Basingstoke: Palgrave
Northedge, A. (1990) The Good Study Guide. Milton Keynes: Open
University
Peck, J. & Coyle, M. (1999) The Student's Guide to Writing, Grammar,
Punctuation and Spelling. London: Macmillan
Tracy, E. (2006) The Student's Guide to Exam Success. (2nd Ed.)
Buckingham: Open University.
Others held in the Drill Hall Library
Cottrell, S. (2003) Skills for success: the personal development planning
handbook. Basingstoke: Palgrave Macmillan.
Currie, D. (2005) Developing and applying study skills : writing
assignments, dissertations and management reports. London: Chartered
Institute of Personnel and Development
Gillham, B. ( 2005) Research interviewing: the range of techniques.
Maidenhead: Open University
Hunt, A. (2005) Your research project: how to manage it. London:
Routledge
57
Kumar, R. (2005) Research methodology: a step-by-step guide for
beginners. (2nd Ed.) London: Sage
Levin, P. (2004) Write great essays: reading and essay writing for
undergraduates and taught postgraduates. Maidenhead: Open University
Levin, P. (2005) Excellent dissertations!. Maidenhead: Open University
Moore, N. (2000) How to do research: the complete guide to designing
and managing research projects. (3rd Ed.) London: Facet
Redman, P. (2006) Good essay writing: a social sciences guide. (3rd Ed.)
London: Sage
Rumsey, S. (2004) How to find information: a guide for researchers.
Maidenhead: Open University
Sharp, J.A. et al. (2002) The management of a student research project.
(3rd Ed.) Aldershot: Gower
4.21
Diploma Supplement
What is the Diploma Supplement?
The Diploma Supplement was developed to provide students with a
document that will be attached to a higher education diploma and
improve international recognition of academic and professional
qualifications (diplomas, degrees, certificates etc).
The supplement provides a description of the nature, level, context,
content and status of the studies a student pursued and successfully
completed. From 2003/4, all graduating students of the University of
Kent will receive a Diploma Supplement.
Why is the Diploma Supplement required?
Countries are constantly updating their qualification systems to
encompass new qualifications that arise as a result of technological,
political and economic changes. With people now taking greater
advantage of work and study opportunities abroad, the need for a
means of providing recognition of qualifications has become essential.
As a result, further information about the level and function of a
qualification is required to provide transparency.
The Diploma supplement aims to meet these demands by:
 Promoting transparency within Higher Education
 Taking into account changes in qualifications
 Aiding mobility and access to further study and employment abroad
58

Providing fair and informed information relating to qualifications
What information does the Diploma Supplement contain?
The Diploma supplement comprises eight sections.
1. Identification of the qualification holder: Name, date of birth,
student institution identification number/code.
2. Identification of the qualification and its originating institution:
Name of qualification, name and type of awarding institution,
language(s) of instruction and examination.
3. Information on the level of qualifications: Level of qualification,
access requirements, main fields of study for the qualification.
4. Information on the contents and results obtained: Mode of
study, normal length of programme, programme requirements,
courses/modules/units studied, individual grades obtained, ECTS
grade, grading scheme and grade distribution, award classification.
5. Function of the qualification: Qualification title, further study
opportunities (e.g. postgraduate), any professional status conferred.
6. Additional Information: Any additional information and further
sources as relevant.
7. Certification of the Supplement: Date and signature, official
stamp or seal.
8. Information on the National Higher Education system of the
country issuing the diploma: Overview of the educational system
and awards structure of the awarding country.
What does the Diploma Supplement offer to students?
The Diploma Supplement aims to provide students with information
relating to their programme of study that is both easily understood and
comparable abroad. It provides an accurate description of a student's
academic curriculum and competencies acquired during the period of
study that may be relevant for further study and employment
opportunities abroad.
Who should I contact if I have any queries?
If you have any queries relating to the Diploma Supplement, please
contact the Student Records Office
4.22
University Counselling Service
The Counselling Service is an integral part of the Welfare Services
offered on campus free of charge to part-time and full-time students.
Counselling is valuable if you are feeling that your life, at work or at
home, has become out of balance in some particular way. For example
it may that you are experiencing the aftermath of a bereavement,
difficulty in managing change, conflicts in relationships at work or at
home, stress or burn out, difficulty with concentration, low self esteem
or low self confidence, depression or anxiety, the after effects of
childhood trauma or a recent crisis of some kind. It can really help to
talk things over with a counsellor.
59
Contact in confidence:
Wellbeing Team
Room G0-05
Gillingham Building
University of Kent
Medway
Tel. 01634 888875 or 01634 202984
Email: medwaycounselling@kent.ac.uk
http://www.kent.ac.uk/counselling
The office is open in term time from: Monday, Tuesday, Thursday and
Friday, 9.15am-4.30pm. Wednesday, 9.15am-3.00pm.
4.23
ENGLISH Language Unit
The English Language unit offers the English Language Development
programme for non-native speakers of English registered as students
at this University. Extending over two terms, the programme consists of
five components:
Essay writing, Grammar, Listening / note-taking, discussion and
presentation skills and individual writing tutorials.
Details at http://www.kent.ac.uk/cewl/courses/in-sessional/index.html.
The course aims to help students improve their English language and
gives them the chance to discuss specific difficulties. They can attend a
total of 2 hours weekly in the autumn and spring terms and will receive
guidance as to which of the components will be most useful to meet
their particular need. Students with high attendance rates will be
awarded a letter of attendance.
Booking is essential. Students interested in joining these groups should
complete
the
online
application
form
at:
http://www.kent.ac.uk/cewl/courses/in-sessional/ie.html.
English Language Unit office hours: Monday - Friday 09.00 - 17.00
telephone: 01227 824401
General enquires : cewl@kent.ac.uk
4.24
Student Support & Wellbeing
The service offers support to students with disabilities, specific learning
difficulties, mental health difficulties and long-term medical conditions
during their time at the University and can assist with the following:
 applying for funding to pay for specialist equipment (e.g.
software programs) and helpers (e.g. note takers);
60





arranging support from specialist staff, according to individual
needs;
helping you find out if you have dyslexia;
talking to your lecturers about particular help you may need in
lectures and seminars;
discussing any special arrangements you need for exams;
contacting other departments about specific assistance you may
require.
Students who require additional support must make contact with
Student Support & Wellbeing and complete the registration form.
Contact Details:
Student Support & Wellbeing, G0-05, Gillingham Building, University of
Kent, Chatham Maritime, Kent ME4 4AG
Open Monday-Friday 9.00am – 5.00pm
Phone: 01634 888969
Email: medwaystudentservices@kent.ac.uk
Website: www.kent.ac.uk/studentsupport
4.25
The Careers Service
Nearly half of all the vacancies advertised through the Careers Service
are open to graduates in any discipline, while even more careers may
open up following a postgraduate vocational course. But, to discover
what is available to you and what would suit your skills and interests,
you must begin your career planning early. Some Schools have
Careers Education Programmes about which you will be informed.
Some of the Careers Advisory Service resources which you may find
useful at this stage include:
Online:
 Main Univeristy of Kent Careers site www.kent.ac.uk/careers
 Career Planning Timeline
www.kent.ac.uk/careers/timeline.htm
 Work Experience www.kent.ac.uk/careers/vacwork.htm
 Choosing a Career
www.kent.ac.uk/careers/Choosing/ChoosingCareer.htm
 “I Want To Work In …” www.kent.ac.uk/careers/workin.htm
 Employability Skills www.kent.ac.uk/careers/sk/skillsmenu.htm
Careers Advisory Service
(see http://www.kent.ac.uk/ces/locations/index.html for locations and
opening times)
 Career Planning Guide
 Career Management Skills and Choosing a Career workbooks
61






Computer-assisted guidance systems, to help you assess yourself
and your aptitude for different careers
Reference information on careers, graduate employers, work
experience, applications and interviews and much more
Planning Guide
Career Management Skills and Choosing a Career workbooks
Computer-assisted guidance systems, to help you assess yourself
and your aptitude for different careers
Reference information on careers, graduate employers, work
experience, applications and interviews and much more
You can drop in to the Careers Advisory Service at any time during
office hours to use our information resources to research career
options and employers or to see a careers adviser for any help that you
need with career-related information or advice. As well as in-depth
vocational guidance interviews we provide a “drop-in” service to help
students with preliminary enquiries and quick queries and run a variety
of talks and seminars. See http://www.kent.ac.uk/ces/advice.html for
more information
The Careers Advisory Service is located within Student Services on the
ground floor of the Gillingham Building.
The following services are available:





Individual guidance interviews.
Confidential and impartial guidance.
Resources room with computer access, careers information and
prospectuses.
You are welcome to drop in and browse between 9 am and 5
pm weekdays.
Drop in and speak to an adviser Monday – Friday, 2.00pm3.00pm (10-15 minutes, term time only).
For full details of the Careers Advisory Service at Medway including
photographs see
http://www.kent.ac.uk/ces/locations/index.html?tab=medwaycampus.
4.26
Student Representation
Providing outstanding student representation is integral to Kent Union’s
existence. There is student representation at all levels of University life.
Every student will have a course representative who is elected to listen
to the views of course mates and discuss them with staff at School
consultative meetings. There are elected student representatives who
sit on Faculty and University wide committees as well as full time
62
Sabbatical Officers who represent students’ needs on issues such as
academic, welfare and social matters at University, local and national
level. All representatives are elected in elections which take place
either in October or March so YOU can decide who represents your
needs! For more information on student representation and how to get
involved visit www.kentunion.co.uk/representation.
4.27
Student Activities Centre
The Activities Centre aims to provide opportunities for students to
develop skills outside of their academic programme, and to try new
activities. For example, they offer the Kent Student Certificate in
Volunteering which is a scheme that recognises the hours you put in as
a volunteer for which you receive a certificate that can be added to
your CV. There is also the STAND OUT scheme which offers
professional training sessions on different skills such as public
speaking or event planning. There are over 100 different societies on
offer at Kent and over 40 sports teams so you are sure to find
something that matches your interest. You can look them up on the
web at http://www.kentunion.co.uk/ or contact Nina Mehmi (Vice
President Sports) on union-sport@kent.ac.uk.
4.28
The Registry
There are some matters that are not dealt with in the School and for
these students need to visit the relevant department. These include:




Name changes (Gillingham Building)
Fee payments and queries (Medway Building, Finance)
Immigration Office Application for Extension of Stay (Gillingham
Building)
US Exchange students need to register their module choices
with the International office (Gillingham Building)
Some matters are dealt with by Registry departments, but administered
online. Examples of such activities are:
 Council Tax Exemption Certificates
 Returning registration
4.29
Student Welfare Offices and Medical Information
Student Services
Student Services, The Gillingham Building
University of Kent
Chatham Maritime
63
Chatham
ME4 4AG
The service is located within The Gillingham Building. The Student
Services Department is based on the Ground Floor. Please enquire at
the reception desk.


Telephone: 01634 888969
Email:medwaystudentservices@kent.ac.uk[17]
We are open Monday to Friday 9:00 - 5:00
Manager, Student Services: Graham Gorvett email
G.D.Gorvett@kent.ac.uk
Student Support Co-ordinator Assistant: Lynne Regan email
L.M.Regan@kent.ac.uk
Student Services Assistant: Sarah Kenyon email
S.Kenyon@kent.ac.uk
Masters' office
There are six Colleges situated on the Canterbury campus: Darwin,
Eliot, Keynes, Rutherford, Turing and the Woolf Graduate College and
one College ‘Medway’ for the Medway campus.
All students become a member of a College on registration, and retain
their College affiliation throughout their study. Like most communities,
the College environment brings together people of many backgrounds
and with varying tastes and lifestyles.
You will become a junior member of your college at registration. Your
College affiliation can easily be checked on the student data system.
We hope that throughout your time at the University of Kent, you will
find an opportunity to join in the Collegiate activities and make full use
of the social facilities. The Junior College Committees (JCC’s), are an
important part of College life. Committee members are elected annually
by the student members of each College, and hold specific roles
covering issues including welfare, women’s rights, the promotion of
student entertainments and many more functions.
The Masters’ offices exist to:


Offer advice, help and support: they are a first port of call when you
need assistance of any kind. All matters will be dealt with in the
strictest confidence.
Enforce the University Student Regulations, the code of conduct that all
students must abide by whilst they study at the University, wherever
they may reside, be it on or off the campus
64
Master: Jane Glew
Room Medway M1-26, Medway Building
Switchboard: 01634 (88) 8807
Email: J.P.Glew@kent.ac.uk [8] or contact Emma Harrington on 01634
202903 E.Harrington@kent.ac.uk
4.30
Chaplaincy
Revd Sally Apokis is the Chaplain at the Medway Campus of the
University of Kent. She is an Anglican minister caring for all students
and staff on the Medway campus. She is full-time for the University of
Kent, University of Greenwich and Canterbury Christ Church
University.




email: sally-medwaychaplain@gre.ac.uk
Office: Pembroke North RM222 at the University of
Greenwich
Internal phone at office: (01634) 88 3203
Mobile: 07771 624796

Facebook: Chaplaincy Universities at Medway Campus

For chaplaincy activities, free lunches, a listening ear, care
and support please contact Sally on her mobile/email of via
Facebook.
For further information about Christian churches and groups in the
Medway area please contact:
‘Inn Christian Ministries’
Tel: 01634 300325 and ask for Ann Hubbard
E-mail: ann@inn.org.uk
[8]
Web: www.inn.org.uk[9]
Jewish faith contact:
Rabbi Malcolm Weisman
Tel: 020 84594372
Hindu faith contacts:
Mr Vijay Dhanecha
Tel: 01634 811712
Mr Anil Patel
e-mail: anil100650@fsmail.net[10]
Sikh faith contact:
Mr Rai Singh
65
The Secretary
The Sikh Gurdwara
Cossack Street
Rochester, ME1 2EF
Tel: 01634 849782
Muslim faith contact:
Harroon Raschid Sohawon
Email: hrsohawon@hotmail.com [1]
Phone: (01227) 768225
4.31 Volunteering & Skills Development
Volunteering & Skills Development Coordinator David Coldwell
Email D.Coldwell@kent.ac.uk or telephone 01634 (88)8874
4.32
Medical Information
The student services team are able to provide a list of GP’s located
near to your term time address.
If you are residing at the universities accommodation, Liberty Quays,
you will need to telephone The Sunlight Centre on 01634 338668
alternatively you can contact them via the website at
www.sunlightsurgery.co.uk
4.33
European Computer Driving License or ECDL
Overview of topics covered




using the PC and managing files: adjust main settings, deal with
a non-responding program, work with icons and windows or use
virus scanning software.
word processing: work with tables and images, and use mail
merge.
spreadsheets: apply formulas and produce graphs and tables
from raw data.
databases: create and modify tables, queries, forms and reports,
and output data.
66
o
presentations: move and copy text, images and charts within
and between presentations.
Who is it for?
Students who use PCs regularly and want to both advance their skills
and gain an internationally recognized qualification. If you have basic
computing skills and use a computer regularly, this is the qualification
for you.
For information regarding the ECDL please go to the following link:
http://www.kent.ac.uk/careers/sk/computing-skills.htm.
4.34
Library Information
Opening Hours can be found on the website
Library Counter
01634 88 3278
Address
Drill Hall Library
North Road
Chatham Maritime
ME4 4TB
For information on the whole range of services provided please see
http://campus.medway.ac.uk/library/
4.35
The Kent Law Clinic
What is the Kent Law Clinic?
The Law Clinic is a partnership between students, academics and
solicitors and barristers in practice locally. It has two objects: to provide
a public service for local people who need legal advice and
representation but cannot afford to pay for it, and to enhance the
education of students in the Kent Law School.
Details can be found at http://www.kent.ac.uk/law/clinic/.
4.36
Jobshop
Jobshop@kent is run by Kent Union and can provide part-time or
temporary work for students. Over 4,000 students registered with
Jobshop@kent last year, and approximately 3,200 vacancies were
67
advertised in areas such as translation, mentoring, silver service,
website development, retail and charity fundraising.
The vacancies are displayed in the Jobshop centres on the Canterbury
campus or Medway campus, where you can drop in for advice, or on
our regularly updated website so that you have access to them 24:7,
and you can register with us online.
Jobshop staff provide information on National Insurance, CVs for parttime work, finding a summer job, international student status and other
employment advice. Generally, we advise students to take up to 15
hours of paid work a week during term-time.
4.37
The Faculty Office
The Faculty Office supports Schools within Sciences and works with
the Dean of the Faculty in directing the teaching, research and
enterprise of the Faculty's Schools. It assists in meeting the
University's mission and its academic plans in the areas which fall
within its responsibility.
Within this remit, we:




Support the Faculty committees and help ensure compliance
with the University's quality assurance procedures, its planning
mechanisms, conventions and other regulations.
Maintain the University's records for undergraduate students
and produce student handbooks and staff circulars, as well as
overseeing the work of Boards of Examiners, processing student
concessions and student appeals.
Support School Officers in their work related to academic
Registry functions, including the upkeep of postgraduate student
records.
Facilitate liaison within the Faculty and the University centrally,
across the Canterbury, Wye, Brussels and Medway campuses,
as well as with external agencies.
In all areas, we seek to provide a helpful, reliable and efficient service
to students and staff. For further details please visit
www.kent.ac.uk/stms/[4]
4.38
‘Getting started at Kent'
Please don't begin the enrolment process until you have received your
official letter and 'Getting started at Kent' pack.
Link is https://www.kent.ac.uk/gettingstarted/
68
Additional Information
5.1 Sample Assignment Feedback Form
School of Sport and Exercise Sciences - University of Kent Essay/Assessment Cover
Sheet
This cover sheet should be completed and attached to every assignment including
when submitting online using Moodle.
To be completed by student
Student Family Name:
Student First Name:
Module Title:
Module Code:
Student Login ID:
Assessment Title:
Date Due:
Date Submitted:
What aspects of this assessment would you particularly value feedback on?
To be completed by staff
Date feedback due to student:
(Within 3 weeks from due date during
term time or within 5 weeks if marking
period includes vacation time)
Marked by:
Date feedback made available to student:
Moderated by:
Date Marked:
Date Moderated:
What you did well and strength(s) of this piece of work:
1.
2.
3.
4.
Areas in which you could improve in future work:
1.
2.
3.
4.
General Comments:
If you would like further feedback or would like to discuss how you can use this feedback to improve your
future work please book a tutorial with the module convenor.
Overall Mark
69
5.
2
Assessment Criteria Essays, Reports and Dissertations: Level 4
1.
Reading and Knowledge
80 – 100 Will indicate a wide level of reading and comprehensive knowledge.
70 – 79 A good range of reading and good knowledge
60 – 69 An adequate range of reading with adequate knowledge
50 – 59 A fair range of reading and reasonable knowledge.
40 – 49 A limited range of reading and incomplete knowledge.
30 – 39 A minimal range of reading and very limited knowledge.
0 – 29 Poor reading and knowledge.
2.
Understanding and Analysis
80 – 100 A full and perceptive awareness of issues and a clear grasp of their wider
significance.
70 – 79 A good awareness of issues and a serious understanding of their wider significance.
60 – 69 Adequate awareness of issues and a good understanding of their wider significance.
50 – 59 Some awareness of issues and of their wider significance.
40 – 49 Limited awareness of issues and their wider significance.
30 – 39 Very limited awareness of issues and their wider significance.
0 -29 Poor awareness of issues and their wider significance.
3.
Argument
Marker to tick if ‘argument’ being used as assessment criteria
80 – 100 Clear evidence of independent thought and the ability to defend a position logically
and convincingly.
70 – 79 Evidence of independent thought and a well-developed argument.
60 – 69 A well-written and relevant argument.
50 – 59 Some evidence of thought with some attempt at an argument.
40 – 49 Descriptive, little evidence of argument.
30 – 39 Very limited thought meagre argument.
0 – 29 Poor thought and argument
4.
Organisation and Presentation
80 – 100 Careful thought has been given to the outstanding arrangement and development of
material and argument. Excellent English, spelling, structure and grammar.
70 – 79 Good arrangement and development of material and argument. Good English,
spelling, structure and grammar.
60 – 69 Adequate arrangement and development of material and argument. Minimal errors in
spelling, structure and grammar.
50 – 59 Effort to organise the material and argument. Weaknesses in spelling, structure and
grammar.
40 – 49 Limited effort to organise the material and argument. Weaknesses in spelling,
structure and grammar.
30 – 39 Very limited effort to organise the material and argument. Weaknesses in spelling,
structure and grammar.
0 – 29 Poor effort to organise the material and argument. Weaknesses in spelling, structure
and grammar.
5.
Referencing
80 – 100 Comprehensive range of literature fully referenced including a range of sources.
Consistently conforming to SSES referencing guidelines.
70 – 79 Good range of literature fully referenced including a range of sources. Consistently
conforming to SSES referencing guidelines.
60 – 69 Adequate range of literature well referenced including a range of sources.
Consistently conforming to SSES referencing guidelines.
50 – 59 A reasonable range of literature referenced from different sources. An attempt has
been made to reference using SSES referencing guidelines.
40 – 49 A limited range of literature has been used from few sources. Limited use of SSES
referencing guidelines.
70
30 – 39 Very limited range of literature has been used. Limited use of SSES referencing
guidelines.
0 – 29 Little or no referencing.
An overall mark of 40 is required in order to achieve the essay/assignment.
Please note that some assignments will have specific criteria and
these should be available in the module packs.
71
5.3 CONCESSIONS REQUEST
FORM
(for consideration by Board of
Examiners)
72
UNIVERSITY OF KENT (Medway Campus)
CONCESSIONS FORM FOR CONSIDERATION BY THE BOARD OF EXAMINERS
For full details concerning concessions, please refer to:
http://www.kent.ac.uk/registry/quality/credit/creditinfoannex9.htm
Note: This form is NOT to be used for an application for an extension to coursework
deadline, failure to submit coursework by the deadline, or failure to attend classes
(please use separate 'Concessions Form for Application for an Extension).
STUDENT NO: .................................................................................................. EMAIL ADDRESS: ..................................................................
FIRST NAMES: .................................................................................................... ............. SURNAME: .................................................................
(in CAPITALS)
PROGRAMME OF STUDY: ................................................................................................ STAGE: ..................................................................
This statement concerns (please indicate one or more):
Failure to attend an examination
by concessionary factor(s)
Examination/assessment performance impaired
(In which case the form must be submitted within 5 days of
the examination
to which it refers.)
STATEMENT OF REASONS FOR SUBMITTING A CONCESSIONS FORM TO THE
BOARD OF EXAMINERS
Please outline below the circumstances you wish to be taken into account (e.g. (i) details
of your failure to meet one or other of the Faculty’s module rules and (ii) the grounds for your
concessions application. You should also attach any supporting evidence, such as a medical note from
a doctor, where possible.)
Summary of nature of circumstances (please attach extra sheets if necessary):
..........................................................................................................................................................................................................................................
..........................................................................................................................................................................................................................................
..........................................................................................................................................................................................................................................
..........................................................................................................................................................................................................................................
..........................................................................................................................................................................................................................................
..........................................................................................................................................................................................................................................
..........................................................................................................................................................................................................................................
..........................................................................................................................................................................................................................................
..........................................................................................................................................................................................................................................
..........................................................................................................................................................................................................................................
73
Summary (continued)
..........................................................................................................................................................................................................................................
..........................................................................................................................................................................................................................................
..........................................................................................................................................................................................................................................
..........................................................................................................................................................................................................................................
..........................................................................................................................................................................................................................................
..........................................................................................................................................................................................................................................
..........................................................................................................................................................................................................................................
..........................................................................................................................................................................................................................................
..........................................................................................................................................................................................................................................
..........................................................................................................................................................................................................................................
..........................................................................................................................................................................................................................................
..........................................................................................................................................................................................................................................
..........................................................................................................................................................................................................................................
..........................................................................................................................................................................................................................................
..........................................................................................................................................................................................................................................
..........................................................................................................................................................................................................................................
..........................................................................................................................................................................................................................................
Please tick if you have asked your doctor to write a medical note and have asked your Senior
Tutor to forward a copy to the QA Officer (UKM)
Please tick if you have asked your tutor or another member of academic staff to write a
supporting statement, and to
forward it to the QA Officer (UKM). You are advised that your application will be
strengthened by such a supporting
statement, particularly in cases not involving medical certification
SIGNATURE: .............................................................................................................................. Date: ..............................................................
This completed form must be returned to QA Officer c/o Medway Building Reception
Shared UGO/Forms/Concessions Form for BoE
74
5.4 EXTENSION REQUEST FORM
(NOT for consideration by Board of
Examiners)
75
School of Sport and Exercise Science
REQUEST FOR A COURSEWORK EXTENSION
NAME __________________________________ DATE OF REQUEST________________
DEGREE PROG
YEAR OF STUDY
EMAIL ADDRESS
1
2
3
@kent.ac.uk
4
Any coursework not submitted by the official deadline will automatically receive a mark of zero
unless you submit
1. an extension request before the deadline
2. supporting evidence no later than 2 weeks after the original deadline.
Please note that extensions to submission deadlines can only be agreed in mitigating
circumstances. (See guidelines overleaf).


For advice please contact the Michaela Fullman, the Student Support Assistant on
m.j.fullman@kent.ac.uk

MODULE CODE
TITLE
ASSIGNMENT TITLE
MODULE CONVENOR
ORIGINAL DEADLINE
(Extension will be for a
maximum of 7 days from this date)
REASON FOR INABILITY TO SUBMIT BY ORIGINAL DEADLINE
(Please tick one box)
Inclusive Learning Plan (ILP)
Temporary illness or incapacitating medical condition (GP/Hospital letter required)
Bereavement (Death certificate required- state relationship to the deceased)
Other reason – please give details below (continue on separate sheet of paper if required)
This form should be submitted to the Student Support Assistant at the earliest opportunity and
no later than the deadline to which it relates. YOU MUST SUBMIT SUPPORTING
EVIDENCE WITHIN 2 WEEKS OF THIS REQUEST
76
Please note the following when completing your form:

Individual Tutors and Convenors cannot give extensions to deadlines, nor can
they accept any coursework after the published deadline.

The Extensions Panel meets regularly to consider extension requests.

You will receive an email from the Extensions Panel advising whether your
request for an extension has been approved. If your case is not approved then a
mark of zero will be recorded.

If no supporting evidence is received within 2 weeks of the original deadline then
a mark of zero will be submitted.

Because of obvious logistical issues, no extensions will be given for practical
assessments, presentations and in-class tests.
The following are examples of circumstances which would not normally be
considered valid by the Extensions Panel:

Completing coursework too late and missing deadlines because of computer or
transport difficulties.
Employment commitments.
Failure to note deadlines correctly.
Housing difficulties
Absence from university
Any other failure to organise and manage workload properly.





On-line copies of this form can be found at:
http://www.kent.ac.uk/sportsciences/
Signature of student…………………………………………………
Date…………………………………………………………………….
(For Office Use Only)
EVIDENCE SUBMITTED………………………..
5.5
ESSAY GUIDELINES
PANEL DECISION……………………………….
STAGES
IN ESSAY WRITING
ASSIGNMENT SUBMITTED……………………
77
5.5
Essay guidelines
Essay writing is made much easier if it is tackled in stages, because
you aren’t asking your mind to do too much at once. The main stages,
together with some advice about each, are as follows:
1.
Analysing the Question to decide what is required. Read and think
about the question (and any accompanying advice on how to approach
it) very carefully.
Underline key words and check their meaning, if necessary.
Distinguish between content and process parts of the question.
Possibly try paraphrasing the question in your own words.
If you are in any doubt about the meaning of the question then ask
advice, e.g. from your tutor. This is not cheating!
2.
Reading/re-reading relevant material, with the question in mind.
Investigate all likely sources (e.g. with set books, articles, electronic
searches as well as the module handouts). Make any notes, as
necessary – this may simply mean marking useful passages; noting
page references etc.
3.
Selecting and noting down relevant material to be included.
Jot down ideas for answering the question, as they come to mind,
without worrying about the order.
Make a note of useful examples and illustrations; definitions, quotations
and references, as well as possible points of argument.
Remember: In deciding what to include and what to discard, the
keyword is relevance.
4,
Planning your answer, i.e. organising the selected material into a
logical order to create a clear line of argument to the question.
It can be helpful to draw up an outline plan with a clear structure, in
note form, e.g.:
SECTION
POSSIBLE CONTENT
Introduction
Comment on the subject and the
approach / answer proposed.
Main points/arguments + supporting
evidence/examples, in a sensible
order.
Main body /Development
78
Conclusion
5.
Summary of arguments so far and/or
clear statement of conclusion if
required.
Writing up the Essay
Ideally this involves writing up a first draft,
editing the rough draft (altering, amending, cutting as necessary) and
finally writing up the final copy with references and bibliography.
However, where time is short it can be possible to write up a neat copy
from a thorough plan:
Some advice on Writing Up: at the writing up stage, it is important to
concentrate on expressing your ideas clearly and achieving a flow of
argument, so that the reader can easily follow your line of thinking. To
help in this:

Imagine that you are writing for an ‘intelligent lay person’ rather than
your course tutor. This brings the need to spell out point clearly and
not to assume too much. ‘Never be afraid to state the obvious’.

Make clear your plan of campaign in the introduction, i.e. how you
intend to tackle the question

In the main body of the essay, include ‘signposts’ to show the
reader where the argument is leading, e.g.…
 Indicate how one point follows from another by using linking
phrases/sentences such as: ‘Having looked at the strengths of
the two-class model, I shall now examine possible criticisms of
it…’, ‘On the other hand…’.
 Relate points back to the question to bring out their relevance,
by adding phrases such as: ‘One limitation of the two-class
model is that…’, This would seem to cast some doubt on the
conventional stereotype of the vandal’.
 Draw your argument together clearly in the conclusion. Make
sure the conclusion follows logically from the preceding
argument!
 Use your own words as far as possible except when quoting and
try to use simple and direct language.
 Be careful to distinguish between your own ideas and those of
other authors. Acknowledge quotes ‘…’ and give references.
 Try to keep to the word limit if one is specified (perhaps within a
10% margin either way)
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6.
Advice on editing the First Draft. Read through the essay carefully
and check for things like:
 Relevance: does the essay really answer the question set? Has
anything important been left out? Can anything be cut out because
it is repetitious or unnecessary (i.e. not contributing to answering
the question set) or anecdotal. Be ruthless!
 Structure: is there a logical order and organisation of material? Is
there a clear development/ unfolding of argument throughout the
essay? Is the argument clearly ‘signposted’?
 Clarity of expression: is the essay clearly written? Rephrase or
expand where necessary in the interests of clarity, e.g. add an
example if this is helpful. Check spelling, punctuation, sentence
and paragraph construction and correct as necessary. N.B.
Reading aloud can help in checking grammar. Keep a spelling list
or dictionary handy.
 Accuracy: Are quotes, data and evidence used cited correctly and
appropriately? N.B If possible, get someone else to read your
essay to make sure that it s clear and intelligible; alternatively read
it out aloud to yourself.
Final Comments
These are not hard and fast rules to be adhered to rigidly, but simply
useful guidelines to make essay writing easier. They can be adapted
and modified to suit you.
Thinking is a very important part of the essay writing process and a lot
of time should be spent on it throughout. N.B: Sometimes ideas can
come to you when you are not consciously working on the essay; to
capture them before they escape from consciousness it can be useful
to always have a pen and paper handy (e.g. on the bedside table!).
Essay writing skills do not come overnight – they take time, practise
and guidance to develop.
Nobody finds essay writing easy – it always involves hard work and
rejection of some of your ideas and writing.
(Source: Cole, S. & Woodward, K. (1986) Returning to Study: A Tutors’
Pack. East Midlands: Open University)
80
5.6
IMPROVING YOUR CONTENT-EDITING SKILLS
The first part of the following content checklist reflects the need for an
essay to show a three-part structure: a beginning (introduction), a
middle (development), and an end (conclusion). The questions in the
second part of the checklist apply to all parts of the essay.
This checklist should be conducted on a draft of your essay. To make
your editing efforts more noticeable and your revision easier, try using
a different coloured pen.
As you edit drafts you may find that each one represents a different
kind of task. Sometimes your editing will show that one or two
paragraphs are weak, and you may only need to rewrite these. At
other times, all paragraphs will show deficiencies, and you will need to
write out an entire new draft. When you have rewritten your
paragraphs or your second draft, review the checklist once again and
make any further editorial remarks. If you find only minor content
problems in the second draft, you can begin the final copy. If you are
dissatisfied with some of the material in the second draft, rewrite that
part before making the final copy.
A content checklist for all drafts
Focus on the introduction. After reading it carefully, ask:
a) Have I commented on the topic of the essay? (E.g. What
understand by it? What are the main issues? And so on).
b) Have I included which aspects I will be dealing with? Why?
What will be my general approach to the essay?
Focus on the middle or development (the main body). In planning you
will have listed the main points you want to get across. If you
reckon on around 100 words per paragraph on average, this
may give you an idea of how many paragraphs you will have in
which to get these points across.
a)
Does each paragraph have a clear purpose?
b)
If the purpose is clear, then does each have enough
explanation, specification or discussion so that the reader
can understand my line of thinking?
Focus on the last section or conclusion.
a)
b)
Is there of an ending? Have I offered a firm or tentative
conclusion?
Did I fall into the trap of repeating my introduction?
81
c)
Have I pointed out any wider implications or future trends
or scope for further investigation?
After reviewing items 1 to 3, ask these questions about any part of the
draft:
a)
Does each paragraph remain faithful to the guidelines
given in the introduction?
Check that your points follow one another in a logical sequence
or reasoned argument.
b)
Are there smooth movements or transitions between
paragraphs?
c)
How do my sentences look and sound? Are there
repetitious words or sentence patterns that make my
writing monotonous? Are any sentences over packed or
rambling?
d)
Do I have enough material in the work as a whole? On
average, a page of typed single line spaced, 12 font, Arial
typeface script is 250-300 words. So, if you have to write
a 1500 word essay and you only have 3 pages, then you
do not have enough material. If this is the case, review
the first three items on this sheet; you probably need
some new material in all of the paragraphs.
Finally, have I followed the expected ‘conventions’ – e.g. in quotations,
bibliography etc?
5.7
WHAT YOUR TUTOR WILL BE LOOKING FOR
Your assignments will be evaluated in terms of their content, structure,
clarity and the quality of the analysis they offer.
Content:
An essay should contain evidence of accurate knowledge of the area in
question – the key issues, concepts and research findings. The
content must be relevant to the topic. Please be careful how you use
books and articles. There have been occasional instances of students
copying books and articles directly, which is plagiarism. If you need to
include quotations from the course materials, or from other research
articles or books, be sure you use quotation marks and indicate the
exact source of your quotation. The University will take strict measures
against students who simply copy large passages of text. It is also of
very little use for your own learning if you simply copy sources without
thinking about them. Even if you expressing ideas from books and
82
articles in your own words, you must still indicate your sources using a
standard referencing format.
Structure:
A good essay will present a coherent argument backed up by
evidence. By planning your essay carefully, you are more likely to be
able to stick to a structure throughout the essay. It is always helpful to
keep looking back to the actual question to stop yourself straying too
far from the main topic.
Clarity:
Ideas and arguments should be presented clearly. Terms should be
used precisely, and specialised or technical terms should be defined
explicitly where necessary. Your tutor will not be impressed by the use
of technical terms unless you show that you clearly understand them.
It is essential too, to write as if you are explaining your arguments to
someone who is not totally familiar with the topic. Don’t take it for
granted that your tutor knows everything your going to say.
Quality of analysis:
This is particularly important. Tutors will be looking for evidence of
understanding as opposed to, for example, a simple list of facts. Thus,
instead of merely describing a theory, you should attempt to analyse
what it, means. Avoid giving lengthy accounts of personal experiences
or making statements, which are unsupported by evidence or logical
reasoning. On the other hand, it is quite in order to produce arguments
on both sides of an issue and finally to conclude that the evidence is
stronger for one position or another. To achieve a good grade, it is not
important which view you finally adopt. What counts is the quality of
your arguments, whether you back them up with relevant evidence, the
organisation and structure of your essay and, very important, clarity of
expression.
All these comments about content, structure, clarity and quality of
analysis apply whether you are writing essays, reports, projects, or a
seminar presentation.
5.8
Academic Integrity and Honesty at University.
What is academic integrity?
While you are at university, you are expected and required to act
honestly regarding the work you submit for assessment in your
courses. General Regulation V.3: Academic Discipline states that:
Students are required to act with honesty and integrity in
fulfilling requirements in relation to assessment of their
academic progress.
83
General Regulation V.3 specifies that any attempts to:
 cheat,
 plagiarise,
 improperly influence your lecturer’s view of your grades,
 copy other assignments (your own or somebody else’s) or
 falsify research data
will be viewed as a breach of this regulation.
The full details of this regulation including disciplinary procedures and
penalties are available at:
http://www.kent.ac.uk/teaching/qa/index.html.
Most students do not have any problems understanding the rules and
expectations about acting honestly at university, although some are not
familiar with academic expectations and plagiarism.
What is plagiarism?
General Regulation V.3 states that plagiarism includes:
reproducing in any work submitted for assessment or review (for
example, examination answers, essays, project reports,
dissertations or theses) any material derived from work authored
by another without clearly acknowledging the source.
In addition, certain departments or subjects may define plagiarism
more narrowly.
This means that if you read, study or use any other work in your
assignment, you must clearly show who wrote the original work. This
is called referencing and correct referencing will help you to avoid
accusations of plagiarism.
What is referencing?
Referencing means acknowledging the original author/source of the
material in your text and your reference list. Examples of source
material which should be referenced include:
 exact words (written or spoken)
 summarised or paraphrased text
 data
 images (graph, tables, video, multimedia etc)
 pictures or illustrations
 ideas or concepts
 theories
 opinion or analysis
 music or other performance media
 computer code
 designs, drawings or plans.
84
The School of Sport and exercise Sciences Guidelines for Referencing
are used for all written coursework and can be found on Moodle and at
the following link:
http://www.kent.ac.uk/uelt/ai/SSES-Referencing-Guidelines-2012.pdf
Good referencing and avoiding plagiarism are pre-requisites to good
writing. If you are unsure about essay writing in general or want to
make sure that you will receive the good marks you deserve, you can
visit the Student Learning Advisory Service based in the UELT
building. For details see: http://www.kent.ac.uk/learning/.
5.9
School of Sport and Exercise Sciences - Referencing Guidelines
The School of Sport and exercise Sciences uses the Harvard
referencing system. However, as there are many versions of Harvard
referencing this guide has been produced to demonstrate the
referencing system that the School of Sport and exercise Sciences
uses across all undergraduate and MSc programmes. This is the
referencing style that you should adopt for ALL your work.
Why do I need to reference?
There are several reasons why you need to reference your work.
1. References are used to demonstrate the depth and breadth of your
reading and you can use references to support your analysis and
argument. Using referencing in your work is therefore a way in which
you can enhance your grade.
2. Referencing is the way that you acknowledge other people’s work
within your own coursework. If you do not use referencing or use it
incorrectly it could potentially be viewed as plagiarism (copying
someone’s work without acknowledgement). There can also be
copyright issues associated with using other people’s work without
acknowledgement.
3. Referencing allows other people to identify the source of the
information that you have used.
Referencing is not difficult as it is all about following the instructions.
The most important things to remember are to be organised and be
consistent.
You should use referencing within any piece of your work where you
are using sources of information that are not your own. This includes
essays, case studies, presentations, leaflets and written exams. All
sources of information that you use should be included within your
work in two places:
1. In the text - this is called a citation.
2. At the end in the references list.
85
Citations:
Citations are not difficult to do as long as you follow a few rules.
There are two main ways that you can use citations in your work. You
can either use a citation within your sentence (this is called author
prominent) or at the end of the sentence (this is called information
prominent). Here are some examples:
Author prominent
A study by Smith (2007) found that goalkeepers sustain more head
injuries than strikers.
Information prominent
Goalkeepers have been found to sustain more head injuries than
strikers (Smith, 2007).
There are a few rules regarding the number of authors of a reference
source as follows:
1 or 2 authors - you always write in full e.g. Smith (1985) or (Brown &
Green, 1996).
3 to 5 authors – the first time you use the reference in your work you
should give ALL the authors. Then when you cite that source again you
give the first author followed by et al. e.g. (White et al., 2009).
6 or more authors – you can use the first author only followed by et al.
straight away.
The References List
What is a references list?
A references list is a list of ALL the information sources that you have
cited in your work. If you have read a book or a journal article but have
not cited it within your work then you DO NOT need to include it within
your references list. Before you submit your work one of the things that
you should check (because the markers will!) is that all the citations
you have used are in the references list and that all the sources in the
references list have been used as citations within the work.


How should the references list be formatted?
The references list is a list of all your citations and is included at the
end of your piece of work. There are some main rules that you need to
follow when writing your references list:
The references should be placed in alphabetical order by, in the first
instant, the first author's surname.
The names and initials of all authors should be given in the list of
86



references. You DO NOT need to include first names or professional
titles.
Only the first word in the titles of books and journal articles is
capitalised.
If you do not cite a reference in your coursework you should not include
it within your reference list.
In the reference list the first six authors of a source should be listed. If
there are more than six authors list those and then add et al. before the
publication date.
The format of your reference will depend on the type of source it is
from (i.e. book, journal, government paper).
Book:
If your source is a book then this is how you format within your
references list:
Author surname, Author initials (year of publication). Title of book in
italics. Edition. City of publication: Publisher.
Here are some examples:
Zatsiorsky, V.M. (1995). Science and practice of strength training.
Champaign, IL: Human Kinetics.
Masteralexis, L.P., Barr, C. & Hums, M. (2009). Principles and practice
of sport management. 3rd edn. Boston, MA: Jones and Bartlett
Publishers.
Journal Article:
If your source is a journal article then this is how you format within your
references list:
1st Author surname, 1st Author initials., 2nd Author surname, 2nd Author
initials. & 3rd Author surname, 3rd Author initials. (year of publication).
Title of article with only first word capitalised. Name of journal in italics,
volume number in italics, page numbers.
Here is an example:
Ford, I., Eklund, R. & Gordon, S. (2000). An examination of
psychosocial variables moderating the relationship between life stress
and injury time-loss among athletes of a high standard. Journal of
Sports Sciences, 18, 301-312.
Important. When you access a journal article online (including
downloading a PDF copy of article) it is should be referenced as a
journal article AND NOT as an electronic source.
Chapter within a book:
87
If your source is a chapter within a book then this is how you format
within your references list:
Stephenson, D.G., Lamb, G.D., Stephenson, G.M.M. & Fryer, M.W
(1996). Mechanisms of excitation and contraction coupling relevant to
skeletal muscle fatigue. In S.C. Gandavia, R.M. Enoka, A.J. McManus,
D.G. Stuart & C.K.Thomas (Eds.), Fatigue: Neural and muscular
mechanisms (pp. 45-56). New York: Plenum Press.
Government Paper:
If your source is a government paper this is how you format within the
reference list:
Department of Health (2005). Choosing activity: a physical activity
action plan. Cm 6374. London, Stationery Office.
Internet sources:
It is not advisable to use Internet sources in your work. They do not
normally go through the same review process as most textbooks and
journal articles. The information can be inaccurate, misinterpreted and
is often incorrect. If you do need to reference an Internet source this is
how you list it in the references list:
Federation Internationale de Football Association (2005). The Football
Medicine Resource Kit (F-MARC). Retrieved from http://www.fifa.com.
Last accessed: 16 Jan 2010.
If the article you are referencing has an author(s), put their name(s)
first:
Smith, J.A. (2010). Cost of obesity to NHS in England. Retrieved from
http://www.dh.gov.uk. Last Accessed: 18 Jan 2010.
Format of the references list:
Here is an example of how your reference lists should be formatted. All
written coursework should be submitted with 1.5 line spacing throughout
i.e. including the references list. Note that you should have an additional
line space between references but that you do not need numbers or
bullets.
Federation Internationale de Football Association (2005). The
Football Medicine
Resource Kit (F-MARC). Retrieved from
http://www.fifa.com. Last accessed: 16 Jan
2010.
Feldman, F., & Robinovitch, S. (2007). Reducing hip fracture risk
during sideways
falls: Evidence in young adults of the protective
88
effects of impact to the hands and
stepping. Journal of Biomechanics,
40, 2612–2618.
Junge, A., Langevoort, G., Pipe, A., Peytavin, A., Wong, F.,
Mountjoy, M., et al. (2006). Injuries in team sport tournaments during
the 2004 Olympic Games. American
Journal of Sports Medicine,
34, 565–576.
Lees, A. (2005). Biomechanics applied to soccer skills. In T. Reilly
& A. M. Williams
(Eds.), Science and soccer, London: Routledge.
Schmitt, K.-U., Nusser, M., Derler, S., & Boesiger, P. (2008b).
Analysing the
protective potential of padded soccer goalkeeper shorts.
British Journal of Sports
Medicine (DOI: 10.1136/bjsm.2008.048058).
Secondary References:
A secondary reference is when you refer to someone else’s summary of
work. You should aim to use only primary references i.e. where you have
referred to the original work. However, if you do need to use a secondary
reference you should cite it as (Conn and Katch, 2000, cited in White,
2005) and then include the full reference for White (2005) in the
references list.
Direct Quotations:
When you quote a section of someone else’s work you need to make
this very clear and acknowledge it correctly so that you are not
plagiarising. Generally it is advisable to only use a few direct quotations,
as they are the work of someone else. If you do use direct quotations
they need to be selected carefully, reproduced exactly, clearly linked to
your discussion and where ever possible critically evaluated. In your
work the quotation should be enclosed in single inverted commas and in
addition to the author(s) and the year you also need to include page
references.
Here are two examples of citing direct quotations dependent on whether
you want to use an author prominent or information prominent style
Author Prominent
John Smith has argued that ‘sports participation will increase in the next
ten years due to current health legislation’ (2009: 276).
89
Information Prominent
It has been argued that ‘sports participation will increase in the next ten
years due to current health legislation’ (Smith, 2009: 276).
Frequently Asked Questions
What if I have only read the abstract of an article?
It is not good practice to reference an abstract of an article in your work,
as you should wherever possible have read the whole article. If you want
to use an article but we do not have either hard copy or online access to
that journal (check on the library website) then you can order copies of
articles through Inter Library Loan. The Inter Library Loan forms are
available from the Drill Hall Library and you will need a member of staff
to sign the form before you can place the order.
What if I have a source of information that isn’t listed above?
There are many different sources of information. This guide has covered
the sources that you are most likely to use within your programme. If you
want to need to reference a source that is not included in this guide first
of all see if you can find an example. The School of Sport and exercise
Sciences referencing styles are taken directly from the Journal of Sports
Sciences so look at how articles are formatted within the reference list in
a recent article published in this journal. If you can’t find an example ask
your module convener.
Can I use a reference that was published in 1957?
You should use references that are the most up to date source of
information and research that is available. A good rule of thumb should
be that most of your references should be no more than ten years old.
However, if there is an important piece of information that was published
a long time ago but is still current or if you are writing about a historical
background to a topic then it is acceptable to use references that are
older.
What if a journal article has been published online ahead of print?
If a journal article has been published online ahead of print (as a lot of
journals are now doing) it won’t have been allocated a volume or have
page numbers. You cite the article in exactly the same way as a hard
copy article but the reference format is slightly different as you can’t
include volume or page number but have to include the doi (digital object
identifier). See the example of the Schmitt reference in earlier references
list.
Where can I get further help with referencing and writing skills?
The University’s Student Learning Advisory Service (SLAS) offer a whole
range of student learning development resources including academic
writing, critical writing, time management and assignment management.
These resources can be accessed at this URL –
http://www.kent.ac.uk/uelt/about/slas.html
90
IMPORTANT: Do not use the referencing guidelines at this URL as
they are different to the style that SSES have adopted as outlined in
this guide.
More details on academic referencing, integrity and an assignment
survival kit can be found at the following links:
http://www.kent.ac.uk/uelt/ai/SSES-Referencing-Guidelines-2012.pdf
http://www.kent.ac.uk/uelt/ai/students/index.html
http://www.kent.ac.uk/uelt/ai/ask/index.php
5.10
PDP – Personal Development Planner
Personal Development Planning will help you to define and explore
your goals and map out ways to turn them into reality. It will enable you
to articulate the skills you are developing now in order to open up
opportunities in the future.
Whilst studying you will have many opportunities to expand your
academic, professional and personal horizons.
The level of engagement and what you get out of your period of higher
education is your choice. You have responsibility for your own learning.
Taking stock of your position and setting goals in all areas of your life is
a crucial step. But in order to maximise your potential you must be
clear about how you can transfer the skills and knowledge you have
acquired into other situations. You must learn to articulate your unique
skills and abilities. For further information see this link:
http://www.kent.ac.uk/learning/PDP-and-employability/pdp/index.html
5.11 Dignity at Work and Study Policy
The University of Kent is committed to developing a working and
learning environment in which all have the right to be treated – and the
responsibility to treat others – with dignity, courtesy, respect and
consideration.
We aim to develop a culture that
• Values diversity
• Fosters respect for everyone
• Does not tolerate prejudice
• Is free from harassment and bullying
Personal harassment and bullying in all its forms, is unacceptable,
therefore staff and
students should ensure that they are familiar with the University Policy
Document:
91
Dignity at Work and Study: Policy and Procedures
The full policy and procedure document is available to all staff on
request from the Equality and Diversity Office, Human Resources, the
Registry, who can supply alternative formats in large print if required.
It is also available on the web at
www.kent.ac.uk/hr-equalityanddiversity/pol-pro-guides/dignity.html
5.12
European Credit Transfer System
The University has adopted the European Credit Transfer System
(ECTS) in the context of our participation in the Erasmus programme
and other European connections and activities.
What is ECTS?
ECTS, the European Credit Transfer System, was developed by the
Commission of the European Communities in order to provide common
procedures to guarantee academic recognition of studies abroad. It
provides a way of measuring and comparing learning achievements,
and transferring them from one institution to another.
ECTS credits
ECTS credits are a value allocated to module units to describe the
student workload required to complete them. They reflect the
quantity of work each module requires in relation to the total quantity
of work required to complete a full year of academic study at the
institution, that is, lectures, practical work, seminars, private work - in
the library or at home - and examinations or other assessment
activities. ECTS credits express a relative value.
In ECTS, 60 credits represent the workload of a year of study; normally
30 credits are given for a semester and 20 credits for a term. It is
important that no special courses are set up for ECTS purposes, but
that all ECTS courses are mainstream courses of the participating
institutions, as followed by home students under normal regulations.
It is up to the participating institutions to subdivide the credits for the
different courses. Practical placements and optional courses which
form an integral part of the course of study also receive academic
credit. Practical placements and optional courses which do not form an
integral part of the course of study do not receive academic credit.
Non-credit courses may, however, be mentioned in the transcript of
records.
92
Credits are awarded only when the course has been completed and all
required examinations have been successfully taken.
ECTS students
The students participating in ECTS will receive full credit for all
academic work successfully carried out at ECTS partner institutions
and they will be able to transfer these academic credits from one
participating institution to another on the basis of prior agreement on
the content of study programmes abroad between students and the
institutions involved.
The ECTS Grading Scale
Examination and assessment results are usually expressed in grades.
However, many different grading systems co-exist in Europe.
Interpretation of grades varies considerably from one country to
another, if not from one institution to another. The ECTS grading scale
has thus been developed in order to help institutions translate the
grades awarded by host institutions to ECTS students. It provides
information on the student's performance additional to that provided by
the institution's grade; it does not replace the local grade. Higher
education institutions make their own decisions on how to apply the
ECTS grading scale to their own system.
1. Each institution awards marks/grades on the basis of its normal
procedures and system and these marks form part of the student
transcript.
2. The ECTS scale is designed as a "facilitating scale" to improve
transparency but not to interfere with the normal process of awarding
marks within each institution or attempt to impose uniformity. The
ECTS grading scale ranks the students on a statistical basis.
3. Within the broad parameters set out below each institution makes its
own decision on the precise application of the scale.
ECTS Grade
A
B
C
D
E
FX
F
ECTS GRADING SYSTEM
% of successful students normally achieving the
grade
10
25
30
25
10
A distinction is made between the grades FX and
F that are used for unsuccessful students. FX
means: “fail – some more work required to pass”
and F means: “fail – considerable further work
required”.
93
5.13 University Support Services
In addition to departmental support, the University has a wide range of
support services. These include:
5.14

Alumni Relations (Communications and Development
Office)
www.kent.ac.uk/alumni/

Careers Advisory Service
www.kent.ac.uk/careers/

Chaplaincy
www.kent.ac.uk/chaplaincy/

College Masters’ Offices
www.kent.ac.uk/studentservices/masters-office/.

Counselling Service
www.kent.ac.uk/counselling/

Student Support & Wellbeing
http://www.kent.ac.uk/studentsupport/.

English Language Unit
www.kent.ac.uk/secl/elu/

Equality and Diversity Manager
http://www.kent.ac.uk/hr-equalityanddiversity/.

Information Services (Computing and Library)
www.kent.ac.uk/is/

International Office
http://www.kent.ac.uk/international/index.html.

Kent Law Clinic
www.kent.ac.uk/law/clinic/
Personal Academic Support System (PASS)
The Personal Academic Support System provides a range of academic
advice, support and guidance to students to ensure their success at
Kent. Although the specific arrangements for academic advice and
support provided by each School will vary, students should be able to
consult named officers in the School for all of the following areas:
(i)
Academic advice, including:

Module Choice and programme structure

Change of module or programme

Progression routes

Further/Advanced study
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(ii)
(iii)
Academic support, including:

Study Skills

Academic Integrity/Academic Discipline

Learning Resources

Academic or personal problems/difficulties
Progression monitoring/reporting

Records of attendance at formal teaching sessions

Submission of coursework

Providing references
In addition, the University provides a range of other professional services that
support PASS to meet the diversity of student needs. As the School is often
the first point of contact for personal academic support, school officers can
refer students as appropriate to the relevant service. These services include:

Faculties Support Office

Information Services (including the Computing Service & Library)

The Unit for the Enhancement of Learning and Teaching (including
Student Learning and Advisory Service)

The Centre for English and World Languages

Academic Registry (eg European Office, International Office,
Financial Aid Office, Student Records and Examinations,
Undergraduate Office for Humanities and Social Sciences
Admissions and Partnership Services)

Kent or Medway Union

The Graduate School

Accommodation Office at
http://www.kent.ac.uk/accommodation/medway/apply/index.html.

Student Advice Centre (Kent Union)

Campus Security – Police Community Support Officer Joyce Mcevoy.
Kent Police University Liaison Officer
T: +44(0)7772 225961
E:joyce.mcevoy@kent.pnn.police.uk website www.kent.police.uk

Equality and Diversity

Student Services:
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o
The Careers Advisory Service
o
The Counselling Service
o
Student Support & Wellbeing
o
The College Masters’ Offices
o
The Chaplaincy
Greenwich and Kent Students’ Unions Together
Greenwich and Kent Students’ Unions Together (GK Unions) is a partnership
between the University of Greenwich and the University of Kent students’
unions.
Students are not only a member of Greenwich and Kent Students’ Unions
Together, but a member of their ‘home’ union too.
GK Unions represents the needs and views of its members whilst providing
excellent activities and services to improve the student experience. The Union
offers a wide range of student activities including sports, societies and
volunteering. GK Unions also run Essentials, Coopers Bar, Jobshop and a
student Advice Centre.
For more information please visit: http://www.gkunions.co.uk
Follow GK Unions on Twitter: https://twitter.com/GKUnions
Find GK Unions on Facebook: https://www.facebook.com/GKUnions
There is also the Kent Student Union. Details can be found at :
http://www.kentunion.co.uk/.
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