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Module Descriptors

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Session: 2022/23

Last modified: 23/09/2022 12:30:28

Title of Module: Physical Activity in Health and Exercise

Code: SPOR08017 SCQF Level: 8
(Scottish Credit and Qualifications Framework)		 Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Health and Life Sciences
Module Co-ordinator:Samantha  Donnelly

Summary of Module

 

Physical activity, when appropriately administered, can create positive health outcomes. With a wealth of evidence supporting the many health benefits of adequate levels of physical activity, impacting health on a population or individual level requires interdisciplinary thinking and multi-faceted approaches to programme design.

This module is designed to give an overview of physical activity and its applications to public health. Students will learn about health improvement through investigation of a variety of topics including, but not limited to:

·                 Physical activity epidemiology

·                 Lifestyle diseases

·                 Behaviour change and adherence

·                 Policy and physical activity

·                 Physical activity in various populations

·                 Developing health promoting interventions

·                 Methods of evaluation

 

Teaching and learning approaches will encourage students to discriminate current practice and to be creative in their application of the theory they are learning. Assessment approaches will reinforce this by requiring students to provide evidence for their assertions and practical uses of theory.


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-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.


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:

 

 

 

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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1

 

Term 2check markTerm 3

 

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Demonstrate developing specialist knowledge of physiology, psychology, and epidemiology as they apply to physical activity and health.

L2. Investigate and critically discuss evidence related to physical activity and health.

L3. Demonstrate understanding of evidence-based practice in the promotion of physical activity behaviours.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 8.

Demonstration of a broad knowledge of the scope and defining features of physical activity and its disciplines. Understanding will include a limited range of core theories and some major, current issues and specialisms
A broad and integrated knowledge of health determinants in communities
Understanding of a limited range of core public health theories, principles and concepts

Practice: Applied Knowledge and Understanding SCQF Level 8.

Carrying -out routine lines of enquiry, development, or investigation into professional level problems and issues, and adapting routine practices within accepted standards
Review and discuss key societal/communal problems and issues in relation to the potential influence of physical activity

Generic Cognitive skills SCQF Level 8.

Use of a range of approaches to formulate evidence-based solutions/responses to defined and/or routine problems/issues.

Communication, ICT and Numeracy Skills SCQF Level 8.

Communicating complex information in both written and oral form

Autonomy, Accountability and Working with others SCQF Level 8.

Exercising autonomy in the planning and delivery of appropriate written work whilst also taking account of own and others’ roles, responsibilities and contributions in group work exercises

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
Learning and teaching in this module will predominately comprise lectures and informal tutorials. Lectures will be formulated to encourage interaction and discussion whilst still presenting the framework of essential theory. Tutorials will employ both group and individual work, informal presentations and simulated practical situations in order to ensure students are able to apply their learning to a professional context.
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 Activity18
Tutorial/Synchronous Support Activity18
Independent Study164
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Core Text:

*Kohl, H and Murray, T (2012). Foundations of Physical Activity and Public Health. Human Kinetics, Leeds.

*Bouchard,C., Blair, S., and Haskell, W. eds. (2012). Physical Activity and Health, 2nd ed. Human Kinetics, Leeds.

Recommended Text:

*Dishman, R, Heath, G, and Lee, I (2013), Physical Activity Epidemiology, 2nd ed. Human Kinetics, Leeds.
American College of Sports Medicine (2017). ACSM’s Guidelines for Exercise Testing and Prescription. 10th ed. Lippincott, Williams, and Wilkins: London.

Gill, D., Williams, L., and Reifsteck, E. (2017). Psychological Dynamics of Sport and Exercise, 4th ed. Human Kinetics, Leeds.
Biddle, Stuart; Mutrie, Nanette; Gorely Trish (2015). Psychology of Physical Activity: Determinants, well-being, and interventions, 3rd ed. Routledge, Abingdon.


Dugdill, Crone, and Murphy eds (2009). Physical Activity and Health Promotion: evidence-based approaches to practice. Wiley-Blackwell, Chichester.

Knowles, Ann-marie; Shanmugam, Vaithehy; Lorimer, Ross (2015). Social psychology in sport and exercise linking theory to practice. Palgrave MacMillan, London.

McKenna, Jim and Riddoch, Chris eds. (2003) Perspectives on Health and Exercise. Palgrave-McMillan, Hampshire.

Merchant, J., Griffin, B.L., and Charnock, A., eds (2007) Sport and Physical Activity: The role of health promotion. Palgrave Macmillan, Basingstoke.

Journals

Journals
Journal of Physical Activity and Health
ACSM’s Health and Fitness Journal
Health Education Research
Health Promotion International
Journal of Aging and Physical Activity
American Journal of Public Health
Qualitative Research in Sport, Exercise, and Health
The Lancet

(**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)

Engagement Requirements

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 BoardSport and Exercise
Assessment Results (Pass/Fail) No
Subject PanelSport & Exercise L7-11
ModeratorChris Easton
External ExaminerS Robson
Accreditation Details
Version Number

1.11

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Assessment: (also refer to Assessment Outcomes Grids below)
Class test comprising 50% of module marks
Coursework Assignment comprising 50% of module Marks
(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.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Class test (written)check markcheck markcheck mark502

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Review/ Article/ Critique/ Paper check markcheck mark500
Combined Total For All Components100% 2 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. 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.

Equality and Diversity
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
(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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University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.

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