PROGRAMME SPECIFICATION

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1 PROGRAMME SPECIFICATION 1 Awarding Institution: University of Exeter 2 School(s)/Teaching Institution: School of Psychology and School of Sport and Health Sciences 3 Programme accredited/validated British Psychological Society by: 4 Final Award(s): BSc 5 Programme Title: Psychology with Sport & Exercise Science 6 UCAS Code (if relevant): C8C6 7 FHEQ Level of Final Award(s): H 8 QAA Subject Benchmarking Group: Psychology and Hospitality, Leisure, Sport and Tourism (Unit 25) 9 Date of Production/Revision: July 2011 for 2011/12 entry 10 Programme Structures and Requirements, Levels, Modules, Credits and Awards

2 The programme is normally full-time and studied over three years and is University-based throughout that time, with the exception of the field course element of the optional Stage 2 practical module PSY2020. The programme consists of three stages, and each stage is normally completed in one academic year. Each stage of the programme consists of modules to total 120 credits, and thus the entire programme consists of 360 credits. The credit rating of a module is proportional to the total workload and one credit is nominally equivalent to 10 hours of work. The level of a module (designated by the first number in the module code) indicates its position in the progressive development of academic abilities and skills across the programme. Psychology Level 1 modules are taken at Stage 1, Level 2 modules at Stage 2, and Level 3 modules at Stage 3. Each stage includes 30 weeks of term-time of which two 11-week periods are teaching time. Modules and other study components can be taken only with the approval of the School. Modules are not all available every year; options are offered each year at the discretion of the School and may be subject to change over the duration of the programme. A module may be taken only if the necessary prerequisites have been satisfied, if the timetable allows, and if the module or an equivalent module has not been taken previously. Stage 1 All students must take the following 15-credit modules: PSY1201 Human Cognition and Cognitive Development PSY1202 Introduction to Biological Psychology PSY1205 Introduction to Statistics PSY1206 Research Methods and Key Skills in Psychology. Plus one of the following 15-credit modules: PSY1203 Introduction to Social Psychology PSY1204 Introduction to Clinical Psychology and Clinical Approaches to Individual Differences Three further 15-credit modules are to be selected from the following Sport and Health Sciences (SHS) list: ESS1004 ESS1203 ESS1605 ESS1702 ESS1005 Human Anatomy & Physiology Kinanthropometry Foundations of Exercise and Sport Psychology Biochemistry of Exercise Foundations of Exercise Physiology Stage 2 All students must take the following 15-credit modules: PSY2201 Cognitive Psychology II PSY2202 Biological Psychology II PSY2203 Social Psychology II; PSY2204 Developmental Psychology PSY2205 Personality and Individual Differences PSY2206 Methods and Statistics in Psychology II Students must also take one of the following 15-credit Psychology Practicals: PSY2209 Cognition I PSY2210 Social I PSY2211 Interview Skills & Qualitative Methods PSY2212 Cognition II PSY2213 Social II PSY2214 Observations and Experiments in Animal Behaviour PSY2215 Problems and Projects in animal Behaviour In addition, students must take one of the following SHS 15-credit modules: ESS2001 Exercise Physiology ESS2710 Sport Psychology Stage 3 All students must take a research project module. This can either be PSY3250 Research Project in psychology (30 credits) or ESS3302 the Level 3 Dissertation (45 credits) offered by the School of Sport and Health Sciences. In the latter case, it is a requirement of BPS accreditation that the project involves a Psychology topic and that the work be supervised by a Psychologists within the School of SHS.

3 In addition to the project, students must take further option modules (to a total of 90 credits or 75 credits), with at least one coming from the list of options provided by the School of Psychology and at least one from the School of SHS list. Psychology option modules must be selected from the series starting PSY3251. Seminars are arranged into three broadly cognate groups: (1) Social, economic and organizational psychology, (2) Cognitive psychology, and (3) Clinical, developmental and comparative psychology, and students must select two seminars from a different group. Option modules from the School of Sport and Health Sciences include: ESS3001 Factors Affecting Performance ESS3804 Clinical Exercise Prescription ESS3808 Sports Psychology ESS3809 Physical Activity and Mental Health ESS3107 The Sporting Body in Society II ESS3900 Employability and Career Development Assessment at Stage 1 does not contribute towards the overall mark for the degree programme, although an overall pass is necessary for progression to Stage 2. The overall mark for the degree is calculated from the marks for Stages 2 and 3, which are weighted in the ratio of 1:2 respectively. A Stage can be passed with up to 30 credits of failed modules, provided that a Stage average of at least 40% has been achieved over the 120 credits of assessment, including the marks for any failed modules. The following modules, however, are excluded from this process of condonement (i.e. each of them must be passed at 40% and credit awarded): PSY1205, PSY2206, PSY3250;. Module descriptions and full assessment procedures are available at: or 11 Educational Aims of the Programme The overall educational aims of the two schools are: 1. To provide an education of high quality in a stimulating and supportive environment that is enriched by research and/or current practice in the discipline; 2. To provide training in scientific skills of problem analysis, research design, evaluation of empirical evidence and dissemination; 3. To provide a range of academic and key skills that will prepare our students confidently for employment, future study, or training for professional practice; Additional aims specific to this programme are: 4. To provide a thorough grounding in a range of skills, including statistical analysis and research design and methodology, necessary to satisfy the criteria for accreditation as conferring eligibility for the Graduate Basis for Registration under the scheme administered by the British Psychological Society 12 & 13 Programme Outcomes and Teaching, Learning & Assessment Methods Over the three years of the programme there is a progression in teaching, learning and assessment. In the first and second year there is an emphasis on lectures and small group discussion in tutorials, whilst in the final year lectures are largely replaced with smaller group seminars with a greater emphasis on student participation. This progression develops skills in independent learning. Practical work progresses over the three years from large group practical work in the first year, to small group work in the second year, and to a supervised research project in the final year.

4 On successfully completing the programme, a graduate should be able to demonstrate: A: Subject knowledge and skills 1. detailed knowledge about a range of core subject areas as defined by the British Psychological Society, with in-depth specialisation at the forefront of the subject in certain areas, 2. the ability to apply a range of methodological skills, including a variety of statistical and research techniques, to carry out empirical research both individually and collectively. 3. skills of scientific writing in psychology and in sports and exercise science, through a range of methods, at a level appropriate to an honours degree. Outcome A1 is developed in Stages 1 and 2 of the programme through lectures and tutorials. In-depth specialisation is developed in Stage 3 via seminars and the dissertation (research project). Outcomes A2 and A3 are developed throughout the programme, via practical classes, lectures, and the Stage 3 dissertation (research project). Independent study also forms a major part of the programme s teaching and learning methods. Assessment Outcomes A1 and A3 are assessed by a combination of written examinations, and continuous assessment essays. Outcomes A2 and A3 are assessed via practical reports and the final dissertation. B: Core academic skills 1. skills of scientific writing and presenting results 2. the ability to review and critically evaluate empirical evidence using a range of defined techniques. 3. an awareness of the wider ethical issues relating to the subject and its application. 4. the ability to review and critically evaluate published work as well as the student s own work 5. the ability to plan, execute and present an independent and original project. Teaching and learning methods Outcome B1, B2, B3 and B5 are developed through Research Methods, Key Skills, and Statistics lectures, tutorials and practicals at Stage 1; through research practical modules at Stage 2, and through the research project at Stage 3. Outcomes B1, B4 and B5 are also developed throughout the programme in lectures, seminars, and continuous assessment. Independent study and practice also forms a major part of our teaching and learning methods. Assessment Outcomes B1 and B4 are assessed by a combination of written examinations, and continuous assessment essays. Outcomes B2, B3 and B5 are assessed via written examinations, practical reports, and the final project report. C: Personal and key skills 1. critical, creative, and independent thinking. 2. confidence and flexibility in identifying and solving complex problems 3. proficient in the use of electronic information retrieval and management tools; able to access information from a variety of sources. 4. effective interaction within a group; 5. effective self-management (autonomy, time management, self-teaching, self-reflection, seeking and using feedback, personal responsibility, self-criticism);

5 Educational aims of the programme The educational aims of the two Schools are: 1. To provide an education of high quality in a stimulating and supportive environment that is enriched by research and/or current practice in the discipline; 2. To provide training in scientific skills of problem analysis, research design, evaluation of empirical evidence and dissemination; 3. To provide a range of academic and key skills that will prepare our students confidently for employment, future study, or training for professional practice; Additional aims specific to this programme are: 4. To provide a thorough grounding in a range of skills, including statistical analysis and research design and methodology, necessary to satisfy the criteria for accreditation as conferring eligibility for the Graduate Basis for Registration under the scheme administered by the British Psychological Society 5. To promote specialist capabilities in specific areas of psychology congruent with the research focus of the School. 6. To provide an opportunity for students to explore the interface between psychology and parallel areas of study (physiology, psychology and sociology) within sports and exercise science, 7. To provide an opportunity to develop an in-depth understanding of a specific topic, for example, within a Level 3 Dissertation in Sport or Exercise Psychology, or by following specific disciplines through from Level 1 to Level 3 by selecting appropriate modules. Teaching and learning methods Outcomes C1, C2 and C3 are developed through the process of acquiring subject knowledge and core academic skills (see A and B above). Outcome C4 is developed through group discussions in academic tutorials, through working in groups in practicals, through pair work and an apprenticeship teaching model on the final research project. Outcome C5 is developed through students progressing through a teaching programme that is gradually more self-managed, and the personal tutorial and Personal Development Planning system. Independent study and practice also forms a major part of our teaching and learning methods. Assessment Outcomes C1, C2 and C3 are assessed primarily through continuous assessment essays, practical reports, and the final project (dissertation) report. Outcomes C4 and C5 are indirectly assessed in the sense that where modules require development of these skills, it would be very difficult to achieve a good mark in the assessments without having developed such skills. The programme conforms with the QAA Benchmark Statements for Psychology and for Hospitality, Leisure, Sport and Tourism (Unit 25). 14 Support for Students and Students Learning At Exeter, the University Library maintains its principal collections in the main library buildings on the Streatham and St Luke s campuses, together with a number of specialist collections in certain Schools. The total Library collection comprises over a million volumes and 3000 current periodical subscriptions, and in addition the Library subscribes to approximately 8000 electronic periodicals. Information Technology (IT) Services provide a wide range of services throughout the Exeter campuses including open access computer rooms, some of which are available 24 hours, 7 days a week. Additionally, some Schools have their own dedicated facilities. Helpdesks are maintained on the Streatham and St Luke s campuses, while most study bedrooms in halls and flats are linked to the University s campus network. The School of Psychology has a suite of 50 PCs dedicated for undergraduate use; further support is provided by an IT and statistics helpdesk within the School.

6 In accordance with University policy both Schools have in place a system of personal tutors for our students. A University-wide statement on such provision is included in the University s TQA Manual. Additionally, the following units at Exeter between them provide a wide range of student support services: - Student Counselling Service - Student Health Centre - Study Skills Service - Family Centre (Streatham campus) - Student Advice Centre (Guild of Students) - Chaplaincy - International Office - English and Foreign Language Centres - Study Abroad Office - Disability Resource Centre The University Careers Advisory service provides expert advice to all students to enable them to plan their futures, through guidance interviews, psychometric testing, employer presentations, skills events, practice job interviews and CV preparation. The Schools and the University are pleased to welcome students with disability and provide extensive support services. The Disability Resource Centre will develop a Personal Learning Plan for any student with disability, and this plan will enable the School to maximise the accessibility of the programme with support from the Personal Tutor in consultation with the School Disability Liaison Officer and other members of the School. Almost all modules are classroom and laboratory based, and can be made accessible to students with a broad range of disabilities. However, there are some modules which may involve planning ahead to meet support needs. Students are encouraged, where possible, to contact their Personal Tutor and Year Tutor, and the Disability Liaison Officer in the semester prior to such modules to enable forward planning. In accordance with University policy both Schools have Student/Staff Liaison Committees, which allow students to contribute directly to the enhancement of educational and other provision at discipline level. In addition to the centrally provided services detailed above, the Schools also provide: Team development programme Personal development planning Student handbooks Range of specialist advisors, including for: women students, non-school leavers, and overseas students. Computing and Statistics Help Desk Virtual Resource Room and other web-based learning materials, General Seminar Series for final year students (careers and CV advice, invited psychologists) South West Psychology Undergraduate Conference option for final year students to give a presentation attended and supported by their peers 15 Admission Criteria Candidates must satisfy the general admissions requirements of the University as well as the specific requirements for the present programme. University entrance requirements for undergraduate degree programmes are found in the University of Exeter Undergraduate Prospectus. The entrance requirements for the present combined honours programme are as follows: School/College leavers: GCE AL: The minimum entrance requirement is normally grades AAA-AAB ( ) at GCE AL (A2). GCSE Mathematics is a specified subject required for admission to the programme. International Baccalaureate: points BTEC: An appropriate National Diploma with a good standing including Distinction passes in appropriate units Other qualifications: Students with other qualifications (e.g. Advanced General National Vocational Qualification, Scottish Highers) may be considered on an individual basis.

7 Non-school-leavers and overseas students Non-school leavers and overseas students are considered on an individual basis. Overseas students must show proficiency in the English language and have an appropriate qualification (eg Certificate of Proficiency in English of the Cambridge Local Examinations Syndicate, IELTS, TOEFL or other equivalent examinations). Non-school leavers will be interviewed, and will normally be expected to have undertaken some recognised systematic course of study within the last three years [e.g. Access courses, Open University, GCE, BTEC]. Widening participation The University is committed to widening access to higher education to students from a diverse range of backgrounds. 16 Regulation of Assessment and Academic Standards Each academic programme in the University is subject to agreed assessment marking strategies, underpinned by institution-wide assessment procedures. The security of assessment and academic standards is further supported through the external examiners appointed for each programme. Their responsibilities are described in the University's code for external examiners and include access to draft papers, course work and examination scripts. Attendance at the Board of Examiners and the provision of an annual report are both required. Clear procedures are also in place for the monitoring of these annual reports at both School and University level. See the University's Teaching Quality Assurance (TQA) Manual for details of these processes (http://www.admin.ex.ac.uk/ academic/tls/tqa/). 17 Indicators of Quality and Standards The University and its constituent Schools draw on a range of data in their regular review of the quality of provision. The annually produced Performance Indicator Dataset details admission, progression, completion and first career destination data, including comparisons over a five-year period. In the most recent QAA Subject Reviews both subjects were both classified as excellent (Psychology: 23/24; Sport Science: 21/24). SSHS was last subject to review by the QAA and reported on in Provision was approved and the report can be read at This programme is accredited by the British Psychological Society as conferring eligibility for the Graduate Basis Registration, provided that the minimum standard of qualification of second class honours is achieved. 18 Methods for Evaluating and Improving Quality and Standards The University has procedures in place for the regular review of its educational provision, including the annual review of both modules and programmes which draw on feedback from such sources as external examiners' reports, student evaluation, student achievement and progression data. In addition, subject areas are reviewed every four years through a periodic subject review scheme that includes external input. These procedures are recorded in codes of practice contained in the TQA Manual. In addition, nearly all subject areas are reviewed from time to time by the national Quality Assurance Agency for Higher Education; see the QAA web site for review reports on subjects at Exeter. 28/7/10

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