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Session: 2022/23
Last modified: 19/07/2022 11:51:20
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Title of Module: Physical Activity and Health |
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Code: SPOR09053 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Angela
Beggan |
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| Summary of Module |
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This module explores the relationship between physical activity and human health across the lifespan. Insufficient physical activity is a complex global health problem that impacts both individuals and populations. This module establishes an evidence-based link between physical activity and health and considers how that evidence applies to public health and to everyday life.
The module employs problem-based learning (PBL). This student-centred approach encourages learners to use reasoning and reflection to construct their own learning by working through cases or scenarios. PBL helps students develop critical thinking skills, encourages synthesis, and promotes innovation.
Students will learn about a range of topics that include but are not limited to:
Models of Health
Determinants of Health
Behavioural Epidemiology
Exercise is Medicine
Behaviour Change
Chronic Conditions
Obesity
Ageing
Mental Health
Upon successful completion, this module develops the following graduate attributes:
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Universal – integrated application, critical understanding
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Work Ready – problem solving, evaluation, evidence-based practice
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Successful – autonomy, aware of the impacts of their practice
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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.
Demonstrate a multi-faceted understanding of the relationship between physical activity and health.
L2.
Synthesise evidence for a physical-activity related problem.
L3.
Apply developing specialist knowledge of physical activity intervention. |
| 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 9.
Demonstrating an understanding of the scope and defining features of physical activity and health, showing integrated knowledge of its main areas and boundaries. Showing some critical understanding of a range of principles, theories, concepts and terminology of physical activity and health related specialisms. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Applying knowledge, skills and understanding to a range of the professional contexts. Developing skills in evaluation and interpretation of a variety of data forms. |
| Generic Cognitive skills |
SCQF Level 9.
Undertaking critical analysis and synthesis of ideas, concepts, information and issues related to physical activity and health. Identifying and analysing routine professional problems and issues with promoting physical activity for health improvement. Drawing on a range of sources in making judgements. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Using a combination of routine skills and some new, specialised skills to present or convey, formally and informally, information on standard/mainstream topics in physical activity and health to an informed audience. Using a range of ICT applications to support and enhance work, and interpret/use some numerical and graphical data. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercising autonomy and initiative in completing module activities and assessments. Showing awareness of own and others’ roles and responsibilities. Seeking guidance where appropriate; considering ethical and professional issues in accordance with current practices. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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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 in this module will employ some recorded and some interactive lectures with?extended tutorial time to allow students to deepen understanding through?problem based?learning and other tasks. Asynchronous activities will provide the basis for independent learning and reflection on key content areas. |
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) |
| Lecture/Core Content Delivery | 6 |
| Tutorial/Synchronous Support Activity | 18 |
| Asynchronous Class Activity | 12 |
| Independent Study | 164 |
| 200
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:
Biddle, S., Mutrie, N., and Gorely T. (2015). Psychology of Physical Activity: Determinants, well-being, and interventions, 3rd ed. Routledge, Abingdon.
Bouchard,C., Blair, S., and Haskell, W. eds. (2012). Physical Activity and Health, 2nd ed. Human Kinetics, Leeds.
Dishman, R, Heath, G, and Lee, I (2013), Physical Activity Epidemiology, 2nd ed. Human Kinetics, Leeds.
Kohl, H and Murray, T (2012). Foundations of Physical Activity and Public Health. Human Kinetics, Leeds.
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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 | David Carless |
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| External Examiner | S Robson |
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| Accreditation Details | |
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| Version Number | 1 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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The forms of assessment acknowledge the complexity of the module content and provide the student the opportunity to reflect upon the human experience of health while also demonstrating evidence gathering, synthesis, and application.
Assessment 1 – Demonstrations/ Poster presentations/ Exhibitions |
| Assessment 2 – Case Study |
(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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