Awards
Target Award
Accreditation
Programme Offerings
Full-Time
Educational Aims of the Course
Learning Outcomes
Teaching, Learning and Assessment
Teaching and learning. This programme will be delivered with a range of teaching and learning methods. It contains formal contact time and directed and private study. Students will be encouraged to develop their learning skills and to become progressively more independent in their learning, so students are given more direct study in level four and more private study at level six. This is facilitated through the inclusion of an academic skills module in semester one of level 4. Students will develop skills of time management and how to use appropriate resources (e.g., IT and library) to find and organise information. Students learn to select and evaluate suitable materials from disparate sources. Students will develop integrative skills to analyse and solve problems applying appropriate numerical and statistical techniques when required. They will be able to communicate scientific information effectively. During the programme, lectures and directed independent reading are used to introduce core knowledge. Lectures are supplemented by seminar, laboratory and practical activities in which students can explore ideas in more depth and contribute to, and benefit from, peer learning. Individual supervision meetings support students in developing, conducting and reporting an empirical investigation in sport psychology. In addition, students are expected to cover substantive course content through their own directed reading. These approaches are consistent with the learning outcomes of each specific module. Practical skills are taught during practical classes, which form a component of the teaching on several modules and within in-session tasks more broadly. These practical activities provide opportunities for formative feedback from both peers and tutors. Similarly, tutor support during the preparation of coursework assignments (feedforward sessions) provides opportunities for formative feedback. Assessment and feedback. A variety of assessment methods are utilised across the programme. Formal assessment methods include essay assignments, written examinations (using seen or unseen questions),multiple choice tests, portfolios, reflective work-related learning reports, poster presentations, laboratory reports and supervised major projects. In formulating the assessment strategy, the programme team aimed to achieve an appropriate match between teaching and learning methods and assessment tasks, including the provision of formative feedback, an appropriate balance of assessment tasks over the programme, and inclusivity of a range of student approaches to learning. Coursework assessment is used to provide timely and detailed summative assessment. Individual tutors take advantage of opportunities to provide formative assessment during modules. A consistent approach to the provision of summative feedback will be taken; the use of marking rubrics to ensure breath in feedback provided, whilst qualitative feedback under the headings “areas for enhancement” and “strengths of the assignment” will provide depth, specificity, personalisation, and a future focus to feedback. Assessment methods are specified on each modules Canvas page. Equity, diversity & inclusion (EDI). In 2021, an ‘inclusive curricula team’ was formed and this working group successfully secured internal funding to enable student interns to lead an audit of our programmes in relation to decolonising the curriculum, with the support from the academic team. We recognise that a colonial curriculum is an inaccurate curriculum, characterized by an unrepresentative, inaccessible, and privileged nature. Decolonising the curriculum is about being more accurate, more inclusive, and more interculturally responsive. EDI is an increasingly important focus for our School (the School also have Athena SWAN Bronze status). We recognize that to deeply embed EDI into the fabric of what we do, we need to focus our curricula.