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					PROGRAMME SPECIFICATION

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 AWARD and ROUTE TITLE                      MSc Sport and Exercise Science
 INTERMEDIATE AWARD                         PG Dip Sport and Exercise Science
 TITLES                                     PG Cert Sport and Exercise Science
 Name of the Teaching Institution           Sheffield Hallam University


 Mode(s) of Attendance                      FT/PT
 (eg. FT/PT/SW/DL)
 UCAS CODE                                  N/A
 Professional/Statutory/Regulatory N/A
 Body Recognising this
 Programme
 QAA Subject Benchmark                      N/A
 Statement or other relevant
 external reference point
 Date of Validation                          28 June 2006


1 PROGRAMME AIMS
           The aims of the programme are to:
              offer students the opportunity to advance their understanding of science in the
               context of sport and exercise;
              enable students to apply theoretical concepts and professional skills in
               practical situations likely to be encountered by a sport and exercise scientist;
              enable students to employ advanced investigative, analytical and practical
               techniques to advance knowledge in their field;
              offer a flexible programme to enable the development of a subject specialism;
              enhance knowledge and skills in sport and exercise science to increase
               employability in an academic or applied setting;
              offer a supportive environment to enable students to develop as a reflective
               practitioner who takes responsibility for their own learning;
              provide a foundation for students who wish to progress to PhD.

2 PROGRAMME LEARNING OUTCOMES
2.1   Knowledge and understanding covered within the Programme. By the end of
      the programme you will be able to:
               demonstrate and apply specialist knowledge and understanding in at least
                one of the scientific disciplines of sport and exercise science;
               explain current concepts and theories in sport and exercise science using
                the evidence base of relevant literature and current practice;
               select methods to address relevant questions in sport and exercise service
                provision and research;
               apply a scientific understanding of sport and exercise performance when
                working with clients in a practitioner setting;
            apply appropriate management procedures to undertake research or
             applied projects.

2.2   Intellectual/Subject/Professional/Key skills covered within the Programme.
      By the end of the programme you will be able to:
            be independent and autonomous in your own learning;
            make informed judgements by critically analysing and evaluating current
             research, practice, concepts and processes, some of which is at the
             forefront of sport and exercise science;
            conduct practical procedures to assess sport and exercise performance
             using accepted protocols or by developing new practice;
            design, deliver and evaluate sport or exercise interventions based on
             identified models of good practice;
            generate and utilise research to effectively underpin professional practice;
            manage effective professional relationships with clients, interdisciplinary
             teams and external agencies where appropriate;
            accurately convey data, theories, ideas, and interpret information for
             specialist and non-specialist audiences;
            use a combination of academic, research and practical service delivery
             skills which will contribute to the process of achieving accreditation as a
             Sport and Exercise Scientist with a recognised professional body, for
             example, the British Association of Sport and Exercise Sciences;
            reflect upon the development of your professional practice, be constructive
             in self-criticism and plan actions for further self-development.

3 LEARNING, TEACHING AND ASSESSMENT
         The learning and teaching strategy for this course is based firmly on the
         principles set out in the University's Learning and Teaching Strategy (2004)
         which seeks to:
            actively engage students as learners rather than as passive recipients of
             information;
            assist in developing students to the point where they are able to operate as
             supported independent learners;
            develop student participation with teachers in face to face and/or electronic
             learning activities which increasingly move away from information
             dissemination to effective academic support;
            meet a comprehensive range of learning outcomes, by means of the
             learning provided through appropriately focused, well designed learning
             activities, support, and assessment;
            encourage a deep approach to learning;
            promote critical thinking and problem solving abilities, creativity and
             innovation;
            develop students as reflective practitioners.

         The following sections explain the way in which the learning and teaching
         strategy for the Masters Sport and Exercise Science Programme is based upon
         the University's overall strategy.

3.1   The approach to Learning and Teaching within the Programme

         The approach to learning and teaching is based on a number of key principles
         which are outlined in sections 3.1.1 to 3.1.6.
3.1.1   Learning

             Learning will take place within modules each designed to focus on a specific
             aspect of knowledge and/or skills. Learning will be 'active' wherever possible
             with a minimum of passive learning. Each module will be directed towards
             helping students to achieve a specific set of learning outcomes. The
             assessment strategy for a module will be aimed at establishing the degree to
             which students have achieved these learning outcomes. There will be a
             particular emphasis on 'deep learning' in order to ensure that students have a
             complete understanding of important academic and professional knowledge.

3.1.2   Tutor-led, tutor-directed and student-directed learning

             Modules will enable students to achieve specific learning outcomes associated
             with the acquisition of knowledge and skills and their application to professional
             contexts. 100 hours of learning are planned for each 10 credits of study. This
             will be made up of tutor-led, tutor-directed and student-directed learning
             activities.

             Tutor-led sessions will include a range of learning activities such as lectures,
             seminars laboratory and workshop sessions. These sessions will mainly
             comprise 'active' learning in order to ensure that students are fully engaged
             with the learning process. This face to face contact will be supported by tutor-
             directed learning which students will undertake individually or in small groups
             in order to consolidate learning. These learning activities may be e-enabled
             using 'Blackboard' or a range of dedicated software packages. Independent,
             student-directed learning consists of assessment activity and work
             undertaken to consolidate learning.

3.1.3   The virtual learning environment (VLE)

             The VLE will be used to support student learning, providing ready access to
             learning materials and activities. As indicated above, the VLE is used in
             collaboration with other learning opportunities to create a suitably rich learning
             environment. 'Blackboard', the University's VLE, can be accessed either from
             home or from terminals located on campus. The ways in which students will
             use the VLE may include:
             undertaking learning activities specified by module tutors;
             working with others to undertake group work;
             undertaking follow-up work;
             additional private study to address personal learning needs;
             communication between staff and students;
             submitting work and receiving feedback.

3.1.4   Application of theoretical concepts

             The application of theory to professional contexts is evident in the integration of
             relevant skills and competencies within modules. This integration takes place at
             all stages of degree study and a range of approaches are used to ensure that
             this occurs.

        3.1.4.1 Blended learning

        The principle of blended learning is implicit in the variety of learning approaches
        outlined above. In order to achieve the aspirations set out above it is necessary to
        effectively combine a range of learning environments with a variety of media and
        types of student engagement. The particular blend of learning designs and
        environments that will be used for this course will help create a high quality
        learning experience.

        3.1.4.2 Learning in practical contexts

        Practical sessions, which will often be laboratory based, will allow the
        development of learning into a practical and vocationally realistic context.
        Learning in this way will involve applying knowledge to practical and professional
        scenarios. Practical learning will take place both within modules which have a
        knowledge based focus and in modules which have a stronger skills based focus.
        All students on the Sport and Exercise Science Masters Programme will engage
        in a professionally focused project in order to provide an opportunity for students
        to demonstrate their ability to apply theory to practical situations that would be
        experienced in the workplace.

        3.1.4.3 Autonomous and reflective learning

        The learning and teaching strategy is designed to enable students to become an
        autonomous and reflective learner capable of identifying problems, devising and
        reviewing potential solutions. These academically and professionally
        complementary aspirations are achieved through learning activities such as those
        embedded in the personal and professional development portfolio and project
        work.

3.1.5   Personal and Professional Development

          The course team is committed to helping students with their personal and
          professional development. The range of modules and learning activities that
          students experience on their course will provide a wide range of developmental
          opportunities which students will monitor and record outcomes through the
          process of personal and professional development planning. A variety of
          tools will be used to allow students to monitor and record their progress and will
          help them to establish a commitment to life-long learning. One outcome of the
          process will be a skills passport, a collection of evidence which demonstrates
          the knowledge and skills developed by the individual.

          Personal and professional development planning will be introduced in the first
          Research Methods module and implicitly included and developed in all modules
          across the programme. While it is expected that students will be autonomous
          in their approach to personal and professional development, module leaders
          will provide students with support and guidance in the reflection and
          documentation of their progress through each module.

3.1.6   Staff Development

          Academic Staff: Staff development is a key component of the Faculty's LTA
          modernisation agenda. It involved a number of processes and activities
          including an annual process of 'Peer-Supported Review of Learning, Teaching
          and Assessment, TQEF and FDTL funding opportunities for staff wishing to
          develop their pedagogic practice, an annual LTA conference at which new
          developments are disseminated and LTA development strategies at subject
          group level. This commitment to on-going developments in learning, teaching
          and assessment is led by the head of Learning, Teaching and Assessment
          supported by the LTA Co-ordinator in the sport and exercise science subject
          group.
3.2     The approach to Assessment and Feedback within the Programme

          The approach to assessment and feedback, which is based on the principles
          set out in the University's Assessment Guidelines (AB/3/02/5.1), is described in
          section 3.2.1 to 3.2.3 below.

3.2.1    Assessment as an integral part of learning process

          The assessment strategy incorporates the notion that assessment will be
          undertaken by those best able to judge particular learning outcomes. The
          assessment of modules is mainly undertaken by University tutors but there are
          specific examples where peer assessment also contributes to the assessment
          process.

          The assessment strategy incorporates both formative and summative
          assessment. Summative assessments, which are used for grading purposes,
          provide evidence of the degree to which key learning outcomes have been
          achieved. Summative assessment does have a 'feed-forward' effect in the
          sense that the feedback provided can be used to inform and enhance later
          stages of the learning process. Formative assessment is used solely to assist
          the learning process by providing feedback on the extent to which students are
          progressing towards the attainment of learning outcomes. Both peer- and self-
          generated feedback, which are known to be highly beneficial to the learning
          process, will be incorporated into the formative assessment activities.

3.2.2    The importance of learning outcomes and associated assessment criteria

          All learning outcomes will be assessed through a combination of formative and
          summative strategies. In each module all learning outcomes are assessed
          summatively and thereby all learning outcomes contribute to credit
          accumulation and student progression.

          Learning outcomes will be clearly and succinctly expressed both within course
          documentation and student handbooks. The types of assessment activities
          used will be those which best enable students to demonstrate their level of
          achievement in relation to specific learning outcomes. This requires that a
          variety of different assessment activities are used within the course as a whole.
          Examples of the types of assessment that will be used include:
          written examinations designed to enable students to demonstrate their
            knowledge and understanding of the academic and professional foundations
            of their course;
          essays enabling students to discuss and evaluate theory and practice;
          oral and poster presentations allowing students to present the results of their
            work clearly and succinctly to their peers;
          project and laboratory reports of investigative work that students have
            undertaken either individually or in collaboration with peers;
          portfolio development to demonstrate the skills related to the dissemination of
            knowledge and information;
          practical demonstrations of the mastery of key professional skills.

          Significant importance is attached to the criteria by which work is assessed.
          Assessment criteria are devised before assessment tasks are presented to
          students. Where a number of criteria are used to assess work, they will be
          weighted to reflect the relative importance of each one. This will be agreed and
          communicated to students in advance so that they will know where priorities will
          lie when the work is marked. The feedback that students receive on their
          assessed work will indicate numerically and in writing how well they performed
         against each separate criterion. This will enable students to judge their own
         progress and make decisions about future priorities.

3.2.3   Fairness, transparency and consistency

         Guidance on the regulatory requirements will be provided at programme and
         module levels. A programme handbook will provide students with a complete
         set of information about:
            the course and the scheduled modules;
            the learning and teaching strategies;
            student and staff roles in the learning and teaching process;
            the assessment regulations and procedures that govern student progress;
            the roles and responsibilities of academic and student support staff;
            the way in which learning will be supported.

         Module handbooks will provide students with detailed information regarding:
            the learning and teaching strategy (including the way in which face-to face
             contact, tutor directed and student-directed learning will be blended
             together and the way in which learning will be supported be the VLE)
            the teaching schedule;
            details of formative assessment activity;
            the assessment processes and procedures (including outcomes to be
             assessed, assessment activities, criteria for assessment, handing in detail
             and arrangement for feeding back to students on the outcomes of the
             process).

         Module tutors will ensure that students are fully prepared to undertake specific
         assessments by ensuring that they have the skills with which to undertake the
         required tasks and that they are fully aware of the requirements of the
         assessment activity, the basis on which it will be assessed and the
         arrangements for handing in work and receiving feedback.

         Internal and external moderation processes are used to assure the efficacy of
         planned assessments. Planned assessment activities, assessment criteria and
         the associated administrative processes are scrutinised internally and approved
         by the external examiner before they are presented to students. A process of
         internal and external moderation takes place once work has been marked.
         Samples of marked work and evidence of the assessment are reviewed
         internally and agreed by the external examiner before marks are submitted to
         Examination Boards. These processes of internal and external moderation
         ensure that work will be fairly assessed and judgements about the standards
         achieved will be comparable with those on sport courses at other higher
         education institutions.

         Approaches to, and methods of, assessment will take into account students
         with a disability or students with particular learning requirements. Staff will
         ensure that assessment is accessible, inclusive and that it meets the needs of
         all students. The use of alternative assessments for students with disabilities
         will be used where it proves impossible to provide a fully inclusive assessment
         instrument.

3.2.4   Feedback to students on the outcomes of assessment

         The feedback that students receive on the results of their work provides a
         further learning opportunity. Students will receive comments on formative and
         summative assessment activity and the comments provided may be verbal or
         written. The feedback students receive will be constructive, timely and aimed at
         further developing learning. It will;
            provide information about performance in relation to each assessment
             criterion
            indicate what students may need to do to address particular issues

4     PROGRAMME DESIGN AND STRUCTURE

         The MSc degree in Sport and Exercise Science is a practically and theoretically
         based course which can be completed in 12 months of full-time study, or a
         minimum of 24 months of part time study. It is made up of 8 University-based
         taught modules of 15 credit points (CP) each, 4 of which are delivered in
         Semester 1 and 4 delivered in Semester 2, together with an independent
         research or applied project of 60 CP giving a total of 180 CP at level 7. The
         programme of study is flexible and allows specialisation in a range of
         disciplines. There are four mandatory modules (two in Research Methods and
         two in Scientific Support). Optional modules are grouped into discipline
         pathways giving the opportunity to specialise in Psychology, Physiology,
         Biomechanics and Performance Analysis, Nutrition, or Strength and
         Conditioning. Each pathway is as follows:

4.1      Physiology pathway

        Physiology Pathway                 The physiology pathway is designed to
        Measurement Techniques in          provide the necessary theoretical
        Sport and Exercise Physiology      underpinning and practical experience to
        Training and Performance:          operate as an applied sport or exercise
        Aerobic Domain                     physiologist in a variety of an academic or
        Training and Performance:          applied settings. This will entail designing
        High Intensity Domain              and implementing physiological
        Physical Activity for Disease      assessments in both the laboratory and in
        Prevention and Rehabilitation      the field environment, subsequent data
                                           analysis and interpretation, and the design of
                                           evidence based sport and exercise training
                                           programmes.

4.2      Biomechanics and performance analysis pathway

                                             The Biomechanics and Performance
        Biomechanics and
                                             Analysis pathway is designed to provide the
        Performance Analysis
                                             theoretical understanding and practical
        Pathway
                                             experience necessary to operate as an
        Measurement Techniques in
                                             applied biomechanist or performance analyst
        Biomechanics and
                                             in a variety of sport and exercise contexts.
        Performance Analysis
                                             The course will require students to use
        Reducing Injury                      biomechanics and performance analysis
        Improving Performance                methods and techniques to enable the
        Movement Coordination and            design and implementation of interventions
        Skill Acquisition                    to improve performance or reduce the risk of
                                             injury.
4.3    Psychology pathway
                                      The psychology pathway provides students with
       The psychology pathway will examine
      Psychology Pathway              the necessary knowledge and skills to work
      Psychology of Sport and         towards accreditation as a Sport and Exercise
      Performance                     Psychologist in an applied setting, as well as
      Physical Activity and Health    being able to pursue a career in academia. The
      Behaviour Change                route involves the three principle pathways of
      Movement Coordination and       applied sport and exercise psychology of motor
      Skill Acquisition               learning and control, sport psychology and the
      Applied Techniques in Sport     psychology of exercise and health, and entails
      Psychology                      the design and implementation of both research
                                      and applied skills.


4.4    Nutrition pathway


                                        There is a growing demand in sport and
      Nutrition Pathway                 exercise for specialist dietary/nutritional
      Nutrition for Physical Activity   advice and support since diet significantly
      and Health                        influences athletic performance. Sound
      Applied Sport Nutrition           applied nutrition is dependent on a thorough
      Measurement Techniques in         understanding of the scientific basis of
      Sport and Exercise Physiology
                                        nutrition. The necessary theoretical
      Training and Performance:
      Aerobic Domain
                                        underpinning to support the practical
                                        application of nutrition and diet in
                                        competitive sport is explored and evaluated.


4.5    Strength and conditioning pathway


        Strength and Conditioning         The strength and conditioning pathway is
        Pathway                           designed to provide an advanced level of
        Muscle Function and               knowledge and application in the field of
        Mechanics                         strength and conditioning. Examination of the
        Movement Coordination and         theoretical underpinning and traditional and
        Skill Acquisition                 contemporary practice will enable the learner to
        Training and Performance:         develop as a strength and conditioning coach in
        High Intensity Domain             a variety of an academic or applied sport
                                          settings. Successful students will find
        Measurement Techniques in
                                          themselves well placed to submit for UKSCA
        Biomechanics and
                                          accreditation and for related employment posts.
        Performance Analysis
                                          The route will examine the scientific evidence of
                                          strength and conditioning practice with particular
                                          emphasis on evaluation and the design of
                                          evidence based sport and exercise training
                                          programmes.

       The MSc is completed by a 60 CP project based within the student’s discipline.
       The project may be research based or take the form of an applied support
       project giving students the flexibility to tailor the programme of study to their
       own strengths or needs.

       The course runs from September to August with delivery of the taught modules
       timetabled on 2 days per week from September to April and the project
       completed from April to August.
         If a student leaves the course before completion of the MSc, the interim awards
         of Postgraduate Certificate or Postgraduate Diploma in Sport and Exercise
         Science are available. These awards depend upon the modules undertaken but
         the PG Cert would normally be available on completion of the first semester of
         full-time study or the first year of part-time study. The PG Diploma would
         normally be available upon completion of semester two of full-time study or
         year 2 of part-time study.

5 PROGRESSION/CAREER ROUTES
       Possible progression or career routes after you have completed this
       programme include
            Sport and Exercise Science Practitioner in biomechanics, physiology,
             psychology, strength and conditioning and nutrition. This course supports
             accreditation of the British Association of Sport and Exercise Sciences
             (BASES). Anyone wanting to offer sport science support to any athlete or
             national governing body of sport funded through the National Lottery’s
             World Class Potential and World Class Start schemes is encouraged to
             gain BASES accreditation. This qualification is important for anyone who
             seeks a career as a sport and exercise science practitioner.
            Academia and Research - this course is an important first step into
             employment in higher education. Many universities with sport-related
             courses require staff to have accreditation as well as a higher degree. The
             course and accreditation orientation also opens many other doors into
             further training.
            Other careers and job opportunities include: elite performer scientific
             support, the health and fitness industry, coaching, the armed and uniformed
             services, journalism, teaching, local health trusts, professional soccer clubs,
             sport national governing body and English Institute of Sport support workers
             and various opportunities in health clubs and gyms.

6 ENTRY REQUIREMENTS AND ENTRY PROFILE
6.1   Specific Entry Requirements for entry to the initial stage of this programme
      are
          Academic Qualifications (including A
                                                      Applicants should normally have
           / AS level grades and subjects, where
                                                       graduated with 2.1 Honours
           applicable)
                                                       degree in Sport or Exercise
                                                       Science, or;

                                                      a 2.1 Honours degree in a relevant
                                                       health or science discipline with
                                                       appropriate content, or

                                                      an alternative qualification with an
                                                       appropriate concentration (typically
                                                       in the order of 30% or more) of
                                                       relevant science (e.g health or
                                                       sport related) or

                                                      at the discretion of the Course
                                                       Leader, a qualification in science
                                                       or sport/exercise science at a level
                                                       lower than first degree coupled
                                                       with appropriate, relevant practical
                                                       experience
           Level of English language capability
                                                        If your first language is not English
                                                         you     must      normally produce
                                                         evidence of competence in English
                                                         such as TOEFL 260 (computer
                                                         based) or 620 (paper based) or
                                                         IELTS 7.

           Any other specific, formally certified
                                                        N/A
            qualifications
           Previous relevant work or work-
                                                        N/A
            related experience
           Any specific articulation
                                                        N/A
            arrangements recognised for this
            programme
           Professional qualifications
                                                        N/A

           Any other specific entry requirements    have     one   supportive     reference
                                                     indicating the ability to     study at
                                                     Master’s level

6.2   APPLICANT ENTRY PROFILE: the knowledge, skills and qualities etc.
      required to enable you to benefit from, and succeed on the programme of
      study are
Admissions tutors are looking for individuals with an underpinning knowledge of the
scientific basis of exercise and health who wish to develop and apply their knowledge in
a practical setting. You should be capable of developing into a self-motivated, reflective
practitioner and have the interpersonal skills to work with individuals and groups in a
professional setting.



6.3   The University will select non-standard entrants to the programme in the
      following ways
Exceptionally, applicants may be admitted with other qualifications and/or substantial
practical/professional experience together with evidence, from references, performance
on training courses or further education qualifications that he/she should be capable of
gaining a postgraduate qualification. A formal interview will form part of the selection
process.


6.4   Use of Prior Credit (APCL/APEL): prior certificated credit or prior experiential
      credit may be used within the Programme in the following ways

         Prior certificated learning (APCL) may be from previous study either for a single
         award/qualification or from several sources, and in either case completed or
         partially completed programmes of study. The maximum permitted specific
         credit available towards any final award from external credit transferred in (i.e.
         not SHU credit) is 120 credits out of 180 for an MSc programme.

         The value and level of credit will normally be determined by:
         the course leader
         the University Awards Framework, and the
         Admissions Office (for advice on international awards)

         An intending student who may be eligible for accreditation of prior experiential
         learning (APEL) can submit an APEL claim in the form of a portfolio that:
 clearly states the learning outcomes claimed and describes how they were
   acquired;
 provides supportive evidence that the learning outcomes claimed have taken
   place.

 This portfolio is assessed by an APEL Assessment Panel whose
 recommendation is considered by the appropriate Subject Assessment Board
 before credit is awarded.

				
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