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1 B1: Programme Specification PROGRAMME TITLE: MSc in Applied Sport and Exercise Psychology/MSc Sport and Exercise Psychology (with PgDiploma exit award) PLEASE NOTE. This 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 or she takes full advantage of the learning opportunities provided. More detailed information on the specific learning outcomes, content and the teaching and learning assessment methods of each module can be found at and in the programme handbook. 1. AWARDING INSTITUTION/BODY: University of Ulster 2. TEACHING INSTITUTION: University of Ulster 3. LOCATION: Jordanstown 4 ACCREDITED BY: BPS 5. FINAL AWARD: MSc in Applied Sport and Exercise Psychology/MSc Sport and Exercise Psychology (with PgDiploma exit award) 6. MODE OF ATTENDANCE: Part-time/Full-Time 7. SPECIALISMS: None 8. COURSE/UCAS CODE: DATE WRITTEN/REVISED: 2012/ EDUCATIONAL AIMS OF THE PROGRAMME The overarching aim of the programme is to provide a recognised level of training for aspiring professionals in the field of applied sport and exercise psychology by providing them with the competencies required to apply psychology professionally and ethically in sport and exercise settings. The programme has three themes at its core which influence the pedagogical outcomes throughout the modules: theory-practice; stability-change and individual-context. Both the overall objective and the themes are achieved through the goals outlined below: 1. To provide students with a sound understanding of key theoretical issues in the field of sport and exercise psychology. 2. To enable students to develop an in-depth understanding of the application of theory to sport and exercise settings. 3. To provide the opportunity for students to gain practical skills that will enhance their ability to work with individuals and groups in the sport and exercise context. B1

2 4. To provide students with the skills to plan, implement and evaluate work in an applied setting. 5. To enable students to develop a range of practical competencies pertinent to gaining accreditation as a sport and exercise psychologist 6. To help students to develop the skills necessary to design, conduct, analyse and report empirical research in the field of sport and exercise psychology. 7. To facilitate students in acquiring entrepreneurial skills that would enable them to commercialise their skills and intellectual property. 8. To facilitate the development of critical and self-reflective awareness of the ethical concerns and implications of applying psychology in sport and exercise settings. MAIN LEARNING OUTCOMES The following reference points were used to inform the development of programmes learning outcomes: the University s Vision and core strategic aims, teaching and learning strategy and policies; current research and other advanced scholarship carried out by academic staff; subject benchmark statement for Psychology; QAA Masters degree characteristics; requirements of professional bodies, i.e. the British Psychological Society occupational standards in terms of stage 1 training in Sport and Exercise Psychology; National and University qualifications and credit frameworks. 11 MAIN LEARNING OUTCOMES The programme provides opportunities for students to achieve and demonstrate the following learning outcomes. Successful students will be able to: 11K KNOWLEDGE AND UNDERSTANDING OF SUBJECT For the PgDiploma exit award: K1 Display a sound understanding of both the role of theory and the key theoretical issues in the field of sport and exercise psychology. K2 Demonstrate an in-depth understanding of the application of current theory to real world sport and exercise settings. K3 Demonstrate a critical awareness of new emerging developments and research insights within the field of sport and exercise psychology. B2

3 K4 Demonstrate a comprehensive knowledge and understanding of the efficacy and limitations of applied techniques used in contemporary sport and exercise psychology. K5 Appraise different intervention models and approaches to consulting used in the field of sport and exercise psychology in a systematic manner. K6 Demonstrate a critical understanding of the role of the consultant in sport and exercise settings. For the MSc award: K7 Engage in sustained and independent research that examines the relationship between psychology and performance in sport and exercise settings. Teaching and Learning Methods: Lectures, seminars, workshops, group-work, field experiments, online learning and self-directed learning. Assessment Methods: Essays, research reports, critical reviews, case-studies, reflective logs, oral presentations, multi-media intervention aids and peer assessment. 11I INTELLECTUAL QUALITIES Successful students will be able to: For the PgDiploma and MSc award: I1 Critically analyse, synthesise and evaluate the body of literature examining issues pertaining to the area of contemporary sport & exercise psychology. I2 Critically analyse issues in applied scenarios and identify appropriate solutions in applied sport and exercise settings. I3 Engage in self-reflective awareness processes within a client-practitioner setting. I4 Integrate complex ideas and concepts and recognise and overcome thresholds in learning situations. I5 Formulate hypotheses and draw justifiable inferences from data collection. I6 Develop an awareness of the role of threshold concepts in enabling learning. I7 Develop entrepreneurial skills Teaching and Learning Methods: Intellectual qualities are primarily developed through coursework assignments and projects, as well as through class discussions and seminars. Assessment Methods: This is principally through coursework assignments, project work, presentations, research and dissertation. 11P PROFESSIONAL /PRACTICAL SKILLS B3

4 Successful students will be able to: For the PgDiploma exit award: P1 Demonstrate a range of professional skills and competencies as a trainee sport and exercise psychologist. P2 Devise appropriate intervention strategies for individual athletes or teams in sport and exercise settings. P3. Employ different intervention models and approaches to consulting within an ethically sound framework. For the MSc award: P4. Design, conduct, and report the findings of an independent empirical research project. Teaching and Learning Methods: Professional and practical skills are primarily developed through project and assignment work, supplemented by class tutorials and group discussions. Assessment Methods: These are assessed through coursework assignments, oral presentations and project dissertation. 11T TRANSFERABLE SKILLS Successful students will be able to: For the PgDiploma exit award: T1 Present information in a systematic, logical and coherent manner. T2 Locate, analyse and evaluate relevant contemporary literature and data. T3 Use information technology to produce reports and presentations, access electronic information, analyse data and develop intervention aids. T4 Plan, organise and manage tasks and workloads T5 Communicate effectively verbally and non-verbally in a group setting through different media. T6 Demonstrate independence, self reliance and discipline in relation to academic study. T7 Work effectively as part of a team in problem-solving activities, presentations and intervention settings. T8 Plan and manage learning effectively using appropriate goal setting strategies. B4

5 For the MSc award: T9 Demonstrate the ability to communicate effectively and manage workloads in consultation with their research supervisor. Teaching and Learning Methods: Transferable skills are developed throughout the programme (i.e. lectures, seminars, tutorials, coursework assignments and projects). Assessment Methods: Assessment is primarily through presentations, teamwork tasks, coursework assignments and project preparation. B5

6 11. PROGRAMME LEARNING OUTCOME MAP MODULE TITLES LEVEL CODE K1 K2 K3 K4 K5 K6 K7 I1 I2 I3 I4 I5 I6 I7 P1 P2 P3 P4 T1 T2 T3 T4 T5 T6 T7 T8 T9 Social Perspectives on Health, Sport & Exercise Psychology Research Methods For Physical Activity 7 SLS SLS 801 Motor Cognition 7 SLS 810 Physical Activity & Psychological Well-being Applied Sport Psychology & Contemporary Issues Professional Practice & Ethics in Applied 7 SLS SLS SLS 809 Psychology Dissertation * 7 SLS 811 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X B6

7 12. PROGRAMME STRUCTURE AND REQUIREMENTS FOR THE AWARD The MSc is offered in both full and part-time modes. Students will complete 180 credit points for the award of MSc with the option to exit after completing 120 credits for the award of Postgraduate Diploma. Full-time students will take 60 credits in each of the three semesters, while the part-time students will take 30 credits in each semester of years one and two and 60 credits in year three. All modules are compulsory. PgDip - a minimum of 120 credit points. MSc - a minimum of 180 credit points Table B1.1 Programme Structure Module Title Credit Level Credit Points Module Status Research Methods for 7 30 C Physical Activity Motor Cognition 7 15 C Social Perspectives on 7 15 C Health, Sport & Exercise Psychology Physical Activity & 7 15 C Psychological Well-Being Applied Sport Psychology & 7 30 C Contemporary Issues Professional Practice & 7 15 C Ethics in Applied Sport Psychology PgDip Applied Sport and Exercise Psychology (120 Credits) Optional exit route Dissertation 7 60 C MSc Applied Sport and Exercise Psychology (180 Credits) B7

8 13 SUPPORT FOR STUDENTS AND THEIR LEARNING Students and their learning are supported in a number of ways: Induction Process: All students will attend an induction prior to commencing the programme. During this induction, the course director will provide an overview of the course, all module co-ordinators will provide an introduction to their modules and students will be introduced to the course team, Ulster Sports Academy policies and procedures and the course regulations. The induction will also allow opportunities for staff to get to know the students and vice versa. Registration for the course/modules will be conducted via the Faculty Office. Access to Staff and Course Director: Access for students to academic staff is through an office hours system. All students are informed via their course handbook of the contact details and office hours of all staff so that appointments can be arranged. Students may also staff to arrange an appointment time other than that specified within the office hour system. Students also have out of hours access to the Course Director through . It is anticipated that PT students will avail of out of hours access and all staff will exercise flexibility to facilitate this support. Advisor of Studies: All students are allocated an advisor of studies who they meet at least once per semester and with whom they will maintain regular contact. Blackboard Learn: Each student will have access to the University s virtual learning environment, Blackboard Learn (BB Learn). It is now a requirement for each course to have its own Course Support Area within BB Learn to assist with course specific guidance and requirements. For those students not familiar with BB Learn, an introductory training session will be provided during induction and all members of the teaching team will ensure that students are fully conversant in the use of BB Learn. Student handbooks and module booklets: All students have on-line access through BB Learn to the overall course handbook which details course information and regulations. Individual module handbooks are also provided by module coordinators for each module of study. Student representation on subject teaching and learning committee and School Board: Student representatives are elected by each year group of students. These representatives are invited to attend course committee, School Board and School Teaching and Learning meetings. Student/Staff Consultative Committee: B8

9 Student representatives are invited to attend Staff Student Consultative Meetings once per semester. This forum provides the opportunity to discuss issues related to course management and organisation, module delivery, teaching facilities and support. B9

10 Information and Services Department (ISD): All students are inducted in the use of the library and ISD services. All students are allocated a University account and full access to the internet. Personal Development Portfolio (PDP): All students in consultation with their studies advisor are encouraged to use the University PDP system (see section B.2.11). Student Support Services: The Department of Student Support provides services in the fields of accommodation, health, counselling & guidance, careers, childcare, finance and special needs. The student support services engage in student induction and their details, facilities and support programmes are provided in the course handbook. The University has protocols for assessment of and provision for students with disabilities. Where specific needs are identified by the student or member of staff the Student Disability Officer meets with students to determine individual needs and makes recommendations to academic and other staff to ensure that all appropriate protocols are adhered to within the School. Career Development Centre (CDC): The CDC works collaboratively with Faculties to support the University's agenda on employability, personal development planning, work-based learning and career education, information and guidance. Students have full access to careers advisers. International Office: The International Office works to welcome students and help them adjust to life at Ulster by providing support and guidance on accommodation, leisure, healthcare, family life and cultural issues as well as providing a hub for a range of social events and activities. Sport and Recreation Sport Services deliver sport and recreation provision at the facilities on the Jordanstown campus and students can become members of the Sports Centre. Students can also join the Sports Union which offers the chance to join a wide range of clubs, catering for all levels of performers and provides a recognisable means of communication between students and the sporting authorities. Students Union The Students Union allows the opportunity for students to explore the social aspects of university life as well as a useful point of contact for advice, support and guidance in relation to a number of issues. The Union is active in all matters of student welfare within the University and externally. It campaigns on many student issues such as education funding and student rights. The Union is represented on the major legislative bodies of the University, ensuring that student body has a voice as the highest level. The B10

11 Students Union also provides a platform to join new societies and meet new people as well as experiencing extracurricular activities. All students are entitled to free and automatic membership of the Students Union. B11

12 Chaplaincy The University has a multi-denominational Chaplaincy that has dedicated places of prayer and worship and meeting rooms as well as organising events and activities for interested students. 14. CRITERIA FOR ADMISSION TO THE PROGRAMME Applicants for the MSc. Applied Sport and Exercise Psychology stream must hold a degree with at least second class Honours standard or equivalent in a related discipline (for example BSc Sports Studies; Sports and Exercise Sciences; Physical Education) or demonstrate their ability to undertake the course through the accreditation of prior experiential learning (APEL). Applicants for the MSc. Sport and Exercise Psychology stream are required to have achieved a graduate basis for registration through an accredited course with the BPS. 15. EVALUATING AND IMPROVING THE QUALITY AND STANDARD OF TEACHING AND LEARNING The following mechanisms are used to evaluate and improve the quality of teaching and learning: Module Evaluations: Formal student feedback is sought on the content and delivery of each module via a module evaluation questionnaire hosted on BB Learn, a free response method or a student forum; External Examiners Reports: An External Examiner is associated with the course. The External Examiner s report is received annually and responded to point by point, by the Course Committee. These are wide ranging reports and are considered as an important tool in maintaining, improving, and identifying quality on the programme; Peer Supported Review: Staff participates in peer supported review of their teaching. This exercise allows staff to reflect on their teaching skills and is a driver for enhancing the students classroom experience; National Student Survey (NSS): Students views are taken into consideration in maintaining course standards; Employers views: The Ulster Sports Academy regularly engages with employers and external stakeholders as part of the evaluation and revalidation of course provision. Industry specialists also deliver guest lectures on the course. In addition, members of the course team have close links with those working in the sector and this will ensure that the programme remains fit for purpose and responsive to employers views; B12

13 Revalidation: The course under goes revalidation and external examiners approval every five years, this helps to keep the MSc programme current and up to date; Programme Management System: This provides an opportunity to reflect on the outcome standards of the programme for the year, and to identify issues for future action and enhancement; Student Performance Data and career progression: Student performance data is obtained via formal Examination Boards while career progression/student exit statistics are obtained by the Careers Development Centre. Committees with responsibility for monitoring and evaluating quality: Staff Student Consultative Committee: This provides a forum for both students and staff to raise issues regarding the quality and standard of teaching and learning. Subject Committee: The Subject Committee considers the action plans drawn up by the Head of School and Module Co-ordinator for modules identified as at risk from the module monitoring process. Board of Examiners: The Board of Examiners provides a forum where problems with a particular module or programme (as identified by the student profiles presented) can be noted. This public noting of the problem by all concerned, the programme team, faculty management, and external examiners provide an impetus to ensure that it will be addressed, and reported in the response by the programme team to the external examiners report. School Board and Faculty Board: The School and Faculty Boards are used to reflect on the programmes within the School/Faculty, and to discuss the minutes of Teaching and Learning Committee meetings, as well as those from University Quality Assurance and Enhancement, to enable any improvements to be implemented as soon as possible. B13

14 School Teaching and Learning Committee, Faculty Teaching and Learning Committee, and University Teaching and Learning Committee: The Teaching and Learning Committees are responsible for co-ordinating development and initiatives related to innovative approaches which will enhance the learning and teaching experience of the student. Mechanisms for gaining student feedback on the quality of their learning experience: Staff-Student Consultative Committee; Student representatives on Faculty board and Course Committee. Staff development: Staff appraisal is carried out on a two-year cycle with attention given to the development needs of the individual staff member; All staff remain updated in their subject area through research and scholarship and are supported in their continuing professional development; All new staff attend a 3 day induction event and are required to pursue a formal teaching qualification; All part-time staff are required to follow a one day university induction; All staff are encouraged to participate in the wide range of staff development workshops offered by the university. The teaching and learning experience of the student is also enhanced by the commitment of staff to professional and academic development, e.g. attending and contributing to conferences and journal editorial board positions. 16. REGULATION OF STANDARDS Assessment rules General course regulations are in accordance with the current University of Ulster Charter, Statutes, Ordinances and Regulations. Award of MSc: Candidates who have successfully completed 180 credit points will be awarded the MSc. The Board of Examiners may recommend the award of MSc. with Distinction to a candidate who achieves an overall mark of at least 70%, including the MSc dissertation module. The pass mark for individual pieces of coursework in all modules is 50%. Award of PgDip: Candidates who wish to exit following the completion of 120 credit points (pass mark is 50% in all modules) will be eligible for the award of the Postgraduate Diploma. The Board of Examiners may recommend a Pass with Distinction to a candidate who B14

15 achieves an overall mark of at least 70%, provided that a module mark of at least 70% has been achieved in modules amounting to 60 credit points. External Examination There is 1 External Examiner associated with this course who is normally appointed for a period of 3 years that can be extended to 4. External examiners are academic subject or professional experts appointed from outside the University. Their key functions are to contribute to the assurance of the standards of the award and the fair treatment of students. They are involved in the moderation and approval of assessments and the moderation of the marking undertaken by internal examiners. The External Examiner submits a report on the standard of the course, assessment and student performance, comparability of these standards with those of similar courses, and the administration of the assessment schemes and processes. Detailed duties are as specified in the current University of Ulster Handbook for External Examiners. 17. INDICATORS OF QUALITY RELATING TO TEACHING AND LEARNING Two members of the teaching staff hold a PGCHEP teaching qualification (see CV s). Two members of the teaching staff are Fellows of the Higher Education Academy. Three members of staff are engaged with the Sport and Exercise Sciences Research Institute. Two members of the teaching team were included in the submission for the 2008 Research Assessment Exercise in Unit 69 (Sport-Related subjects). The profile for the SESRI entry was as follows: 5% at 4 star; 25% at 3 star; 45% at 2 star; 25% at 1 star. Teaching staff have considerable research and practical experience that informs their teaching. In addition, three staff are either qualified members of sport-science related professional body such as the British Association of Sport and Exercise Sciences (BASES) or the British Psychological Society (BPS). B15

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