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Session: 2022/23
Last modified: 12/05/2022 15:08:51
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Title of Module: Sport Dissertation |
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Code: SPOR10029 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 40 |
ECTS: 20
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Daryl
Cowan |
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| Summary of Module |
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The purpose of the dissertation is to provide students with an opportunity to explore a suitable academic problem within the field of Sports Coaching and Sports Development in an empirical manner. The dissertation module allows the student to focus on an aspect of research that captures their interest with the ultimate goal of further developing their research skills. The research should include a diagnosis of the problem and recommendations and actions where appropriate. Appropriate problem selection and research design will be a core element of the successful completion of this module. Research topics/themes will be provided by appropriate members of staff, from an array of suitable disciplinary related themes appropriate to the learning outcomes of the Sports Coaching and Sports Development degree programme. All prospective dissertations must be underpinned by sound academic literature. The final submission should be clearly embedded within established academic research relating to the chosen topic.
Successful completion of this module will hinge upon three central themes: knowledge, application and enquiry; Accrual of these skills will equip students with skills that will enable them to design, conduct and evaluate a problem within the field of Sports Coaching and Sports Development. The module will allow students to develop and apply theoretical and scientific knowledge and problem-solving skills in the in-depth investigation and analysis of an aspect of Sport Coaching and Sport Development. The dissertation module will also serve as an introduction to the notion and practice of self-directed continuing professional development, employability skills and career plans.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Engage in a sustained piece of individual academic research on a chosen topic that promotes the practice of skills related to self-directed continuing professional development within the Sports Coaching and Sports Development fields;
L2.
Critically reflect on a number of pieces of written research in an appropriate and thorough manner that permits the production of quality research output.
L3.
Analyse and critique varying methodological approaches and to adopt the necessary research approaches suitable to the topic being researched. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 10.
Acquire knowledge and understanding of research techniques of enquiry through critical reading of research existing primary and secondary material
Apply such knowledge and understanding to respond to a research problem identified
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| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Executing a defined project of research through problem definition, investigation and outcome identification.
Sourcing, interpreting and deconstructing through critical review complex academic text information from a variety of sources in the relevant field of study.
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| Generic Cognitive skills |
SCQF Level 10.
Ability to develop creative thought and to critically, evaluate and interpret data and text.
Homologating information from a variety of sources, current media, electronic and academic text.
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| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Communicate, research skills, statistical analysis skills, written and communication skills, information retrieval skills in relation to primary and secondary sources of information.
Using a range of software applications to present effective data in the desired form.
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| Autonomy, Accountability and Working with others |
SCQF Level 10.
Managing own learning and performance, taking significant responsibility for such skills of time planning and management and self directed study
Working effectively independently on a complex academic dissertation project
Identification, examining and addressing issues of learning needs
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
SPOR09044
| Module Title:
Research in Sport Coaching & Development
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Teaching material with be provided with input from Programme Leaders throughout the process.
15 minutes a week (or equivalent) of individual student meetings with an allocated dissertation supervisor. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Asynchronous Class Activity | 12 |
| Tutorial/Synchronous Support Activity | 24 |
| Independent Study | 364 |
| 400
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Bryman, A. (2016). Social Research Methods (5th Edition). Oxford University Press, Oxford.
Field, A (2013). Discovering Statistics using SPSS. (4th Edition). Sage, Los Angeles.
Nelson, L., Groom, R. & Potrac, P. (2014). Research Methods in Sport Coaching. Routledge, Oxon.
Smith, B. & Sparkes, A. (2016). Routledge Handbook of Qualitative Research in Sport and Exercise. Routledge, Oxon.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Sport and Exercise |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Sport & Exercise L7-11 |
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| Moderator | Hayley McEwan |
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| External Examiner | C Corsby |
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| Accreditation Details | |
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| Version Number | 1.10 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assessment 1. Each student will produce a 6000-9000 word academic paper in the style that meets the requirements of an appropriate academic journal. (70%) |
| Assessment 2. Each student will also be required to produce an academic poster and will be expected to defend their poster. (30%) |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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In line with current legislation (Equality Act, 2010) and the UWS Equality, Diversity, and Human Rights Code, our modules are accessible and inclusive, with reasonable adjustment for different needs where appropriate. Module materials comply with University guidance on inclusive learning and teaching, and specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. Where modules require practical learning or assessment, alternative formats and/or roles will be provided for students with physical disabilities which impact participation.
Please refer to the UWS Equality and Diversity Policy at the following link:
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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