PROGRAMME SPECIFICATION
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AWARD and ROUTE TITLE / MSc Sport & Exercise Psychology
INTERMEDIATE AWARD TITLES / Postgraduate Diploma in ‘Psychology of Sport and Exercise’
Name of the Teaching Institution / Faculty of Health & Wellbeing, Sheffield Hallam University
Mode(s) of Attendance
(e.g. FT/PT/SW/DL) / FT/PT*
UCAS CODE
Professional/Statutory/Regulatory Body Recognising this Programme / British Psychological Society (BPS), Division of Sport & Exercise Psychology (DSEP)
QAA Subject Benchmark Statement or other relevant external reference point / British Psychological Society Division of Sport & Exercise Psychology Training Committee (DSEPTC), Criteria for the Accreditation of MSc Courses in Sport & Exercise Psychology
Date of Validation / May 2009

* Part-time attendance will be offered from 2010/11

1. PROGRAMME AIMS

The programme aims to:

1.1Provide students with a qualification which meets Stage 1 of the British Psychological Society's training towards Chartered Sport and Exercise Psychologist status (for students who hold the Graduate Basis for Registration of the BPS) (BPS, Criteria for Accreditation, 2008).

1.2Provide students with the theoretical knowledge, skills, values and academic approach to work in and/or engage with further study within the sport and exercise psychology field or within the physical activity and health domain more generally.

1.3While the focus will be on theoretical facets, the programme will introduce an appropriate an appropriate level of appliedskills in sport and exercise psychology that will be required for progression onto stage 2 of the QSEP

2. PROGRAMME LEARNING OUTCOMES

2.1 Knowledge and understanding covered within the Programme. By the end of the programme you will be able to:

2.1.1explore and critically evaluate issues related to the BPS core areas of psychology - Cognitive Psychology, Developmental Psychology, Social Psychology, Psychobiology and Individual Differences

2.1.2identify and critically evaluate the integrated nature of sport and exercise psychology and explore the conceptual and historical perspectives of the discipline(s)

2.1.3explore and critically evaluate the ways in which sport and exercise psychology is applied in real world settings

2.1.4explore the ethical considerations underpinning sport and exercise psychological theory and research

2.1.5identify and explain a range of M level research methodologies and statistical analytical tools

2.1.6explore and evaluate a number of specialised areas and/or applications of sport and exercise psychology

2.1.7identify and explain the scientific underpinnings of sport and exercise psychology as a discipline (Psychology benchmark statements 6b) at M level.

2.2 Intellectual/Subject skills covered within the Programme: by the end of the programme you will be able to:

2.2.1 synthesise, evaluate, and analyse sport and exercise psychological theory and research

2.2.2generate hypotheses and research questions and operationalise these

2.2.3identify, select and utilise appropriate research methodologies in order to address specific research questions

2.2.4analyse qualitative and quantitative data appropriately

2.2.5use a variety of psychological tools (from appropriate sport and exercise contexts), including psychometric instruments, and specialist software (e.g. SPSS).

2.2.6communicate effectively in written and spoken form through the preparation of cogent argument which is supported by relevant evidence

2.2.7work effectively on your own or as a part of a team and develop the skills to support your own as well as your peers' learning

2.2.8reflect upon and develop your own skills and utilise these to enhance future learning toward the QSEP at stage 2 and beyond

2.2.9use a range of IT skills including those necessary for word processing, supporting presentations and statistical analyses.

2.3 Professional/Key skills covered within the programme. By the end of the programme you will be able to;

2.3.1Communicate effectively with clients and external agencies;

2.3.2Establish effective inter-professional relationships;

2.3.3Accurately convey data, theories, ideas, and interpret information for specialist and non-specialist audiences;

2.3.4Exercise numerical and ICT skills to analyse, evaluate and present information;

2.3.5Reflect upon the development of your professional practice, be constructive in self-criticism and plan actions for further self-development.

3. LEARNING, TEACHING AND ASSESSMENT

Learning, teaching and assessments for your programme are based firmly on the principles set out in the University's Learning and Teaching Strategy (2006-2010). The aim of the strategy is to "foster collaboration between students and staff to ensure that successful learning takes place in a diverse and vibrant learning community". This is achieved by:

  • being forward-thinking in the design of our programmes and programmes in supporting lifelong learning and anticipating and responding to changes in demand and need, providing vibrant and challenging learning opportunities;
  • enhancing students’ learning experience, making assessment activities, support and feedback a powerful integrated feature of learning;
  • introducing a comprehensive professional development framework that raises the base, improves practice and promotes excellence in learning, teaching and assessment.

The following sub-sections describe the ways in which these themes will impact on your experience of learning, teaching and assessment.

3.1 The approach to Learning and Teaching within the programme

The approach to learning and teaching is based on a number of key principles which are outlined in sections 3.1.1 to 3.1.8.

3.1.1 University-Based Learning

Your university-based learning will take place within modules, each designed to focus on a specific aspect of knowledge and/or skills. Learning will be 'active' wherever possible with a minimum of passive learning. Modules will be directed towards helping you to achieve a specific set of learning outcomes. The assessment strategy for a module will be aimed at enhancing your learning and some of the assessment activities will establish the degree to which you have achieved module learning outcomes.

3.1.2 Tutor-led, tutor-directed and student-directed learning

Modules will enable you to achieve specific learning outcomes associated with the acquisition of knowledge and skills and their application to professional sport and exercise psychology contexts. 150 hours of learning are planned for each 15 credits of study. An integrated learning approach will be made up of tutor-led, tutor-directed and student-directed learning activities.

Tutor-led sessions will include a range of learning activities such as lectures, seminars, laboratory and workshop sessions. These sessions will mainly comprise 'active' learning in order to ensure that you are fully engaged with the learning process. This face-to-face contact will be supported by tutor-directed learning which you will undertake individually or in small groups in order to consolidate your learning. These learning activities may be e-enabled using 'Blackboard' or a range of dedicated software packages. Independent, student-directed learning consists of a variety of assessment activity and work undertaken to consolidate your learning. Your teaching team recognises the value of interaction with your peers and you will be encouraged to fully engage with this approach.

3.1.3Blackboard

Blackboard will be used to support your learning, providing you with ready access to a variety of learning materials and activities which are designed to enhance both face-to-face and independent learning. When Blackboard is used in collaboration with other learning opportunities it creates a suitably rich learning environment. Blackboard can be accessed either from home or from terminals located on campus.

The ways in which you will use Blackboard may include:

  • undertaking learning activities specified by module tutors;
  • working with others to undertake collaborative projects;
  • undertaking follow-up tasks;
  • guidance to support additional private study and personal learning needs;
  • communication between staff and students;
  • peer-to-peer communication;
  • as a medium for assessment activities;
  • submitting work and receiving feedback.

3.1.4 Blended learning

Blended learning is the combination of e-learning with face-to-face learning approaches. The principle of blended learning is implicit in the variety of learning approaches outlined above. In order to achieve the aspirations set out above it is necessary to effectively combine a range of learning environments with a variety of media and types of student engagement. The particular blend of learning designs and environments that will be used for this course will help create a high quality learning experience and you will be encouraged to engage fully with a variety of learning approaches.

3.1.5Learning in Practical and Professional Contexts

Practical sessions, which will often be laboratory based, will allow the development of learning into a practical and vocationally realistic context. Learning in this way will involve applying knowledge to practical and professional sport and exercise psychology scenarios. Practical learning will take place both within modules which have a knowledge based focus and in modules which have a stronger skills based focus. You will engage in professionally focused assignments in order to provide an opportunity for students to demonstrate their ability to apply theory to practical situations that would be experienced in the workplace.

The application of theory to practical and professional contexts is evident in the integration of relevant skills and competencies within modules. A range of approaches are used to ensure that this occurs.

3.1.6 Autonomous and reflective learning

The learning and teaching strategy for your programme is designed to enable you to achieve the complementary professional and academic goals of becoming an autonomous and reflective learner capable of identifying problems, and then devising and reviewing potential solutions. These academically and professionally complementary aspirations are achieved through learning activities which will encourage the development of your academic and professional autonomy.

3.1.7Monitoring and Reviewing Personal and Professional Development

Throughout your engagement with the programme, the staff team is committed to facilitating your academic, professional and personal development. Developmental opportunities and a range of learning experiences will be encountered throughout the programme. A variety of tools may be used to allow you to monitor and record your progress to help to establish your commitment to life-long learning. One outcome of the process will be a Skills Passport, a collection of evidence which demonstrates the knowledge and skills developed by the individual.

3.1.8Staff Development

Continual staff development is a central component of the Faculty’s LTA modernisation agenda. The Head of LTA, supported by LTA Co-ordinators in each Subject Group, drive the commitment to on-going developments in learning, teaching and assessment. Staff are supported through a number of processes and activities including an annual peer-supported review of LTA, funding opportunities for staff wishing to strengthen their pedagogic practice and the dissemination of good practice at the LTA conference. The MSc Sport and Exercise Psychology programme team will be expected to attend BPS seminars and workshops on a regular basis (in appropriate topic areas) to maintain a knowledge of contemporary developments, principles and practice.

3.2 The approach to Assessment and Feedback within the Programme

Assessment supports your learning. Furthermore, some assessments are used to test that you have achieved the learning outcomes for the modules which make up your programme. This means that all assessment activity supports your learning but only some assessments are used for grading. In other words, a range of formative and summative assessments are used. This ensures that, in addition to providing information on your attainment of specific module learning outcomes, assessment supports your learning. The approach to assessment and feedback is based on the principles set out in the University Assessment Guidelines. Most importantly, assessment is considered to be an integral part of learning process.

Formative assessment activities are designed to underpin your learning. They occur at intervals throughout a module in order to provide feedback (comments) on how your learning is progressing. Tutors provide some of this feedback but peer-assessment and self-assessment are also very beneficial to the learning process and will feature strongly. Formative feedback may be generated via assessed or non-assessed exercises and is designed to help you improve your personal performance. You will be encouraged to develop a reflective personal style to learning which is demonstrated through the completion of a Skills Passport.

Summative assessments, measured against the agreed learning outcomes of the module, provide the evidence of the degree to which key learning outcomes for a module have been achieved and they are used for grading purposes. There is a ‘feed-forward’ element to summative assessment as the individual feedback provided can be used to inform and enhance future work. Each module has specific learning outcomes which are assessed summatively and, when successfully met, contribute to credit accumulation and student progression.

Course documentation and your student handbook will detail the learning outcomes for individual modules. These will be linked to an assessment format that will allow you to demonstrate your ability to achieve the learning outcomes in the most concise and effective way. The programme is modular and covers a wide variety of academic and vocational areas. Therefore a wide variety of assessment activities are required across the programme as a whole. Here is a list of the sort of assessment activities you will be expected to undertake:

  • written examinations and phase tests designed to enable students to demonstrate their knowledge and understanding of the academic and professional foundations of their course;
  • essays enabling students to discuss and evaluate theory and practice;
  • oral and poster presentations allowing students to present the results of their work clearly and succinctly to their peers;
  • oral presentation and formal report to non-specialist, external clients; accurately conveying theory, data and findings;
  • project and laboratory reports of investigative work that students have undertaken either individually or in collaboration with peers;
  • portfolio development to demonstrate the skills related to the dissemination of knowledge and information;
  • practical demonstrations of the mastery of key professional skills.

In all areas the assessment of your work is graded against published criteria which are devised when the task is established. Each criterion will be weighted to indicate the importance against the learning outcomes and will indicate priority areas in the assessment. The feedback that you receive on your assessed work will score, and comment on, how well you matched each of the requirements of the criterion. This will highlight areas of strength and weakness and allow you to prioritise future personal academic and professional development. Your feedback, for both formative and summative assessments, will be provided in a timescale that will enable you to gain a "feed-forward" effect that supports your future learning. Feedback will typically be given within 4 weeks in accordance with Faculty policy.

The learning outcomes, and criteria for assessment, are balanced for the level of study across all modules within the degree. This distributes your commitment to the module, and effort to complete the assessed tasks, equally across the taught programme.

3.2.1 Fairness, transparency and consistency

You will be given guidance on assessment regulations at both programme and module levels via a handbook that will be available online. This will provide information about:

  • the programme and the schedule of teaching and assessment;
  • the learning and teaching strategies;
  • your responsibilities in your learning;
  • staff roles in the learning and teaching process;
  • the assessment regulations and procedures that govern student progress;
  • the roles and responsibilities of academic and student support staff;
  • the way in which learning will be supported.

Module handbooks will provide students with detailed information regarding:

the learning and teaching strategy (including the way in which face-to-face contact, tutor directed and student-directed learning will be blended together and the way in which learning will be supported by Blackboard);

  • the teaching schedule;
  • details of assessment activities;
  • the learning outcomes for the module, the assessment criteria to measure these, the schedule for submitted assessment tasks and the arrangements for feedback.

Module Leaders will provide a briefing on all aspects above and will constantly review all areas to ensure equality of the student experience - both within the module and between modules. Internal and external moderation of assessment processes takes place at several points in the assessment planning, distribution and grading process:

  • planned assessment activities, assessment criteria and the appropriate administrative processes are internally verified by the teaching team;
  • they are then approved by an appointed external examiner, who ensures that there is equity between modules on the same programme and a positive comparison with standards across other degrees at comparable HE Institutions;
  • your summative assessment is graded by a first marker (usually the Module Leader) and a sample of the assessments are verified by an internal moderator and then the External Examiner;
  • the marks are then considered by an Academic Assessment Board who consider all modules across the portfolio of programmes.

Assessment is accessible and inclusive for all students and modified approaches will take into account the needs of students or with particular learning requirements.

Feedback on assessment tasks, both formative and summative, provides critical learning opportunities to improve your personal performance. It presents you with the opportunity to identify areas of personal strength and to address issues of specific concern.

3.3 Professional Development

Your personal and professional development planning (PPDP) is linked to a host module but is a key element of your programme in all modules. PPDP is designed to facilitate your autonomous development. A Skills Passport will be used throughout your studies to record development at each stage and be the starting point for either discussions with staff or reflective piece of work.

4. PROGRAMME DESIGN AND STRUCTURE

The MSc Sport and Exercise Psychology is a predominantly theoretical MSc as required for Stage 1 of the BPS QSEP. While there is some applied indicative content the focus is toward developing a solid foundation and ability to design and implement empirical research in sport and exercise psychology. The course can be completed in 12 months of full-time study, or a minimum of 24 months of part-time study. It is made up of eight University-based taught modules of 15 credit points (CP) each, 4 of which are delivered in Semester 1 and 4 delivered in Semester 2, together with an independent research (empirical) project of 60 CP giving a total of 180 CP at level 7. The course runs from September to August. Students attend weekly during semesters 1 and 2. The independent project is completed between April and August.