BSc Sport & Exercise Science Programme Specification from the Faculty of Sciences and Social Sciences Version: 2013/4.1

Last updated: July 2012

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Programme / Pathway Specification

1. Programme / Pathway title

BSc (Hons) Sport & Exercise Science Pathway

2. Study mode(s) and max. period of registration

Full-time UG: Minimum 3 years, maximum 6 years. Part-time UG: Minimum 6 years, maximum 10 years.

3. Awarding body

Liverpool Hope University

4. Teaching location(s)

Hope Park Campus

5. Final award(s), including any interim awards

BSc Sport and Exercise Science (Double Major). Dip HE Sport and Exercise Science Cert HE

6. NQF level(s)

Honours Degree (H) 360 credits Ordinary Degree 360 credits Diploma (I) 240 credits Certificate (C) 120 credits

7. Sponsoring Faculty

Science and Social Sciences (S & SS)

8. Department

Health Sciences

9. Date of initial validation

Friday 8th June 2012

10. Date of last Programme / Pathway Review (if applicable)

N/A

11. Date of first intake

September 2012

12. Frequency of Intake

Annual intake, September

13. Additional Costs to Students (£estimate)

Course text books (approx. £40) Residential Outdoor Activities Trip (approx.. £220)

14. Name of Programme / Pathway Co-ordinator

Dr Denise Roche

15. Professional Statutory or Regulatory Body (PSRB)(s) (if applicable) with date/outcome of last PSRB approval

Not applicable

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Programme / Pathway Details

1 Programme Aims

The Pathway aims to:

develop high quality graduates equipped with subject-specific skills and knowledge in Sport and Exercise Science at a level sufficient to work successfully in the field.

encourage a broad and critical appreciation of theoretical and applied Sport and Exercise Science-related issues

introduce recent advances in Sport and Exercise Science and the research literature and foster application to real-world situations.

prime students for further development of knowledge, understanding and competencies in the multi-disciplinary field of Sport and Exercise science

develop students who would be able to make a contribution to the life of Liverpool, the North West and beyond.

2 Programme Learning Outcomes

Upon completion of this pathway students will:

be able to demonstrate and effectively apply subject-specific skills and knowledge in Sport and Exercise Science at a level sufficient to work successfully in the field.

have acquired a critical appreciation of a range of theoretical and applied Sport and Exercise Science issues relating to health and performance

be able to demonstrate an appreciation and understanding of recent advances in Sport and Exercise Science and the research literature and their application to real-world situations.

be able to demonstrate knowledge, understanding and competencies in the multi-disciplinary field of Sport and Exercise science commensurate with the transition into postgraduate study

have developed their ability to

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understand the importance of physical activity, exercise and sport in the prevention of disease and promotion of well-being in children and adults

3 Development of other Key Generic and Subject-specific Skills

At the end of the pathway students will have:

a. developed subject-specific skills relating to employment in the Sport and Exercise Science field such as fitness assessment, dietary analysis, psychological analysis

b. developed their ability for self-reflection and the capacity to challenge received opinion

c. well-developed strategies for updating, maintaining and enhancing their knowledge

d. progressed their ability to communicate knowledge through a variety of methods

e. an increased confidence with numeracy and statistical techniques using SPSS

f. developed appropriate graduate skills in IT

g. an understanding and recognition of the importance of scholarly activity and research

h. demonstrated and refined skills for effective time management

i. an understanding of the constantly changing nature of Sport and Exercise Science and associated technology

j. demonstrated their ability to work effectively through group and teamwork activities in a range of situations.

k. the ability to work independently l. skills in problem solving and critical

analysis

More Specifically, at the end of Level C, students will:

a. have the fundamental skills for working in the Exercise Science, biology and nutrition laboratories and be competent in the rudimentary techniques of heart rate monitoring and gas analysis

b. be able to access academic material from virtual learning environments, the library and other e-sources

c. be able to apply established analytical tools to solve well defined problems

d. have the ability to recognise both

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quantitative data and qualitative data and to analyse and interpret them using appropriate basic statistical analyses and methods

e. be able to discern and appreciate what constitutes scholarly and academic work and to utilise and to correctly reference material from such sources

f. have started developing their use of self-assessment as a tool for reflection

g. be developing as an active and supportive learner in a team context

h. be able to distinguish between forms of communication, evaluate their effectiveness and use them at an appropriate level

At the end of Level I students will:

a. have further developed and experienced subject-related skills relevant to working in the field of Sport and Exercise Science and Nutrition

b. be able to demonstrate an ability to selectively discern and use appropriate academic material from a wider range of sources and accurately reference

c. have expanded and refined their self-reflective skills so as to formulate their own criteria and judgements

d. furthered their ability to recognise both quantitative and qualitative data within disciplines and to analyse and interpret them using appropriate, more advanced statistical analyses and methods

e. be further developing as active and supportive learners in a team context and be working towards effective interaction and the acquisition of professional working relationships

f. be improving their communication through a range of media and to a range of audiences, at an appropriate level

At the end of Level H, all students will:

a. have consolidated their subject-related skills relevant to working in the field of Sport and Exercise Science and Nutrition

b. be able to reach and support sustainable judgements through assimilation of information and research literature.

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c. be able to discriminately access and critically evaluate academic material of an advanced and complex nature

d. have a sound grasp of both quantitative and qualitative data and be able to analyse and interpret them, within disciplines, using appropriate, sophisticated means

e. be able to demonstrate the capacity to evaluate and problem solve, with minimum guidance, by applying the underpinning inter-disciplinary research methods in Sport and Exercise Science

f. be able to effectively ccommunicate a coherent argument through a range of media to a range of audiences, at a level expected of graduates

g. have the ability to manage self-learning within a structured environment

4 Teaching /Learning and Assessment Methods

The fundamental aim of both Programme and Pathway is to facilitate student achievement through excellence in teaching across a range of key Sport and Exercise Science disciplines. Through a focussed and judicious curriculum, staff enthusiasm and research expertise, teaching, learning and assessment strategies will develop knowledge application in the real-world setting and develop employable graduates. Learning and Teaching Formal knowledge and theory will be developed through lectures, small group seminars, tutorials, laboratory practicals, and fieldwork. Further, integrated tasks (for example case studies, journal article analysis [methodology scrutiny, data re-interpretation]), will be incorporated into teaching sessions. During such guided sessions, students will be encouraged to interact with their peers and academic staff in order to facilitate deeper learning. The breakdown of the different modes of learning and teaching hours per week during semester time is as follows for the programme and (pathway): Formal Teaching: 4 hours/week; (2 hrs.) Practical Activities 3-5 hrs; (1-2 hrs.) Small group Seminars 2 hrs. (1 hr.) Seminars 1-3 hrs.; (1-2 hrs.)

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A key feature of the programme and pathway at Liverpool Hope will be the strong focus on providing students with the opportunity acquire and develop the practical skills associated with the disciplines inherent to the curriculum and expected of graduates who go out to work in the field. Students will be given frequent and continuing guided opportunities for the development of skills linked directly to employment such as conducting a VO2max test from level C through to level H. There will also be opportunities for students to work with the external links the department has including local football clubs. There is a strong emphasis on practical application of theory, and laboratory practicals are structured in such a way to encourage problem solving and deeper learning, in addition to the crucial development of subject-specific skills related to employment. The quantitative and qualitative data collected in practical sessions and subsequent analysis of data will be directly linked to the various modes of assessment (see below). Therefore, teaching, learning and assessment are integrated and work-related skills are embedded within the learning agenda. On this note, students are made aware that employability skills (in the field of Sport and Exercise Science) are central to their curriculum and hence assessment strategies throughout their degree. Students will be encouraged to reflect on the course content and how it applies to their particular field/intended area of work. Through PDP sessions in level C and small group seminars they will develop, throughout their degree study period, critical appreciation in relation to both their knowledge and skills base and future personal development. This will be bolstered by the inclusion of tailored sessions from the careers service and external speakers. The latter will provide both a motivational role and the opportunity for students to undertake a skills-audit, for current and future personal planning relating to employment. Beyond formal teaching sessions, directed reading will also be utilised to further conceptual principles. Completion of such weekly tasks aims to invigorate the learning environment, by adding depth to in-class discussions and enhancing understanding.

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Moodle, the virtual learning environment, will be used as an interactive forum through which students can gain support for learning, discuss formative tasks and gain an enhanced engagement. It will also be used to provide students with access to lecture, seminar and laboratory material. Students on the BSc (Hons) Sport and Exercise Science Programme will have the opportunity to complete a substantial piece of original research as part of the final year for the development of autonomy and key skills relevant to the sustainability of lifelong learning.

Assessment Both formative and summative assessment will be an integrated part of the learning experience and therefore be clearly related to the learning outcomes. Such assessment strategies will include formal examinations using both seen and un-seen questions, essays (e.g. literature review), reflective learning logs, oral and poster presentations, portfolios, practical reports, case studies, laboratory reports and a dissertation. The variety of assessment types ensures students with different academic backgrounds and strengths can optimise attainment. Formative assessment is particularly important and useful for student progression, the development of self-reflection and improvement in academic attainment during the degree. Assessment tasks are structured such that they link well with the external arena and have a ‘real-world’ application. For example, students may have the task of evaluating an athlete or team in terms of nutritional status and physiological performance capabilities, and subsequently construct an exercise and nutrition prescription for the athlete to either optimise performance or improve their health status. Feedback will be used throughout courses to ensure that students are not only aware of their own progress but to facilitate the development of reflective practice thus promoting strategies for continual improvement.

5 Curriculum diagram

Curriculum structures, Levels, Credits, Awards and Curriculum diagram

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Proposed elements on the Sport and Exercise Pathway include: Level C All Students will study:

SPOCE001 Introduction to Sport Studies (60 Credits)

Level I All students will take the following compulsory 15C elements:

HUBIE00? Human Exercise Physiology 1 (15 credits)

SPIOE00? Psychology of Sport, Physical Activity and Exercise 1 (15 credits)

All students will then take the one from 2 of the following 15 credit elements:

HUBIE00? Human Exercise Physiology 2

SPOIE00? Psychology of Sport, Physical Activity and Exercise 2

And 1 from 3 of the following:

SPOIE0?? Sports Psychology HUBIE0?? Human Muscle Metabolism SPOIE0?? Sport Science in Society

Level H All students on the pathway will take the following compulsory elements:

SPOHE0?? Applied Sport Science (30

credits) All students will also choose one from the following two elements:

SPSHE001 Applied and Social Issues in Sport Psychology (30 credits)

SPOHE007 Evaluating Physical Activity, Fitness and Performance (30 credits)

6 Entrance Requirements

Normal University requirements apply. Applicants to the BSc Sport and Exercise

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Science must be studying towards a 6 unit award in PE, Biology, Chemistry or equivalent subject. All Sports and Exercise Science applicants are required to have a minimum of grade C in GCSE Mathematics and English and a GCSE double award science at grade C or above.

7 Special Features

Both the pathway and programme provide a unique opportunity for students to understand Sport and Exercise Science in a real-world setting through the theoretical and practical-based delivery. With a strong focus on staff research expertise in Sport, Biology, Health and Nutrition, they will be provided with a contemporary view of a novel combination of specific areas of study, and gain a ‘hard science’ exit route award. Strong departmental links with external Sport and Health clubs and providers in the North West will ensure students maximise their learning opportunities. With a strong departmental emphasis on collegiality and research informed, student focussed teaching; the programme and pathway at Liverpool Hope are distinctive in their provision.

The programme and pathway at Liverpool Hope offers a unique combination of subjects tailored to future employability requisites.

The three main areas of the course in Sport and Exercise Science at Liverpool Hope will be:

Sport and Exercise Physiology: a theme that discerns the biological effects of physical activity, exercise and sport on the human body.

Sport and Exercise Psychology: a theme that includes the psychological determinants of sport and exercise

Metabolism and Sport Nutrition: a theme including biochemistry, dietary and body compositional analysis relating to sport and health.

A special feature of the provision is that it will ground students in the science of sport and exercise from both a performance standpoint and from a health enhancement remit. The combination of physiology, psychology and nutrition delivers the necessary training to provide students with an excellent opportunity to be employable in the expanding vocations of sport science support, the health and fitness industry, physical education and local authority sport, exercise & recreation. The nutrition

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strand runs through the curriculum from the outset at level C and is one of the aspects of the provision that makes it stand apart from many Sport and Exercise degree programmes. Equally, students would be able to further their pure and applied science education at post-graduate level, either at Liverpool Hope University, or elsewhere.

The state of the art equipment in the Exercise Science laboratories, including the body composition lab, combined with the Biological Sciences Laboratories will permit students to engage in and develop the key employment-related skills of Sport and Exercise Science in particular:

Online breath-by-breath gas analysis, electrocardiogram, electromagnetically braked cycle ergometer, SRM cycle trainer, Biosen blood analyser for basic biochemistry and haematology, laser Doppler blood flow analyser with iontophoresis, Bod Pod, Tanita, near-infrared spectroscopy, Kin-com isokinetic dynamometer, dietary analysis software: Microdiet.

The excellent research profiles of staff teaching on the pathway and programme ensure students are taught by specialists in the field, and course content is contemporary. Students are also given the opportunity to work with staff on their own personal research projects.

Both programme and pathway will offer an excellent fieldwork placement in level C – Plas Caerdeon. Additional fieldwork may be a part of subsequent years according to course options.

The programme will also offer opportunities for optional additional sport and exercise (and first aid) qualifications in preparation for enhanced employment opportunities.

There will also be opportunities for study abroad at partner institutions such as the States. External links with a range of sports organisations, clubs and associations in the North West allow students the opportunity to gain practical experience working with different populations and to develop valuable contacts for further work placements and employment opportunities.

8 Relationship with Subject Benchmark Statement

The Programme and Pathway are guided by these internal and external points of reference:

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Internal Internal points of reference have been used in developing the underpinning philosophies, curriculum content and assessment strategies of the Programme and Pathway.

University Mission and Strategic Aims

Regulations for the Academic Awards

University Learning, Teaching and Assessment Strategy

Validation recommendations and conditions

Outcome of Department Review

University Teaching, Learning and Assessment Strategy

Staff research expertise in line with REF2014 submissions

External The team have made explicit reference to the role of Benchmark Statements and level descriptors in the design of the curriculum and assessment.

QAA Subject Benchmark Statements for Hospitality, Sport, Leisure & Tourism (2008)1

QAA National Qualifications Framework

QAA code of Practice

External Examiners Reports

Specification last modified on:

May 2012

Modified by:

Dr Denise Roche

1 http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Subject-benchmark-statement-

Hospitality-leisure-sport-tourism-2008.aspx