Visit SEQ Sport & Exercise Psychology (Doctorate)

Visit SEQ – Sport & Exercise Psychology (Doctorate)

PRE-VISIT SUBMISSION
Self-evaluation questionnaire for Doctoral programmes /

You should complete this questionnaire if you are submitting your accredited provision ahead of a partnership visit.

The questionnaire is split into two sections:

· Section A asks for key information about the award you are submitting for accreditation, including details of who we should contact if we have queries about your application.

· Section B invites you to self-evaluate your programme against each of our eight programme standards.

You should read this questionnaire alongside our handbook Preparing for a partnership visit, and alongside our accreditation standards.

You should provide your completed submission in three hard copies and on three USB sticks. Please post them to:

Partnership & Accreditation Team

The British Psychological Society

St Andrews House, 48 Princess Road East

Leicester LE1 7DR

If you have any queries in relation to your submission, please contact

Section A: about your provision

1. The programme(s)

If your submission covers more than one programme, please add further rows to this table as required.

Full name of programme as it appears on award certificate / Mode of study (tick all that apply) / Is the award validated? / Trainee numbers (FTE) / Date of first intake / Intake from which accreditation sought
Full-time / Part-time / Blended learning / Distance learning / Yes / No* / Current
(if the programme is already running) / Projected
(if the programme is brand new)

* Note: If your programme has not yet been validated, please indicate the date on which the validation event (or equivalent) is planned to take place.

2. The education provider

Name of awarding institution:
Academic unit(s) in which the provision is based:
Full address (to assist us in relation to future visit planning, where required):
Name of Programme Director(s): / You should tell us the name of the staff member(s) with overall academic responsibility for the provision and its delivery and development.
Franchising arrangements: / Is the provision franchised for delivery by a partner institution? Yes / No
If yes, please state the name of the partner institution.

3. The application

Who should we approach with any queries about this application? / You should tell us the name and role of who we should approach with any queries about your application, and provide us with an email address and telephone number for them.
Senior management sign off: / We require the Head of the academic unit in which the provision is based to confirm the accuracy of the information contained within this application, and the provision of the additional evidence outlined below.
Signature (electronic):
Name and role:
Date of submission:

4. The checklist

The sources of evidence to be supplied alongside this self-evaluation questionnaire are outlined below. This list should be considered alongside our handbook, Accreditation through Partnership: Preparing for a partnership visit.

Programme standard / Required evidence source (or equivalent alternative source if appropriate) / Enclosed?
Y/N
Programme standard 1: Programme Design / Programme specification.
Programme standard 2: Programme Content (learning, research and practice) / Module outlines.
Programme handbook.
Curriculum, research, placement (if appropriate) and/or other handbooks if applicable.
Information on staff/trainee/graduate publications
Programme standard 3: Working ethically and legally / There are no additional evidence requirements for this standard. / N/A
Programme standard 4: Selection and admissions / Equality, Diversity and Inclusion Policy. / Please provide a link
Recognition of Prior Learning Policy (if applicable). / Please provide a link
Programme standard 5: Student development and professional membership / There are no additional evidence requirements for this standard. / N/A
Programme standard 6: Academic leadership and programme delivery / CV’s / brief biographies for all staff listed in item 6.3.
Programme standard 7: Discipline specific resources / There are no additional evidence requirements for this standard. / N/A
Programme standard 8: Quality management and governance / An overview of any feedback collected by the programme in relation to quality matters (e.g. internal programme review document).
Copies of minutes of key programme committees for the last year e.g. Board of Studies, Programme Board and its subgroups. Individual trainee information should be redacted.
Copies of the most recent report by your external examiner(s).
Responses to the report by your external examiner(s) detailing any actions taken, if applicable.
(international/franchised provision only) Outline of the arrangements in place to support the collaborative delivery of the programme by external partner(s)

Please note that our reviewers may request clarification or ask for further information in addition to the event that the evidence sources outlined above do not adequately demonstrate fulfillment of the accreditation standards.

Section B: self-evaluation against our standards

In this part of our questionnaire, we ask you to tell us about the context in which your provision is delivered and the rationale for its development. We invite you to self-evaluate your provision against our eight programme standards.

When you complete this part of the questionnaire you must refer to the relevant accreditation standards and the associated process handbook (www.bps.org.uk/accreditationdownloads).

Context and rationale

Information required / Commentary
How does your provision contribute to the strategic aims of your institution?
Please provide a brief outline.
What are the distinctive features of this provision?
Please briefly outline what you feel to be the distinctive features or strengths of this provision, using bullet points. These may relate to staff expertise, the provision, the academic unit in which it is based, or the education provider more generally.
How has the provision changed since the last review undertaken by the Society?
Please briefly outline any significant changes to your programme(s) (e.g. content, assessment, structure) or the resources underpinning delivery (e.g. staffing, discipline-specific resources, quality management).

Programme Standard 1: Programme Design

1.1 Please list below each of the modules of which the accredited award is comprised (note: please add rows as required):

Module code / Module title / Level / Credits / Assessment task(s) / Mandatory /optional / Name of module leader

Assessment

Information required / Commentary
1.2 Please confirm that the pass mark for each of the above modules is 50% (where quantified marking is used) / Yes / No (delete as appropriate)
1.3 Is any compensation permissible across the above modules? / Yes / No (delete as appropriate)
1.4 Is there any specific good practice you wish to highlight in relation to this standard?
For any good practice highlighted, please describe the impact of that good practice on the quality of the overall trainee experience, or on other aspects of delivery.
Evidence Requirements
For this programme standard we expect you to submit the following evidence sources:
· Programme Specification
Please indicate in the evidence checklist at the front of this document which evidence sources you have provided.

Reviewers’ Comments

Standard met in full / Yes / No
Good Practice
Further information or areas for clarification / Please indicate the specific standard(s) to which your comments relate
Areas of concern (standard not met) / Please indicate the specific standard(s) you are concerned may not be met

Preparation for visit

Reviewers: please use this section to highlight any general themes that you have observed from your reading of the programme’s documentation that you feel you may wish to explore with other members of the visiting team, and subsequently with the education provider and their stakeholders.

Matters for discussion with students
Matters for discussion with programme team
Matters for discussion with senior management
Matters for discussion with supervisors
Matters for discussion with other stakeholders (e.g. service users)

Programme Standard 2: Programme Content (learning, research and practice)

Competencies and content

2.1 Accredited programmes are expected to address the full range of core competencies, as outlined below, and in full in our accreditation standards. Programmes are encouraged to develop specific emphasis and focus on some areas in more depth than others, to reflect the areas of strength of the staff team delivering the programme, or to promote a distinctive identity for the programme as a whole. You should provide a narrative, below, outlining how you prepare trainees in developing the required competencies.
You should also complete the more detailed mapping document that is included at the end of this section.
Competency / Narrative
Key role 1: Ethical competence
Key role 2: Consultancy competence
Key role 3: Research competence
Key role 4: Communication competence
Information required / Commentary
2.2 If the programme offers a particular emphasis or distinctive identity (e.g. in line with staff expertise), please outline that here.
2.3 Please provide a brief commentary on your approach to curriculum design and delivery
2.4 Have you reviewed your research and research methods provision against the Society’s Supplementary Guidance for research and research methods on Society accredited postgraduate programmes? / Yes / No (delete as appropriate)
Supervised practice
2.5 Please describe the range of supervisory resources to which the programme has access, and the different supervisors (i.e. roles) with whom a trainee will typically work over the course of their placement(s).
2.6 Please describe the training provided to supervisors to support them in their role.
2.7 What are the programme’s minimum expectations in relation to the amount, frequency and nature of supervision that should be in place?
2.8 What arrangements are in place for monitoring the amount and quality of supervision provided, and the quality of the placement/supervised practice experience overall?
2.9 Is there any specific good practice you wish to highlight in relation to this standard?
For any good practice highlighted, please describe the impact of that good practice on the quality of the overall trainee experience, or on other aspects of delivery.
Evidence Requirements
For this programme standard we expect you to submit the following evidence sources:
· Module outlines: we expect to see evidence that provides an overview of what is taught in each module. If that level of detail is not included in the module descriptor please provide the module handbook.
· Programme handbook.
· Curriculum, research, placement (if appropriate) and/or other handbooks, if applicable.
· Information on staff/trainee/graduate publications
Please indicate in the evidence checklist at the front of this document which evidence sources you have provided.

Reviewers’ Comments

Preparation for visit

Visit SEQ – Sport & Exercise Psychology (Doctorate)

COMPETENCIES MAPPING DOCUMENT
Doctoral programmes in Sport and Exercise Psychology /

Programmes will need to evidence that they meet the competency standards we outline in our Standards for the accreditation of Doctoral programmes in Sport & Exercise Psychology in full. Differing levels of emphasis on particular aspects by different providers will allow flexibility and enable the unique identity of particular programmes to be preserved. You should use the table below to tell us where particular competencies are addressed.

Note: If you are putting forward an integrated Doctorate in Sport & Exercise Psychology that incorporates theoretical material that would typically be addressed through completion of an MSc prior to progression to a stage two Doctorate, and you do not already offer a relevant accredited MSc, you should also complete the corresponding self-evaluation questionnaire for new MSc programmes.

Competencies / Module code(s) / Module title(s) /
KEY ROLE 1: Develop implement and maintain personal and professional standards and ethical practice (core ethical competence units)
1.1 Establish, maintain and develop systems for legal, ethical and professional standards in applied psychology.
1. Establish, maintain and review systems for the security and control of information.
2. Ensure compliance with legal, ethical and professional practices for self and others.
3. Establish, implement and evaluate established procedures to ensure competence in psychological practice and research.
4. Understand organisational and systemic issues of relevance to the practice of applied psychologists.
Note: The Society’s core requirements for all accredited Doctoral programmes are that graduates:
● understand organisational and systemic issues of relevance to the practice of applied psychologists, including:
● understanding the organisational context for their practice;
● understanding the structures and functions of service providers applicable to the work of their profession; and
● understanding current legislation applicable to their work.
● recognise the role of other professionals and stakeholders of relevance to their work, including the role of service users, carers, and / or community groups;
● are able to adapt their practice to different organisational contexts for service delivery, as appropriate;
● are able to bring psychological influence to bear; for example, through consultancy, training, and working effectively in multidisciplinary and / or cross-professional teams.
1.2 Contribute to the continuing development of self as a professional applied psychologist.
1. Establish, evaluate and implement processes to develop oneself professionally.
2. Elicit, monitor and evaluate knowledge and feedback to inform practice.
3. Organise, clarify and utilise access to competent consultation and advice.
4. Develop and enhance oneself as a professional applied psychologist.
5. Incorporate best practice into one’s own work.
1.3 Respond to unpredictable contexts and events professionally and ethically.
1. Apply ethical principles governing Sport and Exercise Psychology practice appropriately.