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Student Handbook BSc (Hons) Sport and Exercise Physiology (Top Up)
2016-2017
Course Leader: Dr Howard Hurst
School of Sport and Wellbeing All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Dean of School. This applies to the materials in their entirety and to any part of the materials.
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Mission and Values
We create positive change in our students, staff, business partners and wider communities, enabling them to develop their full potential by providing excellent higher education, innovation and research.
Our values:
• The pursuit of excellence in all that we do. • Equality of opportunity for all, supporting the rights and freedoms of our
diverse community. • The advancement and protection of knowledge, freedom of speech and
enquiry. • Supporting the health, safety and wellbeing of all.
Student Charter The Student Charter has been developed by the University and the Students’ Union so that students gain the maximum from their UCLan experience. It is a two-way commitment or ‘contract’ between the University and each individual student. It acts as a means of establishing in black and white what students can expect from the University and the Union in terms of support, and in return what we expect from our students. Read the full Student Charter
Supporting Diversity at UCLan UCLan recognises and values individual difference and has a public duty to promote equality and remove discrimination in relation to race, gender, disability, religion or belief, sexual orientation and age. During your time at UCLan we expect you to be able to
• experience "an integrated community based on mutual respect and tolerance where all staff and students can feel safe, valued and supported."
• contribute to creating a positive environment where discriminatory practices and discrimination no longer happen.
Please review the UCLan Equality and Diversity Policy for further information.
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Contents page
Student Charter ..................................................................................................................... 2
Supporting Diversity at UCLan .............................................................................................. 2
Contents page....................................................................................................................... 3
1. Introduction to the course .................................................................................................. 6
1.1 Welcome to the course ................................................................................................ 6
1.2 Rationale, aims and learning outcomes of the course .................................................. 7
1.3 Course Team ............................................................................................................... 9
1.4 Academic advisor ........................................................................................................ 9
1.5 Administration details................................................................................................. 10
1.6 Communication.......................................................................................................... 10
1.7 External Examiner ......................................................................................................... 10
2. Structure of the course .................................................................................................... 10
2.1 Overall structure ........................................................................................................ 10
Compulsory Modules ................................................................................................... 11
Optional Modules ......................................................................................................... 11
2.2 Modules available ...................................................................................................... 13
Optional Modules ............................................................................................................ 14
XS2500 Essentials od Sports Training and Conditioning ................................................. 14
TL3150 Careers in Sports ............................................................................................ 15
Progression ..................................................................................................................... 15
2.3 Study Time ................................................................................................................ 15
2.3.1 Weekly timetable ........................................................................................... 15
2.3.2 Expected hours of study ................................................................................ 16
2.3.3 Attendance Requirements.............................................................................. 16
2.4 Data Protection .......................................................................................................... 17
3. Approaches to teaching and learning .............................................................................. 17
3.1 Expertise of staff ........................................................................................................ 17
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3.2 Learning and teaching methods ................................................................................. 17
3.3 Study skills ................................................................................................................ 19
3.4 Learning resources .................................................................................................... 19
3.4.1 Learning Information Services (LIS) .................................................................... 19
3.4.2 Electronic Resources .......................................................................................... 20
3.5 Personal development planning ................................................................................. 20
3.6 Preparing for your career ........................................................................................... 20
4. Student support, guidance and conduct .......................................................................... 21
4.1 Academic advisors .................................................................................................... 21
4.2 Student Support ......................................................................................................... 22
4.3 Students with disabilities ............................................................................................ 22
Assessment arrangements for students with a disability .................................................. 22
4.4 Health and Safety ...................................................................................................... 22
4.5 Conduct ..................................................................................................................... 22
4.6 Students’ Union ......................................................................................................... 22
5. Assessment .................................................................................................................... 23
5.1 Assessment Strategy ................................................................................................. 23
5.2 Notification of assignments and examination arrangements ............................... 24
5.3 Referencing ............................................................................................................... 24
5.4 Confidential material .................................................................................................. 26
5.5 Dealing with difficulties in meeting assessment deadlines ......................................... 26
5.5.1 Extenuating circumstances ................................................................................. 27
5.5.2 Late submissions ................................................................................................ 27
5.6 Feedback Following Assessments ............................................................................. 28
5.7 Cheating, plagiarism, collusion or re-presentation ..................................................... 28
5.8 Appeals against assessment board decisions ........................................................... 29
6. Course regulations .......................................................................................................... 30
6.1 Course requirements ................................................................................................. 30
6.2 Classification of Awards ............................................................................................. 30
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7. Student voice .................................................................................................................. 30
7.1 Course Representatives and School Presidents ........................................................ 31
7.3 Complaints ................................................................................................................ 32
8. Appendices ..................................................................................................................... 33
8.1 Programme Specification ........................................................................................... 33
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1. Introduction to the course
1.1 Welcome to the course
Dr Howard Hurst (Course Leader) I would like to welcome you to the School of Sport and Well-Being and the Division of Sport, Exercise and Nutritional Sciences. More significantly, welcome to the one year top up BSc (Hons) Sport and Exercise Physiology course. I hope that you are looking forward to the programme of study that awaits you. The course has been specifically designed to provide an intellectually challenging programme of education for holders of a Higher National Diploma or Foundation Degree in areas relating to sport and exercise physiology. The course builds on the skills and strengths of the HND/C or FdSc holder to enable them to achieve degree level performance. There has been a growth in the diversity and specialisation of sports and exercise science courses. This course allows the application of scientific principles through a physiological and partial interdisciplinary approach. Specialising in sport and exercise physiology provides the scientific backup for training and performance. Graduates of the top up BSc (Hons) Sport and Exercise Physiology course will have a broad technical knowledge, allied to an excellent applied skills base. The curriculum emphasises the development of skills and knowledge that will help further academic and vocational training, and be of use in subsequent employment. Students will extend their knowledge and skills in a range of activities through integrated practical experiences. A research project allows students to integrate their knowledge and skills in an area of specific interest. We hope that you’ll enjoy your studies. We hope that you’ll enjoy your studies. The purpose of this handbook is twofold. First, it aims to address many of the administrative questions that you may have during the early stages of the course. This may relate to enrolment or registering for the appropriate number of modules. Secondly, it addresses many academic issues including the modules that are available during each stage of the course. This handbook should be used alongside other university guides and should be kept in a safe place. The handbook has been structured and laid out in a number of sections. This is to ensure that the information is clear and accessible. From past experiences, the first few weeks are a source of fun for students and we are very pleased to see our students enjoy their studies and personal time. The first few weeks can also be confusing. As a team of academics and administrators, we are here to help. Simply go to the Hub Office in Greenbank Building Room 006 where one of the School Administrators will assist, or see your Course Leader or Academic advisor. The School is very proud of its top up BSc (Hons) Sport and Exercise Physiology course and a team of dedicated and enthusiastic staff will be in charge of teaching. In return we expect the highest levels of motivation and commitment from our students. We want this to be a positive learning experience for you. There will be some hard work, but we hope that you’ll
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find it interesting and challenging and that you’ll have the chance to enjoy yourself along the way. I would like to take this opportunity to wish you the very best in your studies.
1.2 Rationale, aims and learning outcomes of the course The course is designed to give students a firm understanding of the concepts and issues underpinning sport and exercise physiology, and to apply these in a vocational context. It should be regarded as vocationally relevant as opposed to purely vocational or academic. The object is to equip students with the skills, knowledge and understanding necessary to function in a variety of workplaces. Aims of the Programme
• To provide a programme of education to enable graduates, through Research Informed Teaching to analyse key academic themes in the subject area and critically evaluate the wide range of applied issues associated with Sport and Exercise Physiology.
• To develop a stimulating learning environment in which students are encouraged to achieve personal growth in terms of a wide range of skills including critical thinking and independence of thought, thus enhancing the developing the Employability and Enterprise of graduates.
• To develop students’ critical awareness of the key issues and trends within Sport and Exercise Physiology including internationalisation and sustainability.
• To promote an ethos of self-development and reflection throughout the curriculum in order to foster that greater personal awareness, confidence and skills necessary for the workplace.
Learning Outcomes You will have to demonstrate that you have fulfilled a range of learning outcomes specific to each module. You will be able to graduate from the programme upon the achievement of these outcomes. The learning outcomes of the programme are identified under the following headings; Knowledge and Understanding, Subject Specific Skills, Thinking Skills and Other skills relevant to employment and personal development. On completion of the course you will be able to: Learning Outcomes, Teaching, Learning and Assessment Methods A. Knowledge and Understanding A1. Demonstrate a critical understanding of role of physiology in the sport and exercise
contexts. A2. Demonstrate an understanding of sport and exercise physiology through both
academic and professional practice within a framework of critical evaluation and synthesis.
A3. Integrate research activity and current developments in the area of sport and exercise physiology.
A4. Research and problem solve by critically understanding methods of acquiring, interpreting and analysing information appropriate to sport and exercise physiology.
Teaching and Learning Methods Knowledge is acquired through a combination of lectures, practicals, seminars, workshops and other formal sessions. Students engage in directed personal studies aimed at enhancing both knowledge and understanding. Assessment methods
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A range of assessment methods is utilised to assess the learning outcomes. These include examinations, formal thesis construction, oral and poster presentations and coursework. Formative assessment is a feature on all modules through formal assessment as well as verbal feedback and discussions in seminars. Detail of assessment methods and individual briefs are provided in the Course Handbook and the Module Guides respectively. B. Subject-specific skills B1. Plan, design and execute laboratory and field based practical investigations, related
to sport and exercise participation, using appropriate techniques and procedures B2. Undertake experimental work with due regard for ethics, health and safety and risk
assessment B3. Demonstrate a critical awareness of the moral, ethical, environmental and legal issues
which underpin best practice B4. Use intellectual skills to enhance knowledge and understanding (recognise and
apply subject-specific principles; formulate and test hypotheses; apply subject knowledge to address problems; critically analyse, synthesise and summarise relevant information).
B5. Use numeracy, C & IT to enhance subject knowledge and understanding (use a variety of information sources; communicate using a variety of formats and approaches; cite and reference work appropriately; prepare, process, interpret and present data appropriately; use computers to solve problems; use electronic sources as a source of information and to communicate).
Teaching and Learning Methods Practical work, including a research project; discussions within the group and with tutors. The implementation and administration of practical testing is a valued element of the course. Assessment methods Assessment of subject specific skills is undertaken both formatively and summatively through workshops, presentations and formal coursework and exams. C. Thinking Skills C1. Research and assess subject specific facts, theories, paradigms, principles and
concepts C2. Critically assess and evaluate evidence C3. Critically interpret data and text C4. Develop a reasoned argument and challenge assumptions Teaching and Learning Methods Students are encouraged to challenge and present alternative approaches to different sport and exercise physiology concepts. This is further developed by in-depth analysis and evaluation in a critical context. The skills specifically developed in each module are highlighted in the key skills elements outlined within the Module Guide. Assessment methods Intellectual skill development is assessed through a variety of assessments. Successful completion of most coursework, particularly the research dissertation, and exams requires demonstration of analytical abilities. D. Other skills relevant to employability and personal development D1. Take responsibility for their own learning and continuing professional development D2. Use interpersonal and teamwork skills to enhance subject knowledge and
understanding (identify individual and collective goals and responsibilities; use
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negotiating skills; evaluate performance as an individual and team member; appreciate the interdisciplinary/multidisciplinary nature of the subject area).
D3. Use self-management and professional development skills to enhance subject knowledge and understanding (skills involved include working independently; effective time management and organisation skills; identifying, working towards and achieving targets; and developing an adaptable, flexible and effective approach to study and work).
Teaching and Learning Methods The final year dissertation is specifically designed to enhance and develop and assess these skills, particularly through an embedded taught skills element. Additionally, the development of such skills is embedded in the teaching, learning and assessment strategies of all modules on the programme. Assessment methods Students will be able to demonstrate these skills through the submission of different types of assessment, including presentations, which involve different forms of communication and different work settings. Formative assessment will involve analysis of practical situations through applied physiological interpretation.
1.3 Course Team Dr Howard Hurst, Senior Lecturer (Course Leader Top Up Degree)
Darwin Building 223 3911 [email protected]
Dr Steve Atkins, Division Leader
Darwin Building 202 3523 [email protected]
Dr Darrell Brooks, Senior Lecturer Darwin Building 223 3919 [email protected]
Dr Stephanie Dillon, Senior Lecturer Darwin Building 201 3516 [email protected]
Dr Dave Fewtrell, Senior Lecturer Darwin Building 204 3329 [email protected]
April Melia, Associate Lecturer Darwin Building 226 2483 [email protected]
Dr Jonathan Sinclair, Lecturer Darwin Building 217 2796 [email protected]
Ian Bentley, Lecturer Darwin Building 226 5355 [email protected]
1.4 Academic advisor Each student will be allocated an academic advisor. It is expected that students and academic advisors meet a minimum of twice over the course of the year, though more meeting are encouraged. Students will be allocated their academic advisor during the induction week.
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1.5 Administration details Campus Administrative Services provides academic administration support for students and staff. They are located in Greenbank Building room 006 and we are open from 8.45am until 5.15pm Monday to Thursday and until 4.00pm on Fridays. The hub can provide general assistance and advice regarding specific processes such as extenuating circumstances, extensions and appeals. Course specific information is also available via school blackboard sites. The hub telephone number is Ext. 1998 or 1999 The hub email contacts is [email protected]
1.6 Communication The University expects you to use your UCLan email address and check regularly for messages from staff. If you send us email messages from other addresses they risk being filtered out as potential spam and discarded unread. Your Course Academic team will communicate with you via your UCLan email – it is vital that you check this regularly for updates relating to your course. Other information will be available for you on your School Blackboard site: you will find this in SSTO Student Office which you will find under My Organisations.
1.7 External Examiner The University has appointed an External Examiner to your course who helps to ensure that the standards of your course are comparable to those provided at other higher education institutions in the UK. The name of this person, their position and home institution can be found below. If you wish to make contact with your External Examiner, you should do this through your Course Leader and not directly. External Examiner reports will be made available to you electronically. The School will also send a sample of student coursework to the external examiner(s) for external moderation purposes, once it has been marked and internally moderated by the course tutors. The sample will include work awarded the highest and lowest marks and awarded marks in the middle range.
The external examiner for the BSc (Hons) Sport and Exercise Physiology Top UP degree is Dr Maria Konstantaki, Senior Lecturer in Sports Science at Buckinghamshire New University.
2. Structure of the course
2.1 Overall structure This section outlines the course structure and important information on the range of modules at each level is provided.
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The information on the modular structure provided in this section is only a summary and for more information on courses, academic regulations and conducts for students go to The Student Guide to University regulations by clicking here
The course is a one year top up programme based at the main campus in Preston. The course consists of a number of modules from levels 5 and 6. All of these modules are full modules and have a credit rating of 20, with the exception of the double module research project which is 40 credits. The teaching session for some modules is Semester 1 while the teaching session for others is Semester 2. Some modules are taught across both Semesters 1 and 2, and are referred to as year-long modules.
The full list of options indicated may not all be delivered every year, and this may depend on how many students choose that particular option. When accepting your offer of a place to study on this course, you are accepting that not all of these options will be running. At (or before) the start of each year, you will have an opportunity to discuss your course and preferred options with your tutor. The University will do all it reasonably can to ensure that you are able to undertake your preferred options.
You must ensure that you register for six modules.
*Please note, from the list of optional modules you can only choose one module at Level 5, i.e. only one module with the module code prefix XS2???
Compulsory Modules You must register for the compulsory modules that form the dominant part of the programme of study. The teaching, learning and assessments that take place within the compulsory modules form the essential aspects of the programme.
Optional Modules In addition to the compulsory modules, you have the opportunity to select optional modules. You must adhere to the rules surrounding the selection of optional modules.
Please note that not all optional modules may run in any one year and will definitely not run if undersubscribed. To register for modules or make changes to module registrations, you should fill in a Module Change Form. This must be signed by you and your Course Leader and submitted by the deadline indicated on the form.
It is important that your programme of study is correct and you must regularly check all details on your profile (including home and term-time address details) via myUCLan. Please follow this link.
It is your responsibility to ensure that all details are correct and up-to-date!
Before we move on a quick explanation of some of the jargon you will encounter.
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Stage 2 Year 2 and Year 3, or Levels 5 and 6. Marks from both years contribute to the final award, with Level 5 and 6 modules weighted 2:3 (giving a greater weighting to your Year 3 performance).
Level 4,5,6 The depth of coverage of material. Essentially, Levels 4-6 represent the level of teaching associated with Years 1-3 of a full-time honours degree. Usually, students will take modules at a particular level in a particular year.
Module A unit of study with its own title, learning outcomes and assessment schedule, for which one grade is awarded at the end. However, the term "module" is used to refer to separate units of study and also to their value. The six module requirement refers to the total value. Much of this handbook is about explaining which six modules (120 credits) you need to do each year.
Prerequisite A module you need to have passed in order to take a particular module e.g., many of the Level 5 modules have Level 4 prerequisites.
Semester The academic year is split into two semesters. Semester 1 starts in September with induction week. Examinations (if any) are held at the end of the semester. Semester 2 starts in late January. Examinations are held at the end of the semester. Modules may run across 1 semester or may run across both semesters, and are referred to as 'year long’, with examination at the end of Semester 2. Semester dates and examination weeks are included on the University Academic Calendar, on the web.
Course structure BSc (Hons) Sport and Exercise Physiology (Top Up)
The knowledge base provided by the level 4 and 5 modules, studied on your previous qualification, will be built upon in the modules studied in this top up award. These modules will encourage you to develop analytical and critical skills specific to sport and exercise physiology. A particular feature of this course is the availability of options. Alongside the compulsory modules there is a range of optional modules which allows you to specialize in a preferred area. The course structure is outlined below.
Semester 1 Semester 2 Compulsory Modules
Advanced Methods in Performance Assessment and Conditioning (XS3204)
(20 Credits)
Current topics in Population, Health and Exercise (XS3203)
(20 Credits)
Research Project (XS3900)
(40 Credits)
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Options Sports Nutrition (XS2601)
(20 Credits)
Not available for progressing FD students from Runshaw, Myerscough or Burnley
Exercise Referral (XS3200)
(20 Credits)
Essentials of Sports Training and Conditioning (XS2500)
(20 Credits)
Careers in Sport (TL3150)
(20 Credits)
Placement Opportunities The course has a large practical element to it and occasionally additional work placements become available. If and when these arise details will be communicated to you and of the application process via email and the Blackboard notice board.
2.2 Modules available Compulsory Modules
Module Code Module
Semester 1, 2 or year
long
Module Size
Credit Rating
XS3203 Current topics in Population, Health and Exercise Semester 1 1 20
XS3204
Advanced Methods in Performance Assessment and Conditioning
Year Long 1 20
XS3900
Research Project Year Long 1 40
XS3203 Current topics in Population, Health and Exercise
This module aims to introduce up-to-date developments in selected research, theories and scientific knowledge that underpin areas of current interest in Population Health and Exercise, particularly from the physiological perspective. The module will develop an appreciation of
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current opinion and synthesise the student’s experience of critical thought and investigation within the subject specific context.
XS3204 Advanced Methods in Performance Assessment and Conditioning
This module will build upon previous knowledge of strength and conditioning and provide an integrated look at advanced preparation and conditioning methodologies. Students will gain an understanding of the effects that environmental variations have on physiological performance and the methods used to prepare for these conditions, such as heat and altitude acclimatisation strategies. Additionally, the module will introduce students to more advanced gym based methods of performance assessments and conditioning techniques.
Students will be expected to analyse these factors critically in relation to a variety of sport and exercise situations. Additionally, students will further develop laboratory procedures and techniques used in the measurement and assessment of human performance.
XS3900 Research Project
The aims of the module are to offer you the opportunity to conduct a major piece of independent literature-based research. It is expected that you will develop management skills; achieve a measure of independence; integrate different aspects of the course; define clearly a problem to be solved. Students will be expected to extract relevant material from a literature survey and synthesise all information.
Optional Modules
Module Code Module
Semester 1, 2 or year
long
Module Size
Credit Rating
XS2500 Essentials of Sports Training and Conditioning Year Long 1 20
XS2601 Sports Nutrition Yearlong 1 20
XS3200 Exercise Referral Semester 2 1 20
TL3150 Careers in Sport Year Long 1 20
XS2500 Essentials od Sports Training and Conditioning
The module will introduce the scientific basis of sports training prescription. Using a theoretical base to develop an understanding of essential terminology the module will seek to create an indivisible relationship between sports science and applied fitness prescription. This will be achieved through an applied modular delivery based on specific conditioning/prescription modalities. Students will engage in a substantial practical component. The scientific principles, concepts, and theories of resistance training and conditioning as well as their practical applications to athletic performance will be examined. The module applies specific
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conditioning practices to the enhancement of performance, and utilises the key performance indicators outlined by the UKSCA and National Strength and Conditioning Association.
XS2601 Sports Nutrition
To develop your understanding of the importance to sports performance of optimum nutrition. To introduce ideas on methods for nutritional and activity assessment, requirements for energy and nutrients in relation to exercise, and the ways in which the diet can be manipulated and supplemented to enhance performance and recovery.
XS3200 Exercise Referral
This module aims to develop your ability to identify suitable exercise referral programmes for the treatment of several conditions and diseases. Specific aims are to develop your ability to translate the scientific literature into safe, effective and enjoyable exercise programmes. You will do clinical performance and other tests, initially observe and participate and then teach exercise referral classes under the supervision of experienced instructors. A key component of the module is that students will reflect on their own professional practice, and ensure targeted professional competencies (such as Skills Active awards) are met.
TL3150 Careers in Sports This module is designed to provide opportunities for students to develop an understanding of the key factors associated with working within a sports context. The emphasis of this module is placed upon the student gaining experiential knowledge and skill development in a true sport environment, whilst also forming an understanding of how practice is related to theory. Students will undertake 60 hours of experiential learning with an appropriate provider. The module will revisit and develop the concepts and theories of self-development and reflection introduced at level 5, in relation to personal and professional development for sport. It will enable students to critically evaluate key theories, concepts and techniques and use them to critically evaluate their own self development throughout the degree. It will also enable students to further prepare themselves for their transition into the sport and wider business workplace.
*Please note, from the list of optional modules you can only choose one module at Level 5, i.e. only one module with the module code prefix XS2???
Progression
Discussions about your progression through the course normally take place in February each year. It is an opportunity for you to make plans for your study over the next academic year. The course team will tell you about the various modules / combinations available and you will both agree on the most appropriate (and legal) course of study for you.
2.3 Study Time
2.3.1 Weekly timetable Your timetable will be available online via https://apps.uclan.ac.uk/WeeklyTimetable Please be aware your timetable may vary throughout the academic year, therefore it is vital that you check your timetable on a regular basis.
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2.3.2 Expected hours of study The normal amount of work involved in achieving a successful outcome to your studies is to study for 10 hours per each credit you need to achieve – this includes attendance at UCLan and time spent in private study.
The contact time with module tutors is not the total number of learning hours. The contact time is simply the number of teaching hours and is a fraction of the total learning hours. The total number of learning hours includes personal study hours and depending upon module choices also include placement work. The total number of learning hours depends on the level of study. Students should at all levels expect to engage in no less than 36 hours of learning and study each week. The following table outlines the key components of the approximate learning hours.
Activity Total number of hours
• Lectures, seminars, workshops
• Personal learning and study, library research, writing assignments
12 hours
24 hours
Total workload per week 36 hours
2.3.3 Attendance Requirements You are required to attend all timetabled learning activities for each module. Students should report non-attendance to the hub email – [email protected] or by telephoning the hub on 01772 891998 or 01772 891999.
International Students It is your responsibility under the Visas and Immigration (UKVI) Points Based System (PBS) - you MUST attend your course of study regularly; under PBS, UCLan is obliged to tell UKVI if you withdraw from a course, defer or suspend your studies, or if you fail to attend the course regularly. If you have not gained the required authorisation for leave of absence, do not respond to communications from the University and if you are absent for four weeks or more, you may be deemed to have withdrawn from the course. If this is the case, then the date of withdrawal will be recorded as the last day of attendance. The School of Sport and Well-Being will monitor your attendance on a weekly basis to ensure that you are continuing to fully engage in your programme of study, if your attendance is poor than you will be referred and asked to attend a meeting with your course team, it is important that you respond to any correspondence regarding this. You will be able to check your own attendance record on SAM (Student Attendance Monitoring) through your myUCLan. Each time you are asked to enter your details on SAM you must remember that the University has a responsibility to keep information up to date and that you must only enter your own details on the system. To enter any other names would result in inaccurate records and be dishonest. Any student who is found to make false entries can be disciplined under the student guide to regulations.
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2.4 Data Protection All of the personal information obtained from you and other sources in connection with your studies at the University will be held securely and will be used by the University both during your course and after you leave the University for a variety of purposes. These are all explained during the enrolment process at the commencement of your studies. If you would like a more detailed explanation of the University’s policy on the use and disclosure of personal information, please contact the Information Governance Officer, Clark to the Board Service, University of Central Lancashire, Preston, PR1 2HE or email [email protected].
3. Approaches to teaching and learning
3.1 Expertise of staff The team involved in teaching on the programme are well qualified both academically and by their applied work experience. All staff are research active and aim to embed elements of their research into your studies to provide you with update knowledge in the relevant fields. In addition many of the staff currently work with professional sporting bodies to maintain up to date experience and relevance. Details of research and publications of many of the teaching staff can be found at www.researchgate.net and searching by staff name, e.g. www.researchgate.net/profile/Howard_Hurst
3.2 Learning and teaching methods The Division’s strategy in all of its courses is to promote deep and active learning and to achieve an appropriate balance between the accumulation of subject specific knowledge, the understanding of subject-specific concepts, the application of these, and the development of general skills. The overall strategy is for the development of transferable skills to be encouraged within all modules, with increased emphasis on independent and group work as you progress from Level 5 to Level 6. Personal Development Planning (PDP) and employability is encouraged through many modules and the academic advisor system, together with specific sessions related to career planning. You will be encouraged to learn using a range of teaching methods to accommodate the range of preferred learning styles of the students.
• Lectures are used to introduce you to new areas, define the scope of topics, communicate information, and explain concepts.
• Tutorials are used to develop skills or encourage learning through the application of the concepts covered in lectures.
• Seminars are used to develop communication skills, literature searching, and analysis and evaluation.
• Practical sessions are employed in all courses to provide demonstrations of theory and practice and to develop practical skills.
• Group exercises are effective in developing a range of skills, including communication and working with others.
• Problem-based learning is being used in an increasing number of modules to promote your active participation in determining what you need to learn.
• The final-year project, undertaken by all students, is a substantial piece of work that encourages independence and self management.
Our electronic learning environment, Blackboard, is being used on all modules to provide a framework for the organisation of module materials, and to support your learning. In a number of modules, the use of Blackboard is more advanced in delivering structured learning and both
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formative and summative assessments. In line with the School’s ethos of developing you as an independent learner, at Level 4 practical’s tend to be completely directed, whilst at Level 5, and particularly at Level 6, practical exercises frequently extend over several weeks (mini-projects) and are more open-ended to allow the development of independence, group working and problem solving skills. You will have an IT induction session during your first week. The University and Faculty both offer IT based electives for you to develop further these skills, and the Library Helpdesk is able to offer personal support to resolve IT-related problems. Basic IT skills (word-processing, use of email and use of library databases) are developed In addition, Top Up degree student will also have a session on simple statistical analysis during the first week of term. It is expected that all reports are to be submitted in a word-processed form. You then further develop IT skills at Level 5 as described below. The School subscribes to a number of electronic journals, textbooks and on-line services, and you are encouraged to utilise these as part of your studies. Students are encouraged to use IT in a variety of ways including email communication and the accessing of important materials on the School’s web site or Blackboard folder. How does the work change across the years? By the end of Level 4 or in the case of Top Up degree students during your previous studies, you will have developed an understanding of the key concepts relevant to your programme, and have started to develop a wide range of relevant graduate skills such as oral and written communication, problem solving, data analysis and presentation. To achieve this, factual information will have been delivered through lectures, supported by handouts, and the provision of lecture notes in electronic form. Learning and writing skills are reinforced through the use of regularly set ‘short-notes’ assignments; these are focused on the subject matter of the relevant modules, and provide an opportunity for staff to give specific feedback on writing skills. Level 4 or previous studies such as FdSc or HND/C also focus on the development of teamwork, planning, understanding accuracy and variability, and the generation of scientific hypotheses. Modules on the top up BSc (Hons) Sport and Exercise Physiology degree are taught at Level 5 and 6 and are still delivered by a mixture of teaching methods, but with an increased emphasis on input from the student. Class sessions are used more widely for problem-solving and group work. A range of other skills are developed, e.g. oral skills through discussions and oral presentations. Modules use teaching aids as deemed appropriate by the module teams. These may include videos, e.g. showing an experimental technique; CAL packages; and printed material for problems, data manipulation and interpretation, case studies, etc. Skills in carrying out practical work are fostered through laboratory classes with workbook or practical manuals, with safe working practices described. Mini-projects lasting several weeks help you learn how to design and organise project-type practical work, and to write laboratory reports and interpret other data. This approach is important in developing the skills necessary to undertake the final year project. The Level 6 modules are designed to provide in-depth study in selected areas. By the end of the course it is expected that you will have developed the appropriate skills to undertake independent study; be able to demonstrate higher level cognitive skills such as evaluating information, and developing clear and consistent arguments; be able to plan, design and undertake investigative work; be able to work effectively as part of a group; to apply theory/knowledge to new situations; formulate and test hypotheses by designing experiments and applying practical techniques; analyse and evaluate data supported by logical and structured argument; and define and develop strategies for solving problems.
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At each level you are expected to spend a significant amount of time in private study. At level 4 this is typically 15-20 hours per week, and reading is mainly of set texts. However, as class contact time is reduced at levels 5 and 6, more private study time is expected, with reading of reviews and the primary literature, some being suggested and some found by yourself. Communication is developed through discussions and presentations; numeracy and statistics via practical work; IT through coursework; and teamwork through class work in problem-based learning, tutorials, case studies, and problem-solving. Generally class sizes are smaller for Level 6 modules, providing the opportunity for more of a ‘seminar’ type of approach. There is an increasing expectation that material is prepared in advance of sessions for discussion/presentation, and that wider use is made of the primary literature. The research project at Level 6 allows you to develop and demonstrate your self-organisation and planning.
3.3 Study skills The development of study skills are supported throughout the programmes in a number of ways, with the most significant of these being through the use of Personal Development Planning (PDP). PDP is inherent within all our programmes so as to equip you with the essential skills required to successfully undertake the course and to develop additional skills which will enhance your future employability. In addition to this bespoke service which we offer within the School, you are also able to obtain further additional assistance from university wide services such as: WISER https://portal.uclan.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=_33_1 LIS https://portal.uclan.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=_25_1
3.4 Learning resources
3.4.1 Learning Information Services (LIS) Extensive resources are available to support your studies provided by LIS – library and IT staff. Take advantage of the free training sessions designed to enable you to gain all the skills you need for your research and study.
The LIS provide an extensive range of resources and support particularly relevant for this course. The link below will take you to the LIS page for the School of Sport, Tourism and The Outdoors where you can see subject guides and find how to access a range of on-line databases. If you need any specific help with the LIS you should contact the specialist subject liaison officer for our area –Teresa Gorrell [email protected] or Tel: 01772 892283
http://www.uclan.ac.uk/students/library/sport_tourism_outdoors_resources.php
The library is open 24 hours a day 7 days per week during term time and usual 7.30am – 10pm during non-term time. Any changes to opening times will be communicated to students as soon as possible.
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3.4.2 Electronic Resources LIS provide access to a huge range of electronic resources – e-journals and databases, e-books, images and texts.
Furthermore, interactive learning packages will be made available on Blackboard to support your studies. LIS has recently subscribed to an exciting new interactive e-learning resource offering in-depth modules on four core study skills:- Writing skills Reading and Note-Making Critical Thinking Skills Referencing and Plagiarism. The resource is interactive and online, and enables students to learn essential study skills in their own time and space.
3.5 Personal development planning Personal Development Planning (PDP) is an important activity for students on all types of Higher Education courses. It is a structured and supported process which will support your learning by helping you to reflect upon your learning, performance and achievement and to plan for your personal, educational and career development. PDP will help you to: - become a more effective, independent and confident self-directed learner - understand how you are learning and relate this to a wider context - improve your general skills for study and career management - develop key transferable skills - articulate personal goals and evaluate progress towards their achievement - develop a positive attitude to learning throughout life. The modules studied within your course in the School of Sport, Tourism and the Outdoors will help you develop a range of skills that form part of your on-going personal and professional development and life-long learning. These are referred to as ‘key skills’ and may form part of the PDP activity you will be participating in on your course. The following are some examples:
• Self-awareness • Skills of reflection and reflective practice • Communication and interpersonal skills • Information technology • Problem solving skills • Team working • Presentation skills • Writing skills • Leadership
3.6 Preparing for your career Your future is important to us, so to make sure that you achieve your full potential whilst at university and beyond, your course has been designed with employability learning integrated into it. This is not extra to your degree, but an important part of it which will help you to show
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future employers just how valuable your degree is. These “Employability Essentials” take you on a journey of development that will help you to write your own personal story of your time at university:
• To begin with, you will explore your identity, your likes and dislikes, the things that are important to you and what you want to get out of life.
• Later, you will investigate a range of options including jobs and work experience, postgraduate study and self- employment,
• You will then be ready to learn how to successfully tackle the recruitment process.
You will be able to record your journey using Pebblepad, the university’s e-portfolio system, which will leave you with a permanent record of all the fantastic things you have achieved during your time at UCLan.
It’s your future: take charge of it!
Careers offers a range of support for you including:- • career and employability advice and guidance appointments • support to find work placements, internships, voluntary opportunities, part-time
employment and live projects • workshops, seminars, modules, certificates and events to develop your skills
Daily drop in service available from 09:00-17:00 for CV checks and initial careers information. For more information come along and visit the team (in Foster building near the main entrance) or access our careers and employability resources via the Student Portal.
The programme offers a great deal of flexibility in career choices and past students have gained employment with hundreds of different employers including local authorities, schools, health and fitness centres, cinemas, visitor attractions, hotels, sport organisations, tourism companies and football clubs. Students are well placed for career opportunities in many locations and can undertake periods of work as part of their study within organisations situated all around the world. Depending upon your choice of modules you can gain experience from work placements and there are a number of internships on offer each year, most notably with Wigan Warriors Rugby League Club. You should also be aware that should you decide not to pursue a career not directly related to your degree subject you will still have developed the transferable skills needed to embark upon a wider range of career opportunities including retail management, the armed forces, and standard graduate training programmes. The graduate employment rate for the school is consistent with the university average and you will have plenty of opportunity to engage with all types of organisations during your period of study.
4. Student support, guidance and conduct
4.1 Academic advisors Your Academic advisors will meet with you at least twice per year. They are here to work with you to help you understand your assignment feedback and help you reflect and action plan in order to improve your performance within and across academic years. They will be able to help you plan for your intended future careers and encourage you to take up additional qualifications and opportunities that are available. They will help you collect evidence to create and dress CV’s. Your Academic advisor will work with you to
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create an individualised learning/development plan that will see you becoming active, global citizens.
4.2 Student Support The 'i' is a central Student Information Centre and your first point of contact. You can obtain information on a wide range of topics including Council Tax Exemption Certificates, Bank and Confirmation of Study Letters, Portable Financial Credits, (continuing students only, Printing and Printer Credit, UCLan Cards, the ‘I’ shop and UCLan Financial Support Bursary (first year students only).
4.3 Students with disabilities If you have a disability that may affect your studies, please either contact the Disability Advisory Service - [email protected] - or let one of the course team know as soon as possible. With your agreement information will be passed on to the Disability Advisory Service. The University will make reasonable adjustments to accommodate your needs and to provide appropriate support for you to complete your study successfully. Where necessary, you will be asked for evidence to help identify appropriate adjustments.
Assessment arrangements for students with a disability Arrangements are made for students who have a disability/learning difficulty for which valid supporting evidence can be made available. Contact the Disability Adviser for advice and information, [email protected] The disability contact for the School is: Nick Passenger [email protected] Tel: 01772 895990
4.4 Health and Safety As a student of the University you are responsible for the safety of yourself and for that of others around you. You must understand and follow all the regulations and safety codes necessary for a safe campus environment. Please help to keep it safe by reporting any incidents, accidents or potentially unsafe situations to a member of staff as soon as possible. Safety assessments have been undertaken for each module of your course and you will be advised of all applicable safety codes and any specific safety issues during the induction to your course and modules. You must ensure that you understand and apply all necessary safety codes. These form an essential element of your personal development and contribute to the safety of others.
4.5 Conduct You will be expected to abide by the Regulations for the Conduct of Students in the University. UCLan expects you to behave in a respectful manner demonstrated by using appropriate language in class, and switching mobile phones / other devices off prior to attending classes. If your behaviour is considered to be unacceptable, any member of staff is able to issue an informal oral warning and the University will support staff by invoking formal procedures where necessary. You can read more about UCLan expectations in the regulations for the Conduct of Students.
4.6 Students’ Union
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The Students’ Union is the representative body for all UCLan students. The organisation exists separately from the University and is led by the elected officers of the Student Affairs Committee (SAC) as well as representatives on the Students’ Council. The Students’ Union building is located at the heart of the Preston campus, and is the hub for all student activities. Representation and campaigning for students’ rights is at the core of what we do and is encompassed by our tag line of, Making Life Better for Students. Should you wish to make a change to any aspect of your student experience, whether it be academically related or not, then the Union is where your voice can be heard, actions taken, or campaigns launched. Your Union is also the home to a fantastic range of student-led societies, sports teams and multitudes of volunteering opportunities. You can also receive help in finding part-time work, whilst you study. Not sure where to go pop into the Opportunities Centre on the ground floor of the Students’ Union building and someone will point you in the right direction. We hope your time at University is trouble free, but should you come into difficulties around anything from academic appeals, to issues with housing, benefits or debt, then our dedicated staff team in the Advice and Representation Centre are on hand to help. As we are independently run from the university, we can offer truly impartial advice. More information on all these things, as well as details about all our (not-for-profit) commercial services, including our student supermarket (Essentials) and student-bar (Source) can be found at http://www.uclansu.co.uk/. The Opportunities Centre is the Union’s One Stop Shop to find employment or volunteering whilst you study. With thousands of jobs and voluntary positions advertised, agency work through the Bridge and information on over 2000 volunteer positions within the Union.
5. Assessment Please note that all modules will be assessed. You are expected to attempt all required assessments for each module for which you are registered, and to do so at the times scheduled unless authorised extensions, special arrangements for disability, or extenuating circumstances allow you to defer your assessment.
5.1 Assessment Strategy Assignments allow you to develop your own arguments and conclusions related to set tasks as there are often many possible solutions to a particular problem. Assessment is largely based on the ability to demonstrate clearly which approach you have taken and why. The most appropriate method of assessment has been selected in order to meet the specified learning outcomes outlined in the module information pack. Assessment methods used include: • Formal essays and reports • Practical observations and skill competence • Individual and group presentations • Industry based project • Web-based learning The course team have devised the assessment strategy with the needs of the Sport and Exercise industry in mind, with many of the practical sessions mapping onto the British Association of Sport and Exercise Sciences (BASES) competency skills list. The emphasis towards group work and presentational skills reflect the need and abilities of the industry more
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adequately than conventional examinations you would be expected therefore to have a professional approach to a wide range of assessment situations. Weightings for each assessment are clearly stated in the Module Information Packs (MIPs) for each module. IMPORTANT NOTICE
Students are required to undertake ALL pieces of assessment within each module with the overall mark being averaged at 40% or above to pass the module.
If you do not submit a piece of work without good cause you will fail the module even if the aggregate mark is a pass.
5.2 Notification of assignments and examination arrangements All of the hand-in deadlines for formal assessments are published in the Module Information Packs at the start of the academic year. Students will also be notified in class regarding assessment deadlines and details of submissions. All coursework must be submitted with an electronic copy of the School of Sport and Well-Being Student Submission Form. These will be placed on Blackboard along with the assessment brief. Additionally, copies can be got by emailing [email protected]. The details should be completed electronically and presented as the first page of your assessment submission. The submission form also provides a declaration that the work that has been submitted has not been plagiarised. Where submission is required in printed format, please note that all assessments must not be submitted in plastic wallets. Simply staple the work in the upper left hand corner and submit to the appropriate labelled Module Assignment Submission Box. Details of the module boxes will be provided within the lectures. Where assessments are to be submitted electronically, details will be provided in the module information packs, though this will normally be submitted via a Turnitin link placed on the modules Blackboard pages. Coursework submitted without a completed Student Submission Form may be treated as a non-submission and marks may be deducted in accordance with the University regulations on late and non-submissions.
5.3 Referencing Referencing is a simple issue but one that many students avoid getting just right. Referencing is the process of ensuring that any sources used are appropriately acknowledged. It is about being fair. If the ideas presented are not that of the students, its sources and authors need to be highlighted. The Sport and Exercise Physiology Top Up Programme adopts the Harvard referencing style. Guides on the Harvard referencing style can be found in the library and support will be provided by tutors within each module. 5.3.1 Why Reference? Learning to be an effective student is also about learning to be an effective academic. In other words, it is important to understand the ways that effective academics carry out their work. Referencing is carried out by all academics in a specific way appropriate to their discipline. Students’ work becomes professional and demonstrates higher levels of academic attainment if methods and modes of referencing are learnt. If referencing is not learnt and applied,
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students will be deemed to be incompetent academics at first glance and this generally leads to a loss of substantial marks. Essentially the purpose of referencing is to ensure that presented work is substantiated with and supported by appropriate theories and evidence. By referencing, presented work for the most part becomes more reliable and valid. As a result, examiners are more likely to reward greater credit to students for their work. 5.3.2 When to reference The need to reference occurs at either of two specific moments. If any ideas “that belong to an author” is being expressed, it must be identified as belonging to that author. If any words are being written from the words of the author, then these must be clearly identified as not the students’ but the author. There must be no doubt in the examiners mind as to when your words and ideas start and finish and where the words and ideas of others are included. Another key moment is when specific ideas that are being presented in assignments need substantiating and justifying. This can often be done by using the work of others to provide evidence and support for the ideas that are being presented. Throughout the three years of the degree, referencing should, for the most part, occur in the majority of written work (and presentations too). If there is any doubt, students must seek guidance from their module tutors. 5.3.3 How to reference Referencing within assignments can take many different forms. The Harvard style of referencing is the style that must be adopted in your academic work unless it has been specified otherwise. The following are some of the more common approaches and techniques within the style.
A common approach is to directly or explicitly quote the work of other academic(s) or author(s). It is normal for the direct quotation to be placed in quotation marks, followed by the surname of the author(s), the year of the publication and the page number(s) where the quote may be found. Where the extract is longer than three lines of normal text, it is convention to have the quote as a separate paragraph indented from the left and right margins without quotation marks.
An alternative is to make reference to the work of others indirectly. In this case quotations marks are not used and the page number is omitted. There are numerous sources of information in the University library on referencing. One such example is
Neville, C. (2007) A Complete Guide to Referencing and How to Avoid Plagarism, Open University Press, Maidenhead.
The list of references that has been used in compiling the work follows the conclusion to a piece of academic work. Note: This is not called a bibliography. The reference List will include all the references that have been used in the study. In addition, it should NOT include additional reading that has not been referred to or referenced in the study. All entries in the reference list, must be in alphabetical order.
The following are examples of how a reference list would appear.
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References
Åstrand, P-O., Rodahl, K., Dajl, H.A. and Strømme, S.B. (2003) Textbook of Work Physiology: Physiological bases of performance. Fourth Edition, Human Kinetics, Canada.
Brooks, G.A., Fahey, T.D. and Baldwin, K.M. (2005) Exercise Phsyiology: Human bioenergetics and its applications. Fourth Edition, McGraw-Hill, USA.
Morrow, J, Jr., Jackson, A., Disch, J. And Mood, D. (2005) Measurement and Evaluation in Human Performance. Third Edition, Human Kinetics, USA.
Further information regarding “How to Reference” can be found at https://www.uclan.ac.uk/students/study/wiser/referencing_guides.php
It is strongly recommended that you visit this website.
5.4 Confidential material It is possible that during your programme of study you will require access to sensitive information, particularly when working in professional domains. It is essential that you ensure that any participants remain anonymous if they are reported as part of an assignment submission. Students should be committed to pursue their research activities (project, investigation, enquiry, survey, or any other interaction with people, including the use of data derived from that interaction) in an ethical manner. The practice of ethics is about conducting one’s research activity in a disciplined manner within legal and other regulated constraints and with minimal impact on and detriment to others. In the process of research the student should: - safeguard the interests of those involved in or affected by their work - report their findings accurately and truthfully - consider the consequences of their work or its misuse for those they study and other
interested parties. Students are responsible for considering the ethical implications of all research activities and should familiarise themselves with the University’s ethical framework available at: https://www.uclan.ac.uk/students/research/ethics.php
5.5 Dealing with difficulties in meeting assessment deadlines Assignments must be submitted no later than the date on your assignment instructions / brief. If you anticipate that you will have difficulty in meeting assessment deadlines or you have missed or are likely to miss in-semester tests you must report this at the earliest possible opportunity to the relevant module leader or Academic advisor. Authorisation of the late submission of work requires written permission. Your School is authorised to give permission for one extension period of between 1 and 10 working days where appropriate evidence of good reason has been accepted and where submission within this timescale would be reasonable taking into account your circumstances (Academic Regulations). You should complete and submit an extension request form, with any supporting evidence, to your Hub Office. Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstances.php
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We aim to let you know if the extension has been granted within 1 working day of the receipt of the request. If you are unable to submit work within 10 working days after the submission date due to verifiable extenuating circumstances, you may submit a case for consideration in accordance with the University’s Policies and Procedures on Extenuating Circumstances (Academic Regulations and Assessment Handbook).
5.5.1 Extenuating circumstances Some students face significant events in their personal life that occur after their course has started, which have a greater impact on their studies than can be solved by the use of an extension. If this applies to you, the University is ready to support you both with regard to your course and your personal wellbeing through a process called Extenuating Circumstances (see Academic Regulations and Assessment Handbook). Normally extenuating circumstances will relate to a change in your circumstances since you commenced your course, which have had a significant, adverse effect on your studies. Everyday occurrences such as colds or known conditions such as hay-fever will not qualify unless the effects are unusually severe and this is corroborated by a medical note. The University does not look sympathetically on absences or delays caused by holiday commitments or by work commitments in the case of full-time students. The normal work commitments of part-time students would not constitute an extenuating circumstance. A disability or learning difficulty does not constitute an extenuating circumstance (see Academic Regulations). Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstances.php You can apply for extenuating circumstances online via myUCLan. You must apply no later than 3 days after any examination or assessment submission date. Do not wait until you receive your assessment results to submit a claim. It is in your own interests to submit the claim as soon as possible. You will be expected to re-submit claims for extenuating circumstances for each semester. All evidence that is provided relating to extenuating circumstances will be treated in a sensitive and confidential manner. Supporting evidence will not be kept for longer than is necessary and will be destroyed shortly after the end of the current academic year. Further information about the submission process is available at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstance_submission.php In determining assessment recommendations, Assessment Boards will consider properly submitted claims from students who believe their performance has been adversely affected by extenuating circumstances. N.B. Assessment Boards are not permitted to alter individual assessment marks to take account of extenuating circumstances (Academic Regulations and Assessment Handbook).
5.5.2 Late submissions If you submit work late and unauthorised, a universal penalty will be applied in relation to your work:
• If you submit work within 5 working days following the published submission date you will obtain the minimum pass mark for that element of assessment.
• Work submitted later than 5 working days after the published submission date will be awarded a mark of 0% for that element of assessment.
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• Unauthorised late submission at resubmission will automatically be awarded a mark of 0% for that element of assessment.
5.6 Feedback Following Assessments UCLan is committed to giving you clear, legible and informative feedback for all your assessments (Academic Regulations). You are expected to review and reflect on your feedback and learn from each experience to improve your performance as you progress though the course. You will be provided with generic feedback for in-module formative and summative elements of assessment which contribute to a module within 15 working days of the scheduled submission or examination date. Generic feedback on end of module assessment and dissertations will be made available within 15 days of publication of results. Feedback may be oral, written, posted on a website or other.
5.7 Cheating, plagiarism, collusion or re-presentation You are required to sign a declaration indicating that individual work submitted for an assessment is your own. If you attempt to influence the standard of the award you obtain through cheating, plagiarism or collusion, it will be considered as a serious academic and disciplinary offence as described within the Academic Regulations and the Assessment Handbook .
• Cheating is any deliberate attempt to deceive and covers a range of offences described in the Assessment Handbook.
• Plagiarism describes copying from the works of another person without suitably attributing the published or unpublished works of others. This means that all quotes, ideas, opinions, music and images should be acknowledged and referenced within your assignments.
• Collusion is an attempt to deceive the examiners by disguising the true authorship of an assignment by copying, or imitating in close detail another student’s work - this includes with the other student’s consent and also when 2 or more students divide the elements of an assignment amongst themselves and copy one another’s answers. It does not include the normal situation in which you learn from your peers and share ideas, as this generates the knowledge and understanding necessary for each individual to independently undertake an assignment; nor should it be confused with group work on an assignment which is specifically authorised in the assignment brief.
• Re-presentation is an attempt to gain credit twice for the same piece of work.
Within the School of Sport and Well-Being, all student assessments that are text-based are submitted via a software package called ‘Turnitin’. This is accessed through your module Blackboard space. While this package will provide you with your feedback and grade, its original purpose was to examine the originality of your work. Turnitin works by comparing your submitted assignments to an extremely large database of journals and books as well as websites and student work from UCLan and other Universities. If you copy information from these sources, ‘Turnitin’ will signpost these to the tutor in the final originality report. The tutor will then make a judgement as to whether you have plagiarised or not. This is a very robust tool and has identified plagiarism that may have gone unnoticed previously. You will be shown how to access ‘Turnitin’ and will use it throughout the duration of your programme. If you would like to know more about the Originality check in ‘Turnitin’ then follow the link: http://turnitin.com/en_us/features/originalitycheck .
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The process of investigation and penalties which will be applied can be reviewed in the Assessment Handbook. If an allegation is found to be proven then the appropriate penalty will be implemented: In the case of a single offence of cheating, plagiarism, collusion or re-presentation:
• the penalty will be 0% for the element of assessment, and an overall fail for the module.
• the plagiarised element of assessment must be resubmitted to the required standard and the mark for the module following resubmission will be restricted to the minimum pass mark.
• when it is detected for the first time on a resubmission for an already failed module, no further resubmission for the module will be permitted, and the appropriate fail grade will be awarded.
In the event of a repeat offence of cheating, plagiarism, collusion or re-presentation (irrespective of whether the repeat offence involves the same form of unfair means) on the same or any other module within the course:
• the appropriate penalty will be 0% for the module with no opportunity for re-assessment. This penalty does not preclude you being able to retake the module in a subsequent year.
The penalties will apply if you transfer from one UCLan course to another during your period of study and module credits gained on the former course are transferred to the current course. Contact the Students’ Union Advice and Representation Centre by emailing: [email protected] for support and guidance.
5.8 Appeals against assessment board decisions If you consider that you have a reason to appeal against an assessment board decision, please bear in mind that your reasons must fall within the grounds specified in the University Academic Regulations: Section I. You cannot appeal simply because you disagree with the mark given. The specified grounds for appeal are:
1. that an Assessment Board has given insufficient weight to extenuating circumstances;
2. that the student’s academic performance has been adversely affected by extenuating circumstances which the student has, for good reason, been unable to make known to the Assessment Board;
3. that there has been a material administrative error at a stage of the examining process, or that some material irregularities have occurred;
4. that the assessment procedure and/or examinations have not been conducted in accordance with the approved regulations.
If you want to appeal, then you must do so within 14 days of your results being published. The onus is on you to find out your results and submit your appeal on time. Contact the Students' Union Advice and Representation Centre by emailing: [email protected] for support and guidance. Final results for the programme will be posted up online under your MyUCLan space. Publication of results will be on Monday 27th June 2016. All important dates can be found in the academic calendar at https://www.uclan.ac.uk/students/study/files/201516_Academic_Calendar.pdf
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6. Course regulations
6.1 Course requirements Students must pass all modules. You must complete 6 modules that provide 120 credits in total for an honours degree. All modules are 20 credits, with the exception of the Research Project, which is a 40 credit double module. Some free-choice electives may not be available due to clashes with your timetable. Please seek advice from the course leader if you have any issues relating to this. Please remember that you can only take one Level 5 module (XS2???). It is your responsibility to ensure you are registered for the correct number of modules at the correct level. Failure to do so may result in non-completion of your degree. 6.1.1 Part-Time requirements You can take a part-time route through this degree programme provided that the chosen programme can meet the relevant pre-requisites. Wherever possible classes are timetabled and practical slots allocated to allow part-time students to undertake the contact hours of a particular module on the same day. However, this is not always possible. The maximum number of modules that can be taken per year is 4.5 (90 Credits).
6.2 Classification of Awards The University publishes the principles underpinning the way in which awards and results are decided in Academic Regulations. Decisions about the overall classification of awards are made by Assessment Boards through the application of the academic and relevant course regulations. . In simple terms an undergraduate honours degree classification is based on the highest classification:
1. The Average Percentage Mark (APM) of your level 5 and 6 modules (generally taken in years 2 and 3 of a full time course) weighted 30:70. Or
2. Your Average Percentage Mark in year 3 only (ie your level 6 modules)
If the APM is near a borderline, ‘at the discretion of the Assessment Board, students may be classified according to the academic judgement of the Assessment Board taking into account their overall profile and performance with the minimum requirement that:
1. A minimum of 3 modules (60 credits) at level 6 are in the classification band and 2. The APM is no lower than 2 percentage points below that required for the higher
classification.’
In operating discretion for profiling Course Assessment Boards will use academic judgement and may refer to performance in core modules; the placement component, the dissertation/project or other factors which have been published to students.
7. Student voice You can play an important part in the process of improving the quality of this course through the feedback you give. In addition to the on-going discussion with the course team throughout the year, there are a range of mechanisms for you to feedback about your
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experience of teaching and learning. We aim to respond to your feedback and let you know of our plans for improvement. The course has changed greatly due to student feedback. The staff student liaison meetings, allied to excellent feedback from module evaluations, have led to several changes being affected. These range from changes to the assessment strategy to the implementation of different forms of feedback such as audio file delivery. Such a contribution is invaluable to the course ethos. The Students Union can support you in voicing your opinion, provide on-going advice and support, and encourage your involvement in all feedback opportunities. They will be requesting that you complete the National Student Survey (during semester 2 for students in their final year of study) or the UCLan Student Survey (all other students). The Students’ Union and University work closely together to ensure that the student voice is heard in all matters of student-life. We encourage students to provide constructive feedback throughout their time at university, through course reps, surveys and any other appropriate means, The Union’s Student Affairs Committee (SAC), members of Students’ Council and School Presidents each have particular representative responsibilities, and are involved with decision making committees as high as the University Board. Therefore it is very important students engage with the democratic processes of the Students’ Union and elect the students they see as most able to represent them. Students can voice their opinions in numerous ways, from volunteering to be module and course representatives at the Student Staff Liaison Committee, timetabled sessions with whole cohort of students, on-line discussion with distance learners and Module Evaluation Questionnaires (MEQs).
7.1 Course Representatives and School Presidents A course representative is a student who represents their fellow students’ views and opinions to the course team, school, university and students’ union. Course representatives work proactively and diplomatically to improve the academic and non-academic experiences of students. The role of a course representative is extremely beneficial to both students on your course and the university. It enables students to have ownership of their student experience and voice their opinions and share positive practice with the course team, primarily the Student Staff Liaison Committee Meetings (see below). Course representatives will be elected every year either in April or September. Alongside receiving recognition, support and respect being a course representative is a great opportunity to enhance your employability skills. If you are interested in becoming a course representative and wish to find out more about the role visit the Students’ Union website or by emailing: [email protected].
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School Presidents meanwhile are annually elected representatives who voice the opinions of students within each school. They communicate and engage with students in their school to gain feedback and work in partnership with senior management to create positive change. They are also trained to support and signpost course representatives where needed. If you wish to find out who is your School President or more about the role visit the Students’ Union website or email: [email protected]
7.2 Student Staff Liaison Committee meetings (SSLC)
The purpose of a SSLC meeting is to provide the opportunity for course representatives to feedback to staff about the course, the overall student experience and to inform developments which will improve future courses. These meetings are normally scheduled once per semester. Meetings will be facilitated using guidelines and a record of the meeting will be provided with any decisions and / or responses made and / or actions taken as a result of the discussions held. The meetings include discussion of items forwarded by course representatives, normally related to the following agenda items (dependent on time of year). The course team encourage student feedback in all areas and recognise that additional items for discussion may also be raised at the meeting
• Update on actions completed since the last meeting • Feedback about the previous year – discussion of external examiner’s report;
outcomes of National /UCLan student surveys. • Review of enrolment / induction experience; • Course organisation and management (from each individual year group, and
the course overall); • Experience of modules - teaching, assessment, feedback; • Experience of academic support which may include e.g. Personal
Development Planning, academic advisor arrangements; • Other aspects of University life relevant to student experience e.g. learning
resources, IT, library; • Any other issues raised by students or staff.
7.3 Complaints The University recognises that there may be occasions when you have cause for complaint about the service you have received, when this happens, the complaints procedure is intended to provide an accessible, fair and straightforward system which ensures as effective, prompt and appropriate response. Click on this link for more information Complaints Procedure Additional statement for partner college courses: As a student registered for a University award at a partner college, who is dissatisfied with the provision at the college, you should pursue your complaint in accordance with the college’s complaints procedure in the first instance. In the event of continuing dissatisfaction upon exhaustion of the college’s procedure, you will be entitled to submit your complaint to UCLan.
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8. Appendices
8.1 Programme Specification
UNIVERSITY OF CENTRAL LANCASHIRE
Programme Specification
This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. Sources of information on the programme can be found in Section 17
1. Awarding Institution / Body
University of Central Lancashire
2. Teaching Institution and Location of Delivery
UCLan Preston Campus
3. University School/Centre
School of Sport and Wellbeing
4. External Accreditation
None
5. Title of Final Award
BSc (Hons) Sport and Exercise Physiology
6. Modes of Attendance offered
Full time and Part Time
7. UCAS Code
CB61
8. Relevant Subject Benchmarking Group(s)
Hospitality, Leisure, Sport and Tourism (revised 2008)
9. Other external influences
Skills Active, BASES
10. Date of production/revision of this form
June 2012
11. Aims of the Programme To provide a programme of education to enable graduates, through Research Informed Teaching to analyse key academic themes in the subject area and critically evaluate the wide range of applied issues associated with Sport and Exercise Physiology.
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To develop a stimulating learning environment in which students are encouraged to achieve personal growth in terms of a wide range of skills including critical thinking and independence of thought, thus enhancing the developing the Employability and Enterprise of graduates. To develop students’ critical awareness of the key issues and trends within Sport and Exercise Physiology including Internationalisation and Sustainability. To promote an ethos of self development and reflection throughout the curriculum in order to foster that greater personal awareness, confidence and skills necessary for the workplace.
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12. Learning Outcomes, Teaching, Learning and Assessment Methods A. Knowledge and Understanding
A1. Demonstrate a critical understanding of role of physiology in the sport and exercise contexts.
A2. Demonstrate an understanding of sport and exercise physiology through both academic and professional practice within a framework of critical evaluation and synthesis.
A3. Integrate research activity and current developments in the area of sport and exercise physiology.
A4. Research and problem solve by critically understanding methods of acquiring, interpreting and analysing information appropriate to sport and exercise physiology. Teaching and Learning Methods Knowledge is acquired through a combination of lectures, practicals, seminars, workshops and other formal sessions. Students engage in directed personal studies aimed at enhancing both knowledge and understanding. Assessment methods A range of assessment methods is utilised to assess the learning outcomes. These include examinations, formal thesis construction, oral and poster presentations and coursework. Formative assessment is a feature on all modules through formal assessment as well as verbal feedback and discussions in seminars. Detail of assessment methods and individual briefs are provided in the Course Handbook and the Module Guides respectively. B. Subject-specific skills
B1. Plan, design and execute laboratory and field based practical investigations, related to sport and exercise participation, using appropriate techniques and procedures
B2. Undertake experimental work with due regard for ethics, health and safety and risk assessment
B3. Demonstrate a critical awareness of the moral, ethical, environmental and legal issues which underpin best practice
B4. .Use intellectual skills to enhance knowledge and understanding (recognise and apply subject-specific principles; formulate and test hypotheses; apply subject knowledge to address problems; critically analyse, synthesise and summarise relevant information).
B5. Use numeracy, C & IT to enhance subject knowledge and understanding (use a variety of information sources; communicate using a variety of formats and approaches; cite and reference work appropriately; prepare, process, interpret and present data appropriately; use computers to solve problems; use electronic sources as a source of information and to communicate).
Teaching and Learning Methods Practical work, including a research project; discussions within the group and with tutors. The implementation and administration of practical testing is a valued element of the course. Assessment methods Assessment of subject specific skills is undertaken both formatively and summatively through workshops, presentations and formal coursework and exams. C. Thinking Skills
C1. Research and assess subject specific facts, theories, paradigms, principles and concepts C2. Critically assess and evaluate evidence C3. Critically interpret data and text C4. Develop a reasoned argument and challenge assumptions
Teaching and Learning Methods Students are encouraged to challenge and present alternative approaches to different sport and exercise physiology concepts. This is further developed by in-depth analysis and evaluation in a critical context. The skills specifically developed in each module are highlighted in the key skills elements outlined within the Module Guide.
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Assessment methods Intellectual skill development is assessed through a variety of assessments. Successful completion of most coursework, particularly the research dissertation, and exams requires demonstration of analytical abilities. D. Other skills relevant to employability and personal development
D1. Take responsibility for their own learning and continuing professional development D2. Use interpersonal and teamwork skills to enhance subject knowledge and understanding
(identify individual and collective goals and responsibilities; use negotiating skills; evaluate performance as an individual and team member; appreciate the interdisciplinary/multidisciplinary nature of the subject area).
D3. Use self-management and professional development skills to enhance subject knowledge and understanding (skills involved include working independently; effective time management and organisation skills; identifying, working towards and achieving targets; and developing an adaptable, flexible and effective approach to study and work).
Teaching and Learning Methods The final year dissertation is specifically designed to enhance and develop and assess these skills, particularly through an embedded taught skills element. Additionally, the development of such skills is embedded in the teaching, learning and assessment strategies of all modules on the programme. Assessment methods Students will be able to demonstrate these skills through the submission of different types of assessment, including presentations, which involve different forms of communication and different work settings. Formative assessment will involve analysis of practical situations through applied physiological interpretation.
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13. Programme Structures*
14. Awards and Credits*
Level Module Code
Module Title Credit rating
Level 6 XS3900XS3203 XS3204 XS3200 TL3150
Research Project (Comp) Current topics in Population, Health and Exercise (Comp) Advanced Methods in Performance Assessment and Conditioning (Comp) Exercise Referral (O) Careers in Sport (O)
40 20 20 20 20
Bachelor Honours Degree Requires 120 credits at level 6, of which 20 can be at Level 5.
Level 5 XS2500 XS2601
Essentials of Sports Training and Conditioning (O) Sports Nutrition (O) (not available for students who have studied the UCLan franchised FD at Myerscough, Burnely or Runshaw College) Exceptionally, students may take up to one 20 credit option at Stage 2 from the School’s module catalogue or the UCLan Advantage Curriculum Pathway provided that the option contributes to the learning outcomes of the programme. Permission of the Course Leader is required.
20 20
15. Personal Development Planning The PDP programme is based around compulsory modules and assessments rather than stand-alone modules. Students are introduced to the idea of PDP and career planning through sessions in induction week, including a talk from a careers advisor or employer and meetings with their personal tutor. Reflection and self-assessment on their achievements and goal setting is supported by linking selected coursework to the reflection process. Students are asked to reflect (and record their reflections) on these pieces of work both before submission and after obtaining the mark and feedback. The students have meetings with their personal tutors who are responsible for discussing the reflection and notifying the module tutors that it has occurred. Reflection is encouraged by assessing its occurrence by modifying coursework marks when appropriate. Students are advised to keep a progress file containing the reflections and examples of work. Students are asked to supply to their personal tutor their best examples and reflections showing achievement in a list of skills. Any references are based on the information the student has provided plus module results. Work on career development, CV writing etc is incorporated in group sessions scheduled in induction/reading weeks. It is also proposed that additional research and statistics skills will be embedded into the current XS3900 science project to further support the transition from FE to HE and to improve academic standards of work. 16. Admissions criteria Applicants must possess a Higher National Diploma/Certificate or Foundation Degree to a pass standard in the subject of Sport and Exercise Science or a related area. It is expected that the significant proportion of study will be in the discipline of sport/exercise physiology. Potential students will have also completed a recognised research methods module at level two of their previous
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programme of study. Non-standard applications are considered on an individual basis and applicants may be interviewed. Programme Specifications include minimum entry requirements, including academic qualifications, together with appropriate experience and skills required for entry to study. These criteria may be expressed as a range rather than a specific grade. Amendments to entry requirements may have been made after these documents were published and you should consult the University’s website for the most up to date information.
Students will be informed of their personal minimum entry criteria in their offer letter.
17. Key sources of information about the programme • www.uclan.ac.uk - Main UCLan website. • www.uclan.ac.uk/biology - Departmental Home page. • www.uclan.ac.uk/sport – Sport@UCLan hyperlink • Fact sheet • Prospectus • www.bases.co.uk – course finder of the British Association of Sport and Exercise Sciences
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18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Level Module Code Module Title
Core (C), Compulsory (COMP) or Option (O)
Programme Learning Outcomes
Knowledge and understanding Subject-specific Skills Thinking Skills
Other skills relevant to employability and
personal development
A1 A2 A3 A4 B1 B2 B3 B4 B5 C1 C2 C3 C4 D1 D2 D3
LEVE
L 6
XS3203 Current topics in Population, Health and Exercise
COMP
XS3204 Advanced Methods in Performance Assessment and Conditioning
COMP
XS3900 Dissertation COMP XS3200 Exercise Referral O TL3150 Careers in Sport O
LEVE
L 5
XS2601 Sports Nutrition O XS2500 Essentials of Sports Training
and Conditioning O
Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks
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Employability Skills Map – BSc (Hons) Sport and Exercise Physiology (Top Up)
Level Module Code Module Title
Core (C), Compulsory (COMP) or Option (O) Employability Skills
LEVE
L 6
XS3203 Current topics in Population, Health and Exercise COMP
XS3204 Advanced Methods in Performance Assessment and Conditioning
COMP
XS3900 Dissertation COMP
XS3200 Exercise Referral O
TL3150 Careers in Sport O
LEVE L 5
XS2601 Sports Nutrition O
XS2500 Essentials of Sports Training and Conditioning O
