Sport and Exercise Sciences and Psychology BSc (Hons)

• An introduction to metabolic processes;
• Bioenergetics and energy metabolism;
• Cardiovascular response to exercise;
• The pulmonary system and exercise;
• The neuromuscular system and exercise;
• The endocrine system during exercise;
• A balanced diet and nutrition for exercise.

The fundamental aim of this module is to stimulate interest and enjoyment in the study and application of exercise physiology. In doing this, students should develop a sound understanding of the physiological responses of the body's systems to both acute and chronic exercise., whilst also developing an understanding of the research process within exercise physiology; including information and literature retrieval, evaluation and summary. Finally, students should develop key transferable skills, including information searching, individual study, group work, learning strategies and communication skills (written and oral).

• Personality;
• Mood;
• Motivation in sport;
• Skill classification;
• Skill learning and transfer;
• Feedback;
• Memory;
• Psychological benefits of exercise;
• Exercise and mental health;
• Motivation in exercise.

The aim of the module enables students to develop a knowledge and understanding of the key principles of sport and exercise psychology through the examination of motor learning and social/personal issues and theories and also develop a knowledge and understanding of how these key issues and theories relate to sport and exercise in practical settings. The module allows students to examine the relevance of key theories to performance through group practical work and ultimatley develop an interest in the field of sport and exercise psychology. The students will develop a knowledge and understanding of the key principles of exercise psychology through examination of social/personal issues and theories and identify how key psychological issues and theories relate to exercise in practical settings.

• What is Sociology?;
• Definitions: Play, Games, Sport, Leisure, Recreation, PE;
• Concepts in the Sociology of Sport;
• Social Development of Sport;
• Social Divisions in sport and leisure: Gender, Social Class, Disability, Ethnicity, Age;
• Sport and political ideology;
• Sport and the media;
• Sport and religion;
• Sport and cultural identity;
• Sport and popular culture.

To develop in students:

• an understanding of the central definitions and concepts in the sociology of sport and exercise;
• an understanding of the processes involved in the development of sport;
• an understanding of the major trends in young people’s and adults’ participation in sport and physical activity both in PE and leisure;
• an appreciation of how participation is structured according to gender, social class, ethnicity and disability.
• an appreciation of the relationships and interactions between sport, society and culture.

Introduction to fundamental theoretical pedagogical principles including:

• Teaching and learning styles;
• Planning, structuring and controlling a session;
• Methods of communication;
• Effective questioning, use of effective feedback;
• Health and safety and risk assessment.

The application of these principles to the practice of sports coaching/teaching will be illustrated through examples drawn from selected activities (the following are illustrative only of some of the activity areas that might be included: invasion games/athletics/net games/governing body awards).

This will culminate in a three week teaching experience with local primary schools where students are able to apply their knowledge and understanding to a real life teaching environment. 

The aim of the module is to introduce students to the fundamental theoretical concepts and principles relating to effective practice within sports teaching and coaching. The module will provide an introduction to the teaching/coaching process and develop knowledge and understanding of the basic principles underpinning effective planning and delivery. This will enable the student to develop a knowledge and conceptual base which fosters understanding of pedagogical principles, which will, in turn, enable the students to recognise how these principles can be applied to enhance practice within contexts commonly experienced by physical education and coaching practitioners. Students will have the opportunity to apply the theoretical content covered within theory and practical lectures through the teaching/coaching of peers and pupils from local primary schools.

Anatomy and Kinesiology          

• Anatomical terminology;
• Planes/axes of motion;
• The skeletal and muscular systems;
• Joint actions;
• Assessing range of motion;
• Methods of assessing muscular actions during movement;
• Electromyography (EMG).

Linear Kinematics - description of objects in motion:

• Distance;
• Displacement;
• Speed;
• Velocity;
• Vectors;
• Scalars;
• Uniformly Accelerated Motion;
• Projectiles Motion.

Angular Kinematics - description of objects in angular motion:

• Angular distance and angular displacement;
• Angular speed and angular velocity;
• Acceleration and angular acceleration;
• Application of mechanical principles;
• Qualitative analysis
• Quantitative analysis;
• 2D video capture and analysis.

To enable students to:

• develop knowledge and understanding of the human muscular and skeletal systems and their relationship with sporting movements;
• develop knowledge and understanding of the biomechanical concepts of linear kinematics;
• develop knowledge and understanding of the biomechanical concepts of angular kinematics;
• develop skills in the scientific analysis and reporting of motion relating to human movement in sport.

• Referencing in appropriate APA format;
• Literature search skills, forms and types of available literature;
• Summarising and comparing literature within a given topic area.
• Forms of academic writing within sport and exercise sciences.
• Communication and presentation skills in a range of formats (e.g. powerpoint/poster).
• Why and how (skill-base) sport scientists conduct research.
• Awareness and understanding of different research methods and philosophies within sport and exercise sciences.
• Data entry and statistical analysis on SPSS.
• Data entry and spreadsheet design, descriptive statistics, graphing and presentation of results.
• Interpretation of statistical analysis.

This module aims to provide students with an opportunity to acquire the necessary skills required to undertake assignments within the area of Sport and Exercise Sciences and Physical Education. Specifically, how to write and present in a scientific format. The module provides students with opportunities to acquire skills that will ultimately form a platform for further autonomous learning at Levels 5 and 6. The main aim of this module is to introduce and develop study skills that are pertinent to Sport and Exercise Sciences and Physical Education; with a specific focus on the following areas: independent learning, referencing, writing skills, presentation skills and statistical skills.

The following areas will be covered from both a theoretical and practical perspective: 

• Measurement issues in sport and exercise physiology (validity and reliability);
• Assessment of body composition;
• Assessment of aerobic capacity;
• Sub-maximal markers of exercise intensity (including: blood lactate, RPE, heart rate);
• Assessment of maximal intensity exercise;
• Assessment of neuromuscular function;
• Field and lab-based assessment of maximal intensity intermittent exercise;
• Physiological principles of improving sport training and performance.

This module aims to further develop students’ understanding of exercise physiology. This will be achieved through exposing students to a variety of assessment techniques currently in use within exercise physiology, both laboratory and field-based. In conjunction, students will be introduced to the concepts of validity and reliability within exercise physiology and thus should be able to critically evaluate the suitability of assessment techniques for a specific population. Students should also further develop their practical laboratory measurement skills.

Emotion and performance:

• Basic concepts in emotion and sport: mood, stress, arousal and anxiety;
• Prominent theories of anxiety in the sport domain;
• The measurement of emotions: theory and practice;
• Coping, emotional intelligence and stress management strategies in sport.

Social psychology/group aspects:

• Group dynamics and group processes;
• Cohesion, leadership and communication;
• Social loafing and social facilitation;
• Attributions and self handicapping in sport;

Individual Differences:

• Aggression and passion in competitive sport;
• Sensation seeking and risk taking;
• The 2D:4D ratio;
• Personality and perfectionism.

The aims of the module are to develop students' appropriate knowledge and understanding of key conceptual issues regarding the nature of mood, stress, anxiety and arousal and their ability to appraise the strengths and weaknesses of theoretical models that attempt to describe the relationship between anxiety and sport performance. The student will also develop their ability to critically evaluate the suitability of stress management and coping strategies used in sport, with reference to relevant theory and research; as well as develop appropriate knowledge and understanding of the psychological and performance effects of being part of a group or crowd, or performing in front of an audience, on an individual/team. Students will develop appropriate knowledge and understanding of the role leaders and communication, and attributions and self-handicapping play in sport and the ability to identify the links between social psychological theory and practice (group dynamics and processes) in relation to the role and function of a range of sports personnel (e.g. coach, manager), as well as demonstrate a critical awareness when using theory to provide solutions to group-related problems. Students will develop appropriate knowledge and understanding of the role aggression and passion play in sport in general and competitive sport in particular;and their ability to identify the links between personality characteristics (e.g. perfectionism, 2D:4D ratio, sensation seeking) and sport practices/performances; and ultimately provide coherent, structured critical analyses of individual-related, group-related and anxiety-related issues in sport.

• Sociological theories of sport
• Deviance and sport (pain and injury; violence; drugs)
• Sport and health (mental illness; eating disorders; abuse and welfare)
• Masculinity, femininity, sexual identity and sport
• Commercialisation, globalisation and sport
• National identity, nationalism and sport

The aims of the module are to enable students to develop:

.

• Critical approach to the coaching and teaching processes
• Introduction to key contemporary topics in PE/Pedagogy including working with
  SEND pupils, identifying and supported talented pupils, the role of FMS and physical literacy in lifelong participation.
• Teaching intermediate adult performers and young novice performers.
• Practical teaching experience through a range of National Curriculum sports design to enable students to develop subject knowledge and applying theoretical content to a practical environment, selected from: invasion games, volleyball, net games.
• Completion of 'introduction to' governing body award ahead of teaching experience with local primary school pupils.

The purpose of this module is to encourage students to build on their fundamental knowledge of the components of the teaching and coaching processes, and apply and analyse the theory behind their constituent parts.  The specific content will enable students to apply aspects of theory in response to the actual teaching/coaching environment.  This will therefore encourage students to not only critically analyse existing coaching and teaching literature, but also appraise the application of this within the fluid coaching and teaching environment;

Students will be expected to critically engage with literature relevant to the illustrative content of the module, and use that to underpin or challenge their own practice, as well as that of others.  The emphasis throughout the module will be on 'theory through practice' whereby students will contextualise the implications of the theoretical suggestions made within literature and sport-driven policy, such as the National Curriculum and Coach Education programmes;

This module will enable students to gain primary experience of the practical environment whilst responding to the environment and demands of 'their' performers, and organising/reorganising their sessions and components of the teaching and coaching processes accordingly.

• Notational/performance analysis: theoretical rationale of objective analysis, performance indicators, hand and computer analysis, real-time and post-event analysis, focus of notation/performance analysis (inc. the influence of situational variables, performance profiling, perturbations, coach behaviour, technical/tactical performance, time-motion analysis, referee analysis).
• Electromyography (EMG): practical/ research applications, underpinning physiology, the neuromuscular system, muscle activation, preparation, factors affecting EMG signals, normalization.
• Linear Kinetics: inertia, mass, force (internal and external), ground reaction force, Newton’s laws, momentum, friction, impulse, conservation of momentum, impact, coefficient of restitution, pressure, work, power, energy.
• Fluid mechanics: projectile motion, buoyancy and buoyant forces, components of fluid forces, drag forces, lift force, Bernoulli’s principle, Magnus effect, fluid mechanics in sports performance.
• Angular kinetics: angular forces, torques and levers, centre of gravity, stability and balance, moment of inertia and linear velocity relationship, angular momentum, angular interpretation of Newton’s laws of motion.
• Biomechanical measurement techniques: force platform, 2D video capture and analysis, video digitisation, electromyography (EMG).

To enable students to:

• Develop knowledge and understanding of:
• notational/performance analysis
• electromyography
• the biomechanical concepts of linear kinetics
• the effects of fluids (air and water) on objects in motion
• the biomechanical concepts of angular kinetics
• suitable strategies for enhancing performance, based on the systematic observation and analysis of individuals and/or a team.

• Developing the research problem: identifying research topics, reading research, types of empirical study, devising specific questions, discovering what is already known, reviewing and critiquing the literature;
• The building blocks of scientific research: types of research (quantitative versus qualitative; experimental versus non-experimental), scientific parlance, sampling procedures, and measurement issues;
• Quantitative Research: Data collection methods and research designs, analytical research, historical (documentary) and reviews, Descriptive research: correlation studies, Experimental research: developing hypotheses, independent/dependent variables, control, sample selection, research designs, and experimental validity;
• Qualitative Research: beyond pure experiments: Qualitative issues, Observational methods, Interviews, Focus groups, Triangulation of methods, Alternative research methods, Quality in qualitative research;
• Developing a research idea and writing the Research Proposal;
• Principles of ethics in Sport and Exercise Sciences research;
• Common research designs and data analysis/statistics: Hypothesis testing, ‘significance’, descriptive and inferential statistics, parametric vs. non-parametric statistics; statistical ‘rules’ and diagnostic tests.

1. To build upon the knowledge and skills developed at Level 4 (Research & Study Skills), enabling a greater appreciation and understanding of the complexities of research.
2. To highlight key issues regarding research strategy, design and methods as they pertain to Sport and Exercise Sciences.
3. To utilise sociological, physiological, psychological, performance analysis, biomechanical and coaching examples to further understanding of qualitative and quantitative research methods in sport and exercise sciences.
4. To familiarise students with of the types of research designs adopted in quantitative and qualitative SES research.
5. To demonstrate the link between research design and statistical analyses.
6. To develop an appreciation of how to formulate a workable research proposal for a
Dissertation
7. To develop scientific, analytical and communicative skills.

In the first week of the module students will develop an understanding of the roles of the applied research scientist and develop core competency skills and knowledge; including research principles, code of conduct and ethical implications of conducting applied research in the sport and exercise science domain. Thereafter, students will work in their chosen area of sports science (i.e., psychology, physiology, nutrition, performance analysis/biomechanics or sociology) undertaking applied research work as directed by the relevant tutor. On completion of the project, students will then present and discuss the findings of their applied research project.

The aims of the module are:

• To allow students to gain practical experience of applied sports science research through experiential learning;
• To develop in students an understanding of the roles and functions of the applied sports scientist;
• To develop the core practical skills necessary for working in field and/or laboratory settings;

• To develop transferable work placement skills (team work, communication, report writing).

Pre-placement:

• Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
• Writing an effective CV. Constructing a letter of application.*
• Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

• The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
• Devising a strategy for integrating into the workplace and work based teams
• Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

• Devising and implementing strategies to improve own approach and performance
• Critical analysis/evaluation of approach to skill development and performance in the workplace;
• Influencing the Placement Provider’s appraisal;
• Devising an action plan to develop gaps in transferable skills based on the placement experiences;

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

• Develop their understanding of workplace practice and lifelong learning;
• Enhance their work readiness and employability prospects through development of transferable skills;
• Take responsibility for their own learning and acquisition of workplace employability skills;
• Articulate, in writing, their employability skills.

• Developing strength and power for athletes
• Conditioning for endurance sports;
• Conditioning for team sports;
• Concurrent training – implications for athletic performance;
• Pre-conditioning strategies for athletic performance
• Acute responses to training and competition, and approaches to promoting recovery;
• Performance in extreme environments;
• The travelling athlete
• The child athlete;
• Ageing and athletic performance;
• The female athlete.

• To develop a critical awareness of the principles applied to aerobic, anaerobic and resistance based training to improve sport performance;
• To develop an understanding of the implications of concurrent training on sport performance;
• To be critically aware of the mechanisms of fatigue responsible for limiting performance in extreme environments (e.g. heat, cold, altitude);
• To understand the responses of the human body after training and competition, and approaches for promoting recovery;
• To be aware of the symptoms and causes of underperformance syndrome, and implications for sporting performance;
• To be critically aware of factors affecting performance in special athletic populations (e.g. children, veterans, female athletes).

• Energy balance, a healthy balanced diet
• The role of macro- and micro-nutrients in the body
• The athlete’s diet
• Carbohydrate loading
• The efficacy of sports drinks
• Dietary manipulation
• Supplements and performance
• Nutrition and the immune system
• Nutrition for competition and optimising recovery of performance
• The aetiology of fatigue and the role of nutrition in delaying this process
• Nutrition and training adaptation

• To understand the role of nutrition in health and sport
• To be critically aware of the different nutritional strategies used to enhance performance
• To develop a critical awareness of the aetiology of fatigue and how nutrition can delay its onset
• To be critically aware of the effects of supplements on performance
• To understand nutritional strategies to enhance recovery
• To understand the effect of nutrition on the immune system
• To understand the role of nutrition in potentiating training adaptations

• Epidemiology of disease and the relationship in which lifestyle factors such as physical activity, exercise and diet have a significant impact;

• The assessment of physical activity and the risk of cardiovascular disease;

• The role of physical activity in ageing and in children’s health;

• Methods of assessing physical activity in healthy and unhealthy populations;

• Methods of prescribing exercise for various populations.

1. To develop a critical awareness of the epidemiology of chronic diseases in which lifestyle factors such as physical activity, exercise and diet have a significant impact.
2. To develop a critical knowledge of the assessment of physical activity and the risk of cardiovascular disease.
3. To develop an awareness of the role of physical activity in ageing and children’s health.
4. To develop knowledge and skills to critically evaluate the preventative and beneficial effects of physical activity on disease.
5. To understand the principles and methods of exercise prescription in healthy and unhealthy populations.

• Theoretical foundations of exercise psychology;
• Exercise issues and physical activity mediators within the general population;
• Exercise and eating disorders;
• Exercise, social physique anxiety and body image disturbance;
• Exercise addiction, bigorexia and body dysmorphia;
• Exercise and effects on mental health (anxiety, stress and depression);
• Theories of exercise behaviour and change including Social Cognitive Theory, Self-Efficacy Theory & Stage Theories;
• Intervention planning key principles and guidelines for working with different populations.

To develop in students:

• The ability to critically evaluate previous and current literature relating to exercise participation;
• An understanding of the strategies and approaches required to encourage involvement in and/or a return to exercise and fitness;
• Knowledge of the theories and psychological factors that affect engagement in exercise, culminating in the production of evidence based interventions;
• An appreciation of the psychological skills, which can be used by the exercise psychologist;
• The ability to critically discuss the potential negative impact of over involvement in exercise and fitness regimes.

• Practice and philosophy of the applied practitioner;
• Mental training core principles and application;
• Psychological issues and the young competitor, the role of the family and parental support;
• Coaching roles and working with coaches;
• Leadership styles, including the application of leader member exchange;
• Cohesion and the development of task and social cohesion;
• Stress and burnout, psychological implications and recovery;
• Injury – psychological effects and social support;
• Performance enhancement;
• Career termination.

To develop in students:

• An understanding of the key principles when working as an applied practitioner in sport psychology;
• The ability to examine theoretical issues and models pertinent to developing a working philosophy;
• An understanding of the key psychological theories known to impact upon sport performance;
• The ability to analyse theoretical issues through synthesising research material;
• The ability to develop core practical skills necessary for working with different populations;
• The ability to formulate solutions to real world sports psychology problems based upon theoretical knowledge and current research.

• Defining health;
• Physical, mental and social health;
• Politics of health promotion and public health;
• The medicalisation of life;
• Moral panics, media and health;
• Social dynamics and health;
• Sport-health ideology.

• To develop student understanding of the complexities of health;
• To develop student understanding and critical appraisal of health promotion strategies;
• To enable students to recognise the crucial impact of social dynamics on health;
• To develop student understanding and use of the sociological perspective in making sense of the relationships between sport, health and exercise.

• The sports development and policy process;
• The policy process;
• National governing bodies, county sports partnerships and local authority involvement in sports development;
• Youth sports development;
• Sports development and social inclusion;
• Sports development and public health;
• Elite sports development;
• Political ideology and sport policy;
• Sport in the Post-Modern world;
• Sport-in-development;
• The Olympics and mega-events: London 2012;
• Anti-doping policy.

The module encourages students to:

• demonstrate an appreciation of the development of sports development strategies and policies in the UK;
• make sense of the importance of analyzing and explaining these strategies and policies from a sociological perspective;
• explain and identify some of the policy issues and problems surrounding the complex interrelationships that exist among PE, sport, health, drugs and crime;
• identify the realities of 'doing' sports development and policy in practice;
• critically analyse the political influence on sport in relation to various different political ideologies in a comparative setting;
• critically analyse the role, function and import of sport in a post-modern, globalised world,
• critically analyse policies concerning key international areas of focus such as mega-events, anti-doping policy, international sport-in-development programmes.

• Defining PE;
• PE and sport;
• PE policy and National Curriculum PE;
• PE, sport and health;
• Health-related exercise;
• Youth sport;
• Exams in PE;
• Equal opportunities in PE;
• Lifelong participation and PE;
• Initial teacher training;
• Continuing professional development.

This module attempts to develop in students an appreciation of contemporary issues in physical education
(PE) and the related topic of youth sport – such as competing justifications for PE, health-related exercise, trends in youth sport and equal opportunities – from a sociological perspective. In this regard, the aims of the module are to help students make sense of competing conceptions of PE as well as the contentious nature of the relationship between health and PE, recognize the crucial impact of gender and ethnicity on the PE process and examine recent trends in youth sport, particularly as they relate to PE.

• The applied coaching and teaching process
• Coaching/teaching practice with peers and primary school children
• Reflection of the applied coaching/teaching process (planning, methods, reflection, contextual factors)
• Contemporary issues in the area of PE/Pedagogy including working with students with EAL, incorporating ICT into lessons/sessions, interpreting the current PE curriculum, and incorporating cross-curricular links in your teaching.
• Application of coaching and pedgaogy theory to practical experiences and settings
• Review and consolidation of coaching/teaching process;
• Tutor led practical.

The aim of the module is develop students application of theory to practical teaching and learning. The module encourages students to explore the applied coaching/teaching process through a critical approach to current issues within the process and, for students to be able to apply this knowledge within a coaching/teaching environment. Students will develop a critical understanding of the process of coaching/teaching by applying theory through practice during professional coaching/teaching practice. Students will therefore be more adequately prepared for a career in either teaching or coaching. This module will stimulate an evaluative grounding of students' practice within the practice-influenced theory of coaching and teaching processes.

• The application of principles of biomechanics to the understanding and analysis of selected sport and exercise activities: Impulse-momentum relationship; Newton’s laws of motion; angular momentum; inertia measures for human subjects; inverse dynamic analyses of human movement;
• Measurement techniques in sports biomechanics: Three-dimensional video analysis; gait analysis; electromyography (EMG);
• Sources of error in biomechanical measurement: Differentiation and integration; data filtering in biomechanics;
• Use of kinematic and kinetic analyses for enhancing understanding of technique in sport and exercise activities: Descriptive and analytical studies of techniques in running, jumping, striking and acrobatic movements; indirect determination of muscle function in sport and exercise movements;
• Current and future trends in sports biomechanics: Modelling and computer stimulation; injury prevention; elite sports performance; the mechanics of the stretch-shortening cycle.

To enable students to:

• Understand and apply scientific concepts in biomechanics to the analysis of sport and exercise movements;
• Appreciate the contribution of recent methodological advances in analysing human motion;
• Collect and interpret data in a way that is useful to sport and exercise scientists and professionals.

Performance Analysis:

• Taylor the 'Needs analysis' process to different sporting situations 
• Developing manual notational systems;
• Developing video and computerised match analysis systems;
• Analysing match performance. Analysis and presentation of results;
• Motion analysis and consequences for training;
• What match analysis tells us about successful strategy and tactics in sport;
• The future of performance analysis.

Sports Coaching:

• Critical approach to the coaching processes;
• Methods of conversing with, and reporting to, coaches;
• Application of performance analysis techniques to implement strategies to improve coaching behaviour and team/individual performance.
• Evaluating the effectiveness of applied interventions

To enable students to: 

• Develop knowledge and understanding of the concept of notational analysis in sports analysis;
• Develop knowledge and understanding of the specific considerations and protocols followed when developing notational models;
• Develop knowledge and understanding of different data collection techniques;
• Effectively interpret and use data collected from observation and analysis of individuals and/or groups of players;
• Develop knowledge and understanding of methods of presenting data in various formats;
• Develop a critical understanding of the process of improving coaching behaviour, by applying performance analysis techniques through observing professional coaching practice.
• Develop the ability to work independently and in a team within the applied sports setting
• Develop effective communication, influencing and self reflection  

• Injury epidemiology and aetiology in sports.
• The anatomy of sports injuries.
• Injury prevention.
• Health and well-being in the elite athlete.
• Effective assessment of sporting injuries.
• First aid and pitch-side management of injury.
• Injury rehabilitation.
• Return-to-play guidelines.
• Doping in sport.

To enable students to develop knowledge and understanding of:

• Injury epidemiology and aetiology in sports.
• The anatomy of sports injuries.
• Injury prevention.
• Health and well-being in the elite athlete.
• Effective assessment of sporting injuries.
• First aid and pitch-side management of injury.
• Injury rehabilitation.
• Return-to-play guidelines.
• Doping in sport.

Develop the practical abilities to:

• Calculate the prevalence of injury
• Identify and assess injury
• Prevent and manage injury
• Maintain the health and well-being of elite athletes.
• Rehabilitate the athlete following sports-related injuries.

• Student-arranged tutorials with assigned supervisor to monitor the progress of the study;
• Seminars/workshops/progress presentations (where appropriate) pertaining to ethics issues, follow-up sessions on data analysis, writing the Dissertation.

The module aims to enable students to develop the ability to undertake an independent inquiry into a defined problem; apply their knowledge of sport and exercise sciences in a research capacity and develop scientific, analytical and communicative skills. The module untimatley aims to provide students to acquire the skills necessary to complete a scientific dissertation.

Development of effective learning, including academic writing and statistical reporting; Understanding essay or research questions and applying problem-solving skills to answer them; Literature searching, citing and referencing using the APA publication format; Experiencing research as participant and researcher; Ethics; Scientific method and report writing; Statistics and concepts relevant to research design and analysis, including, for example: qualitative and quantitative methods, reliability and validity, observation, content analysis, surveys, correlation, experiments, scales of measurement, data distributions, tests of assumptions, descriptive and inferential statistics, statistical software packages; Team-working skills; Presentation skills

1. To develop students’ study skills

2. To introduce students to the logic and practice of scientific thought, ethics, and psychological research methods

3. To introduce students to a range of investigative and analytical techniques

The lectures will cover the major topic areas in Psychology: The historical foundations of Psychology, Psychobiology, Cognitive Psychology; Social Psychology; Developmental Psychology; Individual Differences; Health Psychology and Positive Psychology. The major different theoretical approaches and perspectives within each topic area will be explored.   The research and perspectives of well-known theorists, past and present, will be compared. Through the teaching of these exciting and essential topics, the seminars will focus on building a range of core and transferable skills which will aid students personal and career development.

To introduce the major areas of psychological research and debate.

To introduce the philosophical underpinnings and historical development of modern psychology.

To demonstrate the role of empirical enquiry in contemporary academic psychology.

To introduce students to a range of psychological literature including journal articles.

To introduce students to a range of core and transferable skills.

Part A:      

Preparation for Experiential Overseas Learning will take place at the university of Chester during level 5 and will include:  

• The multiple facets of Global citizenship
• Ethical engagement and practice
• Cross-cultural issues and sensitivity
• Intercultural communication

Theories, models and strategies of learning

• Theories and models Intercultural competence
• Theories and models of Integration and Multiculturalism

• Critical thinking skills and models of Reflection
• Experiential learning models
• Self-directed experiential learning

Personal and placement-related skills

• Enhanced independence
• Improved command of multicultural behaviour
• Increased knowledge and confidence in their individual facets of personal identity
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development
• Team building and team work

Part B:            Overseas

Students will engage in experiential learning activities overseas for at least 150 hours 

The purpose of this module is to enhance students’ prospects of completing an overseas placement to the best of their ability consequently it aims to:

• To equip participants with appropriate knowledge and skills to study or work in a different cultural, linguistic and/or social environment; enhancing ethical, cultural and intercultural awareness.
• To enhance students understanding of the ethical issues related to living and working abroad.
• To increase students Global Citizenship skills
• To provide an opportunity for students to reflect critically on their experience of living and learning within an unfamiliar culture, to their 'home' culture or ethnic group.

To challenge students to learn about themselves as global citizens in terms of life skills, career choices and academic development outside the classroom.

Preparation for the year abroad will take place in Chester during level 5 and will include:

• Cross-cultural issues and sensitivity
• Host-country orientation, study methods– economic, political and social reality of the country
• Orientation specific to exchange – health, education, gender issues
• The United Nations Sustainable Development Goals
• Practical matters relating to living and studying in the wider world

Theories, models and strategies of learning

• Critical thinking skills, experiential learning       and models of reflection

Personal and placement-related transversal skills

• Effective self-motivation and independent resourcefulness
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development

Whilst abroad:

Students will undertake study at one of UoC’s partner universities; it is expected that students will choose a series of modules at the university abroad, which equal a full-time study load. This must be agreed by the host institution and the International Tutor. Students must supply details of their courses/modules on a learning agreement within 4 weeks of arrival at the host university, note students who fail to supply this within 4 weeks may have the opportunity withdrawn.

1. To experience academic life in country outside of the EU, enhancing cultural and intercultural awareness and increasing transversal skills.
2. To reflect on the impact of the experience in their destination on one’s own personal, academic and professional development.
3. To engage with the experience of study at a partner university to gain extensive first-hand knowledge and understanding of the relevant society from the perspective of the resident.
4. To further develop independent learning techniques.
5. To foster critical evaluation.

• The multiple facets of global citizenship
• Ethical engagement and practice
• The United Nations Sustainable Development Goals
• Cross-cultural issues and sensitivity
• Intercultural communication
• Culture shock
• Cultural adjustment
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess-with a strong focus on understanding the intercultural competencies (ICC) needed to live and work abroad.
• Critical analysis/evaluation of individual requirements in relation to culture/cultural adjustment/culture shock/visas/medical.
• Critical analysis/evaluation of skills already acquired in relation to key skills related to ICC.
• Devising strategies to improve one’s own prospects of working abroad in the future.
• Devising an action plan to address gaps in transferable skills based on organisational analysis and sector opportunities.

This module promotes a reflective and critical approach to interculturality and aims to enhance students’ prospects of gaining overseas graduate employment, which will enable them to:

1. Examine and evaluate a chosen aspect of the society of a target country
2. Enhance cultural and intercultural awareness and further develop related skills.
3. Articulate clearly their career plans and take steps to prepare for their first paid overseas graduate role,
4. Take responsibility for their own learning and acquisition of identified employability skills,
5. Articulate, orally and in writing, their findings and their employability skills.

This module focuses on the investigation of crime, offender profiling and the use of forensic psychology on the criminal justice system. Indicative topic areas include: the process of criminal investigation; interviewing witnesses; the psychology of evidence (including eyewitness testimony); offender profiling – theoretical and practical approaches to this method and the controversy that surrounds it; geographical profiling; the principles of investigative psychology; the legal system; trial; juries and issues surrounding their effectiveness; mental health and crime; sentencing; the prison system;  rehabilitation and recidivism

• To develop understanding of psychological theories and research relating to the criminal investigation, the criminal justice system and crime
• To introduce some of the main methods of investigation used in forensic psychology
• To introduce current theories and research regarding the issue of offender profiling and detection
• To encourage discussion of current modes of rehabilitation for offenders in forensic settings
• Promote skills in retrieval and organisation of information.

This module will cover how psychology graduates use their psychological knowledge in a range of professions. Taught sessions will intend to focus on providing students with the theoretical knowledge about the use of psychology in the workplace, and will cover topics such as professional interactions, relationship management, effective communication, and ethical practice. These sessions will aim to provide students with the opportunity to develop skills in accessing and evaluating psychological research and theory, applying this knowledge to a professional setting, and using problem-solving processes. Guided workshops aim to provide students with practical sessions to apply and discuss theoretical knowledge to key workplace issues. Students will be encouraged to participate in individual and group work within these sessions, and engage in discussions about theories and the application of relevant theories. Talks will be held which may involve guest speakers. These sessions aim to provide students with the opportunity to see how psychology is used in everyday practice, and the use of psychology in to resolve problems. Students will be expected to use these events as opportunities to reflect on, and apply relevant theories and research.

1. To understand and develop an appreciation for the applications of psychological theory and research in a range of professional settings.

2. To explore the use of psychological theory and research in problem-solving techniques to resolve professional issues

1. Introduction, overview, and historical context.
2. Theoretical underpinnings of some important counselling, therapy, and coaching approaches.
3. The current empirical evidence of efficacy and effectiveness of a range of oft-used approaches.
4. Values and ethics in applied psychological practice.

1. To review historical and modern empirically backed techniques for psychological intervention including psychotherapeutic, counselling and coaching approaches.
2. To examine the links between epistemological assumptions, theoretical developments in basic psychology, and ultimately applied psychological practice.
3. Students will be encouraged to assess critically the current evidence base for at least one dominant psychotherapeutic or coaching model.
4. Students will gain some experience in observing coaching and counselling sessions.

The content of this module will examine a broad range of key theories and empirical research in the Psychology of Parenting.  This module will allow students to explore current theory and practice and how this impacts on children and family life.

This module examines the theoretical and empirical basis of attempts to understand parenting. The module draws upon broad psychological ideas and specialist research.

This module is intended to enable students to develop an understanding of three key research methodologies with allied statistical / qualitative analysis techniques. Methodologies are (1) experimental design, (2) survey design and (3) the design of studies that yield qualitative data. A range of quantitative analysis techniques (e.g., one-way and k-way ANOVA, with subsidiary a priori and post hoc comparisons, simple and multiple regression, factor analysis and reliability analysis (e.g. Cronbach’s alpha)), and qualitative analysis techniques (e.g., thematic analysis, grounded theory, discourse analysis, IPA and narrative analysis) will be covered. Students will be introduced to relevant methodological ideas and theories, as well as receive training in practical skills (e.g. the use of Jamovi for analysis). Ethical issues relevant to the methods addressed in the module will be covered.

The aims of this module are as follows: 

1. To enable students to develop an understanding of key methodologies used in empirical studies in psychology
2. To enable students to analyse data using appropriate software and / or analysis techniques
3. To enable students to develop their data reporting skills

1. Historical approaches to the study of attention, filter models and feature detection models.
2. Historical approaches to the study of perception, ecological and constructivist approaches to visual perception and computational models of visual perception, the neuropsychology of vision.
3. Historical approaches to the study of memory, working memory, levels of processing theory, encoding specificity, memory retrieval, schema theory, semantic and episodic memory, everyday memory, computational models of learning and memory, the neuropsychology of memory.
4. Types of knowledge required for language understanding, theories of lexical processing, syntax, semantic knowledge, text comprehension, models of speech production, computational models of language, models of reading and dyslexia.
5. The use of transformational problems, the use of analogy in human problem-solving, expert-novice differences, computational models of problem-solving.
6. Intelligence (e.g. traditional/hereditarian, behavioural and multiple intelligences.
7. General issues in cognitive psychology: for example, cognitive architectures, computational modelling, cognitive neuropsychology, the relationship between cognition and emotion, consciousness.
8. Throughout the module methodological design and analysis will be covered.

1. To describe the information processing approach to the study of human mental activity.
2. To develop an understanding of current controversies in cognitive psychology.
3. To explain the different methodologies used to investigate human mental activity.
4. To explain the relationship between cognition and intelligence.
5. To explain the relationship between cognition and other aspects of human behaviour.

Content includes definition, discussion and evaluation of social psychology and personality, two key areas in the BPS core curriculum.  Examples of typical content covered include the description, history and comparison of various methodologies and tests; issues involved in accuracy of assessment, with a focus on psychometrics; the description and evaluation of different theoretical approaches (historical and contemporary) to the understanding and explanation of personality (e.g. psychodynamic, trait, phenomenological, behaviourist, cognitive social, neo-Darwinist); specific coverage of key areas of social psychology, such as the self and social identity, social constructionism, attitudes, attribution, social cognition, culture, close relationships and building on group processes and intergroup relations  introduced previously, looking at pro-social behaviour, anti-social behaviour and prejudice, aggression); understanding aspects of development and variation in social psychology and personality (e.g. nature/nurture, temporal stability and situational consistency, cross-cultural  research, emotion/motivation)and the applications and implications of these areas – e.g. for mental and physical health, forensic situations,
etc

1. To critically explore social psychology and personality, in terms of definitions, methodology, historical and contemporary theories, issues and applications.
2. To develop an understanding of the interaction of personal and social influences on behaviour.

1. Introduction to the psychological theories and empirical research underpinning parenting and education.
2. Family and student diversity. To consider a range of familial and student factors that impact on the family and school experience (e.g., additional needs, differences in ability, socio-economic status, race and ethnicity, gender).
3. Applications of psychological theories and research in the experience of personal, social, emotional and health issues related to parenting and education. These topics are illustrative only; actual topics will depend upon staff interests and availability.
4. Ethical issues related to psychology in parenting and education.

1. To introduce psychological theories and research methodologies which inform parenting and educational practice.
2. To examine research evidence offered in explanation of approaches to parenting and the learning experience.
3. To examine the impact of diversity upon parenting styles and the school experience.
4. To examine ways in which the psychology of parenting and education has informed personal, social, emotional and health issues.
5. To introduce a range of approaches to parenting, teaching styles and learning.
6. To begin to develop a broad understanding of ethical issues in the psychology of parenting and psychology of education.

This module concerns the application of psychology in the context of citizenship, communities, and social action. Key ideas and concepts are introduced which underpin community psychology, exploring the nature of communities, the issues faced by communities, the community construct, as well as characteristics of communities and individual citizens of those communities. As part of this, the module then explores social action &/ change.  Illustrative module content includes:

Culture, Power and Institutions

The Psychology of Fake News and Political Decision Making

Culture and Unusual Beliefs

Disability

Religion

Community and Meta Science

Challenging Individualism

It will foster a critical evaluation of psychological theories and research to connect ideas of equality, identity, and citizenship to real-world psychological practice in diverse contexts

To explore how psychology frames social categorisation and how this shapes society both locally and globally.

To examine how psychological theory and research applies to human self-identity, social identity, and community.

Pre-placement:

• Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
• Writing an effective CV. Constructing a letter of application.*
• Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

• The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
• Devising a strategy for integrating into the workplace and work based teams
• Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

• Devising and implementing strategies to improve own approach and performance
• Critical analysis/evaluation of approach to skill development and performance in the workplace;
• Influencing the Placement Provider’s appraisal;
• Devising an action plan to develop gaps in transferable skills based on the placement experiences;

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

• Develop their understanding of workplace practice and lifelong learning;
• Enhance their work readiness and employability prospects through development of transferable skills;
• Take responsibility for their own learning and acquisition of workplace employability skills;
• Articulate, in writing, their employability skills.

• The organisational context: research-informed analysis of the sector’s role, development opportunities or career paths.
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; developing a positive work attitude, resilience, building rapport with co-workers).
• Devising strategies to improve one’s own career.
• Critical analysis/evaluation of skills already acquired.
• Devising an action plan to address gaps in transferable skills based on organisational analysis and sector opportunities.

This module aims to enhance students’ prospects of gaining graduate level employment, which will enable them to:-

• Enhance their work readiness and employability prospects through identifying relevant transferable skills for their chosen career path,
• Clearly articulate their career plans and take steps to prepare for their first graduate role,
• Take responsibility for their own learning and acquisition of workplace employability skills,
• Articulate, in writing, their employability skills.

Literature searches, planning and discussions with tutor

Preparing an application for ethics approval

Preparing and delivering a short presentation

Supervised empirical research: gathering data and undertaking appropriate analysis

Preparing for and undergoing a short oral exam

Preparing the final report 

• To give experience of independent supervised research
• To consolidate and extend expertise in research methods

This will involve generic issues, and specific expertise in relation to the selected research topic and the particular methodology adopted.

The content of this module will examine a broad range of key theories and empirical research in Developmental Psychology.   This module will allow students to explore current theory and practice in Developmental Psychology from childhood through the life-span. 

The module aims to promote students understanding and analysis of human development by examining various perspectives and theories used to explain human development across the life-cycle.

As defined by Rothman and Cooper (2007, p.ix.), "Organizational and Work psychology is an academic subject and a profession which focuses on human behaviour related to organizations, work and productivity".  In short, it applies principles and theories of psychology to the place of work.  Organizational and Work psychology (often referred to as 'organizational behaviour' and to 'human resource management' or 'industrial psychology', respectively) are, also, growing areas of applied psychology, and this module provides students with a broad introduction to the key theories and approaches in several key areas in this field. The following topics provide an indication of likely content: job analysis, recruitment and selection; employee motivation and development; ergonomics, occupational stress, leadership and teams; organisational culture. Emphasis is given to academic research findings, discussion of recent trends, and practical application issues, as well as to critical evaluation of key theories, models and approaches.

To provide students with a broad appreciation of several key topics in organisational and work psychology, to enable them to evaluate theories and modules for application in work and organisational contexts. The module will be of interest both to students with a general desire to learn more about applying psychology in business, management and HRM-related situations, and to those who may wish to pursue a specialised postgraduate course in this area.  

1. Research methods and ethics in clinical psychology.
2. Models of and approaches towards mental health issues, e.g., diagnosis and formulation.
3. A range of psychological disorders, e.g., mood disorders and psychosis.
4. Treatment approaches and interventions for psychological disorders.
5. Psychological perspectives on mental health issues, e.g., developmental, social, biological, and cognitive.
6. Special topics related to understanding and treating mental health issues, e.g., self-harm, stigma, prevention.

1. To review major research methods used in understanding and testing interventions for mental health issues.
2. To review current conceptualisations of psychological disorders.
3. To review evidence-based treatments and interventions for mental health issues.
4. To review individual and societal circumstances surrounding mental health issues.

This is a multi-disciplinary approach covering different (e.g. clinical, educational and social) models of specific neurodevelopmental disorders as well as touching on the effects of neurological and sensory impairments. Particular emphasis will be placed on the way such disorders can be conceptualised, issues of specificity and comorbidity, and the effects of having such a disorder or being labelled with one. The module will cover some of the problems of identification, with an interrogation of the efficacy of DSM and ICD classifications, as well as aetiological, assessment and intervention issues. Students will have the opportunity to study psychological approaches to a range of neurodevelopmental disorders (these may include, but not be limited to, dyslexia, developmental coordination disorder, attention deficit/hyperactivity disorder, autism spectrum disorder, tic disorders).

Aims:

1. To help students develop an understanding of differing approaches to, and mental models of neurodevelopmental conditions. 

2. To consider the aetiology, identification, consequences and life-course of neurodevelopmental and specific learning disorders and to be able to communicate issues around these topics to different audiences.

3. To familiarise students with the ways in which various psychological models have informed intervention techniques.

Historical and current theories and approaches in health psychology.

The role of health psychology and health psychologists in health care.

Psychological factors in the aetiology of disease, including the contribution of stress, personality and behavioural risk factors.

Psychological factors in the prevention and management of physical health problems, with a particular emphasis on the area of behavioural change interventions at both an individual and community levels.

The psychological experience of physical illness, with particular reference to the psychological consequences, and management, of chronic illness for the patient and their family.

The interaction between the patient and the healthcare system, for example, delayed presentation with symptoms, and communication between health care professionals and patients.

The application of psychological interventions for those affected by illness.

Health psychology perspectives on important ethical issues in health care.

To develop critical knowledge and understanding of the role of psychological factors in the aetiology, progression and management of disease.

To explore motivations for engaging in behaviours beneficial and harmful to health.

To explore the role of health psychology and health psychologists in effectively enabling behaviour change.

To develop a realistic understanding of the work of a health psychologist and related professions.

Animal psychology and behaviour: examples illustrating causal, developmental, functional and evolutionary perspectives; Social structure and behaviour, including mating systems, reproductive strategies, parental care, play and conflict; Cognitive abilities, including language, self-awareness and theory of mind; Methodology in comparative psychology including critical issues such as anthropomorphism and ethics; Theoretical approaches to understanding animal behaviour, including the role and relative influence of genes, learning and cognitive processes in comparative psychology, optimality theories associated with parental care, foraging and predation risk; Topical focus on research.

1. To provide students with an overview of animal psychology for those interested in the field.

1. To provide students with a solid understanding of brain structure and function, neural communication and sensory systems.
2. To provide students with a critical awareness of key subject areas within biological psychology that are relevant to the most current understanding of behaviour.