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Section 1: BASIC INFORMATION

1.1 Awarding Institution: University of St Mark & St John

1.2 Teaching Institution: University of St Mark & St John

1.3 Locus of Delivery: University of St Mark & St John

1.4 Final Award Title: Bachelor of Science (Honours)

1.5 FHEQ Level: 4, 5 and 6

1.6 Programme Title: Health, Exercise and Physical Activity

1.7 Mode and Duration of Study: Full time – three years; part time – six years

1.8 UCAS Code(s): CB69

1.9 Admission Criteria:

DBS clearance GCSE English Grade C and above

Level 3 qualification (e.g.A-level) in one or more of the following: o Maths o PE o Sport /Health/Exercise Science o Biology o Psychology

or equivalent experience. In addition to the above, preference will be given to applicants with one or more of the following:

GCSE pass (C grade or above) in Maths or Science and PE

Evidence of fitness instructing, coaching or teaching eg. NGB or REPs award

BTEC Sport/Health/Exercise Science or Advanced (L3) Diploma Sport & Active Leisure

Leadership Awards (JSLA or CSLA or HSLA) or equivalent

Summer school or sports camp experience. Recruitment follows the University policies, which promote equality of opportunity.

1.10 Accrediting Professional Body/ PSRB:

Register of Exercise Professionals

1.11 QAA Subject Benchmarking Group(s):

Unit 25: Hospitality, Leisure, Sport and Tourism

1.12 Other External Points of Reference:

Qualifications and Curriculum Authority Register of Exercise Professionals Learning and Teaching Support Network SportsCoachUK Codes of Practice

PROGRAMME SPECIFICATION Definitive Document

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British Association of Sport and Exercise Sciences Framework for Higher Education Qualifications (FHEQ)

1.13 Language of Study (for learning, teaching and assessment):

English

1.14 Work-Based Learning Arrangements:

Modules SPODO1 and SPOH01 are the optional specific work-based learning module for the programme

1.15 Foundation Degree Progression Routes:

N/A

1.16 Arrangements for Distance Learning:

N/A

1.17 Original Date of Production: October 2010

1.18 Date of Commencement: 1st September 2011

1.19 Review Date: By 31st August 2017

2 Programme Overview The BSc (Hons) Health, Exercise and Physical Activity programme establishes a comprehensive understanding of the relationship between physical activity, fitness and health. It is a multi-disciplinary programme that draws from the established disciplines of physiology, psychology, nutrition and sociology. A key feature of the programme is its professional accreditation which runs through the spine of the curriculum and reflects the significant vocational theme. Importantly, the programme is designed for students to become practically competent when working with diverse client groups, which is theoretically underpinned by current research and professional practice. The programme is distinctive and is designed to produce qualified graduates by providing higher education and vocational provision, specific to the health and fitness industry. 2.1 Rationale for Pathways within the Programme A selective number of pathways have been included within the programme reflecting it’s topical and wide reaching appeal. The pathways include Sport Science, Education Studies, Sport Physical Activity & Disability, Sports Development, Sport and PE International Perspectives and Sport and Leisure Management. Each pathway incorporates 3 modules across Diploma and Honours years of the programme. The pathways reflect, and further reinforce, the vocational ethos of the programme and address the importance of Physical Activity and Health in informing the curriculum for educational purposes; through maximising competitive and personal performance; by highlighting the health benefits of exercise participation; and its inclusion in developing and delivering sports programmes through appropriately managed community and international programmes. Furthermore, the pathways not only provide flexibility in terms of choice for the prospective student, but also potentially increase the diversity of opportunities for graduate employment.

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3 Programme Aims The overarching aim of this programme is to provide students with the necessary skills to practice as an exercise professional in a health and fitness environment or within an educational or promotional setting. The specific programme outcomes will enable BSc (Hons) Health, Exercise and Physical Activity (HEPA) graduates to demonstrate the following skills in line with the QAA benchmark: General Programme Aims:

Develop students critical thought, intellectual reasoning and practical precision for application to diverse settings.

Help students from varied cultural and social backgrounds to fulfill their potential in both intellectual and practical domains.

Provide a stimulating and caring learning environment in which students feel secure and motivated to learn.

Prepare students for employment or postgraduate study by equipping them with a diverse range of skills.

Specific Programme Aims:

Provide students with a comprehensive knowledge and understanding of the underlying concepts, theories and principles of health, exercise and physical activity in the context of the individual and the community.

Provide students with a comprehensive and detailed understanding of the psycho-social dimensions of health, exercise and physical activity.

Allow students to design, implement and evaluate safe and effective physical activity and nutrition based programmes that are transferable and not limited to the health, exercise and physical activity orientated environment.

Allow students to develop their research and practical skills in applied aspects of health, exercise and physical activity with an appreciation of moral, ethical, education and legal issues.

Allow students to become technically proficient in using a variety of gym and exercise science based equipment, assessments and monitoring techniques.

Benchmarks: The BSc (Hons) Health, Exercise and Physical Activity (HEPA) programme aims and programme outcomes are directly guided by the QAA Subject Benchmark Statements for ‘Hospitality, Leisure, Sport and Tourism’. The BSc (Hons) Health, Exercise and Physical Activity programme is science oriented and subscribes to each of the four major sub-divisions of study, but particularly incorporates the ‘science’ and ‘studies’ based sub divisions. These include:-

The study of human responses to sport and exercise

The study of the performance of sport and its enhancement, monitoring and analysis

The study of the historical, social, political, economic and cultural diffusion, distribution and impact of sport

The QAA benchmark statements subscribe to the Council of Europe’s (2001) definition of sport which states that sport means all forms of physical activity, which through casual or organised participation aim at expressing or improving physical fitness and mental well-being, forming social relationships or obtaining results in competition at all levels. This is consistent with the direction of the programme which focuses on exercise and physical

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activity in the context of health. The QAA benchmark statements for Hospitality, Leisure, Sport and Tourism (2008;12) clearly recognise this direction stating that “modern programmes which study sport are likely to include health, physical activity and exercise”. The BSc (Hons) Health, Exercise and Physical Activity programme has been designed to comprehensively examine this relationship in detail. The programme is also shaped and directed by the QAA’s subject benchmark statements for ‘Health Studies’. National Occupational Standards (NOS) In addition to the QAA benchmarks the National Occupation Standards (NOS) for Physical Activity and Health (http://www.ukstandards.org.uk, 2010, date accessed September 2010) have been used to shape the curriculum. Section 9.5 describes how the programme incorporates some of the NOS standards relevant to physical activity and health, as recognised by the Register of Exercise Professionals. 4 Programme Outcomes The programme outcomes indicate the range and level of capabilities, which all BSc (Hons) Health, Exercise and Physical Activity students should have achieved upon completion of the programme. These have been formulated in line with the 2008; level 6 Framework for Higher Education Qualifications in England (FHEQ) which state that holders of a Bachelor’s degree with honours will have the qualities necessary for employment requiring:

the exercise of initiative and personal responsibility decision-making in complex and unpredictable contexts the learning ability needed to undertake appropriate further training of a

professional or equivalent nature

These outcomes are promoted and developed throughout the programme. The modules have been designed to ensure that the students have the opportunity to be assessed in a variety of skills throughout the programme. Specific information about learning outcomes for each module is provided in the module descriptors. Knowledge and Understanding: By the end of the programme students should be able to: 1. Effectively use and apply the knowledge and understanding of the disciplines underpinning human structure, function and performance. 2. Demonstrate a critical appreciation of how psycho-social contexts shape the relationship between health, exercise and physical activity. 3. Demonstrate a critical understanding of how physical activity and

exerciseinterventions can affect both the health and performance of individuals, including those with specific needs or conditions.

4. Appreciate and demonstrate an understanding of the moral, ethical and legal issues which underpin professional practice.

5. Apply the concepts, theories and policies associated with physical activity and health through a range of contexts.

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Intellectual Skills By the end of the programme students should be able to: 6. Critically assess and evaluate evidence to develop reasoned and informed judgment 7. Describe, analyse and interpret data using a variety of appropriate techniques to prescribe action in health, exercise and physical activity. 8. Use and interpret knowledge and information to solve problems in theoretical and practical contexts. 9. Research and assess theories, principles and concepts in health, exercise and physical activity with minimal supervision. 10. Apply existing theories, concepts and principles to solve new problems. 11. Take responsibility for their learning and continuing professional development. Transferable/Key Skills: By the end of the programme students should be able to: 12. Communicate effectively in a variety of forms. 13. Critically reflect and evaluate personal strengths and weaknesses. 14. Work effectively as a member of a team and accept leadership responsibility

where appropriate. 15. Select and manage information using appropriate ICT, including the internet,

word processing, spreadsheets and statistical software packages. 16. Select and use appropriate quantitative and qualitative techniques for data

collection, presentation, analysis and problem solving. 17. Have confidence to debate in a professional manner using reasoned and informed

argument. Practical Skills: By the end of the programme students should be able to: 18. Demonstrate safe and effective laboratory and field based practice; to include risk

assessment and the identification of emergency procedures. 19. Accurately administer a range of methods, tests and techniques for the assessment

of physical activity, exercise and health. 20. Select, design, prescribe and administer suitable exercise & health programmes for

specific populations. 21. Select and employ a range of practical techniques to facilitate programme

adherence. 22. Demonstrate effective communication with clients and other exercise & health

professionals. 5 Teaching and Learning Methods All modules carry a ‘Duty of Care’ statement that students are ‘fit to study’. In particular, practical, applied and experiential modules require a ‘professional commitment’ and compulsory attendance to ensure that the students’ delivery meets the required professional standards and underpinning health and safety standards. All practical and off-site activities are risk assessed by the respective Module Leaders and Lecturers. The BSc (Hons) Health, Exercise and Physical Activity programme offers improved access to higher education ensuring equality of opportunity and widening participation through a range of learning and teaching strategies. It has a practice

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based focus underpinned by academic knowledge and understanding. It will employ a variety of approaches including visiting lecturers and professionals to enable flexible, student-centred learning. Teaching and learning methods are used to engage students in the learning process and to support student achievement of the programme aims. The strategies used aim to develop student approaches to learning. These will facilitate reflection and analysis, aid application of theory to practice and develop critical awareness. Glossary of Terms: Case Studies: A group of people, or an individual, engaged in study or work,

based on a ‘real life’ situation in a practical field. Case study scenario based learning activities.

Computer Based Learning: Computer and network enabled transfer of skills and knowledge, using electronic applications and processes to learn.

Directed Study and Reading: Time set aside by the teacher for learners to study a particular subject.

Group Discussion: A focus group (normally between 8-10 people) work together to discuss opinions and gauge their responses to specific stimuli.

Guest Speakers: Using specialists from the field to present to students. Typically refers to when a learner, guest speaker, explains or shows some content to a learning audience; similar to a lecture.

Independent Learning: Activities where an individual learner conducts research, or carries out a learning activity, on their own.

Lectures: Subject introduced and delivered by the teacher in a specific time which transmits information.

Practical Sessions/ Student activity, e.g. learning a skill or group work. This can also Laboratory Work: include laboratory sessions and conditioning sessions in the

fitness suite. Seminar Groups: A group of about 8-12 people following up something that has

already been introduced on the course – involves reading of an essay or paper by one member followed by discussion.

Tutorials: One-to-one teaching (learner to teacher) usually for counselling purposes based on the learners’ work.

Virtual Learning A software system designed to support teaching and learning in Environment an educational setting. Work based Tasks: Learning events which take place within a working environment

enabling learners to develop ‘real’ skills and practices. 5.1 Virtual Learning Environment A remote learning environment (VLE) situated on the internet/intranet promotes access to resources, discussion groups and other learning materials. In addition, students have open access to extensive computer facilities within the University to support their studies.

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6 Assessment Assessment is in accordance with University regulations, policies and procedures. The assessment strategy of the BSc (Hons) Health, Exercise and Physical Activity programme uses a holistic approach incorporating formative and summative achievement of Learning Outcomes. A broad range of assessment strategies are used in the programme to support the development of knowledge and understanding and professional and practical skills as well as providing opportunities to foster key and transferable skills. Throughout the taught modules formative assessment will be employed to support students in their learning and development. Achievement of Learning Outcomes is formative through responses to practice tasks and directed tasks, and the accumulation of portfolio evidence from work based learning. The student is required to draw on these experiences to inform summative assessments, thus providing the opportunity for cumulative learning and reflection and to demonstrate the whole of their learning. Module Learning Outcomes are explicitly stated in module teaching programmes and are used to inform assignment marking criteria. Students will be required to reflect on their own practice within assignments and therefore they will be personal to their own circumstances and learning journey. This will potentially avoid the temptation for plagiarism within formative and summative assessment. This will support an objective approach to assessment against the academic criteria. Glossary of Assessment Terms: The programme team use anonymous marking on exam scripts and aim to move towards anonymous marking of coursework. Certain practical elements of the programme and presentations and personal reflections cannot be marked anonymously. Case Study: An analysis of a real-life example within the field. Critical Review: A critique of a selected text (usually a chapter from a book or an

article from a journal), activity or organization. An essay style assignment critically evaluating literature pertinent to a topic.

Essay: A written response to a question based on synthesis and analysis. These may be negotiated with an academic tutor.

Evaluative Report: An evaluative or critically reflective piece of writing that identifies key issues, challenges, and ‘learning’ that is relevant to the student’s experiences. This may be as the result of a placement, event, work experience etc.

Honours Project: An in depth study of 10,000 words or equivalent following a topic of your choice.

Laboratory Report: A written response structured in an agreed format, based on individual research of a selected topic. This may include practical research. A structured written account of a laboratory practical with analysis and discussion of results.

Open Examination: Usually takes the form of essay questions, but also other forms, such as multiple choice questions, short answer questions, or any combination, which are taken under examination conditions.

Personal Practical Practical performance measured against set criteria using recognised

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Performance: guidelines or national awards. Planning Assignment: A plan of an activity which will be evaluated and analysed. Students

are required to identify areas of personal and professional strengths and weakness through critical self reflection and develop a personal action plan.

Portfolio: A collection of assessments covering the learning outcomes of a module, which usually takes several different forms such as essays, reports, presentations and task sheets, digital media

Poster Presentation: Presentation of data/information/critical analysis in a visual ‘poster’ format to include brief verbal delivery and defence of questions posed on the topic specific to the information contained in the poster. Assesses knowledge of selected topic and communication skills.

Presentation: A talk illustrated/supported by a variety of audio-visual aids, which demonstrates knowledge and understanding of a selected topic. They could be individual or group.

Research Proposal: A brief written plan, which indicates clearly and succinctly how the student wishes to proceed in a piece of research.

Resource File: A compilation of weekly tasks, brief laboratory reports, coaching plans and evaluations as evidence of students’ achievement.

7 Programme Specific Regulations The following modules are non-condonable:- Level 4 Level 5 SPOC02, SPOC03 HEPDO3 HEPC01, HEPCO3H ASPC02 The above modules are non-condonable based on the health, safety and ethical aspects associated with the modules and the aims of the programme. This includes practical instructing and the safety procedures, protocols and intervention involved in data collection from clients and patients. 8 Programme Structure An overview of the programme structure is shown in the following Table. All modules in Year 1 are compulsory and consist of six 20 credit modules, two of which are delivered across both semesters of the academic calendar. In Year 2 all modules in Semester A are compulsory except for SPODO1and SPODO2 and similar to ASPDO1, are delivered across two semesters. These are the generic Placement (SPODO1) and Applied Independent Learning (SPODO2) modules which can be chosen at the exclusion of each other. In Semester B, students can opt for a ‘specialist pathway option’ instead of HEPDO4. The specialist pathways available to students include; Disability, Education Studies, Sports Development, Sport and Leisure Management and Applied Sport Science for Coaching.

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In Year 3 the only compulsory module is the Honours project (SPOHP1). This is a 40 credit module and is delivered across two semesters. The student can then choose two of the three other year long modules (SPOH01, HEPHO2, HEPHO1) plus two other HEP modules, HEPHO3, HEPHO4 (one from each semester) or opt to choose from the four other named SPO, ASP or COA modules or select the pathway modules as appropriate. Table: BSc (Hons) Health, Exercise and Physical Activity programme Level 4 / Certificate Level

Semester A Semester B

*SPOCO1: Academic, Personal and Professional Development

*SPOCO2: Foundations of Coaching , Teaching, Instructing and Communication

*SPOCO3: Applied Health, Fitness and Nutrition

*ASPCO2: Introduction to Sport & Exercise Psychology

*HEPCO1: Sport & Exercise Physiology & Anatomy

*HEPCO2H: Sociology of Health & Exercise (10 credits)

*HEPCO3H: The Fitness Professional (10 credits)

Level 5 / Diploma Level

*ASPDO1: Research and Analysis in Sport, Health Science and Coaching

SPOD01: Placement learning - integrating theory with practice 1

SPODO2: Applied independent Learning

* SDED02: Sport and Leisure Policy * HEPD05: Health and Fitness Training Principles

*HEPDO2: Healthy Weight Management ASPD03: Sport Physiology

SPODIM: Independent Study SPODIM: Independent Study

Pathway option

Level 6 / Honours Level

*SPOHP1: Honours Project

HEPHO2: Exercise prescription, public health & GP referral

SPOH01: Professional Practice 2

HEPHO1: Holistic Approach to Health

HEPHO4: Advanced Nutrition for Sport, Health & Exercise

HEPHO3: Young People Physical Activity & Health

ASPHO3: Advanced Sport & Exercise Physiology

ASPHO5: Advanced Strength & Conditioning

COAHO4: Pedagogy in Practice ASPHO4: Applied Sport & Exercise Psychology

COAHO1: Leadership Training for Sports Administrators

SPOHIM: Independent Study

Pathway Option Pathway option *Compulsory modules

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The following pathways are available for students to choose if they wish to supplement their single honours programme with study in another subject area. Students will be given information, guidance and advice by programme and pathway leaders regarding the pathway options so that informed decisions can be made. These optional pathways allow students to individualise their learning programmes and create greater choice and flexibility to ensure the programme meets their needs and future career aspirations. Each pathway is made up of three modules (one at level 5 and two at level 6). It is expected that if students opt to take a specialist pathway they will take all three modules that constitute the identified pathway. However, if at the end of the second year, following completion of the level 5 pathway module, a student wishes not to continue with the pathway option, they can revert back to the single honours programme (with no pathway option) for their third year. They will not be permitted to change pathway options at this stage. Examples of the pathways options and modules are shown in the Table below. Table: Available Pathways and Modules Pathway Year 2 Year 3

Sport and PE: International Perspectives

COADO5: Comparative Studies in Sport and Physical Education

COAHO6: Applied International Perspectives SDEHO4: International Perspectives on Sport and Physical Education

Education Studies

CYCD02: Learning & Teaching COAH04 : Pedagogy & Practice CYCH15: Community and Informal Education

Sport Physical Activity & Disability

SDEDO8: Disability awareness within sport and outdoor adventure

SDEHO6: Developing Disability Sport and Outdoor adventure

Sports Development

SDEDO4: Sports Volunteering SDEH03: Resource Management & Sports Governance SDEH07: Applied Sports Development

Sport & Leisure Management

SDED07: Consumer Experiences in Sport and Recreation

SDEH05: Strategic Sports Management SDEH08: Leisure Enterprise and Entrepreneurship

Applied Sport Science for Coaching

ASP D06: Essentials of Sports Science

SEM A ASP H02: Advanced Technique Analysis for Coaching OR ASP H03: Advanced Sport & Exercise Physiology SEM B ASP H04: Applied Sport Psychology OR ASP H05: Strength & Conditioning

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9 Career Progression and Employability Skills Active (2005, 2008) have identified a gap in the sport, health and leisure industry in the South West, therefore career opportunities for appropriately qualified graduates in physical activity, health and fitness are presently available and are likely to grow substantially. There are a range of career progression and employability opportunities available for graduates of the programme, particularly given that students will be industry accredited having graduated. The programme permits further postgraduate study (MSc) in Physical Activity and Health as well as preparing students for PGCE application specific to physical education and science based curriculum areas. Immediate employability opportunities include the health and fitness industry. NHS funded, exercise referral physical activity projects, NHS trainers and working in local government to promote health and well-being initiatives for the community. Specific career opportunities exist for graduates, but the employment market will require graduates to seek more diverse environments to practice their subject knowledge and generic skills across the fitness, sport and leisure sector. With this in mind, the programme, with its corresponding pathways and intellectual, practical and transferable skills, will prepare the graduate to compete more widely for employment across the fitness, sport and leisure sector. It will also provide a solid foundation from which to explore other careers.

10 Quality and Standards The BSc (Hons) Health, Exercise and Physical Activity programme pays due regard to the University-wide Quality Assurance Frameworks. 10.1 Quality Indicators The University is an accredited 'Investor in People'. This national standard confirms the University's commitment to developing the potential of all its employees. Student Support has received ‘Matrix’ accreditation which confirms the University’s commitment to supporting students through higher education. 10.2 Student Feedback The feedback and response process, between students, staff and the University is an on-going facet and key element in developing programmes. Student feedback is actively encouraged and is obtained through formal and informal mechanisms. Formal opportunities to feedback include; module evaluation forms (MEF) which are analysed and reflected upon within module reports informing future planning; regular, and minuted, staff student liaison committee (SSLC) meetings populated with nominated student representatives for each year within the programme; the Student Experience Council (SEC) has representatives from all programme SSLC’s as well as an open invitation to all students; and The National Student Survey (NSS). In addition, and on occasions, external examiners (EE) request the opportunity to speak to students on a programme and this can often be reflected in their annual report. Informal opportunities exist in lectures, practicals and through either module leaders or personal development tutors. Similarly the response process can be formally minuted through meetings or through module, programme and departmental reports, which are subsequently discussed at SSLC meetings, or it can be immediate and informal through email, tutor-student tutorials, group tutorials or noted on Learning Space.

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The Module Assessment Board is responsible for examining the performance of students. Marks for each student on each module are conveyed, together with any recommendations to a Progression and Awards Board, where final decisions are made on the progression of students between years and the final award classification for students, due to graduate. The external examiner programme reports annually and these reports are disseminated to the Dean of the Faculty, Head of Department, Programme Leader, Lecturing staff and students. The report and responses to it are reviewed and action plans produced as appropriate to address key issues. This review then forms the starting point for the annual subject report, reflection and action planning. These processes enhance teaching, learning and assessment of the programme. 10.3 Quality Assurance in the Work Place The professional and vocational relevance of curriculum design and content has been acknowledged by external examiners. The BSc (Hons) Health, Exercise and Physical Activity programme provides opportunities for students to apply their knowledge and understanding in vocationally relevant workplaces and gain new skills and experiences that will enhance their future employability. Students will have structured work experience opportunities and will have the opportunity to select workplace settings to tailor the programme towards their particular area of interest. These ‘workplaces’ support the development of students through providing opportunities to conduct work based tasks and to complete the work based assessment. All students engaged in work based modules are allocated a University Placement Advisor who confirms the appropriateness of the student’s placement and agrees the focus of the placement and its associated assessment. In addition the students are supported, and the placement quality assured and monitored, through the involvement of the Module Leader, Centre for Sports Development and Performance manager (CSDP) and a named Placement Supervisor (based at the placement organisation). Furthermore, in preparation for the placement, students receive a series of lectures and tutorials advising them of the requirements for the placement. 10.4 Quality Enhancement Aspects of good practice and strategies for quality enhancement are disseminated through the annual subject report, peer appraisal, subject group meetings and the many informal discussions between staff and students. Issues of quality enhancement are addressed at Faculty level through regular Faculty Development Days. 10.5 Register of Exercise Professionals The University’s strategic interest in the employability of graduates and professional development is consistent with the Register of Exercise Professionals (REPs). This is to build a stronger bridge between the personal and skills development of undergraduate students and the continuing professional development of employees in the sector. REPs is a system of self-regulation for all instructors, coaches, trainers and teachers involved in the exercise and fitness industry. This creates a framework within which individual instructors can achieve the highest standards of professionalism, linked to best practice in the exercise and fitness industry.

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The REPs Mission Statement is: "To ensure that all exercise professionals are suitably knowledgeable and qualified to help safeguard and to promote the health and interests of the people who use their services." REPs independently demonstrates that fitness professionals are competent and qualified to practice. The Register is a central feature of the professionalism of the industry that is essential to giving customers, users, the public and partners in the medical professions the necessary level of confidence in the quality of services provided by fitness professionals. Registration signifies that an exercise and fitness professional has met certain standards of good practice. The REP encourages a properly qualified base of exercise professionals who:

have gained recognised and approved qualifications, can demonstrate competence in their working environment, are committed to continuing professional development, have appropriate public liability insurance for the level at which they are working, demonstrate commitment to the industry Code of Ethical Practice.

The BSc (Hons) Health, Exercise and Physical Activity programme has successfully completed the Higher Education Accreditation Process to provide students the opportunity to become REPs accredited following successful graduation. Part of this process involved mapping a series of standards and core knowledge at either level 2 or level 3. Level 2 targets the broad base of exercise professionals including gym instructors, aqua and exercise to music instructors. Level 3 is advanced instruction involving personal training, special populations, exercise referral and nutrition. Mapping of REPs standard at both levels is evidence of the vocational relevance, contemporary design and broad curriculum of the programme. 11 Professional Advisory Group The teaching team has formal contacts with local employers the Register of Exercise Professionals (REPs) and the British Association of Sport and Exercise Sciences (BASES) whose knowledge of the current and changing market provides an invaluable resource. Working with these stakeholders informs the curriculum both at module and programme level through module content, for example practical requirements sought by employers, innovative forms of assessment to evaluate competencies, or work placement opportunities. 12 Learning Resources Students have access to a wide range of facilities within the University, and specialist facilities to support their studies, including a state of the art sport and health science laboratory and video analysis suite as well as sports halls, swimming pool and fitness suite. As we continue to move into the digital age students have open access to extensive computer facilities within the University to support their studies. The programme team have ensured that students have access to a number of software programmes that are relevant to extend their studies. For example module ASPDO1 uses SPSS Statistics, module HEPDO2 & HEPHO4 uses WISP nutritional software (Tinuviel, 2006) and module HEPDO3 & HEPDO1 uses Fitech V5 health and fitness software (Fitech, 2010).

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Students have open access to extensive computer facilities within the University to support their studies. There is extensive ‘wifi’ access for students across the University Campus and broad band is available in Halls of Residence and the Student Village and also a 24 hour computing facility situated within the Library. This gives all students flexibility with regard to the times and places that they access computing facilities and also with regard to the times and places they can access information from the web and course resources from the VLE (Learning Space). 13 Support for Students and for Student Learning Students have full access to University facilities for academic and pastoral support and guidance; this is a key priority. Student support and guidance is promoted by the co-ordinated efforts of the following: Academic support provided by:-

Academic Counsellor Extensive library and other learning resources and facilities Library and study skills guidance material Programme handbooks, and module guides Student Support Tutorial staff, including programme leaders, module leaders and tutors, personal

development tutors Pastoral support provided by:-

Accommodation Careers advice Chaplaincy Counselling service Disability support Financial support Nursery Welfare advice

13.1 Personal Development Tutors Every student in the University is allocated a Personal Development Tutor, usually a member of the ‘core’ teaching team. Tutors assist in evaluating student’s progress and provide appropriate subject advice to support a student's area of study. Tutors will also be aware of guidance services provided by Student Support, the Library, Counsellors, Student Union and IT services. 13.2 Student Support and Guidance – Central Support The teaching team co-operates closely with Student Support which provides welfare and financial support, disability support, learning development and a counselling service to students. Nursery provision is available on campus. The Faculty and the programme team recognise the value of the ‘whole student experience’ within Higher Education. The faculty focuses a significant amount of energy in assuring the total student experience is extended, enhanced and enriched; extended in the sense that students are prepared for the University experience, enhanced in the sense that students

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have a successful and enjoyable experience whilst at the University, and enriched in the sense that students are able to undertake opportunities to guide lifestyle and career aspirations alongside their studies. 13.3 Module Tutors Support for learning and completing assessment tasks is offered by specialist academic staff or the module leader. 13.4 One-to-One Tutoring All students undertaking independent study including independent study modules and dissertations are allocated a supervisor. Students meet with their supervisor to deal with general issues related to the processes of investigation and the writing up of the independent study. This may include guidance with research methodology and reassurance and practical help with the ongoing process of research, as well as smoothing the way through crisis points in the whole process. 13.5 Online and Distance Learning An element of e-mentoring will be available through e-mail. The VLE will be used to support taught modules within the programme. 13.6 Peer Support Students are encouraged to develop learning networks and operate peer support groups. Examples of this are within SPOCO2, HEPDO3 and HEPHO2 where students are encouraged to work in small groups to develop their practical skills in instructing and teaching. Allocated space in the new sport and health science lab will allow students to achieve this under the supervision of the lab technician.

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APPENDIX 1: Matrix of Programme Outcomes to Modules Knowledge and Understanding Intellectual skills Transferable / key skills Practical Skills

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22

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HEPDO5 √ √ √ √ √ √ √ √ √ √ √ √ √

SPODO1 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

SPODO2 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

SPODIM √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

*ASPDO1 √ √ √ √ √ √ √ √ √

HEPHO1 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

HEPHO2 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

HEPHO3 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

HEPHO4 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

ASPHO3 √ √ √ √ √ √ √ √ √ √ √ √ √

ASPHO4 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

ASPHO5 √ √ √ √ √ √ √ √ √ √ √ √ √ √

COAHO4 √ √ √ √ √ √ √ √ √ √ √

COAHO1 √ √ √ √ √ √ √ √ √ √ √

SPOHIM √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

*SPOHP1 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

SPOHO1 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

*Denotes compulsory modules

Programme Specification v1.8 2016-17 Page 17 of 17