Course Specification

Transcription

1 LEEDS BECKETT UNIVERSITY Course Specification MSc Psychology of Sport and Exercise (MSCPE)

2 Carnegie Faculty School of Sport Award and programme title: MSc Psychology of Sport and Exercise (MSCPE) Level of qualification: Level 7 Interim awards available: PG Cert Psychology of Sport and Exercise 7 Length and status of programme and mode of study Programme MSc Psychology of Sport and Exercise MSc Psychology of Sport and Exercise Length (years) Status (FT/PT/SW) FT/ 1year PT/2 years Mode (campusbased / DL or other) Headingley Campus Headingley Campus Course Specification Overview and Aims The course philosophy reflects the University s strategic plan by putting students at the centre of our activities, delivering a flexible and relevant curriculum with excellent teaching and learning, providing a supportive, inclusive and welcoming environment, and preparing students for employment and lifelong learning. The MSc Psychology of Sport and Exercise is designed to enable each student to grow personally and professionally during the course. In line with the five aims of the programme, developing students who feel competent and

3 confident in contributing to the beneficence of others through the application of the skills and knowledge they have acquired whilst studying on the programme is key. It is also evident from the aims of the programme that students will experience a course that is research-led and promotes evidence-informed practice as a professional standard to which they should aspire. Completion of the scheduled learning programme will enable students to complete Stage 1 of the BPS training route towards Chartered Status within the Division of Sport and Exercise Psychology. Following successful completion of this course*, students can go on to complete the BPS Stage 2 Qualification in Sport & Exercise Psychology (QSEP), which permits them to legally use the titles of Chartered Sport and Exercise Psychologist, Registered Psychologist or Practitioner Psychologist". *Please note that only graduates who hold the BPS Graduate Basis for Chartered Membership (GBC) can enrol as a Stage 2 candidate. Graduates who do not hold GBC will first need to complete a BPS-accredited Psychology Conversion course before they are eligible to enrol on the Stage 2 QSEP. A modular structure has been developed which allows for the inclusion of the Practicum module in which students will be supported via individual and group supervision to engage in a period of client-related work in the role of a sport and exercise psychologist. The programme incorporates two additional strategies to enable students to achieve the intended learning outcomes. First, there is the personal tutoring programme where a member of staff will be asked to support the student through their learning journey, particularly with a view to the student s progress and their wider life goals. Second, the programme aims to develop a culture where students take an interest in, learn from, and support each other. These strategies in particular help to provide a forum for the development of research skills, professional competencies and personal development in an ethical and appropriate way. Professional Subject Context Within the past decade there has been a growth in the career opportunities available for sport and exercise psychologists (e.g., teaching in further and higher education, professional consultancy posts with sporting organisations). Coupled with such growth has also been an increased need for appropriately qualified and accredited individuals to fill such positions. The MSc Psychology of Sport and Exercise therefore seeks to provide students with an opportunity to study at a postgraduate level and achieve Stage 1 of the BPS training route to becoming a Chartered Sport and Exercise Psychologist. This course is designed to enable students to develop and demonstrate competence in relation to the underpinning knowledge-base of Sport and Exercise Psychology and to the research element of the training. In addition, there is an external driver from employers for graduates to have gained appropriate work experience and to have developed relevant skills (e.g., communication, team work, problem solving, organisation, confidence) alongside their studies. Therefore, the course team have added a practice dimension to the course to prepare those students wishing to go on to complete the BPS Stage 2 QSEP. The Practicum module provides the students with an opportunity to gain client-related experience under the supervision of an experienced

4 academic in the field. Examples of recent placements and client-related work supported by our MSc. students include the SportsAid Sporting Excellence Programme, High Performance Centre for Race Walking, MoreLife, Leeds City Council (design and delivery of exercise and health interventions), Leeds Rhinos, Yorkshire Cricket, Ilkley Running Club, and the Talented Athlete Scholarship Scheme (TASS). This practice dimension differentiates the course from other BPS-accredited MSc. programmes in the country, and the course team were commended for such good practice by the BPS Accreditation Panel during the most recent accreditation visit in November Specifically, the BPS Accreditation Panel commented: The distinctive element of the programme giving students the opportunity to undertake a practicum, which enriches their experience and enables them to contextualise the theory to which the programme is exposing them (Appendix B). The next accreditation visit is provisionally scheduled for the academic year. Lastly, staff teaching on the course are highly engaged in research and applied practice and understand the needs of employers within this area, which assist with course and module developments. Market and Demand for the course There is continued market demand for this course because it forms part of a period of study required for registration as a Chartered Sport and Exercise Psychologist. Those who want to practice as a Sport and Exercise Psychologist have to undertake a BPS Accredited Stage 1 qualification and successful completion of this course fulfils that requirement. Students who fulfil this stage are also well placed at this institution to progress to the Stage 2 qualification as two members of the course team (Backhouse & Manley) are registered as Stage 2 Approved Supervisors and Assessors. Aims of the Course The broad aim of the programme is to provide students with the opportunity to develop professional and ethical competencies in the research and application of psychology within sport and exercise contexts. This broad aim is explicated more fully in the specific aims set out below. The course is designed to: Develop a comprehensive understanding of the psychological principles related to sport and exercise contexts and their application to professional practice. Provide an opportunity to critically evaluate and apply a broad range of theories, methodologies and research findings in sport and exercise psychology. Develop a comprehensive and practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in sport and exercise psychology. Develop the practical ability to identify and employ appropriate/established research techniques in the creation and interpretation of knowledge in sport and exercise psychology. Develop professional competencies linked to the pursuit of a career as a Chartered Sport and Exercise Psychologist.

5 This programme of postgraduate study will provide students with training of high academic quality and applicable to the role of a Chartered Sport and Exercise Psychologist. Course Learning Outcomes On successful completion of this course, students will be able to: 1 Demonstrate the professional competencies required to be a Chartered Sport and Exercise Psychologist in line with established Codes of Ethics and Conduct. 2 Demonstrate a systematic understanding of knowledge and a critical awareness of current problems and new insights in the field of sport and exercise psychology. 3 Critically analyse and evaluate a broad range of theories, methodologies and research findings as applied to contemporary issues in sport and exercise psychology. 4 Utilising a range of media, exhibit a comprehensive knowledge and application of appropriate techniques and methodologies deemed relevant to research in sport and exercise psychology. 5 Demonstrate a reflective approach to applied practice through the engagement in client-related activity. 6 Demonstrate self-direction, originality and independence in solving problems, planning tasks and implementing strategies at a professional level. Course Structure Level 7 This MSc programme is accredited by the British Psychological Society (BPS) and provides Stage 1 training toward becoming a Chartered Sport and Exercise Psychologist. This programme is an essential prerequisite to Stage 2 of the training route which involves developing and demonstrating competences in research, teaching and training, practice and consultancy. The programme follows the BPS curriculum for professional training in sport and exercise psychology. The focus of the MSc is the development, application, and evaluation of psychological principles, knowledge, theories and methods in an

6 ethical and appropriate way. Through close collaboration with the course team, students will establish the abilities required to foster the development, wellbeing and effectiveness of individuals, groups and organisations in a sport and exercise setting. There are seven compulsory modules involving a range of teaching methods and students are expected to carry out a Major Independent Study related to their specific interest in sport and exercise psychology. A distinctive feature of the programme is the Practicum, which provides the opportunity to engage in applied experience under supervision, in a safe and secure environment. In semester 1, the Professional Practice in Sport and Exercise Psychology and the Practicum modules dovetail to prepare students for Practicum placements in semester 2. At the time of writing, this course is the only accredited MSc Psychology of Sport and Exercise course to offer an applied practice dimension to the BPS Stage 1 training route. All modules are compulsory. Semester 1 Core (Y) Y Y Semester 2 Research Methods Contemporary Issues in Sport Psychology of Exercise and Y Psychology Health Professional Practice in Sport Y Learning and Development Y and Exercise Psychology in Sport and Exercise Practicum Y Practicum Y Major Independent Study Y Major Independent Study Y Semester 3 Core (Y) Learning and Teaching Details relating to contact hours and other key information sets (KIS) are available on the course page of our Online Prospectus on our website. Learning and Teaching Approaches The learning and teaching on the MSc. Psychology of Sport and Exercise course places the student at the centre of the experience by fostering an inclusive, supportive and challenging environment. Through a curriculum which is informed by research and professional practice, students will develop the required skills, knowledge and experience necessary to achieve Stage 1 of the BPS curriculum. The course will focus on developing sound knowledge of Sport and Exercise Psychology with ample opportunities to apply their learning whilst enhancing learning through problem-solving approaches. The learning

7 approaches will develop students independent learning capability and critical-thinking skills, as well as prepare them for employment. Learning and teaching approaches will be continually improved using feedback from midand end-of-module evaluations, peer review, focus groups, enhancement and development meetings, and module development days. This will ensure that the students learning experience is continually enhanced by supporting the professional development needs of the academic members of staff who will facilitate the learning experience. Students will be engaged through a variety of teaching and learning approaches whilst studying the MSc. Psychology of Sport and Exercise course. Challenging and authentic tasks will be used to stretch the students capabilities in real-world learning and assessment, resulting in a deeper approach to learning. The following learning and teaching strategies will used across the modules; Students will undertake advance preparatory work in order to contribute to and inform interactive learning environments. Students will learn from and facilitate the learning of others through engagement in peer review processes. Students will participate in tutorials where they will work in small groups to engage with learning activities. Students will organise and conduct research processes in order to facilitate appropriate data collection, analysis and interpretation. Students will work independently to research the relevant literature using a wide range of sources (e.g., electronic databases and search engines). Students will complete directed activities/ formative assessments which will inform the content of scheduled sessions, providing opportunities for feedback. The blend of learning approaches will involve a combination of face-to-face facilitated learning, online learning and self-study which may differ by module. See course structure and module templates for examples. Supervision of client-related work is a key aspect of this programme. Supervision involves an active and reciprocal relationship (Johnson, 2007) that relies on effective communication. Therefore, supervision of students during their Practicum placement requires dynamism and flexibility to respond to the generative growth (Johnson, 2007) of the student as they progress through the process and address the inevitable challenges that arise along the supervised practice journey. As such, Practicum Supervisors aspire to move along the supervisory continuum from adopting a more formal, hierarchical and transactional style at the start of the relationship to one that delivers the qualities of a transformational supervisor (Johnson, 2007). However, a challenge that can ensue from the transformational approach is boundary violations. Therefore, to mitigate this risk, it is important to clarify boundaries at the outset of all supervisory relationships (as part of informed consent to supervision) and remain vigilant and act if the boundaries are breached (Johnson, 2007). Two members of the team

8 (Dr Backhouse and Dr Manley) are on the RAPPS, and Practicum Supervisors engage in shared reflections/discussions at regular intervals (monthly) during the course of the placements. Learning and Teaching Activities Teaching and learning methods will reflect the particular characteristics of each subject combining in-depth theoretical approaches that recognise the experience of students and prior knowledge from a first degree or professional experience. Students may come from a broad range of backgrounds which will be utilised in the teaching and learning strategies adopted in modules. Supporting and retaining diverse students is one of the key targets of the course which aims to support them to achieve their maximum potential in terms of independent learning and research skills. Teaching and learning methods in modules include key lectures on substantive areas, complimented by seminars (staff and student led), e- learning practices (on- and off-site), case analysis and laboratory sessions, supported by directed reading and independent study tasks. The approaches are designed to sensitise students to issues and skills in sport and exercise psychology and challenge their own assumptions and practices in this context. To further facilitate this development, the course team will incorporate transcripts and audio files from previous work as case studies in the Professional Practice/Practicum sessions. Furthermore, the Practicum Supervisor and Personal Tutor will encourage reflective practice and the tenets of transformational supervision will shape much of what we do. Well established academic and skills support programmes operate at course and University levels, which can be accessed by these post-graduate students. Furthermore, as highlighted within the staff CVs (within the resource document), the staff teaching on this programme have an excellent research record as well as a vast amount of applied experience. A range of information and communications technologies will be utilised to reflect a diversity of learning styles and provide access to contemporary contributions in the field of study. Independence of learning will be facilitated through approaches designed to empower students when interacting with technology and learning resources and in identifying a range of solutions to their individual needs. The assessment strategy is designed to determine the extent to which students have achieved the aims and objectives of the course and the learning outcomes for each module. Students will be encouraged to understand the relationship between learning outcomes and the assessment, enabling students to achieve those learning outcomes. Graduate Attributes (UG only) N/A Use of the Virtual Learning Environment (VLE)

9 The course uses the VLE and wider online community to support, enhance & link face to face with online materials and to provide a space for students to communicate with each other and the course team. Students are introduced to the VLE in induction week which includes small group work in a computer lab to ensure they can access and navigate effectively. Personal tutors and module leaders check specific aspects of VLE use and proficiency as part of module delivery and formatively assessed activities. Modules will use the VLE and online delivery in a variety of ways which may include: A repository for teaching materials to support face-to-face delivery which may include module handbooks, lecture slides, work books, multimedia elements, reusable learning objects, digitised readings, work sheets, past exam papers and placement handbooks. Electronic submission of assignments using the VLE via formative Turn-It-In drafts and summative submissions. Synchronous and asynchronous interactions online such as FAQs, discussion boards and chat rooms to support student learning outside of the classroom and to enable students to support each other and establish a course community. Requesting submissions from students in a range of formats such as properly-formatted essays/reports, presentations, posters, blogs and other forms. Conducting online formative assessments. Monitoring student engagement through level of engagement in online activities and usage statistics. Providing formative and summative feedback to students on an individual or group level in a selection of formats including electronic and audio feedback. Encouraging students to identify and evaluate other electronic resources from a range of sources internally and externally that may support their studies further. Encouraging staff & students to engage in subject-specific professional networks and professional debate on and offline. Use of Blended-Learning The course will use a blended learning approach across all modules. The approach will involve a combination of face-to-face facilitated learning, online learning and self-study which will differ by module. The remaining hours will then be made up of a mixture of online learning and self-study. It is expected that students would be provided with readings and directed activities to support their learning within the classroom. The blend of these approaches will differ by module. For example, in the Psychology of Exercise and Health module, each week students are set a task which they are to complete for the following week s lecture. This may include conducting some readings to enable discussion, finding appropriate measures for a particular health condition or designing experiments. In the seminar this self-directed learning will be discussed, with further readings also provided.

10 Assessment Strategy The assessment practices will incorporate both formative and summative approaches. To ensure the assessments are appropriate for employability and career development, individual and group assignments will be undertaken. Performance regarding the assignments will be evaluated through student presentations, applied practice portfolios, reflective logs, essays, case studies, research proposals, book chapters and a Major Independent Study (and any other form of assessment deemed appropriate). Case studies, for example, are highly appropriate assessment methods for this course as they are core to the Stage 2 Qualification in Sport and Exercise Psychology, on which many graduates may decide to enrol provided they meet the necessary entry requirements (i.e., achievement of GBC status in addition to completion of the BPS-accredited MSc.). As such, this course helps prepare students for the next stage of professional development as an applied practitioner (should they wish to pursue this route). Also, there are opportunities for negotiated assessments in certain modules, which reflect the personal, voluntary, professional context of the students. Individual assessments are subject to standardisation and moderation, according to the Faculty s moderation policy. Feedback on Assessed Coursework Formative and summative feedback will be provided by various means (according to assessment practices) and it will focus on constructive comments that link the learning outcomes of a module with the assessed work. Feedback will be provided as soon as possible but no later than 20 working days after the assessment deadline. Details will be included within the Module Handbook. Module Assessment Methods N/A Employability and Professional Context In line with the development and delivery framework, the programme also provides sufficient opportunity for students to apply their developing skills as part of various independent learning tasks and assessments, particularly within the Professional Practice in Sport and Exercise Psychology and Practicum modules. Appropriate resource materials (e.g., Internship and placement logs, placement evaluation forms, ethical guidelines and informed consent) are presented at key stages in the programme so that students may develop an appropriate understanding of some of the common processes that practitioners are required to be

11 familiar with. Furthermore, students are encouraged to identify links between the theoretical content highlighted within one module and the opportunities to apply such knowledge as part of the practical activities provided within another module. This synergistic approach actively develops students personal and professional ability to discover and evaluate existing conceptual relationships, whilst also ensuring that the programme consists of more than merely a collection of segregated modules. The teaching strategy attempts to create learning environments that provide opportunities to engage in reflective practice, thus ensuring that students not only take responsibility for their own learning, but also develop the ability to relate the delivered content to factors that may be experienced in the applied setting. The reflective process is key to facilitating effective practice and practitioners commitment to continuing professional development. Therefore, this particular teaching strategy represents one of the ways in which the programme of study prepares students for further training and/or employment as a Sport and Exercise Psychologist. Students are also encouraged (where appropriate) to contribute to the decision-making processes related to the development of module content and delivery. Such involvement and reflection ensures that students become the architects of their own education and prepares them for related personal and professional activities (e.g., continued professional development). To facilitate the development of students appreciation of inter-related scientific concepts, the MSc. Psychology of Sport and Exercise modules recruit students from other masters programmes delivered at the University (e.g., Physiology, Nutrition, Biomechanics). This opportunity to study alongside students from other sport and exercise science programmes acts to enhance students awareness and understanding of inter-disciplinary problems and issues linked to the study of psychology in sport and exercise contexts. This approach also reflects the peer support framework that the programme aims to foster via other means (e.g., personal tutoring programme, individual supervision). A distinctive feature of the programme is the Practicum module, which gives students the opportunity to engage in applied experience under supervision, in a safe and secure environment. This has been a unique selling point in attracting students to the programme. This practical component is an effective way to consolidate student s learning, as well as being a taster for BPS Stage 2 training. There is an external driver from employers for graduates to have gained appropriate work experience and to have developed relevant skills, alongside their studies. Therefore, in addition to the credit-bearing modules such as the Practicum which incorporate client-related work within the learning activities, the course team have developed a series of professional development opportunities in collaboration with University partners and external employers. These opportunities provide the successful applicants with a chance to gain additional experience working in a variety of sport and/or exercise psychology settings, ranging from assistance on subject-specific research projects, to providing support to our Sports Science Experience Days where visiting schools and colleges are exposed to a range of sports science workshops and activities. Moreover, graduates of this course will be well equipped to pursue a higher degree through research (MPhil/PhD),

12 enabling them to either develop a career within academia or use their specialist subject knowledge to seek employment in the sport, exercise and/or health field. Reference Points used in course design and delivery All our courses leading to Leeds Beckett University awards have been designed and approved in accordance with UK and European quality standards. Our courses utilise the Frameworks for Higher Education Qualifications (FHEQ) and relevant subject benchmarks (where these are available) and professional, statutory and regulatory body requirements (for professionally accredited courses). We review our courses annually and periodically, responding to student feedback and a range of information to enhance our courses. Our University is also subject to external review by the Quality Assurance Agency. Our latest report can be found on the QAA website at We appoint External Examiners to verify that our University sets and maintains standards for awards which adhere to relevant national subject benchmark statements and the FHEQ (UK), ensure standards and student achievements are comparable with other Higher Education Institutions in the UK, with which they are familiar, and ensure that assessments measure achievement of course and module learning outcomes and reach the required standard. External Examiners may also provide feedback on areas of good practice or potential enhancement.

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