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Session: 2022/23

Last modified: 12/05/2022 14:43:27

Title of Module: Physical Activity, Health and Wellbeing

Code: SPOR09038 SCQF Level: 9
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Health and Life Sciences
Module Co-ordinator:Harry  Warburton

Summary of Module

The module investigates the role of physical activity within society whilst considering the physical and mental health benefits physical activity can provide to individuals and populations.


The module investigates the contribution of government legislation and guidance within this area.  In addition, relevant academic research will be reviewed, particularly within the areas of developing physical activity practice for the benefit of public health and questioning areas of promotion, application and adherence.  These will include health promotion, lifestyle behaviours and physical and mental health.

During the course of this module students will develop a range of knowledge regarding the relationship between physical activity and public health.  This course will help create more informed students who are conscious of the issues and solutions available through the medium of physical activity.  This experience allows students to develop communication, problem solving and critical thinking skills in an applied area of research which advances UWS graduate attributes as ‘successful’, ‘universal’ and ‘work ready’.

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

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.

Online with mandatory face-to-face learning on Campus

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. Evaluate how physical activity relates to health and wellbeing;

L2. Analyse how lifestyle factors and socio-environmental structures influence decisions for physical activity (and inactivity);

L3. Critically assess strategies used for the promotion of health and wellbeing through physical activities.

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 9.

A critical understanding of the principal theories, concepts and principles.

Detailed knowledge and understanding in one or more specialisms some of which is informed by or at the forefront of physical activity and health.

Knowledge and understanding of the ways in which physical activity for health is developing.

Practice: Applied Knowledge and Understanding SCQF Level 9.

Use a range of the principal skills, practices and/or materials associated with a physical activity and health.

Advance practical skill set within a practical and collaborative environment.

Generic Cognitive skills SCQF Level 9.

Use a range of approaches to address and consider the influence and appropriateness of theories and concepts in relation to designing a potential sport related product or service.

Advance independent learning through reflective practice.

Communication, ICT and Numeracy Skills SCQF Level 9.

Convey complex ideas in well-structured and coherent form.

Use a range of forms of communication effectively in both familiar and unfamiliar contexts through individual and group work.

Select and use standard ICT applications to process, obtain and display a variety of information and data.

Autonomy, Accountability and Working with others SCQF Level 9.

Exercise organisational skills, initiative and independence within a group work and develop an awareness of one’s own and others’ roles and responsibilities

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

* Indicates that module descriptor is not published.

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Learning and Teaching
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:

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

Biddle S. J. H, Mutrie N. (2015). Psychology of physical activity: determinants, well-being and interventions (3rd ed), London: Routledge

Clow, A and Edmunds, S. (2014). Physical Activity and Mental Health. Human Kinetics, Leeds.

Dishman, R, Heath, G, and Lee, I. (2013), Physical Activity Epidemiology, 92nd ed), Human Kinetics, Leeds.

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

Knowles, A; Shanmugam, V; Lorimer, R. (2015) Social Psychology of Sport: linking theory to practice. Palgrave Macmillan, London.

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


BMC Public Health

Health Behaviour Education

Journal of Physical Activity and Health

Health Promotion International

(**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
ModeratorLaura Wallace
External ExaminerM Moran
Accreditation Details
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Class Test (Weighting 50% LO1, LO2)
Written Assignment (Weighting 50% LO2, LO3)
(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 mark 501

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

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

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  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)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.