msc in physical activity for health course documents revised … · 2017-07-20 · 1 msc in...

1

MSc in Physical Activity for Health

Course Documents – Revised November 2012

Content

DPT 2-4

Course descriptors 5-24

Assessment matrix 25

C4

2

Degree Programme Table (DPT)

A separate table is required for each exit qualification, for example, MSc,

PGDip and PGCert

Physical Activity for Health Degree Type : MSc

NYT Course Code Course Title Level Credit

Points

1 Physical activity for health 11 20

1 Physical activity for health across

the life span 11 10

1 Assessment of physical activity

and body composition 11 10

1 Psychology of Physical Activity 11 20

1 REDU11010 Understanding Research

Concepts 11 10

1 REDU11011 Research Process 11 10

1 *EDUA11034 Child and adolescent

development 11 20

1 *EDUA11190 3-14 PE: Setting the Context 11 20

1 *EDUA11066 Sport development and social

policy in sport management 11 20

1 *IPHP11022 Social determinants of health and

public policy 11 20

1 Dissertation 11 60

NOTES Students will take two of four elective courses (*)

NYT = normal year taken

3



PGDip and PGCert

Physical Activity for Health Degree Type : PGCert


Points



the life span 11 10




NOTES All compulsory


4



PGDip and PGCert

Physical Activity for Health Degree Type : PGDip


Points



the life span 11 10




1 REDU11010 Understanding Research

Concepts 11 10

1 REDU11011 Research Process 11 10

1 *EDUA11034 Child and adolescent

development 11 20

1 *EDUA11190 3-14 PE: Setting the Context 11 20

1 *EDUA11066 Sport development and social

policy in sport management 11 20

1 *IPHP11022 Social determinants of health and

public policy 11 20

NOTES Students will take two of four elective courses (*)


5

Course Descriptor: MSc Physical Activity for Health

Course Title

Physical activity for health

Course Outline

School School of Education College Humanities and Social Science

Course type Standard Availability To all students

Credit level (Normal year taken)

SCQF Level 11 Credits 20

Home subject area

Education Other subject area

None

Course website

None Taught in Gaelic?

No

Course

description

This course will introduce and explore the complex relationship between physical activity,

sedentary behaviour and health. It will discuss the evolution of current physical activity

recommendations, and examine the current evidence base that has informed these and

identified physical activity as a key modifiable lifestyle behaviour that contributes to disease

and mortality.

Entry Requirements (not applicable to Visiting Students)

Pre-requisites None Co-requisites None

Prohibited

Combinations

None Other

requirements

None

Additional

Costs

None

Information for Visiting Students

Pre-requisites None

Displayed in

Visiting

Students

Prospectus?

No

6

Summary of Intended Learning Outcomes

On completion of this course students will be able to demonstrate:

1. a knowledge of and critical awareness of the role of physical activity and sedentary behaviour in the

maintenance of health and the aetiology, prevention and treatment of disease.

2. a thorough knowledge and critical awareness of current recommendations for physical activity, and

current prevalence and trends of physical activity and associated diseases

3. an awareness of current national and international physical activity policies and how these impact on

global challenges

Assessment Information

Equivalent to 4000 words. Total mark for the course will be a weighted average of the two assessments.

Task 1 (25%) – Oral presentation (group mark)

Task 2 (75%) – Written assignment (3000 words)

Special Arrangements

None

Additional Information

Academic

description

Not entered

Syllabus Introduction to Physical Activity for Health, including sedentary behaviour

Physical activity epidemiology; concepts principles and approaches

Physical activity and all cause morbidity and mortality

Physical activity and chronic disease. Coronary heart disease, diabetes, bone health, cancer

and obesity

Physical activity and sedentary behaviour recommendations

Population prevalence of physical activity and sedentary behaviour.

Physical activity policies

Transferable

skills

Critical analysis, Oral and written communication skills, Access research materials

Reading list Key texts:

Hardman, A. and Stensel, D. Physical activity and health : the evidence explained. 2nd

edition. (2009) UK, Routledge.

Bouchard, C., Blair, S. N., & Haskell, W. L. (Eds.). (2012). Physical activity and health.

Champaign, IL: Human Kinetics.

Study Abroad Not entered

Study Pattern Not entered

Keywords Physical activity; health; epidemiology; sedentary behaviour

Contacts

Course

organiser

Dr Sam Fawkner

Tel: 650-9778

Email: [email protected]

Course

secretary

Tel: TBC

Email:

7

Course Descriptor: MSc Physical Activity for Health Course Title

Physical activity for health across the life span

Course Outline





Home subject area


None

Course website


No

Course

description

This course will explore the role of physical activity and sedentary behaviour in determining

health in specific populations across the life span. It will consider the evidence underpinning

physical activity recommendations in early years, children and adolescents, and older adults,

and barriers and facilitators to activity in these populations.



Prohibited

Combinations

None Other

requirements

None

Additional

Costs

None


Pre-requisites None

Displayed in

Visiting

Students

Prospectus?

No

8



1. a knowledge of and critical awareness of the role of physical activity and sedentary behaviour in the

maintenance of health in early years, childhood, adolescence and older adulthood.

2. an awareness of barriers to and facilitators of physical activity in these populations


2000 word case study report


None


Academic

description

Not entered

Syllabus Prevalence of physical activity and sedentary behaviour in early years, children adolescence

and older adults

Key developmental and psychosocial determinants of physical activity in each population

Critical review of the evidence identifying the relationship between physical activity and

sedentary behaviour in each population

Transferable

skills



Hardman, A. and Stensel, D. Physical activity and health : the evidence explained. 2nd

edition. (2009) UK, Routledge.

Smith, A and Biddle, S. Youth Physical Activity and Sedentary Behaviour (Eds). (2008)


Journals such as Journal of Physical Activity and Health and Journal of Aging and Physical

Activity



Keywords Physical activity; lifespan perspective; children; adolescents; older adults

Contacts

Course

organiser

Dr Sam Fawkner

Tel: 650-9778


Course

secretary

Tel: TBC

Email:

9


Course Title

Assessment of physical activity and body composition

Course Outline





Home subject area


None

Course website


No

Course

description

This course will encourage students to critically evaluate methods for assessing physical

activity and the key health outcome of body composition. The course will provide students

with the skills to make informed decisions regarding methods for assessing physical activity

and body composition and evaluating intervention programmes and will provide theoretical

and practical knowledge required to collect and interpret data. Lecture material will be

supplemented with practical activities and seminars and the course will introduce skills

necessary for accreditation in anthropometrical methods of assessing body composition.



Prohibited

Combinations

None Other

requirements

None

Additional

Costs

None


Pre-requisites None

Displayed in

Visiting

Students

Prospectus?

No

10



1. the ability to critically evaluate commonly used methods for assessing physical activity and health

2. the ability to make informed decisions regarding appropriate methodologies for assessing physical activity

and health with respect to programme needs

3. the ability to employ appropriate analytical and interpretative knowledge to make sound judgements

regarding physical activity and health status

4. the ability to reflect on how knowledge acquired relates to own personal and work experiences


Equivalent to 2000 words. Total mark for the course will be a weighted average of the two assessments.

Task 1 (30%) – Practical assessment of anthropometrical techniques

Task 2 (70%) – 1.5 Hour examination


None


Academic

description

Not entered

Syllabus Introduction to assessment of physical activity, sedentary behaviour and health,

Calculation and interpretation of validity and reliability and agreement between different

measures

Self-report measures of physical activity, energy expenditure and sedentary behaviour.

Objective measures of physical activity, energy expenditure and sedentary behaviour,

Assessment of body composition, with a particular focus on anthropometry.

Transferable

skills



Welk, G. (Ed). (2002). Physical activity assessments for health related research.


Morrow, J., Jackson, A., Disch, J., & Mood, D. (2005). Measurement and evaluation in

human performance (3rd Edition), Champaign, IL: Human Kinetics.

Norton, K and Olds, T (Eds). (1996) Anthropometrica: a textbook of body measurement

for sports and health courses. Sydney: UNSW Press

Kaminsky, L. (2009). ACSM's health-related physical fitness manual. 3rd edition.

Lippincott Williams and Wilkins



Keywords Anthropometry; measurement; physical activity

Contacts

Course

organiser

Dr Sam Fawkner

Tel: 650-9778


Course

secretary

Tel: TBC

Email:

11


Course Title

Psychology of Physical Activity

Course Outline





Home subject area


None

Course website


No

Course

description

This course will focus on the psychological determinants and consequences of physical

activity. Specifically, the course will draw from current psychological theory and critically

examine its contribution to understanding physical activity behaviour. Additionally, the

course will consider the relationship between physical activity and mental health. Lecture

material will be supplemented with practical activities and seminars.



Prohibited

Combinations

None Other

requirements

None

Additional

Costs

None


Pre-requisites None

Displayed in

Visiting

Students

Prospectus?

No


On completion of this course students will be able to:

1. Explain and evaluate the psychological determinants for participation and non-participation in physical

activity and how critically evaluate how these relate to an ecological model of physical activity behaviour

2. Demonstrate understanding of the consequences of physical activity on psychological health

3. Examine how psychology is related to current public health physical activity agendas

12

4. Reflect on how knowledge acquired relates to own personal and work experiences


Total mark for the course will be a weighted average of the two assessments.

Task 1 (25%) – Critical appraisal of relevant research paper (1000 words)

Task 2 (75%) – Critical essay (3000 words). For example; Evaluate the strengths and weaknesses of current

research examining the relationship between physical activity and depression.


None


Academic

description

Not entered

Syllabus It is likely that the syllabus will be:

Week 1 – Introduction and understanding psychological perspectives to physical activity

Week 2 – Theoretical perspectives on physical activity – Competence based theories

Week 3 – Theoretical perspectives on physical activity – Self-determination theory

Week 4 - Theoretical perspectives on physical activity – the Transtheoretical model

Week 5 – The role of the social environment on physical activity

Week 6 – Using theory to enhance practice(exercise consultations/motivational interviewing)

Week 7 – Physical activity and mental health – Depression

Week 8 – Physical activity and mental health – Body image

Week 9 – Physical activity and mental health – The problem with exercise

Week 10 – Review and tutorials on essay

Transferable

skills


Reading list References include:

Biddle, S. J. H., & Mutrie, N. (2008). Psychology of physical activity. London: Routledge

Roberts, G. C., & Treasure, D. C. (Eds) (2012). Advances in motivation in sport and

exercise. (3rd ed). Champaign, Il: Human Kinetics,

Faulkner, G. & Taylor, A. (2005). Exercise, health and mental health: Emerging

relationships, London: Routledge.

Various journals including Psychology of Sport and Exercise, Journal of Physical Activity

and Health, Preventive Medicine, etc



Keywords Psychological well-being; exercise

Contacts

Course

organiser

Dr Ailsa Niven

Tel: 651-6679


Course

secretary

Tel: TBC

Email:

13


Course Title

Postgraduate Course: Understanding Research Concepts (REDU11010)

Course Outline





Home subject area

Research (EDU) Other subject area

None

Course website


No

Course

description

This course reflects the need for students to understand fundamental concepts that underpin

scientific research in order to be able to critically evaluate the strength of the research

discussed throughout their programme of study. The course will contrast different

philosophical approaches that epitomise quantitative and qualitative approaches and discuss

fundamental issues that determine the quality of research articles and the conclusions drawn

from them such as research biases, power, effect size, significance, credibility and

trustworthiness of data.



Prohibited

Combinations

None Other

requirements

None

Additional

Costs

None


Pre-requisites None

Displayed in

Visiting

Students

Prospectus?

Yes

14


On completion of the unit, students will be able to:

1. Evaluate strengths and weaknesses of different research paradigms and philosophies with reference to their

own professional setting.

2. Critically analyse research designs and identify threats to the validity and/or credibility

3. Analyse and interpret conventional inferential statistics, together with implications of relevant factors in

determining the meaning of results applied to their own professional area.


Equivalent to 2000 words

1 x Two-hour examination on research methodology

Exam date will be set at least ten days after the final class session


None


Academic

description

Not entered

Syllabus Not entered

Transferable

skills

Not entered

Reading list Thomas, J.R. & Nelson, J.K. (1996). Research methods in physical activity (3rd ed) Champaign,

Illinois: Human Kinetics.



Keywords Not entered

Contacts

Course

organiser

Mr Hugh Richards

Tel: (0131 6)51 6092

Email:

[email protected]

Course

secretary

Tel: TBC

Email:

15


Course Title

Postgraduate Course: Postgraduate Course: Research Process (REDU11011)

Course Outline





Home subject area

Research (EDU) Other subject area

None

Course website


No

Course

description

This course requires students to understand the process required to formulate a research

project. Central to this process is the need to be able to identify clear and precise research

questions and to formulate scientifically rigorous designs and approaches to collecting

information. Students will also develop an appreciation of the responsibilities associated with

professional conduct in work of this nature and the conventions and recommendations that

guide the presentation of scientific work. Whilst not all students will necessarily use this

course to develop a proposal for their dissertation it is expected that all students completing

postgraduate work should have an understanding of the research process and the opportunity

to benefit from the potential transfer of the fundamental skills the process promotes.



Prohibited

Combinations

None Other

requirements

None

Additional

Costs

None


Pre-requisites None

Displayed in

Visiting

Students

Prospectus?

Yes

16

On completion of the unit, students will be able to:

1. Identify and refine a focus for research

2. Evaluate and select effective design and methods to meet the research focus.

3. Plan and present a proposed programme of work


Assessment:

1 x 2500 word research proposal and timeline for an academic project or professionally relevant work study.


None


Academic

description

Not entered


Transferable

skills

Not entered

Reading list Gary D. Bouma & Rod Ling. The Research Process. 5th ed. Oxford University Press, 2004

Lynch, C. Doing your Research project in Sport. Learning Matters, Sage, 2010




Contacts

Course

organiser

Dr Sam Fawkner

Tel: (0131 6)509778


Course

secretary

Tel: TBC

Email:

17


Course Title

Child and Adolescent Development (EDUA11034)

Course Outline





Home subject area


Course website

Taught in Gaelic?

No

Course

description

This has been designed as a generic course which takes a psychological approach to

development from early childhood to adolescence. It offers an opportunity to extend and

update understanding of development acquired in initial professional education/training. It

may also be taken by those whose previous studies have not included development issues.



Prohibited

Combinations

None Other

requirements

None

Additional

Costs

None


Pre-requisites

Displayed in

Visiting

Students

Prospectus?

18


Course members will be able to:

1. Describe current understandings of key processes and mechanisms of development

2. Critically evaluate key psychological theories of child and adolescent development

3. Reflect upon the implications of psychological understandings of development to professional practice

4. Critically analyse the implications and limitations of current understandings of development; identify

potential research implications from the literature on child and adolescent development


Essay assignment of 4000 word; a critical review of research in a specific area of child or adolescent

development


None


Academic

description

Not entered


Transferable

skills

Not entered

Reading list Bennett, M., & Sani, F. (2004). The Development of the Social Self. Hove: Psychology Press.

Blakemore, S-J., & Frith, U. (2005). The Learning Brain: Lessons for Education. Oxford:

Blackwell.

Carpendale, J., & Lewis C. (2006). How Children Develop Social Understanding. Malden,

MA/London: Blackwell.

Coleman (2010). The Nature of Adolescence (4th ed). 4th Edition. London: Routledge.

Doherty, M. J. (2009). Theory of Mind: How Children Understand Others’ Thoughts and

Feelings. Hove: Psychology Press.

Dunn, J. (2004). Children’s Friendships: The Beginnings of Intimacy. Oxford: Blackwell.

Durkin, K. (1995). Developmental Social Psychology: From Infancy to Old Age. Oxford:

Blackwell.

Gathercole, S.E., & Alloway, T.P. (2008). Working Memory & Learning: A Practical Guide for

Teachers. London: Sage.

Goswami, U. (Ed.) (2004) The Blackwell Handbook of Childhood Cognitive Development.

Oxford: Blackwell.

19

Grossman, K. E., Grossman, K., & Waters, E. (2003). Attachment from Infancy to Adulthood:

The major longitudinal studies. Guilford Press: New York.

Howe, C. (2010). Peer Groups and Children’s Development. Oxford: Blackwell.

Hughes, C. (2011). Social Understanding and Social Lives: From Toddlerhood through to the

Transition to School. London: Psychology Press.

Pellegrini & Blatchford (2000). The Child at School: Interactions with Peers and Teachers.

London: Arnold.

Rogers, S. (Ed.) (2011). Rethinking Play and Pedagogy in Early Childhood Education. Oxon:

Routledge.

Rogoff, B. (1990). Apprenticeship in Thinking: Cognitive Development in Social Context.

Oxford: Oxford University Press.

Shaffer, D. R., & Kipp, K. (2009). Developmental Psychology: Childhood

and Adolescence. Wadsworth.

Slater, A. and Bremner, G. (Eds). (2011) An Introduction to Developmental Psychology (2nd

ed.). Oxford, Blackwell.

Smith, P.K. (2010). Children and Play. Oxford: Wiley-Blackwell.

Smith, P. K., Cowie, H., and Blades, M. (2011) Understanding Children's Development (5th

ed.). Oxford, Blackwell.

Smith, P.K., & Hart, C.H. (Eds). (2004). Blackwell Handbook of Childhood Social Development.

Oxford: Blackwell.

Schneider (2000). Friends and Enemies: Peer relations in childhood. London: Arnold.




Contacts

Course

organiser

Dr. Sarah McGeown

Tel: TBC

Email: TBC

Course

secretary

Miss Gemma Hennessey

Tel: (0131 6)51 4241


20


Course Title

Sport Development and Social Policy in Sport Management (EDUA11066)

Course Outline





Home subject area


None

Course website


No

Course

description

This course provides students with a critical understanding of theories of social policy and

their relevance to an understanding of public policies for leisure. It will provide students with

an understanding of the assumptions underpinning various perspectives that underpin social

policy, theories of government and quasi-government and their application to leisure policy

and planning. It will examine the strengths and weaknesses of a range of recent sports

development initiatives and examine issues relating to the definition of outcomes and

approaches to monitoring and evaluating such initiatives.



Prohibited

Combinations

None Other

requirements

None

Additional

Costs

None


Pre-requisites None

Displayed in

Visiting

Students

Prospectus?

Yes


By the end of the course students will be able to:

1. understand the relevance of wider socio-political philosophies to the analysis of sport and leisure policy

2. critically evaluate recent policy initiatives and assess their implications for leisure policy and management

21

3. demonstrate a knowledge and understanding of the organisations, policies and practices that have shaped

contemporary sports development.

4. critically appraise sports development initiatives.


The assessment will be a 4000-word essay chosen from a range of topics.


None


Academic

description

Not entered


Transferable

skills

Not entered

Reading list Coalter, F. (2007) Sport A Wider Social Role? London: Routledge.

Collins, M. (2010) Examining Sports Development. London: Routledge.

Green, M. & Houlihan, B. (2005) Elite Sport Development London: Routledge.

Girginov, V. (2008) (ed) Management of Sports Development. Oxford: Elsevier.

Groeneveld, M., Houlihan, B., & Ohl, F. (2010) Social Capital and Sport Governance in

Europe. London: Routledge.

Henry, I. (2001) The Politics of Leisure Policy (2nd ed) London: Palgrave.

Henry, I. (ed) (2009) Transnational and Comparative Research in Sport: Globalisation,

Governance and Sports Policy. London: Routledge.

Houlihan, B. & Green, M. (2007) Comparative Elite Sport Development: Systems, Structures

and Public Policy Oxford: Elsevier.

Houlihan, B. & Green, M. (2010) Routledge Handbook of Sports Development. London:

Routledge.

Houlihan, B. & Lindsey, I. (2010) Sports Policy in Britain. London: Routledge.

Houlihan, B. & White, A. (2002) The Politics of Sports Development London: Routledge.

Hylton, K. & Bramham, P. (ed (2008) Sports Development: Policy, Process and Practice

London: Routledge.

King, N. (2009 Sport Policy and Governance: Local Perspectives. Oxford: Butterworth

Heinemann.

Nichols, G. (2007) Sport and Crime Reduction: The Role of Sports in Tackling Youth Crime

London: Routledge

Nicholson, M., Hoye, R., & Houlihan, B. (2010) Participation in Sport: International Policy

Perspectives. London: Routledge.




Contacts

Course

organiser

Dr Gavin Reid

Tel: (0131 6)51 6654


Course

secretary

Tel: TBC

Email:

22


Course Title

Postgraduate Course: Social Determinants of Health and Public Policy (IPHP10001)

Course Outline

School School of Social and Political Science College Humanities and Social Science




Home subject area

Social Policy Other subject area

None

Course website


No

Course

description

The course aims to examine the social determinants of health and health inequalities and to

evaluate appropriate public policy responses. The course explores in detail current theories

explaining the development and persistence of inequalities in health. In particular it will

encourage students to examine theories focusing on behavioural/cultural, psycho-social,

structural/materialist, and life course explanations of health inequalities. The course will also

investigate the role of government in determining economic and social policy, and the impact

of economic and social policy on inequalities. It will specifically consider how government

approaches to taxation, provision of the welfare state, and the funding and delivery of public

services can impact on the equitable distribution of resources within society. The course will

finally consider the impact of specific areas of public policy (for example relating to health

services, transport, and/or food) on health inequalities.



Prohibited

Combinations

None Other

requirements

None

Additional

Costs

None


Pre-requisites None

Displayed in

Visiting

Students

Prospectus?

Yes

23


By the end of the course students will be able to:

1. Understand the extent of inequalities in health within and between countries

2. Examine contemporary debates regarding the causes of inequalities in health

3. Understand that inequalities in health reflect wider inequalities in society

4. Understand the role of government in determining economic and social policy and its impact on the

distribution/redistribution of resources within society

5. Examine the impact that aspects of public policy have on the extent of inequalities in society

6. Effectively communicate the course's core concepts through written and oral presentations.


The course will be assessed by means of an essay of 2,500-3,000 words (70% of the overall mark) and an oral

presentation (30%).


None


Academic

description

Not entered


Transferable

skills

Not entered

Reading list Not entered




Contacts

Course

organiser

Dr Sarah Hill

Tel:


Course

secretary

Miss Cristyn King

Tel: (0131 6)51 3865


24


Course Title

Dissertation (Physical Activity for Health)

Course Outline





Home subject area


None

Course website


No

Course

description

The dissertation is a major piece of work that requires significant time and commitment from

the student. Through the dissertation the student has the opportunity to identify a research

or professional practice issue and undertake an independent research study to address it.

This process will involve planning, execution, and interpretation and write-up of the study.

Studies may be field, laboratory or desk based. Students will be supported through specialist

research training clinics at the beginning of the process, and by a designated supervisor

through individual and/or group tutorials. Additional research training will be provided

through completion of Understanding Research Concepts (REDU11010) and Research Process

(REDU11011) courses. Where appropriate, students will have the opportunity to link with

existing research projects in this area.


Pre-requisites Met criteria for progression Co-requisites None

Prohibited

Combinations

None Other

requirements

None

Additional

Costs

None


Pre-requisites None

Displayed in

Visiting

Students

Prospectus?

No

25


On completion of this course students will be able to:

1. Undertake a significant piece of work demonstrating substantial autonomy, initiative and decision making

2. Identify and define a topic of enquiry suitable for a dissertation and justify its theoretical significance,

professional relevance and practical feasibility

3. Search for, access, critically analyse, evaluate and synthesise relevant literature, research reports and

other scholarly evidence related to the identified topic of enquiry

4. Critically reflect on the ethical considerations of the project

5. Identify appropriate methodology and use it effectively to collect data in an ethical and responsible

manner

6. Systematically analyse data collected using appropriate techniques.

7. Communicate the research plans and findings observing appropriate academic guidelines.

8. Reflect on the dissertation experience and how it has contributed to personal development and how the

knowledge can be transferred to a professional context.


Task 1 (30%) – Literature review of topic (3500 words)

Task 2 (60%) – Journal article style submission of research project including abstract and lay summary (5000

words)

Task 3 (10%) – Reflection on the research project experience and application of research findings (1500 words)


None


Academic

description

Not entered

Syllabus Specialist research skills clinics

Individual and/or group tutorials with designated supervisor

Transferable

skills

autonomous working; project management; knowledge transfer; communication skills; risk

assessment

Reading list Various journals include Journal of Physical Activity and Health, Preventive Medicine, Journal

of Sport Sciences.

Coolican, H., (2009). Research methods and statistics in psychology. Hodder Education.

Field, A., (2009). Discovering statistics using SPSS. London: Sage.




Contacts

Course

organiser

Dr Ailsa NIven

Tel: 651-6679

Course

secretary

Tel: TBC

26

Email: [email protected] Email:

27

Assessment Matrix. Proposed Programme: MSc Physical Activity for Health

Exam Continuous Assessment (weighting and length, where appropriate)

Course Code Course Title Credits Sem Comp/

Elective

Exam Essay

Lab

Write-

up

Report Presentation Case

Study Project

In-

class

tests

Other

**%assessment

that is group/

teamwork

Physical activity for health 20 1 C 3000 75%

Oral

presentation

25%

25%

Physical activity for health

across the life span 10 1 C

2000 word case

study

Assessment of physical

activity for health 10 1 C

1.5

hour

75%

Practical

assessment

25%

0

Psychology of physical

activity 20 1 C

3000

75%

Critical

appraisal of

paper

25%

0

Understanding research

concepts 10 1 C

2

hour 0

Research process 10 2 C 2,500 word

project proposal 0

EDUA11034 Child and adolescent

development 20 2 E 4000 0

EDUA11190 3-14 PE: Setting the context 20 2 E 4000 0

EDUA11066

Sport development and

social policy in sport

management

20 2 E 4000 0

IPHP10001 Social determinants of health

and public policy 20 2 E

2,500

70%

Oral presentation

30% 0

Research dissertation 60 C

Journal article

report

60%

Literature

Review

30%

Reflection

10% 0