MSc Applied Sport and Exercise Science Course Handbook 2020 by John Erskine

Course Handbook PgC/PgD/MSc. Applied Sport & Exercise Science 2020-2021

Classification: Restricted

Contents Section

Page

Coronavirus and Sources of Additional Information 1.

Welcome to the School of Life Sciences and Education

Your Course Team

Communication

Support and Guidance (including Academic Mentoring

4.1

Academic Mentoring (Personal Tutor)

4.2

Faculty Student Guidance Advisor

4.3

Students Union

4.4

Library and IS support

An introduction to your course

5.1

Background Information

5.2

Aims and Learning Outcomes

5.3

Enrolment and the Sport & Exercise Online Enrolment Course

5.4

Module Texts and Suggested Reading

5.5

The Blackboard (BB) Learning Environment

5.6

Computer Hardware and Software Requirements

5.7

Standard Content of Online Modules

5.8

Group Based Activity

The structure of your course

Employability

Professional recognition

Learning, teaching and assessment on your course

9.1

Introduction to this online distance learning course

9.2

Learning & Teaching Pattern of Delivery

9.3

The challenges of postgraduate study and distance learning

9.4

Key features of distance learning on this award

9.5

Support for Statistics and Research Methodology

9.6

Ethical Considerations

9.7

Assessment

9.8

How to Submit Assessments

9.9

Feedback on Your Work

9.1 0

External Examiners Appointed to your Course

10.

Extra Costs

11.

Communication

12.

The Student Voice

13.

Rules and Regulations

13.1

Classification of the Awards

13.2

â&#x20AC;&#x2DC;Attendanceâ&#x20AC;&#x2122; and Withdrawal from online modules

13.3

Concerns and Complaints

13.4

Academic misconduct and plagiarism

13.5

Admission Requirements

Appendix A: Award Learning Outcomes

Appendix B: Curriculum Maps

Appendix C1: School of Lifesciences and Education: Generic Grading Criteria Level 7 Presentations and Viva

Appendix C2: School of Lifesciences and Education: Generic Grading Criteria Level 7 Written Assignments

Appendix D: Feedback on Assessment

1|Page Classification: Restricted

Coronavirus and Sources of Additional Information Coronavirus Information

This handbook covers our proposed mode of delivery for this academic year. As this course is fully online, we do not anticipate any changes to the delivery of this course, however there may be variations at times, in response to the current situation. Building on over a dozen years of fully online delivery our approach to distance learning provides staff and students with a flexible, supportive framework. For specific updates, further information, support and FAQs, in regard to Coronavirus, please see our coronavirus tile on the MyStaffsUni app or follow the link on our website: https://www.staffs.ac.uk/comms/coronavirus Sources of Additional Information MyStaffsUni A key central resource where you can find wider information about the University and services available to online DL students can be found at: https://www.staffs.ac.uk/students and/or use the MyStaffsUni app.

This course handbook provides useful information about your course, how it will be delivered and how you will be assessed. It does not try to give you all the information you will need during your time at the university. More information can be found in the following places:

2|Page Classification: Restricted

Module Handbooks Your course is made up from several individual modules. Detailed information on each module is provided in separate module handbooks. Module handbooks are available electronically within each BB presence for each module. The Blackboard (Bb) On-Line Learning Environment supported with Microsoft Teams Information and learning materials for your modules will be provided on the Blackboard online Learning Environment. Blackboard will form an important part of your learning experience. Please let your module tutor know if you encounter any problems accessing this material. In addition to Blackboard we will also use Microsoft Teams as a support tool for learning. As a Staffordshire University student, you have access to Microsoft Office 365 which gives you access to Microsoft Teams

Welcome to the School of Life Sciences and Education

A very warm welcome to you! You are joining a vibrant community of staff and students across a wide range of subjects within four Departments. Department of Biology and Biological Sciences Department of Psychology and Counselling Department of Sport and Exercise Department of Education Whatever the specific nature of your chosen course, within Sport and Exercise you will benefit from a lively mix of people, facilities, resources and learning opportunities. To help you to succeed you will have access to our academic staff expertise, and also to a range of student support services to help deal with your own particular needs and circumstances as on online student. Your success is the measure of ours, so we have a very real interest in making sure that you make the best of your time here. As well as qualifications, we want to help you to acquire the skills, knowledge and confidence that will carry you through to a rewarding and fulfilling professional life. Staff will be available to advise, encourage and support you throughout your course. Theyâ&#x20AC;&#x2122;re dedicated to helping you be a success! We can only support you effectively, however, if we are aware of any problems you are encountering, so please, if you are struggling with any aspect of settling into University life, talk to one of us about it. You can approach your personal tutor, your course leader, our student guidance advisor, or other support staff. We are all here to help! You have made a great choice in studying at Staffordshire University and choosing a course within Sport and Exercise. By engaging fully with your course as well as the students and staff around you, together we will help you realise your full and unique potential. My colleagues and I look forward to working with you and wish you every success with your studies.

Very best wishes, Dr Nigel Thomas #proud to be Staffs

Dean Life Sciences and Education

2|Page Classification: Restricted

1. Your Course Team Welcome to these awards, offered by Sport & Exercise, one of four schools located in the School of Life Sciences and Education at Staffordshire University. The Course Leader for the MSc. in Applied Sport & Exercise Science is John Erskine, Senior Lecturer. Course Leader:

John Erskine Sport & Exercise: School of Lifesciences and Education Staffordshire University Brindley Building Leek Road Stoke-on-Trent Staffordshire United Kingdom st4 2df Tel: +44 (0)1782 294043 (direct line) Email: j.w.erskine@staffs.ac.uk

PG Course Director:

Ash Gill Email: Ashley.Gill1@staffs.ac.uk

Key Staff Contacts: Module Leader John Erskine Matthew Slater

Module Title Physical Activity & Mental Health Group Dynamics and Leadership in Sport & Exercise Advanced Research Methods & Data Analysis Sports Biomechanics and Injury

Contact Details as above m.slater@staffs.ac.uk +44 (0)1782294089 m.slater@staffs.ac.uk +44 (0)1782294089 H.R.Branthwaite@staffs.ac.u k

Karla Drew

The Practice of Sport & Exercise Psych

karla.drew@staffs.ac.uk

Jacky Forsyth

Physiological Support of Athletes

Matt Slater

Masters Research Project

j.j.forsyth@staffs.ac.uk +44 (0)1782294057 m.slater@staffs.ac.uk +44 (0)1782294089

Matthew Slater Helen Branthwaite

Administrative Contacts: Course/Programme Administrator(s)

Sally Brown Student Course Administrator U106 Leek Road +441785353294 S.Brown@staffs.ac.uk

Faculty Student Guidance Advisor

David Langley t: +44 (0)1782 294073 e: support@staffs.ac.uk

3|Page Classification: Restricted

Web: http://www.staffs.ac.uk/support_depts/studentguidance/studence-guidanceadvisors.jsp 2. Communication The course team and support staff will communicate with you synchronously (live) and asynchronously in a number of ways, via your Staffs Uni student e-mail account, via announcements in live Bb modules, via Microsoft Teams and via phone. As an online student you will also be able to communicate with staff using both synchronous and asynchronous methods identified above. 3. Support and Guidance Information on a wide range of student support services that the University provides can be found at https://www.staffs.ac.uk/students especially within the Student Support area. This includes comprehensive information on money matters, careers, course administration digital support, online enrolment, assessment regulations, exceptional circumstances, counselling and mental wellbeing, disability services, childcare, healthcare and chaplaincy. You will find telephone or e-mail contact details here. 3.1 Academic Mentoring (Personal Tutor) You allocated an Academic Mentor (AM) at the start of your studies with us. Your AM is there to support you in reviewing personal, academic and career development and should be seen as one part of a wider network of advice and guidance. Details of how to set up a personal tutorial with your allocated AM are available within each BB module in the ‘Help & Support’ folder area. If there is an issue you wish to raise with a member of staff but don’t feel comfortable contacting the course leader or module tutor or your AM then you are able to contact a designated member of staff who is external to this award. The designated contact for this award is James Capper, (Head of Department for Sport & Exercise) who is contactable on j.capper@staffs.ac.uk or 01782 294247. 3.2 Faculty Student Guidance Advisor Your FSA can help you with a wide range of educational issues as well as offering specialist information and support. A drop-in service is available, but to discuss an issue in depth you can then book an appointment. If you are part-time, off campus distance learning student you can telephone or email your faculty Advisor. Contact details are available at the start of this document and within each online module. 3.3 Students Union Your Students’ Union understands the pressures and challenges of academic study and is always here to help all its student members. The Student Advice Centre run by the Students’ Union provides independent, impartial and confidential advice to students free of charge. More information on the Students’ Union can be found at: https://www.staffsunion.com/) 3.4

Library and Information Services support 4|Page Classification: Restricted

The University web portal e:VisionStaffs a central gateway to multiple relevant services via the web, which is personalised and provides functionality that is relevant to individual student users. It is a key portal for you as an online student and allows you to 

Access your university email and library account



Access personal email



Access e-resources



Receive targeted news, announcements and events



Receive targeted links and RSS Newsfeeds



Enrol online



Allows you to update personal details such as contact address



View award and course information



Access Blackboard, learning resources, ASK and Live Help



Customise your view of the portal



Create your own favourites page using a selection of available portlets

As such this is the ‘one stop shop’ for all online DL students and needs to be the gateway you use to access all university resources. It can be found from the link above or from the Staffs Uni Home page at http://www.staffs.ac.uk Click on ‘Current Students’ and e:Vision at the top of the page, and then login with your username and password. As an online learner IT support is crucial available from the University Digital Services. If you have a problem with using your computer, the I.T. email addresses and phone numbers then contact Digital Services at https://www.staffs.ac.uk/support_depts/digital-services/ In Terms of the library a key contact resource is the email based helpdesk at libraryhelpdesk@staffs.ac.uk A second key library resource are the materials gathered together for Off Campus user at https://libguides.staffs.ac.uk/off-campus Where you can find information on Requesting Photocopied Articles Inter library loans for books not in stock InfoZone Library Catalogue Postal Loans Document Delivery Service Assignment Survival Kit Referencing Support

5|Page Classification: Restricted

etc For specialist subject help in the area of sport & exercise science you may wish to contact our Subject Specialist Librarian Paul Biggs tel: +44 (0)1782 294594 e-mail p.biggs@staffs.ac.uk We have already discussed the ‘module handbooks’ that are to be provided for you. These are directly and easily accessible. You will need to make use of other learning resources in carrying out some of the specified tasks, doing follow-up work and researching topics for a number of the modules (particularly your dissertation). The key ones are as follows: Web sites – you will be directed to particular web sites as part of module study guides and should become (if you’re not already) a proficient user of the web. You can simply click on the web addresses from within Blackboard rather than having to type them in. Searching the web for material will be a bit more involved and we will provide guidance on how to best make use of Internet ‘search engines’. Electronic Journals – there are a wide range of electronic journals now available because the University subscribes to them and you will need specific password and access information to get to these. Full details on how to access these will be provided to you during your SE MOOC orientation course or via print-based documents within Bb A list of relevant available journals is provided in the following box. It is important you quickly become familiar with these sources of electronic information and you identify those journals that Staffordshire University has signed up to, in terms of full text access. Detailed information about accessing and using online library resources can be found in our online library learner pack that is available within each BB module.

Subscription Journals Journals accessible on-line and off-campus through library subscription. The library has access to 170 databases. An A to Z list of these databases is available. Key databases to support this award include 1. CINAHL A selection of the more relevant titles include: British Journal of Sports Medicine Journal of Sports Medicine and Physical Fitness Journal of Sport Behavior International Review of Sport & Exercise Psychology European Journal of Sport Science 2. Ebsco Host SportDiscus Full Text Access: This is a major resource for online full text materials (journals, magazines, books) covering key areas of Sport Science. SPORTDiscus with Full Text™ is recognized as the leading research database covering sport, exercise, fitness, sports medicine, and other sports related disciplines. It contains over 240 full text titles, and also offers comprehensive, bibliographic coverage of sport, fitness and related disciplines. It features more than 750,000 records with coverage on journals and smaller scholarly works

6|Page Classification: Restricted

dating to 1800, and over 20,000 dissertations, theses and references to articles written in 60 world languages. Note some key journals (mainly those published a Routledge), have a 12 month delay in full text access (e.g. European Journal of Sport Science, Journal of Applied Sport Psychology, Journal of Sport Sciences, Physical Education and Sport Pedagogy, Scandinavian Journal of Medicine & Science in Sport, Sport Education & Society). However, we may have access to these journals via other purchased databases, so it is always useful to use the check for it at Staffs button to see if recent articles in these journals can be accessed via other means. A list of the full text materials available via SportDiscus can be found at http://www.ebscohost.com/titleLists/s4h-coverage.pdf 3. PsycARTICLES: Electronic full-text output of the American Psychological Association’s entire Portfolio (50 titles in all) from 1987 onwards (unless otherwise stated). A selection of the more relevant titles include: Journal of Applied Psychology Journal of Experimental Psychology: Human Perception and Performance Psychological Bulletin Psychological Review International Journal of Stress Management (2003–) Sport Exercise & Performance Psychology 4. Cochrane Library: includes the Cochrane Database of Systematic Reviews in Health care. 5. Newspapers - Global Newsstream Newspaper database containing the broadsheets (except the Financial Times) and all local newspapers within the UK in full-text.

Electronic books E-books E-books are the electronic equivalent of a hard copy book. They are full-text resources and also include pictures, graphs, tables etc, etc. You can read the full-text of these resources on screen or print of selected pages.

The four main eBook collections can be accessed from http://www.staffs.ac.uk/support_depts/infoservices/library/eresources/ebooks/ They are: (1) eBook central (Proquest) [formally known as e-brary] (2) eBooks on EBSCOHost (3) VLeBooks (formerly Dawsonera e-Books) In addition the following may be of use… (4) PsycBOOKS

University Libraries – – for U.K and Ireland based students, under an agreement between University libraries (called SCONUL), all distance learning students can now join their local University library (with a few exceptions) and use most of the facilities available including borrowing books. If you live reasonably close to a University this should prove a very valuable resource particularly when you are undertaking your dissertation. Details of this facility will be provided. Clearly if you live within travelling distance of Stoke or Stafford 7|Page Classification: Restricted

you can make use of our own libraries as well – our catalogues can be searched over the web to find out what materials are held and whether or not they are available. Details of the SCONUL scheme will be made available in the ‘Course Information’ folder of Bb within each module. Public Libraries – public libraries may hold some books of relevance to the course. They may also provide searching facilities and facilities for ordering inter-library loans. Inter library loans – these will cost you money but provide a way of borrowing a copy of any published book or a photocopy of journal papers for your own use. You should be able to order these through any library you are a member of. On-line bibliographic databases and on-line library catalogues will provide you with a way of finding the books or papers you want to access. Licensing agreements Although students registered with the University will have full access to all the Library online journals and databases, in very rare circumstances, there are a few countries which do not have the same copyright laws (i.e. China) and students may not be able to access certain e-journals or databases. If this is the case, then the student can either apply to the Library Document Delivery Service for a particular article via the website: http://www.staffs.ac.uk/support_depts/library/document-delivery/index.jsp Laboratory Resources at Staffordshire University There are a number of dedicated sport and exercise science labs in the department based at Stoke-on-Trent and you can of course access these resources if you so wish. We have a dedicated, well equipped biomechanics laboratory, an extensive exercise physiology lab, a strength and conditioning lab and a sport & exercise psychology lab facility and a performance analysis facility. You will also have access to other laboratory space dedicated to specific areas of research, including a clinical biochemistry laboratory, an electroencephalographic (EEG) laboratory, pain laboratory and cardiovascular laboratory. Technical Staff (n = 3) are available to provide support for your research work if required. 4. An Introduction to your Course 5.1 Background Information Sport and Exercise at Staffordshire University has a long and successful history of involvement in Sport and Exercise Science and has offered undergraduate awards in sport related subjects since the 1970’s. In 2004 it became the first institution in the world to offer online post-graduate education in the sport and exercise sciences. So, you are joining a course that has over a decade of experience in delivering masters level study in a fully online format. The two core 15 credit modules, alongside a further 3 30 credit modules and the 60-credit dissertation module that make up the MSc in Applied Sport & Exercise Science are all delivered online using content that is housed by our virtual learning provider, Blackboard (Bb). This means that you will need to be familiar with personal computing and be comfortable using ‘standard’ software on such a computer (at home/work or here at the University) in order to be able to complete the programme successfully. If you have not had any prior experience of distance learning, you will need to think carefully about how you

8|Page Classification: Restricted

might feel about this style of delivery. Distance learning is especially appropriate if you are self-motivated, goal-oriented and work well independently. If you learn best through reading and viewing material, and communicate best through discussions and writing, then, again, you will find this learning environment especially to your liking. The course is underpinned by excellent research. Staffs delivering on the award are actively engaged in research within their fields of specialism and work hard at ensuring that research engaged teaching lies at the heart of module delivery. In the 2014 Research Excellent Framework (REF) the research in Sport & Exercise was rated as being of international quality overall with 64% of the research considered as either world leading or internationally excellent. These on-line set of awards offer a significant challenge and opportunity for you. Staff on the award are excited by this approach to learning and teaching and will support you in delivering a learning experience that will allow you to develop both personally, professionally and academically Welcome to our online courses in Applied Sport & Exercise Science! 5.2 Aims and Learning Outcomes So, what are the overall aims of the MSc award in Applied Sport & Exercise Science? They are to: 1. Deliver a multi-disciplinary understanding of contemporary issues that apply to sport & exercise science. 2. Develop key practical and analytical skills and knowledge to maintain and enhance employability. 3. Offer a stimulating learning environment whilst supporting you in your development as an independent and reflective learner able to make decisions in complex and unpredictable situations. 4. Provide you with experiences designed to enhance critical analysis with respect to current literature, theory and practice in applied sport & exercise science. 5. Enable you to use advanced investigative, analytical and applied sport/exercise science techniques to advance knowledge in their field of study. 6. Provide you with a sound basis for progression to further study or employment in the field of sport & exercise science. 7. Support those of you working towards accredited status within BASES. (Note: this award provides you with a Pg. qualification which is required to become an accredited sport & exercise scientist, it does not deal with accreditation per se.)

Your award also has a set of written learning outcomes that describe what you should be able to do by the end of the course. These statements are designed to help you understand what you need to do to pass your course and receive your award. The outcomes for your course can be found in appendix A of this handbook. Each module you study has separate learning outcomes which join together to enable you to demonstrate that you have achieved the overall learning outcomes for your award. The learning outcomes for your modules can be found in your module handbooks.

9|Page Classification: Restricted

The specific learning outcomes for your award and modules have been matched to eight university wide learning outcome statements (knowledge and understanding; learning; enquiry; analysis; problem solving; communication; application; and reflection). These standard statements describe the abilities and skills all Staffordshire University students should demonstrate in order to pass their course. The statements have been designed to meet national expectations contained within the Framework for Higher Education Qualifications. This ensures that the learning outcomes for your course are equivalent to similar courses at other UK universities and colleges. A table showing how your module learning outcomes have been aligned with the eight university learning outcome statements can be found in appendix B. 5.3

Enrolment and the Sport and Exercise Masters Online Orientation Course (SE-

MOOC) Once you have accepted a place and successfully enrolled, you will receive information regards enrolling on our Sport & Exercise Online Orientation Course, SE-MOOC. This course is a required pre-requisite to commencing your studies with us in early September. 5.4

Module texts and other directed/suggested reading

Each module will have set of core resources or required reading that we will ask you to obtain and use to support your learning. These resources may be freely available or may require you to purchase and obtain them. Where you are asked to go away and read a section of one of these, it is important that you make some time to read the appropriate section in some detail. This reading/examination of learning resources will often require active engagement with your fellow students and module tutors via web-based group discussions, formal assessed reports and synopses. You will need to study reading material in detail rather than taking a superficial impression of the content. Push yourself to think deeply about the significance of what is written about and your reaction to it. Some modules will have a core text(s), some may use other resources such as a learning pack to deliver core learning resources to you. To find out which core text(s) are required please view each module handbook. Some of these texts we suggest are referred to throughout the study programme and will serve as a basic reference for the course. There are also a number of web references (URLs) embedded within the activities (and tasks) associated with each module. These should be visited and read in exactly the same way as the directed reading in the set textbooks. If you want to download any of the documents, then as long as you are using them for personal research thatâ&#x20AC;&#x2122;s fine. Please bear in mind that some of the files are quite large and so the download might take a while. All of these URLs have been checked as valid, and you should be able to visit these directly from the word documents within Blackboard simply by clicking on the appropriate link. If you find that any of them are not accessible, then please let the module tutor know as soon as possible. There are a number of important copyright issues relating to any resource material provided by the university to you (as distance learning students of the university.) Please refer to the appropriate University web page here: http://www.staffs.ac.uk/copyright/ for more information and clarification. 10 | P a g e Classification: Restricted

5.5 The Blackboard (Bb) Virtual Learning Environment In order to provide for the effective management of the web-based learning resources on this course we are using the Bb package. The Bb virtual learning environment is a commercial product produced by Blackboard Inc. of the USA. It is becoming widely recognised as a high-quality environment for on-line study. It can be accessed and used over the internet and provides an integrated and flexible environment for hosting and structuring study guides, providing access to learning resources and enabling ‘studentstudent’ and ‘student-tutor’ interaction and submission of coursework. We selected Blackboard for delivering this distance-learning course because of the intuitive user interface and comprehensive learning facilities it provides. The course is also supported via Microsoft Teams and at time we will ask you to engage with Teams as part of the delivery of the module. Our Bb courses are structured around modules, and within the modules, the specification of activities for you to actively engage with – rather than just passively providing information for you to read. Each ‘Activity’ you undertake is further broken down into a series of ‘Tasks’ and we provide guidance on how much time should be spent on each of these tasks. This fits well with our own preference for a structured programme of study providing a range of learning activities. Full documentation on how to use Blackboard along with initial training sessions will be provided in the SE-MOOC. There is also a support service provided by the University for dealing with problems in using software (see Section 9) 5.6 Computer hardware/software requirements As far as hardware is concerned, we recommend that you use a computer (either a PC or a Mac) with the following specifications as a minimum: I3/2.4 GHz Processor (or faster) 4Gb of RAM (Minimum, 8 preferred) 20 GB of hard disc space (Minimum) An internet service provider (ISP) with a broadband internet 20 Meg per second connection (Minimum) Speakers/Headphones and a Microphone Noise-cancelling headphones typically preferred A webcam capable of video web conferencing Note: For Macintosh computer users the minimum specification is the High Sierra operating system for a Mac Information Services and faculty support for Macintosh users is limited and available on a ‘best endeavours’ basis only. In addition, two modules ‘Advanced Research Methods and Data Analysis’ and the 60 credit ‘Masters Research Project’ (Dissertation) module use SPSS statistical software and we currently do not support MAC users of this software. We therefore recommend PC usage for these two modules. Make sure that you comply with all the guidance and advice (particularly that relating to the safe use of the equipment and any Health & Safety implications) provided by the computer manufacturers and/or your employers. You should be aware that there are occupational health considerations of study at computer workstations. As far as software is concerned, you will need to have pre-loaded a standard web browser – the most common are, Internet Explorer, Mozilla and Firefox, Google Chrome.

11 | P a g e Classification: Restricted

Chrome is the preferred browser for students in the program to use. You will also need a Java plug-in to enable your browser to deal with the learning environment programming that we are using. The java plug in is available as a free download from http://java.sun.com/javase/downloads/index.jsp. You will also need to have Adobe Acrobat Reader© installed on your computer – and this is a freely available download from http://www.adobe.com/products/acrobat/main.html This program allows you to read the many web-based files to which you will be directed which are in ‘portable document format’ (PDF). You will be able to download one copy of some of these if you wish and save them on disc for off-line personal reading and study. You should also have access to Microsoft Word, Excel and PowerPoint, as some of the webbased documents to which you will be directed during the study programme are available in one or other of these formats. Computer-based systems are not 100% reliable! You may find several reasons why your computer access to necessary resources and facilities fails you. One option that you will always have is to use the various sources of technical and academic support that are available. However, the following back-up methods may provide you with a fallback position – we would advise that where appropriate you set these up in advance as a precaution. In case your computer breaks down or is stolen try and find an alternative computer that you can use. This may be at a friend’s house, at work, or a local internet café, library or school. There may be problems with using Blackboard from such machines (because of the ‘plug-in’) but if you can still get onto the web you can temporarily manage without Blackboard by: 

using a paper study guide if you printed one earlier



submitting work to tutors by email attachment (having notified us that you need to do this)



interacting or sharing files with other students using standard email

The Module Handbook Each module will have Module Handbook that you should read before working independently through the course materials. This study guide will also be contained within the ‘Key Module and Award Information’ folder of the Blackboard virtual learning environment. 5.7 Standard content of online modules Each of your online modules will have a similar look and feel and include Module Handbook: this will specify module themes, overall learning outcomes, structure, delivery and assessment timetable and key learning resources. Activity Learning Outcomes: each module will consist of a series of Activities that you are expected to work through on a week-by-week basis. Each Activity will have a set of written ‘Learning Outcomes’ and details of the tasks to be completed to achieve those learning outcomes. Tasks: within each activity a series of Tasks will be specified. These will include a range of activities such as reading specified papers or book extracts, writing brief evaluations, categorising definitions, watching or listening to on-line video/audio resources, analysing documents, working through large websites, reflecting on your own experience etc. An 12 | P a g e Classification: Restricted

estimate of the amount of time it should take you to complete each task will be provided. At various points you will be directed to submit work to the module tutor or share work with others in your designated learning group. The work submitted to the tutor will sometimes count towards the formal assessment for the module. At other times it will enable you to receive individual or collective feedback; this will be clearly specified in the task documentation. 5.8 Group Based Activity At various points in the programme of work specified in the module handbook and within Bb, you will be directed to share work and/or interact with other students in a (learner) group. We will use learner groups so that you are not always working on your own â&#x20AC;&#x201C; working collaboratively is an important skill and one that we will seek to use. Group work also facilitates social interaction a key component of effective online learning. 5.

The Structure of your Course

Table 1: MSc Applied Sport and Exercise Science 2020-2022 Year 1 2020 8-week period Start date: 14.9.20

12-week period Start date: 09.11.20

8-week period Start date: 15.02.21

12-week period Start Date: 19.04.21

70754 Physical Activity and Mental Health

70774 Advanced Research Methods and Data Analysis

70780 Sports Biomechanics and Injury

70778 The Practice of Sport and Exercise Psychology

(30 credits)

(15 credits)

Hand in: 11.01.20 Hand in: 18.02.20

Hand in: 20.04.21

(15 credits) Hand in: 14.10.20 Hand in: 09.11.20

(30 credits) Hand in: 27.06.21 Hand in: 15.07.21 Year 2 2021

12-week period Start date: 13.09.21

28-week period Start date: 06.12.21

70777 Physiological Support of Athletes

70753 Masters Research Project

(30 Credits)

(60 credits)

Hand in: 05.11.21 Hand in: 13.12.21

Hand in: (tbc) Hand in: (tbc week beginning 28.08.22)

13 | P a g e Classification: Restricted

Xmas 2020 21st Dec - 4th Jan (2 weeks); Easter 2020 5th April- 11th April (1 week) The table above highlights the part time structure of the award delivered over two years. In ‘Physical Activity and Mental Health’, the current state of evidence regards the relationship between physical activity and mental health is examined. Physical activity theories and models are critically evaluated using a range of sources of evidence including traditional review, meta-analysis and epidemiological research. A central focus of the module is behaviour change with respect to physical activity. The mental health benefits of activity with respect to selected mental illnesses are also evaluated and practical physical activity interventions examined. The module ‘Advanced Research Methods and Data Analysis’ develops and enhances research methods, statistical and qualitative analysis skills. Key analytical techniques will be addressed via data sets related to sport & exercise science. In the first part of ‘The Practice of Sport and Exercise Psychology’ a range of psychological techniques available to practitioners are outlined (e.g., self-talk, imagery). Theoretical and empirical evidence for the effectiveness of these techniques will be considered. Students will be required to consider what psychological techniques are most appropriate and how they should best be applied to a range of scenarios (e.g., enhancing confidence in a novice exerciser, helping an elite athlete cope with a career ending injury). In the second part of the module the skills required to practice effectively (e.g., counselling skills, communication skills and reflective practice) are considered along with issues surrounding the delivery of psychological interventions to different groups (e.g., disabled athletes) are considered. Ethical issues that may arise during the consultancy process in sport and exercise settings are considered and discussed throughout the module. In the module ‘Sports Biomechanics and Injury’ the focus is on how the athlete and sports performer differ in their presenting pathology and management. The content of the module covers the following areas concentrating on sports injuries and management: the principles of sports biomechanics in relation to injury management, the principles of rehabilitation and injury prevention and mechanisms of injury. Finally the role and practice of sports therapist and of a sports physician will be examined alongside the internal and external factors associated with sports injury. The module ‘Physiological Support of Athletes’ focuses on the development of laboratory and field based practical competencies in functional and biomechanical tests used in the physiological support of athletes. The reliability, validity and appropriateness of such tests will be directly examined, and the knowledge gained used as part of the assessment of the module via the production of an appropriate testing regime for a given athlete. The final module relates to the ‘Masters Research Project/ Dissertation. This module involves the planning and execution of a research project. The actual format of the project is typically done in the style of a peer reviewed journal article. Specific tasks must also be completed (and are part of the assessment process) related to the planning, execution and write up of the project. A formal presentation and defence of your research is also a key feature of the module. The research dissertation is the culmination of the master’s course and the significance accorded to this piece of work is reflected in the number of credits allocated to it within the

14 | P a g e Classification: Restricted

Masters programme. It is worth 60 Masters level credits – reflecting 600 hours work. Initially students will follow a 9-week guided study programme (approx 90 – 140 hours). During this process we will discuss and agree upon a member of staff here at the University who will act as your dissertation supervisor, and the ‘title’ and scope of the work will be determined during the initial phase of the module by agreement between you and this person. The role of the supervisor can be summarised as follows: 

Oversee the general development of the dissertation.



Advise the student on the academic feasibility of the project including its resource implication.



Advise the student on academic matters regarding the progress of their project.



Monitor and evaluate student progress and advise the examination board of any matters of an unsatisfactory nature.

There are three stages to the dissertation module and two elements of assessment. In the first stage, which occurs towards the end of the nine-week guided study period, students will provide a detailed research proposal (2000 words) which outlines the rationale, proposed method, proposed analyses, costings, a schematic timetable of research and consideration of ethical issues to the Sport and Exercise Dissertation Approval Committee (if necessary it may also be referred to the University Ethics Committee). Please note you will normally be expected to fund your own data collection. The second stage is to submit a dissertation in line with the guidelines provided. The dissertation will normally comprise an abstract, introduction, literature review, methodology, results, discussion and conclusion. The final stage is to undertake an oral examination relating to the dissertation. In addition, to the above assessments you are required to submit to the module leader three, two monthly, progress reports, following a template provided at the beginning of the module. You are required to submit one electronic and two bound hard copies of their dissertation. Please refer to the Dissertation Module Handbook for specific information on milestones, management and assessment criteria of the dissertation. The final dissertation will normally be marked by your project supervisor and by another member of the course teaching team. Your project may also be sent to the external examiner. The assessment of the dissertation will specifically take into account: 

the clarity of the identification and specification of the chosen topic;



evidence of the library skills necessary to research previous literature on the chosen topic;



the quality of the selection and analysis of appropriate theoretical, methodological and empirical literature relevant to the topic



the originality and quality of the personal research undertaken

15 | P a g e Classification: Restricted



the quality of the conclusions drawn from the analysis



the quality of the presentation of the report



the relation of the topic/problem to appropriate conceptual and theoretical issues



the various different theoretical and empirical contributions to the chosen topic



the construction and maintenance of a coherent approach to the problem



the contribution to the field of inquiry through the reconsideration of different theoretical expositions and/or the creation and analysis of useful data sets.



Your performance at the oral defence

The Oral Defence will take place at the end of the dissertation module. Your project supervisor will provide you with further information about its duration, the expected content and scope of the discussion well in advance of the event. In terms of the verbal defence, you will be required to answer a series of questions related to your project (over approximately a 30-minute period). Again, exact criteria in terms of the format and assessment criteria will be set out well in advance of the event. Work-based projects are positively encouraged. In these circumstances, after discussion with the University supervisor, we will agree with you how best to nominate a second ‘workbased supervisor’. This will usually be your line manager (or another appropriately qualified work colleague who has been agreed between you and your University supervisor). This work-based supervisor will not be involved in any ‘formal summative’ assessment relating to the production and delivery of the dissertation but should keep in regular contact (Telephonic/email) with the University supervisor during the duration of the project. They will also be expected to fill out a pro forma at the end of the project work that will be reviewed by your project supervisor and, in this way, their views will feed into the overall assessment considerations.

6. Employability Increasingly, the 3E’s of employability, enterprise and entrepreneurship are being recognised as a priority within higher education. Universities need to be able to enhance their students’ potential for employment as a consequence of the studies that they undertake - not just in terms of subject knowledge but more widely in respect of their overall prospects for entry and mobility within the employment market. The University has developed a ‘Staffordshire Award for Employability’ designed to fit in with your postgraduate studies with us. It is a fully online evidence-based award developed to support and enhance your career planning and develop skills that we consider are essential to possess to a high standard as a Staffordshire University graduate. The online course is divided into several sections (Explore, Experience, Connect and Submit) and a series of documents that you complete and submit. The course gives you opportunities to undertake a skills audit, write a personal summary statement, reflect and review, produce action plans, develop a tailored CV, complete a business plan, reflect on work experience, develop a portfolio, undertake a mock interview etc etc)

16 | P a g e Classification: Restricted

For further information go to the Staffordshire Award for Employability There’s also a separate area of the University website devoted to ‘Careers and Personal Development’ containing some links and resources http://www.staffs.ac.uk/support_depts/careers/index.jsp There are no ‘guaranteed’ careers in sport and exercise science and carving out a successful career can be a challenging experience. Yet people do work full time as sport and/or exercise scientists. Also, a growth in careers is likely to be facilitated by high profile sporting events (e.g., Olympics 2012, 2016,) while the importance of exercise participation is frequently highlighted in the media and augmented by national reports, such as that by the Chief Medical Officer (2004) highlighting the health benefits of physical activity. BASES in their careers information to post-graduates outline that opportunities to sport and exercise scientists are growing. Graduates can enter a range of careers in sport and exercise science including teaching in higher and further education or working as an applied sport scientist with a national governing body, national institute of sport or with professional sports teams/individuals. In exercise science similar opportunities exist for teaching in higher and further education while the NHS is increasingly recognising the importance of physical activity and there is a need to increase the capacity and capability of the public health workforce to facilitate community exercise and physical activity interventions. The work of an exercise scientist might involve GP exercise referral, or setting up and evaluating exercise programmes in employment, prison and psychiatric contexts. See the following links for more information specific to Sport and Exercise Science https://www.bases.org.uk/spage-students-careers_centre.html https://www.eis2win.co.uk/careers/ The following sources will be useful for exploring post-award career opportunities: 

 

For academic and academic related job vacancies (e.g., lectureships, PhD positions) you should visit www.jobs.ac.uk. This site is run with the full support of HEFCE. You can search all the vacancies by keywords or job discipline and can also join the free email service alerting you to appropriate positions available. The BASES website also regularly has a number of jobs in sport and exercise settings. http://www.bases.org.uk/Vacancies UK Sport also has a useful database for jobs at https://www.uksport.gov.uk/jobs-insport

17 | P a g e Classification: Restricted

Importantly the award equips you with a range of skills that enhance employability, in any career, regardless of whether the career is in sport or exercise science, or in a separate field entirely. Specifically, at the end of the course you will have developed and demonstrated: good communication skills (both written and oral), the ability to work independently, the ability to critically analyse literature, good problem solving skills, an understanding of how psychological techniques can be applied to change behaviour and psychological responses in real world settings and an understanding of human behaviour in achievement settings. These skills can be applied to a wide range of careers. If you require additional advice and guidance, please do not hesitate to contact the Module Tutors, Course Leader or the Award Administrator. One-to-one support tutorials can be arranged on request, either be face to face, by telephone, skype/Microsoft Teams or by email (see our Academic Mentor/Personal Tutor materials in the Help & Support folder area in each BB module) Please contact your AM if you have any concerns about assessment or any other aspect of your course. Generic support with studying, assignments and assessments can be found on the libraries’ Learning Support web-pages: https://libguides.staffs.ac.uk/study-skills

7. Professional Recognition Postgraduate awards in the U.K. in Sport & Exercise Science are not currently professionally accredited. However British Association of Sport & Exercise Sciences is the UK professional body for sport & exercise scientists. If is strongly recommended you join at the earliest opportunity. Annual subscriptions are age related and are around £30 per year, and £50 once you graduate. The course lead will provide full details. The BASES website can be located at https://www.bases.org.uk/spage-membership-member_categories_and_benefits.html Note that with a student subscription you can receive access to several full text articles from Human Kinetics journals. 8.

Learning, Teaching and Assessment on your Course 8.1 Introduction to this online distance learning course There is one intake each year for all of the study programmes. Successful completion of 60 taught credits will lead to the PgC in Applied Sport & Exercise Science, if you end your studies at that point. Subsequent successful completion of a further 60 credits will lead to the PgD in Applied Sport & Exercise Science, again if you end your studies. Finally, successful completion of the 60-credit dissertation module will lead to the MSc in Applied Sport & Exercise Science. Each of the modules has a specific set of learning outcomes, and these are given on the opening page of each of the appropriate module descriptors and module handbook. Taken together, the combination of formative assessments and summative assessments are

18 | P a g e Classification: Restricted

designed to address all of these outcomes. 8.2 Learning & Teaching: Pattern of Delivery Each ‘credit’ at postgraduate level equates to 10 learning hours. So, a 15-credit module has 150 learning hours associated with the module and a 30-credit module has 300 learning hours. For each module, we outline how many hours a week we expect you to be engaged in ‘core’ activities. The remaining hours allocated for the module are divided between optional activities (e.g., further reading) along with time set aside for assignment preparation. Fifteen credit modules will follow an 8-week guided study programme. It is anticipated that core tasks will typically amount to an average of 6-8 hours of engagement per week, representing a total of 48 activity engagement hours for the module. The number of independent study hours is 102, representing a combination of further and additional reading and a series of optional tasks (48 hours) and specific preparation for the module assignments (54 hours). The 30 credit modules will follow a 12-week guided study programme. It is anticipated that core tasks will typically amount to an average of 8 hours engagement per week, representing a total of 96 activity engagement hours for the module. The number of independent study hours is 204, representing a combination of further and additional reading and a series of optional tasks (96 hours) and specific preparation for the module assignments (108 hours). The phasing of the modules is outlined in Table 1 above. When a module is live you will be provided with a week by week breakdown of tasks to be completed in that week along with an estimate of how long you should spend on each task. If you have not studied sport & exercise science at undergraduate level, then it may well be that additional time will be required to undertake and complete the tasks set you on a weekly basis, to the required standard . 9.3 The challenges of postgraduate study and distance learning Unless you have undertaken a distance learning course before, the experience of studying in this way will present you with significant challenges. It is likely to take you a while to ‘find your feet’. Even those of you who are used to distance learning may find the use of a webbased learning environment and the extensive use of web-based learning resources a challenge. Therefore, it is important that you read this part of the handbook carefully and fully appreciate how your studying is to be directed and supported and how you are going to access the resources that you need. We are confident that the support mechanisms we have in place will result in you meeting such challenges and that you will soon enjoy the benefits of an online D.L. approach to learning. The most obvious difference between undergraduate and postgraduate study is the greater degree of independent learning that is involved. This is particularly the case with an online distance-learning course. In a conventional programme you have lectures and seminars to attend which provide a structure and discipline to your learning. With distance learning you still have a structure to guide your studying (indeed this is often more explicit than in conventional face-to-face teaching), but the discipline of getting down to work on a regular basis has to be more self-generated. In a conventional mode of course delivery you also have regular direct contact with other students and tutors, where you can check your progress, ask questions, share experiences etc. We have chosen the Bb Learning Environment so that you can easily contact other students and tutors on your course and open discussion of the course content is encouraged. You will see from the discussion over the rest of this section that we have included various features that should reduce the isolation you may feel, and which provides for a degree of interaction and mutual support. We cannot pretend however that weekend workshops, electronic discussions or phone calls can entirely reproduce the benefits of regular face-to19 | P a g e Classification: Restricted

face interaction - but this is to an extent, a feature of the flexibility and convenience of distance learning. We will provide guidance on ‘how to be a successful distance learner’ within our Sport and Exercise Masters Online Orientation Course (SE-MOOC) and there are various books and on-line resources which provide useful advice and tips that we can point you towards. 9.4 Key features of online distance learning on this award Online distance learning is a generic term covering a range of different approaches to studying away from an institution. We have adopted an approach with the following characteristics: 

We have combined a structured programme of independent study that you undertake in your home (or work) environment.



We have chosen a ‘wrap-around’ method for designing the study guide that you work through for each module. This means that we utilise books, papers, reports, CD Roms, DVD’s and internet resources to provide much of the core content and then ‘wrap around’ a structured programme of directed reading, active tasks and assessment.



To ensure that you have easy access to key readings, we will give you specific details of how to obtain and access core and/or supporting text material. If a module does not have a core text(s), we will provide you with packs of key papers at the outset of the module. You will also be directed to access resources on-line such as institutional web pages, on-line reports, databases and electronic journals many of which have full text access.



We will normally release material to you sequentially on a week by week basis. Our approach to online learning is contingent upon bringing students through module learning experiences as a ‘cohort’ to maximise student-student and staff-student interactions and learning.

9.5 Support for Statistics and Research Methodology We are keenly aware that prospective students often have concerns about their knowledge and understanding of statistical procedures. Whilst individual modules may introduce you to specific statistical concepts and approaches relevant to a given subject area, two modules will dominate your developing expertise in statistical and research concepts. Advanced Research, Methods and Data Analysis will devote a large portion of content to both statistical and research methodology. In addition to providing you with our own resources we will supplement your learning by accessing appropriate web resources that are available and importantly we will guide you to resources that are commensurate with your level of understanding. We also provide support in downloading SPSS (a statistical analysis computer package) for this module, with an accompanying 4-year license. Authorisation codes for SPSS must be renewed annually. In conducting the 60 credit Masters Research Project, you will be assigned a Dissertation Supervisor who will act as your guide with respect to any statistical and research methodology issues that arise and within the module we will again provide resources to support a range of statistical procedures common to specific areas within the field of study. 9.6

Ethical Considerations

20 | P a g e Classification: Restricted

Ethical matters related to the research process will be examined in both Advanced Research and Data Analysis and Masters Research Project/Dissertation modules. The award team has approved a procedure for ensuring that research proposals are scrutinised carefully with regard to ethical and risk related issues before either participants are recruited or data collection begins. This will be covered in more detail in the Masters Research Project module. 9.7 Assessment Assessment is the process that measures educational attainment based on your performance and provides feedback to you about the strengths and weaknesses of that performance. In order to provide this feedback, you will experience a variety of methods, which aim to give both a formative and summative evaluation of achievements and progress. In deciding on the appropriate method of assessment for each module studied, the mix and balance of methods encountered throughout the Award, the objectives of each module and the aims and learning outcomes of the Award have been carefully considered. An appropriate balance of methods of assessment has also been sought. Due consideration has been given to the nature of the cognitive area and the most appropriate method of evaluating the designated learning outcomes. The criteria for all assessment is based upon the University Regulations provided within all Sport and Exercise assignment briefs or within each module handbook. All summative assessments are approved by external examiners before being released to you. The School of Life Sciences and Education has produced a set of generic assessment criteria for Level 7 for presentations, vivas and written assignments (see Appendix C1 and C2). In addition, we will provide you with a set of specific grading criteria for each and every piece of summative assessment we ask you to undertake within assignment folders in Bb. The School ‘generic guidelines’ alongside the ‘specific assessment guidelines’ produced should allow you to understand the assessment requirements of every piece of summative assessment undertaken on the award. In addition, for each element of summative assessment within an online module you will be able to (1) access and engage with assessment discussion forums and/or Webinars that we will set up within Bb, or (2) email or arrange a phone call or face to face meeting (if possible). Please note that all summative assignments submitted require you to use the referencing style used by the American Psychological Association 7th Edition (known as APA format). Within each module we provide you with access to resources to support your developing expertise in correctly using APA, both within the body of your submitted assignments and in regard to constructing a reference list for each assignment. As part of the final 60 credit Masters Research Project module you will have to undertake a supervised independent piece of research that requires you to initially submit your research proposal for ethical approval. We will provide you with specific university and faculty guidelines on this closer to the time. The University is committed to the provision of an environment which encourages and properly supports a diverse and inclusive learning community. We will continue to work towards ensuring that assessment tasks and procedures are designed to be inclusive and do not disadvantage any group or individual (for example students with disabilities, students with varied cultural backgrounds).

21 | P a g e Classification: Restricted

Please note that students should produce work within the word limits set out for each piece of summative assessment. The penalties listed below will be applied if the word limit is exceeded: 1 – 10% 11 – 20% 21 – 30% 31+%

in excess in excess in excess in excess

- no penalty applicable as within tolerance - a 10% reduction in the % mark (i.e. 60% becomes 54%) - a 20% reduction in the % mark - a 30% reduction in the % mark

7.8 How to Submit Assessments All assessments are submitted electronically on this award. Each BB module has specific folders set up where you can access assessment related information and submit your assignments. You must submit all pieces of assessment required for each module on or before the submission date for each piece of assessment. Failure to do so is likely to result in failure of the module overall. There may be occasions when you are unable to submit or undertake a piece of assessment due to circumstances beyond your control. The University has put in place a procedure for dealing with such Exceptional Circumstances. You can find more information on the university’s exceptional circumstances procedure within each online module and at: https://www.staffs.ac.uk/legal/policies/exceptional-circumstancesprocedure.jsp 8.3 Feedback on your Work You will normally receive feedback on all assessments within 20 working days following the date of submission. We will attempt to provide you with feedback within a shorter timeframe, if this is possible. When in exceptional circumstances (tutor illness etc. etc.) a longer timeframe is required, we will outline this to you as soon as we can, explaining the nature of the delay and informing you of a revised date for the return of submitted assignments. Our processes are consistent with university policy, details of which are located at http://www.staffs.ac.uk/legal/policies/assessment-policy-and-procedure.jsp

The University has a set of Principles of Good Feedback. These (and their implications for you as a student) are set out in Appendix D. 8.4 External Examiners Appointed to your Course External examiners help the university to ensure that the standards of your course are comparable to those provided by other universities or colleges in the UK. More information on the role performed by external examiners can be found at: www.staffs.ac.uk/externalexaminers/ The external examiner for your course is: Dr Ed Cope

22 | P a g e Classification: Restricted

Department of Sport, Health and Exercise Science University of Hull It is not appropriate for you to make direct contact with external examiners, in particular regarding your individual performance in assessments. There are other mechanisms you can use if you are unhappy with your results or other aspects of your award, such as the appeal and complaints procedures. External examiners have been informed that if they are contacted directly by students they should decline to comment and refer the student back to the University. 9. Extra Costs Please note the following additional costs in relation to this award: 1. The module fee does not include the costs of obtaining core required learning support materials for each module. These core required materials may be a core text, or a required library learning pack. 10. Communication As an online learner two-way communication are central. You can communicate with us in a number of ways via e-mail, phone or web conferencing (e.g. Skype/BB Collaborate/Microsoft Teams). We of course will also communicate with you and this boils down to academic, administrative and university levels of communication Module Leader – for matters relating to the specific module you are studying at the time, the module leader is the point of contact usually via e-mail or by phone. With respect to each module, we will ensure that each module has both a Module Leader and Support Tutor (an academic member of staff) to guarantee the smooth delivery of modules in the event of staff illness or unavailability. Course Leader – for matters relating to the award such as choice of modules, general problems you are having with studying or accessing learning resources, changes to award routes etc… Sport & Exercise Admin - for general information and matters relating to enrolment, change of address, referrals, payment of fees and so on. The key contact here are Sally Brown (S.Brown@staffs.ac.uk) Protocols for contacting members of staff In contacting academic staff, we would request that you follow the following protocol: URGENT enquiries/messages, either use email - including the word “urgent” at the beginning of the message title and copying the message to S.Brown@staffs.ac.uk or telephone +44 (0) 1785 353294. Telephoning between 9.00 and 5.00 (U.K.Time) may enable you to speak to the relevant person directly. At other times, messages can be left on answer phones. OTHER enquiries/messages that are not urgent use email, fax or telephone if discussion is necessary.

23 | P a g e Classification: Restricted

The standards that we will aim to follow in dealing with enquiries are: URGENT enquiries/messages will be replied to as soon as possible but normally within a maximum period of 24 hours of the message being received. All urgent emails/messages sent over the weekend will be dealt with as soon as possible on Monday morning. OTHER non-urgent enquiries/messages-we will normally reply within 72 hours of the message being sent. If any key member of staff is to be unavailable for an extended period due to other commitments or illness, we will notify you that this is the case and whom you should contact as an alternative. 11. The Student Voice During the course you will have the opportunity to share your views and opinions on your modules, course and the university. Your feedback is key to ensuring that we get an accurate picture of what it is like to be an online PG student at Staffordshire University and enables us to enhance the learning experience for current and future students. All Pg. awards in Sport & Exercise are managed by the Postgraduate Course Committee chaired by PG Course Director Ash Gill. Given the nature of online awards, we do not ‘elect’ student representatives to ‘attend’ these meetings. Instead ALL of you are contacted ahead of each meeting and asked if you wish to bring any matter to the attention of the PG Course Committee. Any issues raised are anonymised and responded to under a standing item on the agenda. A response is made to each issue forwarded. This process is managed by our award administrators and has proved an effective way to ensure that your voice is being heard and listened to. You have the opportunity to evaluate each module studied and it is important that you engage with this process so that each online module has a high % module evaluation return rate. Module leaders are required to respond to student module evaluation data within their module leaders report, and these reports are considered by the PG Course Committee and feed into the Award Leaders continuous monitoring process. At the end of each year of study we will invite you to complete the U.K. wide Postgraduate Taught Experience Survey (PTES). This allows us to compare your experience of our awards against other PG awards delivered in the university and nationally. In addition, we can compare your satisfaction relating across key areas with other UK HEI’s delivering similar awards. Data provided by the PTES is crucial to allow us to enhance our provision and again high completion rates of the PTES allow us to focus in on those things we are doing well and where we need to improve. 12. Rules and Regulations Your course is delivered and assessed according to the University’s Academic Award Regulations. These can be accessed at: http://www.staffs.ac.uk/regulations Please note that two modules on this award require that each and every piece of assessment is passed for that module: they are SPOR70774 Advanced Research Methods and Data Analysis

24 | P a g e Classification: Restricted

SPOR70753 Masters Research Project 12.1 Classification of the awards The assessment regulations specify the levels of performance that can be achieved – in the case of this award; these are pass, merit and distinction. All assessment on the awards is presented in the form of percentages. While specific criteria are provided for each assignment a copy of the Faculty of Health Sciences generic grading criteria used for common forms of assessment used in the award are provided in Appendices C1 and CV2 All Masters (M) level modules are assessed in terms of an overall percentage mark      

0% = Non Presentation 0-39% = Fail 40-49% = Compensatable Fail (Note this does not apply to the Advanced Research Methods & Statistics or Dissertation modules) 50-59% = Pass 60-69% = Pass with Merit 70-100% = Pass with Distinction.

Examination Boards shall have the discretion to make awards at Pass, Merit and Distinction at the Certificate, Diploma and Masters stages. In the exercise of such discretion, Boards will consider profiles of student achievement in all modules of the award deemed comparable to the general principles set out below. If you have failed to satisfy the assessment criteria of the module, you will be awarded a fail (0-49% postgraduate). If you have failed to submit any assessment for the module, you will be given a Grade Point N (Fail due to non-submission) for the element(s) of that module and you will only be allowed a further attempt at that element(s) of the module at the discretion of the appropriate Board. If I fail a module, can I resit it? (i) If you made an attempt at your assessments at the first attempt: You will only be guaranteed an opportunity to attempt referrals once IF, and only if, you have made an attempt at the assessment(s) on the first occasion unless a claim for ‘Exceptional Circumstances’ has been successful. (ii) If you did not make an attempt at your assessments at the first attempt: If you do not submit work or attend assessments at the first attempt, that guarantee of a referral may be lost and the appropriate Board will decide whether or not to allow you a referral. In making its decision, the Board may take account of your engagement with that module. If the Board does allow you a referral(s) and you do not take the referral(s) at the time notified to you by your School, no further referral opportunity will normally be given to you and you may fail the award. 13.2 ‘Attendance’ and Withdrawal from online modules

25 | P a g e Classification: Restricted

For online modules you may be withdrawn from modules if you have not actively ‘engaged’ with the module. During the first two weeks of a module engagement will be judged as a consequence of examining log on data to Bb and any requested interactions within the module. After this 14-day period, if you are considered not to have engaged with the module you will be contacted by the module leader requesting an explanation of your lack of engagement. If levels of engagement remain at a low level for further 14-days, the module leader will withdraw you from the module, and you will be liable for the payment of fees for that module 12.3 Concerns and Complaints We endeavour through our support systems to deal with any concerns and complaints informally. Within your department, we advise you to talk to your Module Tutor, Course Leader or Academic Mentor as soon as possible. You can also talk to the Faculty Student Guidance Advisor or central Guidance Officer. If you are still dissatisfied, then the University has in place a Complaints Procedure. You can also use the Complaints Procedure if you feel you have been subject to discrimination, harassment, bullying or abuse. For more information contact the Appeals Complaints and Conduct Manager on 01782 294359 or visit: http://www.staffs.ac.uk/support_depts/info_centre/handbook/conduct/index.jsp 13.4 Academic misconduct and plagiarism The University and School of LSE take the issues of academic dishonesty, plagiarism or cheating very seriously. If you are caught breaking the University’s rules, you can expect to be punished – this might mean failing an assignment, failing a module or even failing your award and being asked to leave the University. It is vitally important that you understand the rules regarding plagiarism. These can be found at: http://www.staffs.ac.uk/assets/academic_misconduct_tcm44-26770.pdf Access the pdf document ‘Procedures for Dealing with Breaches of Assessment Regulations: Academic Dishonesty’. One issue that is an acknowledged problem in the University sector is Plagiarism and it is a serious matter. It is defined in the University’s Award Regulations as ‘the representation of another person’s work, without acknowledgement of the source, as the student’s own for the purpose of satisfying formal assessment requirements’. It is a form of cheating and the consequences will be the same as if you were caught cheating in any exam - your award may not be granted, or your classification may be reduced severely. One obvious form of plagiarism is when you copy another student’s piece of work. Another form of plagiarism is copying large chunks from a textbook, journal article or web site. Your assignments should be original! Merely changing the odd word or making slight alterations to the order of words taken from another source still constitutes plagiarism. It is expected that you make reference to the work of others. It is even acceptable to have quotations

26 | P a g e Classification: Restricted

from other sources but it is not acceptable to include material from another source without citing that source. A number of different strategies are being used to counter plagiarism -- part of the problem may be a lack of awareness on the part of you, the learner. As part of the on-going learning experience, you will be provided in every module with access to a set of guidelines establishing referencing and citation conventions, and methods for the identification of sources for all of the assessments that you submit. In addition, a range of assessments are used with their focus on analysis, evaluation and reflection and this, in itself, goes someway to combating the problem. The University has signed up to the JISC anti-plagiarism software (Turnitin.com). This offers an online interactive facility which allows the comparison and evaluation of any student work submitted electronically against a database of electronic sources (including against work submitted by students at other institutions.) This will detect any instances of copying. We may ask you to submit all assignments through Turnitin You will also have the opportunity to submit your assessed work ahead of time to â&#x20AC;&#x2DC;Tutnitinâ&#x20AC;&#x2122; plagiarism detection software. This will allow you to check that the work you are about to submit for assessment is within acceptable plagiarism limits. Information and links to submit work in this way will be present in the Assignment folder areas of Bb for each module you study. Please note that staff reserve the right to request a telephone/webinar/face to face interview if there is doubt about the authenticity of the submitted assessment. There are several resources available to help you in writing and preparing assignments so that you do not break the rules. You might want to look at the following resources. http://www.staffs.ac.uk/studyskills Each BB module that you access has links to Library Help and Support materials. If in doubt, make sure you ask your tutor before you submit work, or arrange to contact your subject specialist librarian. 13.5 Admission Requirements Applicants for the MSc in Sport and Exercise Science would normally have graduated from a sport science degree or related subject (minimum 2ii classification). In addition, applicants with alternative backgrounds (but educated to degree level) will also be considered if they are able to demonstrate the potential to work at Masters level and have experiences relevant to a course covering the discipline of Applied Sport and Exercise Science. It is possible that applicants may be asked to attend an interview at the University or complete a piece of work in order to establish/confirm their eligibility

27 | P a g e Classification: Restricted

28 | P a g e Classification: Restricted

Appendix A â&#x20AC;&#x201C; Award Learning Outcomes Below are the award learning outcomes for each level/stage of the course. Postgraduate Certificate At the end of a PgC in Applied Sport & Exercise Science you will have: 1. Gained a critical understanding of current issues relating to theory and research in specific discipline areas of sport and exercise science [SU: Knowledge & Understanding, Learning, Analysis, Communication, Enquiry, Problem Solving] 2. A critical appreciation of selected research methodologies and be able to choose, conduct and interpret the appropriate statistical and/or qualitative analysis for a data set. [SU: Knowledge & Understanding, Learning, Analysis, Enquiry, Application, Problem Solving, Reflection].

Postgraduate Diploma At the end of a PgD in Applied Sport & Exercise Science you will, in addition, have: 3. Gained a critical understanding of current issues relating to theory and research in further wider discipline areas of sport and exercise science [SU: Knowledge & Understanding, Learning, Analysis, Communication, Enquiry, Problem Solving

Masters At the end of a MSc. in Applied Sport & Exercise Science you will, in addition, have: 4. Sufficient grounding and knowledge of the subject field to develop a career as a sport and exercise science professional. [SU: Knowledge & Understanding, Application, Reflection]. 5. Developed critical skills of enquiry and research skills necessary to collect, synthesise, interpret and present research evidence in applied sport and exercise science. [SU: Knowledge & Understanding, Learning, Enquiry, Analysis, Problem Solving, Communication, Application, Reflection]

Appendix B â&#x20AC;&#x201C; Curriculum Map Modules against S.U. Learning Outcomes Modules

S.U. Learning Outcomes

29 | P a g e Classification: Restricted

Knowledge &

Problem Learning

Enquiry

Analysis

Understanding

Physical Activity & Mental Health

Communication

Application

Reflection

Solving

Advanced Research Methods and Data Analysis

Physiological Support of Athletes

Biomech. & Sport Injury

Professional Practice in Sport Psychology

Masters Research Project/Dissertatio n

Appendix C1 â&#x20AC;&#x201C; School of Lifesciences and Education: Generic Grading Criteria Level 7: Presentation and Viva University

30 | P a g e Classification: Restricted

equivalent threshold standards

Grade criteria 

70 -100%

Distinction

  

60-69%

Merit

 

 50-59%

Pass

 



40-49%

Compensatable Fail

   

0-39%

Fail

    

An outstanding presentation which meets all of the requirements of a merit grade and in addition: Demonstrates creativity and innovation. There is substantial evidence of critique, challenge and original thought. The arguments and discussion presented are compelling and authoritative and demonstrate synthesis to support new ideas. A presentation which meets all the requirements of a pass grade and in addition: Presents arguments/arguments which have been underpinned by a thorough exploration of data and conceptual - based evidence which may go beyond the boundaries of the discipline. Discussion communicates ideas, arguments and diagnoses logically, concisely, clearly and effectively. Proficient, fluently, presented discussion/arguments that demonstrate understanding of clinical and theoretical issues in the application of knowledge and skill. Presentation includes critical analysis that demonstrates breadth and depth of knowledge and where appropriate, literature in the subject area, and originality in presentation. The use of evidence demonstrates an understanding of the advancement of the boundaries of knowledge and skill and is used as a basis for problem - solving. Presentation meets some but not all of the requirements of the assessment brief. Overall there is inconsistent and poorly developed argument and knowledge. There is limited evidence of critical analysis. There is insufficient reference to literature and/or key works are omitted. Presentation does not meet the requirements of the assessment. Overall the presentation lacks sound fluent argument and knowledge. The presentation is largely descriptive and lacks critique, evaluation and analysis. Structure of the presentation is confused and illogical. Referencing to literature and/or key works is grossly incomplete and/or inaccurate.

Non - presentation

31 | P a g e Classification: Restricted

Appendix C2 – School of Lifesciences and Education: Generic Grading Criteria Level 7: Written Assignments

University equivalent threshold standards

Grade criteria 

70 -100%

Distinction

  

6069%

Merit

5059%

Pass

 

  

4049%

0-39%

Compensatable Fail

  

Fail

     

An outstanding piece of work which meets all of the requirements of a merit grade and in addition: Demonstrates creativity and innovation. There is substantial evidence of critique, challenge and original thought. The arguments presented are compelling and authoritative and demonstrate synthesis to support new ideas. A piece of work which meets all the requirements of a pass grade and in addition: Presents arguments which have been underpinned by a thorough exploration of data and conceptual - based evidence which may go beyond the boundaries of the discipline. Discussion communicates ideas and arguments logically, concisely, clearly and effectively. Proficient, fluently, presented arguments that demonstrate understanding of theoretical issues in the application of knowledge. Work includes critical analysis that demonstrates breadth and depth of literature and knowledge in the subject area, and originality in presentation. The use of evidence demonstrates an understanding of the advancement of the boundaries of knowledge and is used as a basis for problem - solving. Referencing is complete and accurate. Work meets some but not all of the requirements of the assessment brief. Overall the work has inconsistent and poorly developed argument and knowledge. There is limited evidence of critical analysis. There is insufficient literature presented and/or key works are omitted. Referencing is incomplete and/or inaccurate. Work does not meet the requirements of the assessment. Overall the work lacks sound fluent argument and knowledge. The work is largely descriptive and lacks critique, evaluation and analysis. Structure of the work is confused and illogical. Referencing is grossly incomplete and/or inaccurate.

Non - presentation

Appendix D – Feedback on Assessment 32 | P a g e Classification: Restricted

Our principles - good feedback should:

Because of the principles, you; the student; can expect:

1. Be an interactive process involving student-tutor and student-student dialogue



 

There should be an agreed point of reference and common starting point between students and staff as to what constitutes the purpose and use of feedback as part of a learning process. The content of this originates from the knowledge and professional expectations of the subject discipline. Determining the common starting point is an iterative process emerging out of interactive dialogue between staff, students and their peers, where all participants challenge and are open to each other’s views.

      

 

2. Facilitate the development of self assessment and reflection

 

The feedback should generate a series of questions for the student which makes them think about their learning now, and what they need to do to develop their learning in the future. This will enable them to understand the purpose of the feedback in each specific context; create the capacity to developing evaluative judgement; the ability to review their own performance against professional and academic criteria; and to think about learning strategies they need to develop in the future;

3. Clarify for students and staff, through dialogue, what good or bad performance actually is in the assignment or task. [1]

To work with a set of agreed assessment rules To agree with staff and other students on why you will get feedback To debate with other students To learn from other students To see other students learn from you To debate with lecturers and other staff To learn from lecturers and other staff University staff to learn from you Every conversation about your studies to be a type of feedback you can learn from (we are an Academic Community) To get feedback throughout your course To also get specific and timely formal written feedback from lecturers on your marked assessments

     



 

This involves identifying and justifying

To ask yourself new questions about your learning To ask yourself new questions about your subject To improve your understanding of your own thoughts To improve your ability to see the worth of other people’s work and thoughts To improve your ability to evaluate your own work and the work of others To become better at working in order to meet specific goals or targets To get better at working out what types of feedback you need and working out when you need feedback To get better at seeing where your work is good and where it needs improvement To get better at seeing where other people’s work is good and where it needs improvement

33 | P a g e Classification: Restricted

the strengths and achievements of the assignment, artefact or task under discussion. This should also then lead to outlining how changes and improvements may be made, through reference to discussion around what constitutes the criteria for good performance and how the outcomes of the task have been met. Students need to be aware that feedback is a process that can take place at any time or place, and isn’t restricted to formal learning situations. 4. Be developmental, progressive and transferable to new learning contexts

   



The dialogue and understanding that emerges from the feedback should be applicable both to the current debate and also contain elements that are able to be translated to a range of current and future learning situations. As the student progresses through their learning journey they should be developing a more sustained and sophisticated approach to their learning, culminating in the expression of the graduate attributes appropriate to their level and subject specialism 5. Be ongoing and embedded in the learning process Feedback isn’t simply an activity that takes place after assessment – it isn’t something that is simply done to students! Feedback that is effective and timely occurs when students know when they need it, recognise what they want it for, and know how to ask for it in a way that is appropriate to their needs.. It is multi faceted both in terms of content and format. 6. Motivate, build esteem and confidence to support sustainable lifelong learning Feedback needs to point out what has been done well, both in terms of the task process and the product. Feedback needs to offer ‘do-able’ actions for future learning/work, so that students are able



  



    

   

To get better at giving people help to improve their work To get better at accepting and using help from other people to improve your own work To discuss how ideas like “good” and “bad” relate to marking criteria To get and give feedback wherever you can: not just in tutorials or seminars

Your feedback to be relevant to your course Your feedback to be relevant to the way your wider subject area is developing Your feedback to give you useful ideas for ways of doing future learning Your feedback to help you get a deeper understanding of your subject Your feedback to help you develop your overall thinking

To give and receive feedback frequently To learn to recognise when it would be useful for you to get feedback To learn to recognise what type of feedback it would be useful for you to get To learn how to ask for appropriate feedback To recognise that there are many appropriate ways of giving feedback

To get, and give, praise for things that have been done well To get ideas that will help you improve your future learning and work To give ideas that will help other people to improve their future learning and work To get a lot of chances to receive

34 | P a g e Classification: Restricted

to improve. Modules/awards need to engage students with multiple feedback opportunities, 7. Support the development of learning groups and communities Good feedback – as outlined in Points 16 - should create the environment whereby effective and productive learning is taking place, leading to the emergence of a flourishing learning community.

and give feedback in a variety of ways 

  

To be part of an improving learning community To be personally responsible for helping that community get even better To see other people also taking personal responsibility for helping the community to get even better

35 | P a g e Classification: Restricted