PROGRAMME SPECIFICATION

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1 MANCHESTER METROPOLITAN UNIVERSITY PS/1 PROGRAMME SPECIFICATION Basic Programme Details 1 Programme title M.Sc. Science of Sports Injury (M.Sc. SSI) 2 Mode(s) and duration Part-time (distance learning and residential weekends) Part-time study : 24 months 3 Awarding institution MMU 4 Teaching institution(s) MMU (MMU Cheshire Faculty) 5 Final award(s)/title(s) M.Sc. Science of Sports Injury 6 NQF position Masters 7 Stage award(s)/title(s) PG Diploma Science of Sports Injury 8 Home Department Exercise and Sport Science 9 Home Faculty MMU Cheshire 10 UCAS code(s) Not applicable 11 Type of collaborative provision None 12 Collaborative partner(s) None 13 Date/outcome of last MMU review/approval Reviewed December PS/1 effective date: September QAA Benchmark Statement(s) Unit 25 Hospitality, Leisure, Sport and Tourism Unit 4 Anatomy and Physiology

2 16 Date/outcome of last Subject Review March 2000 : Quality Approved (22/24) Curriculum Design, Content and Organisation 4 Teaching, Learning and Assessment 3 Student Progression and Achievement 4 Student Support and Guidance 4 Learning Resources 4 Quality Management and Enhancement 3 17 PSB(s) None 18 Date/outcome of last PSB approval(s) Not applicable Programme Aims and Learning Outcomes 19 Programme Aims The general aims of the Programme are consistent with the University s General Educational Aims at Masters Level. The programme aims to provide a course of education at M.Sc. level which focuses on appropriate aspects of sport science and develops, in qualified healthcare professionals, knowledge and skills that will enable them to more effectively support those who engage in sport and exercise.

3 Programme Objectives On completion of the programme the student will be able to: i. analyse the relationships between sport science, injury, and therapy, synthesise information as appropriate and propose theoretically beneficial applications of such knowledge to injury management, ii. constructively criticise current practice relating to sport and exercise injuries and evaluate the efficacy of theoretically sound assessment procedures and interventions designed to prevent or treat sport or exercise related injuries, iii. function more effectively as a practitioner having, firstly, become more aware of the relevance of sport science to the role of the practitioner and, secondly, having further developed personal and transferable skills which will facilitate the interaction between all those involved in sport and exercise activities, iv. read, interpret and apply relevant research literature, v. conduct appropriate research and communicate relevant findings widely and effectively in order to contribute to the body of knowledge relating to sport and exercise related injuries, vi. more effectively educate those involved in sport and exercise activities about those factors which relate to injury prevention and rehabilitation.

4 20 Programme Learning Outcomes Learning outcomes fall into three categories consisting of; knowledge outcomes, skills outcomes and personal outcomes. It is considered appropriate that on completion of a Masters level of study students will be able to: Knowledge Outcomes i) identify and evaluate disciplinary knowledge and use it to explore both theoretical and practical issues, develop argument and debate the merits of competing explanations for the determinants, assessment and treatment of sports injuries; ii) synthesise disciplinary knowledge to formulate hypotheses and to design research questions and interventions; iii) critically analyse forms of discipline-based knowledge and be familiar with differing methods of representation in order to compare and, where appropriate, synthesise varying disciplinary perspectives, iv) acquire a thorough understanding of empirical techniques in order to formulate and pursue questions applicable to research and practice related to sport and exercise injuries. Skills Outcomes i) use a range of techniques to communicate effectively across a variety of media and audiences; ii) apply appropriate conceptual and operational frameworks for structuring research and other related forms of enquiry and application; iii) employ a variety of theoretical and methodological approaches when problem solving; iv) validate and critically appraise a range of methods employed in scientific enquiry and investigation; v) use a range of information storage, retrieval and management systems; vi) demonstrate safe and professionally appropriate practice across a range of working environments and population groups; vii) transfer knowledge and skills acquired through the post-graduate

5 Personal Outcomes i) be proactive in the planning and management of their personal development; ii) show independence in the acquisition of knowledge and the development of understanding; iii) show self-discipline and motivation in the learning process; iv) show skills of personal self-evaluation and an ability to learn from mistakes through the process of reflection and review; v) work effectively as part of a group of peers, managing and leading group initiatives where appropriate. 21 Stage Learning Outcomes Across the staged awards that comprise the M.Sc. SSI programme, the previously stated learning outcomes will be achieved as follows: PG Diploma In this phase of the programme, students are given the opportunity to consider the interrelationships between the sub-disciplines of sport science and therapeutic practice. Students are also exposed to a wider range of research method issues which facilitates the development of a research project proposal. At the end of the PG Diploma the practitioner will be able to: i. analyse the relationships between sport science, injury and practice, synthesise information as appropriate and propose theoretically beneficial applications in current practice; ii. discuss the need for inter-disciplinary research to resolve problems in the area of sport and exercise injuries; iii. read, interpret and apply relevant research literature; iv. consider a range of research problems that would make appropriate research projects; v. communicate more effectively in writing and in oral situations; vi. function more effectively as a practitioner having, firstly, become more aware of the relevance of sport science and research to the practitioner and, secondly, having further developed personal and transferable skills.

6 Masters In the M.Sc. phase of the programme students will have the opportunity to complete a relevant piece of research at an appropriate level. At the end of the M.Sc. the practitioner will be able to: i. more effectively read, interpret and apply extant literature; ii. design and conduct appropriate research; iii. analyse and critically evaluate the results of research projects; iv. produce a written dissertation/journal paper and defend a poster presentation of work in a relevant topic, in an appropriate style and at a suitable level; v. communicate the findings and conclusions from their research project widely and effectively in order to contribute to the body of knowledge in a relevant are

7 22 Learning, Teaching and Assessment Strategies Learning and Teaching Strategies A range of learning and teaching strategies are employed throughout the programme that are tailored to suit student needs and to achieve the stated learning outcomes of the programme and its constituent units. These will include lectures, seminars, group discussion and interpretative work, tutorials, and self-directed library work. Additional to such face-to-face teaching is the utilisation of distance learning material, including Distance Learning packs (DLP s), as a teaching and learning resource. Lectures and Distance Learning Material The purpose of lectures and distance learning material is to provide summaries of the main factual content of a topic as well as providing the student with in-depth exposure to relevant research findings. Lectures and distance learning material are designed to compliment each other rather than be repetitive. Lectures have the benefit of directly representing the research findings and the practical experiences of teaching staff, whereas distance learning material facilitates reflective self-assessment activities. In both cases, support from the student's independent access to literature is essential. Seminars Seminars are viewed as student-led, with the tutor's role being that of a chairperson/facilitator responsible for guiding discussion. In seminars the student's learning experience derives not only from their own professional experiences, but also from preparation through their critical evaluation the literature and peer experiences. Group Discussion and Interpretative Work Working effectively within a group is seen as a fundamental interpersonal skill developed within the programme. The majority of units will make use of this process, where the focus will often be on the interpretation of data collection, relevant literature or professional practice. Work of this nature encourages co-operation and respect for the views of others while developing open-mindedness in the interpretation of empirical findings. Tutorials Tutorials are designed to develop the ability to summarise concisely and to appraise critically the collected findings of a body of research or experience.

8 Library and Self-Directed Work Self-directed study underpins the student's effectiveness in distance learning, part-time programmes. Effective use of library stock and information cataloguing and access and retrieval systems are vital skills for students to acquire or refine early on in their programme of study. A library induction session will be included in the first contact weekend of the PG Diploma phase in order to facilitate this process of skill acquisition. Assessment Strategies The purpose of assessment is to enable students to demonstrate that they have fulfilled the objectives of the programme of study and achieved the standard required for the award they seek. All matters pertaining to assessment are subject to the Regulations for the Academic Awards of the University, including any amendments that the Academic Board may from time to time make to them. The nature of assessment varies between units within the programme depending upon the nature of the learning outcomes. Typically, such assessments may include written, oral and practical work using a variety of means of communication. Students will need to show that they can operate effectively both individually and as part of a working group. In this respect, assessment will focus on those knowledge-based, skills-based and personal outcomes that are viewed as important in achieving the overall aims of the programme. No formal, centrally time-tabled university examinations are employed. Assessment is therefore contained within the coursework component of units and is scheduled according to the particular requirements of the unit as specified in the unit outline. If a student is unable, through disability or illness, to be assessed by normal methods, the work involved may be varied accordingly depending upon the nature of the disability or illness and bearing in mind the objectives of the programme. In this way the assessment of such students will occur in a way that enables them to be assessed on equal terms with other students. Students enrolled on the Masters programme will be provided with a copy of the programme assessment regulations within the student handbook. All assessed work submitted by students is graded according to the assessment criteria published in the student handbook and/or unit documentation. The pass mark for all assessed work is 40% with the maximum mark to be awarded for any re-assessment work normally being 40%. Assessed work not handed in by the published assignment date will normally receive a zero grade (0%) subject to the provisions detailed in the Programme Regulation and Scheme of Assessment.

9 23 Programme structures, levels, credits, awards and curriculum map The structure of the staged awards comprising the M.Sc. Science of Sports Injury is shown in the curriculum details (the credit tariff of units comprising the programme is also shown). Within the University's CATS framework the successful completion of each unit of study will contribute credits towards an award. All units comprising the PG Diploma and Masters Award are credit rated at M level. Each credit is earned by 10 hours of student effort with a typical 10 credit unit requiring 100 hours of student effort to complete. In total, successful completion of the Masters Award will involve 120 credits and 1200 hours of student effort. In order to gain the credits for a unit a student must normally fulfil three requirements: i. attendance at all teaching sessions that are indicated as compulsory on the unit outline; ii. submission of all required assessed work by the agreed deadlines; iii. attain a mark of 40% or above in each unit. The following awards will be available to students: i. Post-Graduate Diploma 60 Credits ii. Masters Degree 60 Credits Exit from the programme with an appropriate staged award is permissible provided that the appropriate credits have been accumulated. Any student successfully completing the Masters degree will not be issued with certificates for interim awards.

10 24 Curriculum Details Unit title Credits Level Award PG Diploma Science of Sports Injury Research Methods 20 M Sport Science and Injury 10 M Management of Sports Injuries 20 M Research Project Proposal 10 M M.Sc. Science of Sports Injury Research Project 60 M 25 Points of reference The design and content of the M.Sc. Science of Sports Injury programme was undertaken with reference to number of reference points. These include: Internal Documents University Mission and Strategic Aims University Learning and Teaching Strategy Regulations for the Academic Awards of the University University Common Postgraduate Regulatory Framework Department of Exercise and Sport Science Research Reports External Documents QAA Subject Benchmark Statement QAA Descriptors for Qualifications at Masters M level. QAA Code of Practice QAA Subject Review reports This Programme Specification provides a concise summary of the main features of a Programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he take full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme s relationship to QAA Subject Benchmark Statements may be found in the definitive document and student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education.

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