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Session: 2022/23
Last modified: 12/08/2022 11:06:23
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Title of Module: Sport & Exercise Dissertation |
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Code: SPOR10053 |
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: | Lawrence
Hayes |
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| Summary of Module |
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This module is designed to provide students with the opportunity to apply their knowledge and skills on an aspect of independent research relevant to their degree programme. The module will build upon the theoretical knowledge and practical skills, developed from previous modules undertaken, that are essential in carrying out a research project (i.e. project design, data capture, data analysis and evaluation).
This module will assist the student in the development of key 'I am UWS Graduate Attributes' to allow those that complete this module to be:
Universal:
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Critical Thinker
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Emotionally Intelligent
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Collaborative
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Organised
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Engaged
Work Ready:
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Problem-solver
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Motivated
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Potential Project Leader
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Time management
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Positive attitude
Successful:
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Innovative
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Resilient
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Transformational
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Self-aware
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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.
Acquire experience of researching an identified question using knowledge and understanding acquired in the programme of study.
L2.
Devise and sustain an independent project to develop new areas of knowledge and skills as necessary.
L3.
Prepare a critical review of literature to identify a research question.
L4.
Collect, collate, analyse, and present data in a scientific manner.
L5.
Communicate research findings using appropriate terminology to maintain audience interest and understanding. |
| 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.
Demonstrating a comprehensive knowledge of the methods required to design a research project.
Demonstrating critical understanding of data capture and analysis relevant to the research project. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Using a significant range of research skills to justify the choice of research project.
Designing a research project to capture data which can be analysed to meet the aims/objectives.
Executing an analysis and synthesis of the data captured for the research project. |
| Generic Cognitive skills |
SCQF Level 10.
Critically identifying, defining, conceptualising and analysing complex problems and issues. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Presenting or conveying, formally and informally, information related to data captured.
Using a range of ICT applications to support and enhance work at this level and adjust features to suit purpose.
Interpreting, using and evaluating numerical and graphical data to set and achieve aims/objectives. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Exercising autonomy and initiative in undertaking data capture and analysis but also work as part of a project team. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
Sport Research and Evaluation
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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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| The teaching and learning approach will utilise a combination of synchronous and asynchronous delivery. Core theoretical content will be predominantly delivered through a series of asynchronous online materials, including recorded lectures. Synchronous delivery will include supervisor-led tutorials and other tutorial support activities. Much of the learning will be achieved through directed independent study. |
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 | 16 |
| Tutorial/Synchronous Support Activity | 18 |
| Personal Development Plan | 10 |
| Independent Study | 356 |
| 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:
Armstrong, L.E. and Kraemer, W.J. (Ed’s). (2015). ACSM's Research Methods. Baltimore: Lippincott Williams and Wilkins.
Bird, S.R. (Ed). (2019). Research Methods in Physical Activity and Health. 1st edn. New York, Routledge. (e-book).
Bishop, P.A. (2019). Measurement and evaluation in physical activity applications: exercise science, physical education, coaching, athletic training, and health. 2nd edn. New York, Routledge. (e-book).
Bryman, A. (2016) Social Research Methods. 5th edn. Oxford: Oxford University Press.
Field, A (2013) Discovering Statistics using SPSS. 4th edn. Los Angeles: Sage.
Nelson, L., Groom, R. & Potrac, P. (2014) Research Methods in Sport Coaching. Oxon: Routledge.
Smith, B. & Sparkes, A. (2016) Routledge Handbook of Qualitative Research in Sport and Exercise. Oxon: Routledge.
https://www.jamovi.org (2021) (Accessed: 20 January 2021).
http://www.prisma-statement.org (2021) (Accessed: 20 January 2021).
http://www.consort-statement.org/ (2021) (Accessed: 15 March 2021).
https://training.cochrane.org/handbook (2021) (Accessed: 15 March 2021).
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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
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Attendance at synchronous module tutorials and supervisor meetings/tutorials, completion of asynchronous activities, and submission of assessments to meet the learning outcomes of the module. |
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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 | Dave Grant |
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| External Examiner | E Bradley |
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| Accreditation Details | N/A |
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| Version Number | 1.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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The assessment will require students to complete a written dissertation and a presentation.
Assessment 1. Dissertation |
| Assessment 2. Presentation |
(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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